WE WOULD LIKE YOU TO TO GET OFF TO A GOOD START EACH DAY:
I MUST:
‘...do the best work of your entire life’ Steve Jobs
• Ensure that my 1:1 device is fully charged to 100%
• Pack my bag the night before with everything I need
• Have something nutritious to eat
• Put on my full school uniform before I leave home
• Not wear make up, jewellery, training shoes or items of none uniform
• Arrive at school on time 8.30am
• Switch off my mobile phone whilst on school premises until the end of the day.
YEAR GROUP AREAS
ACADEMY EQUIPMENT
All students are expected to have the following equipment in school with them daily.
Planner Pens (Blue or Black Ink)
Purple, green & red pen HB Pencil
30cm Ruler Eraser
Pencil sharpener Glue stick
Coloured highlighters Coloured pencils
Post-it-notes Rough book
Pencil case Pair of compasses
Mini whiteboard Whiteboard pen
Protractor Scientific calculator
Plastic book covers Fine liners *
Art pencils - * Paint brush *
Set of three (2b,4b, 6b) 1:1 Student Laptop (all year groups)
Cream craft apron *
White Food Tech. apron *
Tea towel *
* Subject to timetable
Devices must be fully charged every day.
Personal ear or headphones
With standard 3.5mm jack connector (for hygiene / health reasons). These are used for online resources.
HOMEWORK
A G U I D E F O R P A R E N T S
A N D C A R E R S
T H E P U R P O S E O F H O M E W O R K
The purpose of homework is to:
Strengthen recall of previous learning
Prepare for subsequent learning on a topic
Provide opportunities to enrich students’ cultural capital
Build strong routines and proficiency in independent reading
Generate opportunities for creative exploration and personal development
Nurture the core value behaviour of commitment to study and self-development by adopting a growth mindset.
F E E D B A C K O N H O M E W O R K
Students will receive feedback on their homework learning via the following methods:
Tests in class
Scores and diagnostic information on the online learning platforms
Feedback messages on Synergy
Verbal feedback in class
A Student Metacognition
Learning Profile grade
Achievement points or consequence.
W H A T T O E X P E C T
English, Maths and Science: 20 -30 minutes per week.
Languages:
French and Spanish
20 -30 minutes of vocabulary learning per week.
Geography and History:
Set at points appropriate to the learning.
Approximately, once a fortnight.
Art, Computing, Drama, Music, Personal Development and PE:
Set at points appropriate to the learning.
Twice per half term.
Design Technology, Food Preparation & Nutrition, Media Studies and BPE: Set at the point appropriate on the carousel.
Once per half term.
LHA Reading Scheme: 30 minutes per week on Reading Plus.
HOMEWORK EXPECTATIONS
The Academy acknowledges that there is a place for AI in the classroom and staff will guide students accordingly. However, the Academy does not permit the use of generative artificial intelligence to create homework pieces for submission. Whilst it acknowledges that AI can support learning, Lostock Hall Academy values creativity, originality and perseverance as part of our learning journey.
Therefore, work submitted by students must:
Be clearly their own work
Not be copied or paraphrased
Attribute any sources used
Mirror their independent thought and understanding.
Teachers at the Academy are alert to the misuse of AI and will consider work which meets any of the following criteria as work that has misused AI:
Copying or rephrasing AI-generated content which changes the originality of the student’s work
Entirely copying AI-generated responses
Relying on AI for significant portions of the homework, which reduces the student's independent thinking
Failing to properly reference or incorrectly referencing AI tools as content sources
Intentionally misleading teachers when AI has been used.
To support teachers in nurturing independence of thought and work ethic, we are asking parents/carers to be alert to their child’s use of the following AI sites, amongst others:
Chat GTP
Gemini
Writesonic
Things to look out for that may suggest AI has been used by your child:
Incorrect answers
Language or vocabulary which might not be appropriate to your child’s age
Content being more generic in nature rather than relating to the student themselves, or a specialised task or scenario
The submission of work in a typed format, where their normal output is handwritten.
