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LIS Well-being Philosophy Statement

At LIS, we believe that learning is a social and emotional process and that the development of cognitive, affective and social skills are essential to the holistic development of a person.  All members of LIS contribute to the well-being of the community and we believe that this is fundamental to the identity of our school. Learning happens best in an environment that is safe and based on trust, mutual respect and support.  As such, teaching and practicing well-being permeates our whole school curriculum and is not a stand-alone programme.

Because of this, we

  • Value and facilitate learning opportunities that are relevant, inclusive and authentic
  • Provide space for student leadership and agency
  • Empower students to have the knowledge, awareness and courage to make reasoned decisions
  • Guide students to self-regulate and recognize the connections between behaviour and consequence
  • Understand mistakes are opportunities to grow and learn
  • Encourage students to be their best selves through an understanding of identity and role in society
  • Motivate students to create positive change in the world
  • Learning cognitive, creative, physical, social and emotional skills are fundamental for a balanced learning experience.
    Learning cognitive, creative, physical, social and emotional skills are fundamental for a balanced learning experience.
    Every week ELC teachers take it in turns to plan for outdoor provocations with different purposes in mind, in order to elicit thinking and the development of particular skills. Ms. Che’te placed floats with varied shapes and colours for the children to play with and interestingly the children organised them into trampolines. Children experimented with different motions such as hopping, jumping and skipping from one float to the other. While some students made connections between how the floats felt (i.e. ‘it’s wobbly’; EAL learners were seen squatting and uttering ‘rabbit’ to express their experience and understanding) other students made links to the colours and shapes of the floats (i.e. ‘they look like rainbows’ or ‘they are triangles’). All in all, this provocation promoted the development of students’ self-management skills such as gross-motor and spatial awareness – invaluable skills for the growth and development of our students in early childhood.
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