The Quest Academy - Student Handbook

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Student Handbook Routines, Procedures and Expectations

Summer 2022

The Quest Academy Code of Conduct

Everyone respects the right of others to concentrate and learn

Bullying of any kind will not be tolerated

Everyone arrives promptly at lessons

The maintenance of a pleasant and clean environment is a shared responsibility. Eating and drinking are not allowed outside of the canteen

Everyone always uses acceptable language and shows respect to fellow students, staff and visitors

The atmosphere at The Quest Academy is always calm and quiet

Movement is orderly, with students keeping to the left and showing consideration for others

At the end of the day, any student remaining on site must be either on a supervised activity or working in a supervised area

Students are expected to bring the books and equipment required for their lessons

Students complete their homework on time and to the best of their ability

At the Quest Academy we place paramount importance on the respect shown to our staff. The severest penalties will be imposed for any disrespect

Chewing gum is a prohibited item and must not be brought onto the site

The Quest Academy Ethos

Strong relationships

Expect the best from everyone

Raise attainment and achievement for every individual

Build an exciting learning community

Celebrate cultural diversity

Create a passion for learning

Be at the heart of our local community

See all the students as leaders

Provide a happy, calm and morally positive environment

Encourage participation

Develop independent and self‐motivated individuals

Promote a good character, honesty, and personal responsibility

The House System

Aim of the House System: 1. To promote the Academy’s Ethos of love and caring. 2. To provide a vehicle through which children from different year groups can work collaboratively. 3. To provide a focus for competition, thus aiding the achievement of Academy priorities.

NB. It is NOT an aim for the House System that children should be treated differently because of their House affiliation (i.e. all students are granted the same opportunities and access to provision, irrespective of the House to which they belong).

Structure of the House System:   

There are three Houses named after explorers: Livingstone, Shackleton, and Hillary. Each House has its own House Council to which two representatives from each tutor group is elected. Each House is led by a team of a Head of House, Quest 6 House Captains and Year 11 Vice Captains.

Heads of House: Head of Hilary House – Mr Bevan Head of Livingstone House – Miss Millar Head of Shackleton House – Mrs Watson

House Ethos: Students will lead on the development of their House Ethos. House Councils may choose to host assemblies or organise events to help promote this. Each House will choose a charity to support for the academic year. The House System will also serve as the basis for friendly academic and non‐academic competition.

House Points: Every Merit that a student earns also generates one House Point for his/ her House. Additional House Points are awarded as part of the various Inter‐House competitions which take place throughout the year.

The Student Council

The Student Council Structure:

The Student Council is a two‐tier structure.

Each Tutor Group elects one Representative to its respective House Council. House Councils are led by the House Captains.

Five House Council Representatives from each House are elected to form the Academy Council. The Academy Council is led by the Head Boy and Head Girl.

Elections to the House Councils and Academy Council take place during the first half of the Autumn Term.

Student Council matters are discussed during Tutor Time.

The purpose and remit of the Student Council:

The House Councils and Academy Council meet on a half‐termly basis to:

1. Discuss matters of concern to students.

2. Suggest improvements to the functioning of the Academy.

3. Evaluate the quality of teaching and learning.

4. Plan events aimed at promoting House and Academy Ethos.

Academy Captains

The appointment of Academy Captains:

The Academy Captain is appointed at the start of each Academic Year. The team is composed of eight students from the Quest 6 – a Head Boy, a Head Girl and six House Captains (two from each House). These students are selected through a four‐stage selection process, which includes…

1. Letter of Application. 2. Video Hustings. 3. Student Voting. 4. Interview with Assistant Principal in charge of student leadership.

The final appointment of Captains is left to the discretion of the Principal after recommendations from the Assistant Principal.

The Main Duties of the Academy Captains: 1. To act as role models to other students, demonstrating the utmost degree of diligence and embracing the Academy’s values. 2. To act as ambassadors for the Academy in the local community. 3. To help with organisation and running of the Academy‐wide events (e.g. Parents Evenings, Open Day). 4. To chair the House Councils and lead the development of House Ethos. 5. To speak in assemblies. 6. To line‐manage and develop the Year 11 Prefect Team.

The Prefect System

The Appointment of Prefects:

Prefects are chosen during their final half‐term as Year 10 students. They serve as Prefects throughout Year 11. Any student wishing to stand as a prefect must submit a Prefect Nomination Form and a supporting letter, addressed to the Principal. All nominations must be supported by at least ten students and four teachers. Successful nominees will create a video husting and will be voted for by the wider student body.

Prefects will hold office throughout Year 11, although this is a privilege which may be withdraw in cases of misconduct.

The Duties of Prefects:

1. To act as a role model to other students, demonstrating the utmost degree of diligence and embracing the Academy’s values. 2. To act as an ambassador for the Academy in the local community. 3. To help with organisation and running of Academy‐wide events (e.g. Parent’s Evenings, Open Day). 4. To attend half‐termly Prefect meetings and training sessions. 5. To mentor and tutor younger students.

Prefect Privileges:

1. Prefect Badge / Tie / Lanyard 2. Opportunities to represent the Academy at prestigious events. 3. Opportunities to participate in Educational Visits. 4. An excellent opportunity for skills development. 5. A ‘unique selling point’ on CVs and UCAS Forms.