Students found misusing AI will be required to resubmit their homework and reflect on their integrity.
If any parents/carers need further guidance, please contact us.
Must I dress in a certain way?
SCHOOL UNIFORM
Yes. Look after your uniform and property. Remember trainers are not allowed in school except for P.E. Jewellery, apart from a watch, is not allowed. Hair styles must not be extreme, a number 2 is the shortest allowed. Tramlines and block colours are banned. Make sure your uniform is named so that it can easily be returned if it is misplaced.
School Tie for all students
Monogrammed blazer and jumper* with plain cotton button up pale blue long or short sleeve shirt
Option of boys black school trousers, girls black school trousers or monogrammed black skirt
Black tights - 60/80 denier to be worn with school skirt.
Summer concession, following the Easter break only - Black knee length socks - to be worn below the knee.
Strong plain black shoes –no trainers, boots or sports brands allowed eg Airforce ones, Nike, Adidas, Vans or any other sports brand.
Black ankle socks
The jumper is not compulsory
Skirt length 20’’ inch
Black monogrammed training top and striped monogrammed sports shirt.
Monogrammed black shorts, monogrammed black skort, monogrammed training pants or monogrammed leggings.
Please choose at least one compulsory school-branded bottom item, such as shorts, skort, pants or leggings.
SCHOOL BRANDED ITEM OPTIONAL
Sports trainers with non-marking soles for indoor and outdoor court use, footwear that is suitable for use on the MUGA/Astro (moulded rubber soles or trainers are acceptable) and footwear that is suitable for activity on the grass field (studded boots)
Red sports socks
Lostock HaLL academy’s core VaLues
Students at Lostock Hall Academy take pride in promoting the school’s core values of respect, integrity, commitment, teamwork, citizenship and accountability. These core~values form the character of our community and are evident in our behaviours.
Respect for others at Lostock Hall Academy is characterised by:
Using manners when speaking;
Showing that you include others and understand other people’s feelings and perspectives;
An understanding that differences between groups of people in our community can be a strength and that these differences should be celebrated.
Respect for yourself is characterised by:
Caring about how your language and actions represent you;
Being aspirational, taking pride in your achievements and celebrating your success;
Adopting a growth mindset approach to your studies, behaviour and relationships.
Adopting a growth mindset approach to your studies, behaviour and relationships.
INteGrIty INteGrIty
Integrity at Lostock Hall Academy is characterised by:
Showing in your words and your actions that you can make good decisions, having thought about the impact of your choices and how they affect other people;
Having the strength to speak for others when you suspect that they are not being treated fairly or need help;
Not taking the easy option when faced with a decision about yourself and your future.
resPect resPect commItmeNt
Commitment at Lostock Hall Academy is characterised by:
Taking pride in your appearance, understanding that a smart uniform represents both you and the Academy and is preparation for workplace expectations;
Planning for your future by having high aspirations for yourself;
Understanding that being aspirational requires dedication to studies, approaching your work with resilience and a determination to achieve the best that you can;
High levels of attendance and punctuality.
Teamwork at Lostock Hall Academy is characterised by:
A willingness to participate in activities and undertake any role assigned so that the team is successful;
Wanting the best for the team and all its members, rather than prioritising self;
An inclusive and supportive approach to all team members;
An appreciation that the actions of a team, made up from different personalities, knowledge and skills has the potential to achieve more than a single individual.
teamWork cItIZeNsHIP
Citizenship at Lostock Hall Academy is characterised by:
Caring for the school environment and role modelling positive behaviours that make the environment a pleasant place to be for all;
Including and caring for other students and staffhelping, supporting and guiding others where appropriate;
Being a valued member of your form group, house, school and local community;
Being aspirational for your school’s reputation within the community.
Accountability at Lostock Hall Academy is characterised by:
Accepting that you are responsible for your behaviour, actions and words, at all times;
Recognising that where you start doesn’t define where or how far you can go;
Understanding that you are responsible for your future and that your actions and studies determine your future;
An understanding that you are answerable to staff and the Academy’s policies regarding your behaviour, including ICT use.
