Student Led Conferences

Thanks to all the parents for showing support and asking questions during the Student Led Conferences. Please see below for some student and parent reflections and photographs

  • I learnt she is becoming quite a good writer and is progressing with her critical thinking skills.
  • I have truly enjoyed learning that she is becoming more confident and sure of her work.
  • I liked hearing how you would teach your brother about responsible use when using technology.
  • Her information and perspective show how much she has learnt.
  • I love that she can connect school learning with daily life.
  • I was a good communicator because I explained in English and Spanish.
  • I was balanced because I looked at the time so I knew when to move to the next station.
  • I should improve on explaining the inquiry cycle more clearly.
  • I was balanced because I had everything planned out and organised.

How We Organise Ourselves

On Monday and Tuesday students completed the International Schools Assessment (ISA). Results will be communicated by email.  

We have started our new unit on How We Organise Ourselves. Click here for the unit overview.

From the 26th of February until the 2nd of March, the students will participate in a digital citizenship course comprising of 5 days of approximately 2 hours per day. Here is the course description of digital skills.

Thank you to our dear parents who led some activities during the International Mother Language week. We learnt about Carnaval in different parts of Brazil, learned a fantastic Italian song, Volare, played a traditional British street game and learnt about the many connections between Kazakh, Russian and Arabic. Please see below for some pictures.

Visual Arts: Perspective

This unit in visual arts class, students have been inquiring into perspective in visual arts, which is a key concept in the unit they are working on in their homeroom.

They will be assessed on the PYP visual arts learning outcomes responding (3.4): Reflect on their own and other’s creative processes to inform their thinking and creating (phase 2 ): identify, plan and make specific choices of materials, tools, and processes.

Students began by learning about drawing 3-D buildings and 3-D letters using a variety of YouTube videos and tutorials from Mr. Luis. Then, they inquired into one-point perspective, looked at examples of artwork with one-point perspective, and explored in their process portfolios. Finally, students attempted two-point perspective, which was very challenging and difficult to visually comprehend.

Currently, students are using one or more of the perspective techniques they learned to create a final artwork. They are using the design cycle to investigate perspective, plan their perspective drawing, evaluate by getting feedback, and finally create. Students will use their choice of materials to create their perspective artwork.

Visual Arts Update: Stand Alone Color Theory

This unit in visual arts class, students are inquiring into color theory with the central idea: colors are used and interpreted in a variety of ways around us. They are inquiring into the form, function, and perspective (key concepts) of color theory. They are being assessed on the visual arts learning outcome: responding (phase 4) explain the cultural and historical perspectives of artwork.

Take a look at some in-process photos of this unit:

Visual Arts: Stand Alone Color Theory

This unit in visual arts class, students are inquiring into color theory with the central idea: colors are used and interpreted in a variety of ways around us. They are inquiring into the form, function, and perspective (key concepts) of color theory. They are being assessed on the visual arts learning outcome: responding (phase 4) explain the cultural and historical perspectives of artwork.

Students learned about the artist Mark Rothko and the abstract artwork he made using block of colors. These paintings, with titles such as Red, Yellow, and Orange, were revolutionary because artists before Rothko typically created more realistic artworks.

As part of a color theory progression, in y5 PYP visual arts, students learn about the following color combinations:

After studying Rothko’s artworks and thinking about emotions we feel when we look at them, students found that everyone’s perspective of colors is different.

Students created an emotions pie chart of the emotions they were feeling that day. Their pie charts included a color key so that each emotion was associated with (a) color(s).

Students picked their top three emotions using their pie charts and used this color as the base color of the background for their artworks. They planned by creating abstract sketches of each emotion using the base color and other colors. After evaluating and receiving peer feedback, students began their three backgrounds based on their sketches.

Next, they will be using these background and posing in front of the background showing the emotion that their artwork represents. They will learn composition photography tips and use these tips to take images of each other. Eventually, they will edit these images and use them as part of a 3-D collage.

Visual Arts: Keith Haring

In visual arts class this unit, students are inquiring into the same central idea as in their homeroom class: the arts play a vital role in provoking thought and raising awareness. Students are being assessed on the visual arts learning outcomes: phase 3 (responding) use a personal interest, belief, or value as the starting point to create a piece of artwork.

Students are learning about Keith Haring and his thought provoking artwork artwork that raised awareness about social, political, and environmental issues. Last week, students played the game role a Keith Haring. They learned how to draw like Keith Haring by posing for each other, drawing stick figures using pencil, using marker to outline the figures, and then erasing the inside.



This week, students are sketching about deforestation in the style of Keith Haring. Next week, students will complete an acrylic paint study. They will choose their best sketch, add color using acrylic paint, and outline using permanent marker.

Welcome to 5.2!

Hello and a warm welcome to 5.2!

My name is Selina Shah and I was lucky enough to teach lots of you last year. I’m really excited that we get to continue our learning journey together in Year 5. This is my fifth year at LIS and before that I lived and worked in London. When I’m not at school you’ll find me watching and playing football, or cooking spicy food!

We’re incredibly lucky to welcome Ms. Charity as our Year 5 teaching assistant. She has been at LIS for 6 years and has just moved from the music department to support our learning in year 5, sad for Ms. Betsy, but great for us!

This year we will use our blog as a main source of communication with families so please be sure to sign up to receive updates as and when items are posted. We are also excited to collaborate with you all this year, if you have any areas of expertise and could come into class to share anything at all please don’t hesitate to contact your childs’ teacher (

Our first unit will be under the trans disciplinary theme of How We Express Ourselves, further details will follow in a future post.

Below you will find a link to your childs’ schedule for the year. A hard copy will be sent home today. Please be sure to support them in being independent and prepared for school. Please note, due to sharing of the school areas with MYP students, Year 5 will not be having swimming just yet, instead they will have PE lessons and swimming will be blocked for all PE lessons from weeks 18-22, and 29-30. If you have any questions please don’t hesitate to contact your childs’ teacher.

We are so looking forward to getting to know you all this year and beginning our learning journey.

Working together,

The year 5 team.

5.2 timetable-29fkaf9