Term Dates

AUTUMN TERM 2021 Monday 6th September 2021 – Friday 17th December 2021

Monday 6th September

INSET Day – Academy closed to students

Tuesday 7th September

All students at the Academy


Monday 25th October – Friday 5th November

Christmas Holiday

Monday 20th December – Monday 3rd January 2022

SPRING TERM 2022 Tuesday 4th January 2022 – Friday 8th April 2022

Tuesday 4th January

All students at the Academy


Monday 14th February – Friday 18th February

Easter Holiday

Monday 11th April – Friday 22nd April

SUMMER TERM 2022 Monday 25th April 2022 – Friday 22nd July 2022

Monday 25th April

All students at the Academy

Bank Holiday

Monday 2nd May – Academy closed to students


Monday 30th May – Friday 3rd June

Summer Holiday

Friday 22nd July

Timings of the Academy Day

Key Stage 3

Key Stage 4 & 5

8.20 ‐ 8.40

Tutor Time

Tutor Time

8.40 ‐ 9.30



9.30 ‐ 10.20



Break (10.20 ‐ 10.40) P3 (10.20 ‐ 11.10) 10.20 ‐ 11.30 P3 (10.40 ‐ 11.30) Break (11.10 ‐ 11.30)

11.30 ‐ 12.20



Lunch (12.20 ‐ 12.50) P5 (12.20 ‐ 13.10) 12.20 ‐ 13.40 P5 (12.50 ‐ 13.40) Lunch (13.10 ‐ 13.40)

13.40 ‐ 14.30



14.30 ‐ 15.20



Subject Teachers Creative Arts Mr Russell – Team Leader (Drama) Miss Mansell – Art Miss Weatherill – Art Mrs Bertrand‐Caserne – Drama Miss Lawman – Media Miss Adams – Leader of Music

English Mr Peel – Team Leader Mrs Connolly Mrs Devereux Mrs Feitor Mr Haywood Miss Khanan Mr Reissland Miss Rose Miss Southworth Miss Valbuena

MFL Miss Jonnais – Team Leader (French and Spanish) Miss Little – French and Spanish Miss Marler – French Miss Thomas – French and Spanish

PE Mr Bevan – Team Leader Miss Grove Mr Houghton Miss Millar Mr Torrance Mr Wilder

Technology Mrs Watson – Team Leader Ms Downie

Humanities Miss Minns – Team Leader (Social Sciences) Mr Barragan – RE Mrs Bennett – Geography Miss Berry – Geography Mr Boundy – History Mrs Dean – History Mrs Dixon – RE Miss Hollis – Geography Miss Martin – History Miss Pierson – History Miss Todd – Geography Mr Wilson ‐ RE

Subject Teachers

Maths, Business Studies, and ICT Ms Joomun – Team Leader (Maths) Mr Moodley – Team Leader (Maths) Mr Ahmad – Maths Miss Alpay – Maths Mr Bakare – Maths Mr Barnard – Business Studies Miss Blankson – ICT Miss Ferdous – Maths Ms Mohanan – Maths Mr Naidoo – Maths Miss Nuglo‐Mensah – Maths Ms Patel – Maths, Business Studies, and ICT Mr Rahman – Computer Science Mrs Sami – Maths Miss Serwadda – Maths

Science Mrs Ibrahim – Team Leader Mr Ashmore Mr Beecham Mr Cox Miss Freemantle Mrs Gjeshovska Mrs Jarral Miss Marshall Miss Navaratnam Mrs Rodgers Miss Sandhu Miss Sivapooranan

Attendance and Punctuality

The Academy strongly discourages any absence from school, as this will always be determined to learning. Pupils are expected to attend the Academy regularly, punctually and prepared to learn. Parents have a legal obligation to ensure that this happens. When a student is going to be absent it is the responsibility of the parent to contact the Academy every day of the absence. Please call 020 8657 8935 and select Option 1 and leave a message, alternatively you can send an email to: Only absences that can be justified in law will be authorised.


1. Medical appointments should be made for times outside of school hours. When this is not possible (i.e. in the case of some hospital and orthodontic appointments), parents should provide a note, an appointment card or email a copy to TQA Attendance the day before the absence. If this doesn’t happen, we may not be able to dismiss your child.

2. No holidays during term time will be authorised.

3. In the event of a student’s absence it is the responsibility of the parent to contact the Academy every day with an explanation. If the Academy has not received notification of the absence by morning break, parents will receive an automated Truancy Call.

4. The Academy gate is locked at 08:20am promptly each day. Students arriving after this time are classified as being late and will be expected to attend late detention at lunchtime. If students are persistently late to school, they will be given a Saturday detention.

5. The Academy takes truancy very seriously. It is the responsibility of parents to ensure that students arrive at school on time every day. Parents that fail in this duty will be referred to the Education Welfare Officer.

Absence Notes and Other Communications

Note to parent(s)  

Please do NOT use this absence note pro‐forma. It is intended as a guide to what should be included in an absence note. All absence notes on paper should be handed to your child’s personal tutor and addressed to Mr Beecham, Deputy Principal.