Character Advancement Programme 2025/26
What are the rewards?
All students must achieve their Silver CAP Award if they are to be invited on the end of year rewards visit/Year 11 prom.
Year 10/11 students must have their Silver Award if they want to apply to be a Prefect.
Year 10/11 students who want to apply for the Head Student/Senior Prefect roles must have their Silver/Gold Awards.
Students who have received their Bronze/Silver/Gold Awards will be prioritised for any residential educational visits. Platinum/Gold prioritised first.
Students who have received their Bronze/Silver/Gold Awards will also be prioritised to participate in the Duke of Edinburgh Award Scheme. Platinum/Gold prioritised first.
Bronze Award
2 half terms achieving the Bronze CAP standards
Silver Award
4 half terms (Years 7-10)/3 half terms (Year 11) achieving the Silver CAP standards. Students will be invited on the rewards visits/prom and entered in the raffle draw for 1 free reward ticket (1 per year group).
Entry to the end of term rewards prize draw.
Gold Award
6 half terms achieving the Gold CAP standards. Students will be invited on the rewards visits/ Year 11 prom and entered in the raffle draw for 1 free reward ticket (1 per year group).
Entry to the end of term rewards prize draw.
Platinum Award
6 consecutive half terms (3 terms) achieving the Platinum CAP standards. Students will be invited on the rewards visits/prom and entered in the raffle draw for 1 free reward ticket (1 per year group).
Entry to the end of term rewards prize draw.
How do I achieve the CAP awards?
Bronze Award Standards
2 half terms of achieving the following criteria:
• Positive behaviour points total/balance on Synergy.
• 5 or less consequences per half term.
• Zero isolations/internal exclusions/suspensions in a half term.
• 95%+ attendance for each half term.
• 2 lates or less per half term.
Silver Award Standards
4 half terms (3 for Year 11) of achieving the following criteria:
• Positive behaviour points total/balance on Synergy.
• 5 or less consequences per half term.
• Regular participation in extra-curricular activities.
• Zero isolations/internal exclusions/suspensions in a half term
• 95%+ attendance for each half term.
• 1 late or less per half term.
Gold Award Standards
6 half terms of achieving the following criteria:
• Positive behaviour points total/balance on Synergy.
• 3 or less consequences per half term.
• Regular participation in extra-curricular activities.
• Zero isolations/internal exclusions/suspensions in a term.
• 95%+ attendance for each half term.
• Zero lates.
Platinum Award Standards
6 half terms of achieving the following criteria:
• Positive behaviour points total/balance on Synergy.
• 2 or less consequences per half term.
• Regular participation in extra-curricular activities.
• Volunteering.
• Zero isolations/internal exclusions/suspensions in a term.
• 95%+ attendance for each half term.
• Zero lates.
LHA Character Advancement Programme (CAP)
Positive Behaviours for Rewarding CAP
Uniform worn correctly
Respectful language
Good manners
Respectful attitude towards different groups of people
Celebrating others’ achievements
Respecting self through a growth mindset
Respect for the environment
Principal commendation
INTEGRITY
Distancing self from poor behaviour
Making a good decision
Speaking up for others
Questioning others’ behaviour
Being thoughtful before taking action
Being independent in thinking
Showing empathy
Good conduct
Principal commendation
Good effort
Subject award
Equipment check
Clean conduct card (unsigned)
100% attendance (half term)
100% attendance (full term)
97% School target met
Attendance recognition
Punctuality
Taking pride in appearance
Dedication to studies
Resilience
Laptop charged
Reading for personal development
Reading Plus
Good classwork
Good commitment
Fantastic improvement
Absolute superstar
Principal commendation
Good contribution
Regular club attendance
Represented the school at an event
Supporting others in a team
Participation in a team
Leadership of a team
Assisting with primary school events
Principal commendation
Helping others
Assisted at a school event
Prefect duties
School council
Taking care of the school environment
Role modelling positive behaviour
Taking on a responsibility that aids the school
Duty Team
Picking up litter that is not yours
Good table manners
Being involved in charity work
Work experience/ take your child to work day
Principal commendation
Responding to report card targets
Improved behaviour
Accepting responsibility for your actions
Good behaviour
Principal commendation
LHA Character Advancement Programme (CAP)
Negative Behaviours for Response
Chewing gum
Inappropriate language
Poor uniform
LGBTQ+ derogatory remark general
LGBTQ+ derogatory remark targeted
Abuse relating to disability
Racist incident
Lack of manners
Disrespectful
Misogynistic language
INTEGRITY
Internet misuse
Social media incident
Disruptive behaviour
Not following instructions
Supporting & encouraging bad behaviour in others
Lack of empathy
Acting before thinking
Low level disruption
Full conduct card
Lost conduct card
2 or more exits per week
Serious internet misuse
Late to school
Poor punctuality to lessons
Internal truancy
External truancy
Unsatisfactory classwork
Lacking pride in appearance Laptop not charged
No reading material
Bus/transport incident
Lack of contribution to a team
Dismissive of others in the team
Lack of respect in defeat
Verbal abuse/ threatening behaviour (student)
Physical assault (student)
Verbal abuse/ threatening behaviour (adult)
Physical assault (adult)
Damage to property
Sexual misconduct
Littering
Lack of table manners
Unsafe behaviour
Not following The LHA Way
Missed detention
Not responding to report card
Missing equipment
Prohibited item
Theft
Mobile phone & AirPods
Not taking accountability for actions
‘Student Cumulative Behaviour System (CBS) - Half-Termly Model’
Weekly Centralised Restorative Schedule 2025/6
Monday
Lunch (10/20 mins)
•Behaviour for Learning
Tuesday
•Behaviour for Learning
•Lates (2 in the previous week)
Wednesday
•Behaviour for Learning
•Lates (Reschedules)
Thursday
•Behaviour for Learning
•Lates (Reschedules)
Friday
•Behaviour for Learning
•Lates (Reschedules)
After School (30/45/60 mins)
•Senior Form Tutor
•Creative/Global/STEM Faculty
•Lates (3+ in the previous week)
•Staff CPD (no restorative session)
•SLT Detention
•Lates (Reschedules)
•Lates (Escalations)
•Lates (Reschedules)
•Lates (Escalations)
*Each SFT to decide which night for 'Full Conduct Card' restorative session
**All restorative sessions to be held in T3 apart from STEM (TBC) & SLT Detention (ICT)
Lates Explained
One Late in a Week (Conduct Card Signed)
• If a student arrives late to morning registration (8.40am) or to a period 5 lesson (2pm) in a week without a valid reason, they will be marked as late
• The form tutor will sign the student’s Conduct Card in the following week
Two Lates in a Week (Tier A 10-minute Restorative Session)
If a student arrives late twice to morning registration (8.40am) or to a period 5 lesson (2pm) in a week without a valid reason, they will need to attend a Tier A 10-minute restorative session in T3 on the following Tuesday lunchtime
• This will be logged by the Senior Form Tutor
• Senior Form Tutors & BfL staff will supervise this session and it is the student's responsibility to attend. If the student is on second sitting for lunch, they attend the session at 1.15pm. If the student is on first sitting for lunch, they attend the session at 1.35pm
• If a student fails to attend the lunchtime restorative session due to absence, this will be re-scheduled for another lunchtime
• If a student fails to attend the lunchtime restorative session but is present in school that day, BfL/SFT staff will escalate this to a Tier B 20-minute restorative session for the next available opportunity
Three Lates in a Week (Tier B 20-minute Restorative Session)
If a student arrives late three times to morning registration (8.40am) or to a period 5 lesson (2pm) in a week without a valid reason, they will need to attend a Tier B 20-minute restorative session in T3 on the following Tuesday lunchtime
• This will be logged by the Senior Form Tutor
• Senior Form Tutors & BfL staff will supervise this session and it is the student's responsibility to attend. If the student is on second sitting for lunch, they attend the session at 1.15pm. If the student is on first sitting for lunch, they attend the session at 1.35pm
• If a student fails to attend the lunchtime restorative session due to absence, this will be re-scheduled for another lunchtime
• If a student fails to attend the lunchtime restorative session but is present in school that day, BfL/SFT staff will escalate this to a Tier C 30-minute afterschool restorative session for the next available opportunity
Four or more Lates in a Week (Tier C 30-minute Restorative Session)
• If a student arrives late four or more times to morning registration (8.40am) or to a period 5 lesson (2pm) in a week without a valid reason, they will need to attend a Tier C 30-minute restorative session in T3 on the following Tuesday afterschool
• This will be logged by the Senior Form Tutor
• Senior Form Tutors & BfL staff will supervise this session and it is the student's responsibility to attend
• If a student fails to attend the afterschool restorative session due to absence, this will be re-scheduled for another day
• If a student fails to attend the afterschool restorative session but is present in school that day, BfL/SFT staff will escalate this to a Tier D 45-minute afterschool restorative session for the next available opportunity
Consistent Lates:
If a student is continually late, parents/carers will be invited into school to discuss an improvement plan
HOME/SCHOOL AGREEMENT
PARENT / CARER
I will:
• Respect and support the Academy’s Core Values.