Confidential correspondence should be marked accordingly and addressed as follows: 

Matters relating to any curriculum, personal or family matter should be marked for the attention of the Deputy Principal in the first instance.

Dear Mr Beecham,


was/will be absent from (date)

for the following reason:

Signed (Parent/Carer):



(tutor group)

to (date):

Home Student and Academy Agreement

As a parent, I commit to:

1. Supporting my child with their education at The Quest Academy by working with The Quest in offering the care and concern for their educational progress 2. Working hard and allowing others to learn 3. Attending The Quest on time, in uniform and with the necessary equipment and homework completed 4. Ensuring my child attends The Quest punctually every day 5. Planning holidays that avoid term time 6. Ensuring my child abides by the conditions of the Computer Use Agreement 7. Attending Parents’ Meetings, responding to reports and letters and keeping The Quest informed of any matters relating to the education, health, and welfare of my child 8. Supporting The Quest’s rules, policies, procedures, and sanctions

As a student, I commit to:

1. 2. 3. 4. 5. 6. 7.

Being polite, well‐mannered, and always showing consideration and respect for others Working hard and allowing others to learn Attending The Quest on time, in uniform and with necessary equipment and homework completed Abiding by the Computer Use Agreement Maintaining a clean, safe, and pleasant working environment Taking an active part in life at The Quest and extracurricular activities Making the most of my time at The Quest Academy by committing to achieving all that I am capable of in all activities

We believe that making these communities will lead to the success and happiness of all students at The Quest Academy.

Home Student and Academy Agreement

There is clear link between a student’s achievement and the wholehearted commitment of students, parents, and The Quest to this end. It is essential that we form a strong partnership to ensure success.




To achieve this we all have responsibilities.

As Principal, I commit The Quest to: 1. Upholding its commitment to the ethos and to make every effort, through provision of the curriculum and additional activities to ensure that each student can engage fully with their learning and are valued actively as a member of The Quest community. 2. Providing the best teaching and learning environment possible 3. Providing a safe, caring, and happy environment 4. Listening to and responding to the needs and concerns of students and their parents 5. Engaging parents in their child’s education

Computer Use Agreement All students are expected to understand and follow these rules when using the Academy network. The aim is to give you as much freedom as possible to use the network properly and to prevent other people from spoiling this facility. 

You must only use the computers for Academy‐related work or for activities authorised by a teacher.

You must not install any software on the network. This includes screensavers and games.

You must not use anyone else’s username to log on to the network and you must not tell anyone your password.

You must not eat or drink in the computer rooms or when working at a computer.

You may only us the Internet when there is a teacher or supervisor in the room or if you have a note from a teacher which is dated and signed, and which states clearly what you are researching.

When accessing the Internet, you must not try to download anything that is unlawful, obscene, or abusive. If you come across such information accidently, you should turn off the computer monitor and quietly tell a teacher.

You must not use the Internet for buying or selling goods.

You must not log onto chat sites on the Internet.

Emails should only be sent using the school’s Internal email program. Web‐based email is not allowed.

When using email, you must not send any message that is harmful, offensive, or abusive to other people.

If you break these rules, you will lose the right to use the computers and may be given a detention or another sanction. The computer rooms are monitored by video‐surveillance and we can and do check what students do on the network. The Quest promotes safe use of the Internet. For further information on safe Internet use at home, log on to:‐children/

Computers, Mobiles and Other Electronic Equipment Computers must be used appropriately and under supervision, as set out in the Computer Use Agreement. They are not to be used for games or entertainment purposes. Music is not to be downloaded as it causes storage problems. Food and drink are strictly forbidden in the IT Rooms. Passwords will be withdrawn if these rules are ignored. Mobile phones are not to be seen or heard at any time during the school day, including breaks. They must be always switched off and out of sight. Confiscated phones and other banned items will be kept in a safe place and will be returned to the student according to a scale: 

First occasion: the phone / item will be kept for one week

Second occasion: the phone / item will be kept for two weeks

Third and subsequent occasions: the phone / item will be kept for a month, to reflect that the previous confiscation had not deterred a repeat of the offence.

Students are not allowed personal music devices on school site and these will be confiscated in line with the above policy. Personal stereos / iPods / cameras: These items are NOT to be brought to The Quest. The Quest will not accept responsibility for the security of such valuable equipment or investigate their loss. Cyber‐Bullying: Threatening, teasing, or embarrassing someone else by using a mobile phone, the Internet or other technologies is not acceptable and will not be tolerated.

Anti‐Cyber‐Bullying Code 

Always respect others

Think before you send messages via your mobile phone or the Internet

Don’t let anyone know your password

Block the bully

Don’t retaliate or reply to bullying messages

Save the evidence

Tell an adult

Anti‐Bullying Advice for Students

Everybody has the right to enjoy each day free from intimidation, unkind actions, or remarks, in the Academy and on the way to and from the Academy. Any unkind action or comment will be called BULLYING. We must all help each other by reporting ALL bullying. Do you know someone who is being bullied? What should you do? 1. TELL someone – ANY adult in the Academy. A parent or somebody you can trust. 2. Show bullies that you don’t like what they are doing. Don’t be friends with them. 3. Help and support children you see are being bullied. 4. Don’t make teasing or hurtful remarks. Are you being bullied? What should you do? 1. Try not to show that you are upset (this is difficult). 2. Try to ignore the bully. 3. Walk away quickly and confidently (even if you are afraid inside). 4. In an emergency, shout to show that you are not afraid. 5. Stay with your friends and say NO to the bully. 6. Do not try to buy the bully off with sweets or give them money. 7. Try not to be alone where you could be bullied. 8. If you are different in any way, be PROUD of it. It’s good to be an individual. There’s nothing wrong with you! 9. TELL an adult you can trust. Give us time to find out what is happening. If it continues, see your Achievement Coordinator.