• Ensure that my child attends school regularly and on time.
• Contact the school on the first day of my child’s absence.
• Ensure my child wears appropriate school uniform and supports the school policies on hairstyles, make-up and jewellery.
• Support the school’s Behaviour for Learning Policy.
• Support my child with their homework and any other home learning.
• Monitor and review my child’s progress via Synergy on a daily basis.
• Endeavour to support my child’s learning by attending parents’ evenings or meetings.
• Inform the school of any problems or concerns that may affect my child’s work or behaviour.
• Ensure my child understands the importance of travelling to and from school safely.
• Ensure my child gets in and out of vehicles in appropriate places and complies with any necessary parking restrictions around school.
• Ensure my child acts responsibly outside of school within the community and online.
Signature (Parent/Carer)
STUDENT
I will:
• Attend school regularly and on time, wearing approved school uniform and with approved and appropriate PE kit and necessary equipment.
• Not bring inappropriate items into school, such as e-cigarettes/vapes, lighters or weapons etc.
• Behave well in school and outside of school in settings such as school trips or college visits.
• Follow the school’s rules/LHA core values, policies and code of conduct and complete any sanctions which may be imposed.
• Work hard and complete all tasks required of me in the classroom, as well as with homework with the aim of achieving each of the CAP awards.
• Cooperate with staff and other students, showing determination to get the best out of my time at school, whilst also aiming to enjoy myself and behave in a sensible manner.
• Respect other students and adults in school and beyond, and earn the respect of others in return.
• Respect all school equipment and facilities to ensure good teaching and learning can take place in all areas of school.
• Understand that all forms of bullying including verbal, physical or cyber will not be tolerated.
• Let an adult know if I have any problems or worries.
• Prepare for the world after school and my role as a valued adult in the community.
• Travel to school in a sensible manner when on or near the road.
• Behave and act like a responsible citizen outside of school within the community and online.
Signature (Student)
The
Way
I will arrive ready to learn for all of my lessons
I will follow all staff instructions at all times in school I will do my best and encourage others to do their best I will respect everyone’s right to learn in the classroom
REWARDS
IF YOU FOLLOW THE LHA WAY YOU WILL BE REWARDED WITH:
• Praise and positive recognition • Achievement points
• C.A.P. Awards /phone calls home
• Certificates and vouchers in reward assemblies
• Good behaviour visits • Great personal progress
CONSEQUENCES
IF YOU DO NOT FOLLOW THE LHA WAY YOU WILL RECEIVE A CONSEQUENCE
Warning (No action)
Conduct Card (Teacher action)
Tier A (Teacher action)
Tier B (Teacher action)
Tier C (Teacher action)
Tier D (Teacher action) (BfL Action) (HoF Action)
• Verbal Warning (teacher to make reference to the above expectations –The LHA Way)
• Class teacher to explain choices and consequences
• Conduct Card to be signed by the class teacher but not recorded on Synergy
• Class teacher to record Tier A incident on Synergy
• 10 minute subject lunchtime detention to be scheduled
• Class teacher to record Tier B incident on Synergy
• 20 minute subject lunchtime detention to be scheduled
• Class teacher to record Tier C incident on Synergy
• 30 minute subject after school detention to be scheduled
• If poor student behaviour continues the member of staff to trigger a BfL callout
• Curriculum Lead & Head of Faculty to be informed
• Student to be spoken to by a member of the BfL team and where possible placed back in lesson
• Class teacher to record Tier D incident on Synergy
• 45 minute faculty afterschool detention to be scheduled (for the following Wednesday)
Tier E (Teacher action) (BfL Action) (HoF Action)
• If poor student behaviour continues the BfL Team will remove the student and place in isolation for the remainder of the lesson
• Curriculum Lead & Head of Faculty to be informed
• BfL staff to record Tier E incident on Synergy
• 60 minute SLT afterschool detention to be scheduled (for the following Thursday)
*It is at the class teacher’s discretion as to which tier is appropriate*
Basic School Rules
Full school uniform must be worn at all times while in school.
All students to arrive on time and be in their Form Tutor Room by 8.30am each day.
Students should be polite and well-mannered to all staff and each other.
No coats to be worn in the classrooms.
Hoodies are not allowed to be worn in school.
Students must not enter classrooms until a member of staff is present.
Students must stand behind their chairs at the start of each lesson and tutorial.
Students must have their planners and wear their lanyard at all times in school.
Movement between lessons must be orderly (no running or pushing).
Bags and coats must not be taken through the servery area.
All food must be eaten in the Dining Room.
Keep LHA tidy. Clear your table and place all litter in the bins provided.
No food or drink in any of the I.T. and Graphics rooms.
Bicycles
Bicycles must not be ridden on the school grounds.
The staff car park is strictly out of bounds to all students.
Mobile phones must be switched off at all times whilst students are on the school site.
Energy drinks must not be consumed or brought into school.
Chewing gum is strictly forbidden in school.
common marking notation system
The following symbols may be used on your work to draw attention to specific errors:
SYMBOL Means...
C Add the missing or amend the misplaced capital letter.
p Add the missing punctuation mark
sp Correct the spelling error.
// Mark in where the paragraph should be.
g Correct the grammar.
acc Add in the accent.
It matters where the symbol is:
• Next to a line of writing - you will find the error on this line.
• Against a vertical pen line - you can find the error in this.
Accurate writing is aspirational writing
RULES FOR WORK PRESENTATION
Cognition is a term referring to the mental processes involved in gaining knowledge and comprehension. These cognitive processes include thinking, knowing, remembering, judging, and problem -solving. Here are some strategies that aid cognition and help us learn:
Reading and highlighting
Annotating text
Knowledge organisers
Brain dumps
Flashcards
Quizzes
Look, say, cover, write and check
Mnemonics
Role-on-the-wall
Hot-seating
Bullet point plans
AfL (self-assessment)
Editing, redrafting and improving responses
Diagrams
Flowcharts
Recording spoken presentations
Recall/retrieval tasks
Matching/identifying definitions
In order to thrive, you need to be able to make the change in thinking from “I can’t” to “How can I?” To do that, you need to think about why you’re stuck, what’s frustrating you, what you would need to do to get unstuck. You need to think about your own thinking. This is called metacognition.
Metacognition is a big word for something most of us do every day without even noticing. Reflecting on our own thoughts is how we gain insight into our feelings, needs, and behaviours and how we learn and adapt to new experiences, challenges, and emotional setbacks. It ’s the running conversation we have in our heads, mentally sounding ourselves out and making plans. Learning how to overcome obstacles is a powerful tool that will help you feel less anxious, and enable you to succeed.
At LHA we place significant emphasis upon ensuring that all students have the information and experiences to be able to make the right decisions for your pathway from school in to the world of work. We aim to meet the 8 Gatsby benchmarks which are recognised as the framework of 8 guidelines that define the best careers provision in schools and colleges.