It is EVERYONE’S responsibility to prevent bullying.

Uniform and Appearance

All students are expected to wear their uniform with pride, both in school and in the local community.

Items listed below MUST be purchased from our school uniform supplier (SWI): 






Uniform Policy Blazer

Skirt or Trousers

Navy blue with the Quest logo. The blazer must be always worn inside the Academy. Navy blue knee‐length skirt. Navy blue trousers.


Clip‐on tie in the appropriate house colour.

Jumper (optional)

Navy blue V‐neck jumper with the Quest logo.


Plain, white, short, or long‐sleeved in a classic style. Vests or undergarments must be white and not visible under the shirt. Plain black leather school shoes. The following are not allowed:


Tights or Socks ID Card / Lanyard Belt


School bag Outdoor coat, hat, scarf, and gloves (optional)

Suede or fabric shoes

Open‐toed, backless, or sling‐back shoes

Boots above ankle height

High‐heeled shoes


Plain black or navy tights, with no patterns. Plain black/navy/dark grey socks.

ID card and black student lanyard to be always worn.

Plain black only. Large buckles displaying logos are not permitted.

Plain black or plain navy blue.

A school bag suitable to carry textbooks, exercise books and stationery. No pouches allowed. Plain dark or reflective. Not to be worn inside the building, except when going to the tutor room at the start of the day.

Uniform Policy


Make‐up, Nails, Hats and Hooded Tops 

Make‐up, fake tan, nail varnish or nail extensions of any kind may not be worn.

Spray deodorant, body sprays, or perfumes cannot be brought into the school and will be confiscated. Roll‐ons may be brought in.

Hooded tops of a sweatshirt material may not be worn.

Any ordinary analogue/digital watch may be worn. No smart watches allowed.

One or a pair of small studs may be worn in the lower lobe of each ear. No other jewellery or visible body piercing, including tongue studs, are allowed.

Hair 

Long hair must be tied back.

Hairbands must be plain dark blue or black.

Haircuts must be no shorter than a number two.

Straight line braiding is allowed.

Hair must be worn in a simple style and hair extensions must be of a sensible length and natural colour.

The following are not allowed: 

Decorative hair accessories.

Durags or head wraps.

No coloured streaks or unnaturally coloured hair.

Unconventional/elaborate styles or extensive braiding, including beading, patterned braiding, mohicans, tram lines, indents, or shaved patterns.

An unnaturally striking appearance is inappropriate. If in doubt over whether a planned style would be acceptable, parents/students should contact the Academy and seek advice before having their hair styled.

Uniform Policy

PE Kit Items marked with an * below MUST be purchased from our school uniform supplier (SWi) Students are expected to bring and wear PE kit to all practical Physical Education lessons, including enrichment lessons, training sessions and practical BTEC Sport lessons. They may wear either: 

The Quest Academy navy/white PE polo shirt* or The Quest Academy navy/white multisport top *

The Quest Academy navy/silver football shorts* or navy/silver training pants*

‘Coolmax’ navy/white socks* or plain white socks

Trainers must be sturdy and suitable for sport with non‐marking soles (moulded boots or blades are acceptable for the Astro‐turf pitches, but not indoors)


Should any student fail to attend lessons in the correct kit they will be issued with one of the following sanctions: 

Incorrect kit/no kit at all (without a note) – class teacher’s detention and student expected to borrow kit.

No kit at all and refusal to wear borrowed kit will result in a Whole School Detention.

Jewellery may not be worn in PE lessons. Students will not be allowed to partake in lessons if they are discovered to be wearing school shoes, their outdoor coat, or any part of their school uniform under their PE Kit. They will be asked to remove it, if this is not possible, they will be issued with a class teacher’s detention.

Homework and Presentation of Your Work

Homework The following provides guidelines for what you are expected to do: Key Stage 4 Years 10 and 11

50 minutes per subject per week

All homework will be uploaded by teachers onto ‘Google Classrooms’. Both students and parents have access to this and can track homework completion. Logins for Google Classrooms are the same as those used for access to the school computers.

Process All set homework will be recorded on Google Classroom with a date to hand it in. All homework should be checked for completion by the teacher and constructive feedback provided. Homework must be completed on time and to the best of your ability. Students are assessed, and levels or grades are awarded based on homework, class work, formal assessments, and examinations. Homework enhances your learning, improves achievement, and develops your study skills. It is an opportunity for parents and students to work together to benefit from learning experiences. Some of this homework will be done in supported study time with specialist advice and the support of a teacher and some at home under the guidance of a parent or carer. If you have any general concerns regarding any of the homework, please contact your personal tutor or, in the case of subject specific enquiries, contact the Team Leader of the subject area.