Gatsby Benchmarks:
1 a stable careers programme
5 encounters with employers and employees
2 learning from career and labour market information
6 experiences of workplaces
Employability Site
3 addressing the needs of each student 4 linking curriculum learning to careers
7 encounters with further and higher education
8 personal guidance
We work with a wide variety of employers, colleges, apprenticeship and training providers to help support our provision. In particular, we are working with LearnLive and CareersLive who have supported our employability site, which all students will access during their time at LHA. All students will be signposted to this site to access up to date advice and guidance on work related learning. https://careersliveuk.com
In addition, we will also undertake work-related work during Life Studies lessons, working with STARTLancashire and our BeReady resources to support your understanding of local labour information, CV and personal statements as well as other employability skills such as confidence, resilience, communication, assertiveness, job and apprenticeship hunting and what to expect at assessment centres.
If you want more information about these resources or work-related learning in school, please do not hesitate to contact Mrs Tucker, Careers Leader or Mrs Ellison, PSHE Lead.
For information relating to college or apprenticeship applications, or for a careers interview with our Independent Advisor, Mrs Peat, please see Mrs Allen, College and Careers coordinator.
LEARNING PROFILES: WHAT TYPE OF LEARNER AM I?
(HOW THOUGHTFUL I AM ABOUT HOW I LEARN BEST)
LEARNING PROFILE 4
‘METACOGNITIVE’
I can reflect on my learning effectively by thinking about:
• My previous learning
• How to approach a task
• What I am like as a person, including my resilience
PLANNING, ORGANISATION AND TIME MANAGEMENT
MONITORING OWN PERFORMANCE
WORKING WITH OTHERS
I am well organised and able to plan my learning systematically. When working on a task, I monitor the pace and direction of my work effectively. I am confident in exploring and creating independently.
I work well with others and am able to have mature discussions and take a leadership role, effectively.
EVALUATING MYSELF
TAKING RESPONSIBILITY FOR MY OWN LEARNING
I am able to evaluate my own work and identify areas for improvement.
I am confident in asking questions to pursue knowledge that deepens my understanding.
LEARNING PROFILE 3
‘BECOMING METACOGNITIVE’
I can reflect on my learning and solve issues with some success, by thinking about:
• My previous learning
• How to approach a task
• What I am like as a person, including my resilience
I am usually well organised and realise that I need to plan my learning, including homework.
When working on a task I sometimes monitor the pace and direction of my work.
I work well with others, preferring to take on supportive roles.
LEARNING PROFILE 2 ‘AWARE’
I have some awareness of how successful I am as a learner but do not reflect on:
• My previous learning
• How to approach the task
• What I am like as a person, including my resilience
I need some support with my organisation. Regularly, I do not plan, and therefore, do not always complete homework.
When working on a task I need support with monitoring the pace and direction of my work.
I am inconsistent in my contributions when working with other people.
I am able to evaluate my work by discussing with a teacher how I might improve it.
Sometimes, I ask questions in class to clarify my understanding.
With prompts and support, I can discuss how to improve my work.
I am reluctant to ask questions to further my knowledge.
LEARNING PROFILE 1 ‘PASSIVE’
I have limited awareness of how successful I am as a learner and do not reflect on:
• My previous learning
• How to approach the task
• What I am like as a person, including my resilience
I am resistant to support with my planning and organisation and rarely complete homework.
I can struggle to stay on task when working and/or lose track of time.
I am reluctant to engage with working with others.
I do not engage with trying to improve my work.
I avoid discussions about my learning.
MOTIVATION
I am a highly motivated learner who strives for success and has a positive attitude to learning.
I have some motivation and desire success.
I have limited motivation to succeed.
I have no motivation to succeed.
HELP AND SUPPORT
Everyone needs a little help and support now and then.
Bullying
Bullying can happen anywhere, anytime. What can you do about it? You must tell someone you can trust such as a teacher, parent, carer, anti-bullying ambassador or another responsible adult.
What are Anti-Bullying Ambassadors?