Homework and Presentation of Your Work

Presentation of Your Work

The presentation pf your work is important. Good, clear presentation following the guidelines from the subject teachers shows that care has gone into the production of your work. It shows respect for those who will read and assess your work. It is an important skill which will help you in your career and life.

Basic Rules 

All work should be presented clearly

All work should be named, dated, and titled

Subject folders, exercise books, and textbooks must be free of graffiti, doodles, and stickers

Please note: You should always have a suitable READING BOOK with you so that any “Spare time” in class can be well used.

Planning for Tests and Examinations

Preparation before each set of examinations or tests is as important as your performance in each exam as a checklist. 1. Plan Revision  Make sure that all your notes are in order and up to date.  Find out the date and length of each exam.  Draw up a revision timetable and stick to it. 2. Preparation  Obtain copies of the syllabus/past papers/revision guides.  Understand what each exam involves, and the examiners are looking for.  Read through your notes, highlighting, or rewriting key words/phrases.  Aim to work in 45‐minute stretches, taking 15‐minute breaks. 3. Before Each Exam  A good night’s sleep is very important!  Reread through your notes, but take a quality break, e.g., have a bath/shower.  Make sure that you have all the equipment needed, including refills for your pen(s).  Make sure that you are comfortable and have a light snack/meal before each exam. 4. In the Exam  Read the instructions carefully – do the right number of questions.  Plan your time – allocate enough time for each question you must answer.  Answer the question set – not the one you hoped for. 5. At the End of the Exam  When you think you have finished, check your script for mistakes and complete any unfinished sections.  Cross out any rough work you do not want to be marked.  Ensure that all diagrams have titles and are fully labelled. 6. After the Exam  Do not worry about the exam you have just taken.  Have a rest/meal or take part in a leisure activity.  Begin to concentrate on the next test or exam.

Hints for Revising for Examinations


Go through your notes and highlight the most important by either: 

Starring them or underlining them in colour.

Where you keep getting something wrong or making silly mistakes, write a message to yourself. It may seem silly, but it is very effective.

Reduce a topic to a series of numbered points on a small piece of card. Learning by numbers is a useful way of remembering information. e.g., I need to remember 10 points about the Battle of Hastings or 6 properties of transition metals. Have a large pile of scrap paper available and scribble main points and outline sketches of diagrams when you are revising. This: 

Helps o focus your attention and stops you being distracted.

Gives you something to compare with the original to see if what you are doing is accurate.

Go over all past papers, revision questions, etc. that you have covered in class or homework. These are often your best revision aids. A good way to revise is with a friend who is taking the same examination. The occasional testing of each other is very useful since: 

The tester is learning at the same time as the tested.

You feel better since you realise you are not alone. A friendly, sympathetic ear is good if your morale is low.

Mind Map Jealous Beautiful Young Innocent


Mistreat Cinders


Poor ‐ but rest of family not so poor

Father fails to intervene Named after ‘cinders’ – spent her life in kitchen by fire.

2 sisters, ugly

Cinders = remains of fire – Cinderella is a ‘leftover’ of her family

Meets stereotypical heroic male – the answer to the damsel’s problem


Treated as a slave

Injustice Story changes

Moral – people invariably get what they deserve

Stereotype of young hapless female

Why? Beautiful – so threatens position of older sisters

Magical Intervention Gets saved

Fairy godmother sets up opportunity (ball) for Cinders to meet Prince Charming Happy Ending Conditions set – back my midnight, Cinders forgets but Prince Charming comes to the rescue

Examination Technique

The Examination 

Answer the best question first – this gives confidence, and helps relaxation

Don’t rewrite the question

Respond to key words

Write simple, short sentences (don’t waffle) (not applicable in English as examiners require a variety of sentence structures)

Write legibly

Don’t assume the examiner thinks you know anything – state the obvious

Watch the time – move on, don’t waste too much time on one question

Use diagrams if applicable

Use the last few minutes for going back to unfinished questions and rereading/correcting your answers

Look at the number of marks awarded for the question

Knowing what the Examiners want They want to give you marks. 

Answer the questions set – don’t waffle

Write legibly – examiners have a lot to mark

Answer all the questions required – otherwise marks will be lost

Write simple, clear, direct sentences – don’t over‐elaborate, don’t be over‐wordy (not applicable in English as examiners require a variety of sentence structures)

Answer all parts – pay particular attention to all parts

Use standard English – not slang

Substantiate opinions (I think/I believe) by relevant arguments

Use appropriate examples/illustrations – not a catalogue of examples with no explanation