Anti-Bullying Ambassadors are trained passionate young people who will stand up to bullying and believe they can change things for the better. Anti-Bullying Ambassadors believe that bullying is not a normal part of life. They are a pillar of support, look out for other students and are a strong youth voice for the LHA community.
Use our Anti-Bullying Post Boxes Are you afraid to speak out? Drop a note anonymously in to our post box and we will aim to resolve any concerns raised quickly.
Helpful Website and Contact Details: www.kidscape.org.uk
www.childline.org.uk / www.nspcc.org.uk
www.familylives.org.uk
www.samaritans.org
Look out for info on our Anti-Bullying Noticeboard
Will they understand?
Sometimes things that go on at home can affect our lives. You are not alone. If you are worried, afraid or feeling confused, tell a trusted adult who will be able to help . Alternatively, for 24 hour confidential advice call Childline 0800 1111. Do not suffer in silence.
10 STEPS TO POSITIVE MENTAL HEALTH
1. Connect with Others
Ensure you spend time with others and do not isolate yourself. Often when we feel upset we tend to do less and avoid being around people, but it is important to make sure you spend time around people as much as possible. Spend time with positive people who make you feel good about yourself.
2. Be Active
This does not necessarily mean you have to join a gym! Find an activity you enjoy and spend time doing this each week. Keeping active is very important for our mental health so you need to spend less time online and more time doing physical activity.
3. Take Notice
Often, we worry about things that may happen or think about things that have happened to us in the past. However, we have no control over these things and cannot change them. It is therefore important to try to be mindful wherever possible: which means trying to be aware of your thoughts, feelings and behaviours in the present moment as much as possible.
4. Learn
Learning new things and gaining new skills gives us confidence, a sense of achievement and helps us to maintain positive emotional well-being. So why not sign up for an activity you haven’t tried before or begin learning a new skill? I know you do a lot of learning at school, but you can make your own choice about what you want to learn.
5. Give
Giving to others has been shown to be good for our mental well-being. It does not have to be big gestures as even the smallest act can count, such as a smile, a thank you or a kind word. Giving to others will not only make you feel good about yourself but it is another way for you to connect with others.
6. Talk to Others
It is important to talk to others about how you are feeling, especially when you are not feeling too good. Everyone has mental health and can go through times of difficulty, but it is important to speak to someone and access further sources of support. If you struggle to talk about how you feel then find other ways to express yourself, such as through writing a letter, Art or Music.
7. Keep Safe
It is important to keep yourself safe both in person and online. Do not give out any personal information or details which could identify you and NEVER send any explicit photographs to others. Make sure you avoid drinking alcohol or using recreational drugs as both of these things can impact greatly on how safe you keep yourself.
8. Self-Care
Looking after yourself physically is important- make sure you eat healthily as this can have a significant impact on your mood. Exercise well and ensure you get enough sleep (at least 9 hours is recommended). It is also important to look after your emotional health by recognising your warning signs when you are struggling and then doing something about it by trying to help yourself.
9. Learn to Relax
Find ways to relax which are helpful for you. Everyone is individual so will find different things relaxing so it important you find your own ways to help you keep calm. When we feel anxious, angry or upset our bodies go into stress mode, so we need to find ways to soothe ourselves and feel less stressed. Go for a walk, listen to some music or practice some relaxation techniques!
10. Recognise Achievements
Start to focus on your achievements and what you do well, rather than thinking about the things you can’t do. Don’t set yourself unrealistic standards to achieve or be too hard on yourself when you don’t do as well as you would have liked. It is important to remember that everyone has different strengths and weaknesses.
HELPFUL ONLINE SUPPORT SERVICES
Use the Student Portal to:
• View your timetable
• Access your homework
• Keep a check on your behaviour record
• See your attendance
• View any bulletin notices relevant to you
Log on to School Synergy, by clicking the mircrosoft button using your schools user name and password. You can easily access this via the quick links area of the School Website.
www.lostockhallacademy.org
Remember, what you can see on the Student Portal, your parents/carers can also see on the Parent Portal.