Start the question immediately – don’t rewrite the question

Exam Words

The words below are often used in exams, such as GCSEs, to ask questions or tell you what to do. Most of these words are verbs; other parts of speech have been marked. It is important to know the spelling and understand the meanings of these words. Learn the spelling and meaning of these words and find them in your practice exam questions. Highlight these words during your practice exams to help you understand the questions. Analyse ‐ Describe the main ideas; show how they are connected to each other and why they are important. Assess ‐ Find the weak and strong points of the subject in the question. Average ‐ (Noun) the middle: in maths, the average (mean) is found by adding all the numbers together and dividing them by the amount of numbers added, e.g. 26 + 15 + 17 + 6 = / 4 = 16 Calculate ‐ Find the answer to a problem, usually in maths, using arithmetic or a calculator. Comment on ‐ Say what you think about the subject. Compare ‐ Write about similarities and differences in the subjects. Contrast ‐ Show how the subjects are different. Criticise ‐ Say what you think about the subject, giving your views for and against and backing them up with facts and theories. Define ‐ Give the meaning. Give an example, if you know one, and if you have memorised the definition, then write it down. Describe – Give a detailed account of. Diagram – (Noun) a drawing, chart, or graph. Differentiate – Clearly state the differences. Discuss – Describe the subject in detail, and, if there are two sides to the question, give the points for and against. Distinguish – This word is usually followed by ‘between’; say clearly what makes the difference between the subjects. Enumerate – List the main ideas by name and number. Essential – (Adjective) most important, must be there.

Exam Words

Evaluate – Say what you think about the subject, giving the good and bad points. Evidence – (Noun) facts; proof to back up your answer. Examine – Write what you have to say for and against a subject; state which side you support and give reasons for your support. Explain – Give the reasons for something. Explore – Look into thoroughly and consider from a variety of viewpoints. Express – Often found in math exams; say in a different way, e.g. express as a fraction. Illustrate – Use examples to make a point clear. Interpret – Give the meaning in your own words using examples, where necessary, to make the meaning clear. Justify – Say why you think that the answer is what it is and give reasons for why it is that way. Option – (Noun) a choice. Outline – Write about the main ideas; do not go into detail. Pictorial – (Adjective) in a picture. Prove – Show that the answer is true by giving the steps needed to reach it. Purpose – (Noun) the reason why. Relate – Show how things connect; they may be very similar, or one may take another act in a certain way. Requirement – (Noun) something which must be done. Review – Give an overall view of the important parts of the subject and your views, backed up by facts when necessary. State – Write the main points in a brief, clear way. Suggest – Often found in geography exams; using all that you have learned, say what the answer might be. Summarise – Bring together the main points and write about them in a brief, clear way. Trace – Write about the history of a subject, starting at the beginning and following it to the end.

Drawing Up Your Revision Timetable

“There is quite a lot of revision time available – if you get organised”

 Make a list of the subjects for which you are taking exams.  Draw up your own blank revision timetable (see example on next page).  Your first timetable should only cover one week (This is a trial timetable).  Enter the dates on the timetable.  Enter all other commitments on the timetable (leisure time, coursework, etc.).  Consider how much time you will need for each commitment or revision session.  Stick your timetable up in your room.  Review your weekly timetable at the end of the week.  Draw up a new timetable for the next week.  Always pin up your timetables where you can see them.

Material taken from ‘Revision Cracked!’ by Tim Foot

Tips for Revision 1. 2. 3. 4. 5. 6. 7. 8. 9.

Plan and carry out your revision (see timetable below). Put aside a regular amount of time on a certain day – and stick to it. Work in a place and in a way that helps you concentrate. Don’t daydream! Keep your workplace tidy. Have a short break and some fresh air now and again. Test yourself regularly. Don’t play ‘Bingo’ with the topics – learn them all. Attend lessons right up to your GCSEs.

To keep yourself interested, vary your revision Ask your teacher about the value of: 1. Answering past papers. 2. Using revision books and glossaries. 3. Using revision audio tapes and IT programs.

Revise sometimes by yourself, with a friend or in a study group. Don’t forget your parents!

Copy this plan and make up your own to suit yourself!

General Revision Timetable Mon






Sat ‐ a.m.

Sat ‐ p.m.

Sun ‐ a.m.

Sun – p.m. Rest

Targets – Action Planning and Reviewing

Step 1 Goals (e.g. learning, personal, career) Things you want to achieve. You can have learning, personal or career goals.

Step 2 SMART Targets What steps do you need to take to achieve your goals? They should:

S pecific M easurable A chieveable R ealistic T ime‐related

say exactly what you want to do say how you’ll now you’ve met them be possible to achieve in the near future be sensible and relevant to you have a date set for achieving them

Step 3 Action Points These are steps you need to meet your targets.

Step 4 Reviewing Regularly review your progress and your targets. Tick off action points as you achieve them. Adjust your action points and targets if necessary.

Revision Techniques

We should use a variety of revision techniques because we only remember a small percentage of what we read, or hear, or do. However, we remember most of what we read and hear and do.

Break revision down into manageable chunks

Ask for help with anything you don’t understand

Record your key ideas on tape

Practise using past paper questions

Highlight key points in your notes

Make a mind map, poster, diagram, chart or cartoon

Revision Techniques

Make notes on key ideas

Test each other Know what the test/exam involves Take regular breaks

Look at revision sites on the Internet

Reward yourself for completing sections of revision Make a revision timetable and stick to it

Talk about key ideas with a family member or friend


Units to Memorise! 10 millimetres (mm) = 1 centimetre (cm) 100 cm = 1 metre (m) 1000 m = 1 kilometre (km)

1000 milligrams (mg) = 1 gram (g) 1000 g = 1 kilogram (kg) 1000 kg = 1 tonne (t)

1000 cubic cm (cm3 , cc) = 1 litre (l) 1000 millimetres (ml) = 1 litre 100 centilitres (cl) = 1 litre

1 foot = 12 inches (ins) 1 yard = 3 feet (ft) 1 gallon = 8 pints (pt) 1 stone = 14 pounds (lbs) 1 pound = 16 ounces (oz)

Approximate Conversions 1 oz = 25 g 1 kg = 2.2 lbs 1m = 1 yard (+10%) 1 l = 1.75 pints 1 in = 2.5 cm 1 gall = 4.5 l 1 ft = 30 cm 1 metric tonne = 1 imperial ton 1 mile = 1.6 km (or 5 miles = 8 km)

Maths Reminders




100% 75% 66.66% 50% 33.33% 25% 20% 12.5% 10% 5%

1 3/4 2/3 1/2 1/3 1/4 1/5 1/8 1/10 1/20

1 0.75 0.66 0.50 0.33 0.25 0.20 0.125 0.10 0.05

Maths Reminders No.














































































The Periodic Table of Elements

Literacy Skills ‐ Punctuation

When you write, it is punctuation that helps you to make the meaning clear. Full Stop: . Place a full stop at the end of a sentence that is not a direct question or exclamation. Our Example: David walked to a bus stop. Comma: , Insert a comma to indicate a natural pause in a sentence and to separate three or more items in a list or series. Our Example: No, I am not going to the park. The shopkeeper placed sweets, pop, greetings cards and magazines on display. Semicolon: ; Use a semicolon to connect independent clauses in a compound sentence. Our Example: Mary came home late from work; the house was in darkness. Colon: : Place a colon before a list of items and preceding an explanation or example. Several have been used on this page. Our Example: I am a keen follower of several sports: football, rugby, and cricket. Quotation Marks: “” Use quotation marks to enclose a direct question. Our Example: “Keep as quiet as you can,” breathed Jim, “and we might see the otter.” Apostrophe: ‘ Apostrophes are used where letters have been omitted, or to indicate possession. Our Example: I’ll (I shall) come over to your house. Erica isn’t (is not) here yet. Peer’s (possessive) school bag is still on the bus and Rob’s (Rob is) looking for it. Parentheses: () Use parentheses (brackets) to enclose material which adds explanation to a sentence. Our Example: Three colours are always used for traffic lights: red (stop), amber (caution) and green (go).

Spelling, Punctuation and Grammar

This is how literacy errors will be marked by your teacher:






misuse of the capital letter


new paragraph




not clear


poor sentence structure


something missing

The Quest Academy’s Behaviour Ladder Sanction 1

Verbal Reprimand

Used in cases of… 

A single instance of low‐level silly behaviour

Uniform worn incorrectly (first time)


Behaviour Point

All incidents of poor behaviour, except for verbal reprimand


Class Teacher Detention

Lateness to class

Lack of focus in class

Lack of effort in class

Non‐completion of homework or classwork


Supervised Break and Lunch

Persistent poor out of lesson conduct


Supervision Room (accompanied by a referral for Middle Leader Detention)

Irresponsible behaviour at lunchtime

Refusing to follow instructions around the building

Failure to attend Middle Leader Detention

Uncertifiable uniform infringement

Being sent to the supervision room

Misbehaviour outside of class

Rudeness to staff

Uniform worn incorrectly (twice in a day)

Referred by MLT

SLT Detention

Failure to attend Middle Leader Detention (MLD)

(2 hours on Friday)

Referral by SLT for serious poor behaviour

Internal truancy

Walking away from a member of staff

Late three times or more in a week

Principal’s Detention

Failure to attend SLT Detention

(3 hours on Saturday morning)

Referral by the senior team for extremely poor behaviour

Truancy from school

Persistent lateness to school (7 times in a half‐term)

Failure to attend the Principal’s Detention

Persistent disruptive behaviour, as determined by the Principal

Refusing to accept the authority of the Academy, as determined by the Principal

A single instance of extreme misconduct, as determined by the Principal

A single instance of extreme misconduct, as determined by the Principal

A failure to improve conduct following previous fixed‐term exclusions






Middle Leader Detention 1 (40 mins same day) Middle Leader Detention 2 (40 mins same day) and restorative justice conversation, where appropriate

Inclusion Room or Fixed Term Exclusion

Permanent Exclusion

The Quest Academy’s Achievement Ladder Reward 1

Achievement Points

Used in cases of… 

Academic Merit

Pastoral Merit

Extra‐Curricular Merit

Academic SLT Merit

Pastoral SLT Merit

Extra‐Curricular SLT Merit

Blended learning Merit


Tutor Phone Call Home

Any reason as deemed appropriate by your subject teacher, Personal Tutor or Achievement Co‐ordinator, Star of the week


Achievement Co‐ordinator Postcard Home

Postcard home

Weekly shout outs

Achievement Assemblies


Principal’s Commendation (and letter home)

Following a referral to the Principal by any member of staff


Tea with the Principal

Following a nomination by the Achievement Co‐ordinator for outstanding effort at the Academy


Certificate at the half‐term Achievement Assembly

100% attendance and punctuality for the Term

Being in the Top 15 of the Year Group’s House Points league


Invite to the termly Reward Event

Being in the winning House and meeting the four‐star standard


Award at the annual Academy Awards Evening

Chosen by a subject teacher for a Subject Excellence Award or Subject Achievement Award

Chosen by your Achievement Co‐ordinator for a Special Recognition Award

100% attendance and punctuality for the year

Merit Certificates

Safeguarding and eSafety

Safeguarding We are committed to safeguarding and promoting the welfare of children and young people, this includes bereavement and mental health, and we ensure consistent and effective safeguarding procedures are in place to support children, their families, and staff at the Academy. All staff and volunteers are expected to share this commitment which has allowed the Academy to have a in‐ school system in helping children and all concerns are passed to our trained ‘Designated Safeguarding Leads.’

Safeguarding Team: Designated Safeguarding Lead: Mr O’Sullivan (Pastoral Director) Deputy Designated Safeguarding Lead: Miss Alpay (Assistant Principal) Deputy Designated Safeguarding Lead: Mrs Oseman (Assistant Pastoral Director)

If you do have a concern, you can also send an email to:

eSafety At The Quest Academy we are committed to ensuring that students are safe when using the internet / social media. If you have a concern about your own or somebody else’s safety, please complete the form (you can submit the form anonymously) on:

Our safeguarding policy can be found on:

Mental Health Contacts

Anna Freud Centre Children’s mental health charity providing specialist help and training. Barnado’s Work with children and young people who have mental health difficulties. They run centres where children and young people can go and make sure they have a worker they can trust and talk to. Help build confidence and to address the root of the difficulties. They also work with parents, making sure they feel supported, and stay in close contact with other professionals.‐we‐do/helping‐families/mental‐health Big White Wall A safe online community of people who are anxious, down or not coping, who support and help each other by sharing what is troubling them, guided by trained professionals who are available 24/7. Completely anonymous so you can express yourself freely and openly. Professionally trained ‘Wall Guides’ ensure the safety and anonymity of all users. CALM (Campaign Against Living Miserably) Dedicated to preventing male suicide, the single biggest killer of men under 45 in the UK. Charlie Walker Memorial Trust Awareness information and resources for those who are depressed. Child Bereavement UK Has an app designed to support children and young people who have suffered a bereavement. Provides information on where to get more support. Childline Counselling service for parents, children and young people. Clear Fear App developed by Stem4 using CBT to reduce physical responses to threat (anxiety etc) by learning to relax and change thinking. Cruse – Bereavement Care Offers support, advice and information to children, young people and adults when someone dies and works to enhance society’s care of bereaved people through face‐to‐face, telephone, email and website support.

Mental Health Contacts

DrugWise Database of drug treatment services in England, Wales ad Scotland, developed by DrugScope. It is searchable by different criteria, including service name, treatment offered and geographical region. For Me App created by Childline includes all their services in one app: direct 1‐2‐1 access to a counsellor, videos advice and chat on a range of issues that affect young people. Safe and discreet – only accessible with a PIN.‐me Headspace App teaches mindfulness meditation principles to improve wellbeing. Kooth Provides free online support for young people delivered by qualified counsellors via chat‐based services. London Lesbian and Gay Switchboard National Service for lesbians, gay and anyone needing support regarding their sexuality. Information, advice, listening and referral. Mermaids A charity that supports gender‐diverse children and young people until their 20th birthday, as well as their families and professionals involved in their care. Transgender and gender‐variant children and teens need support and understanding, as well as the freedom to explore their gender identity. Whatever the outcome, Mermaids is committed to helping families navigate the challenges the challenges they may face. Mindshift Designed to help teens and young people cope with anxiety by teaching them how to relax, develop more helpful ways of thinking and identify active steps to help take charge of anxiety. Moodkit Approved by NHW Choices and listed as one of the best apps of depression 2017. Uses CBT principles to help people with anxiety and depression manage and track their moods. It has s ‘thought checker’ to identify negative thoughts and an activities tool to suggest wellbeing activities. Moodmeter Developed by 2Gether NHS Foundation Trust, this app is an interactive mood diary for monitoring and understanding emotional and wellbeing. Includes tips and guidance on how to influence mood.

Mental Health Contacts

Moodpanda Mood panda is an app allowing people to track their moods. Moodzone Whatever you need to know about coping with stress, anxiety, or depression, or just generally improving your emotional wellbeing, the NHS Choices Moodzone is here to help. It offers practical, useful information, interactive tools, and videos to support you on your way to feeling better.‐anxiety‐depression National Drugs Helpline 24/7 Helpline for anyone concerned about drug misuse, including users, families, friends, and carers. 0800 776600 National Self‐Harm Network Monitored forums supporting individuals who self‐harm to reduce emotional distress and their quality of life. Rise Above Website designed by Public Health England to boost resilience among 11–16‐year‐olds by teaching them the skills needed to make better decisions in ‘risky’ situations such as smoking, drugs, drinking, relationships, and sex. SAM Self‐help app which includes a personal toolbox, negative thought buster, colouring exercise, and information. Winner of best anxiety app 2016. www.sam‐ Samaritans Confidential emotional support service. Available 24 hours a day. Sane UK mental health charity working to improve the quality of life for anyone affected by mental illness. Offers advice and support. Has section on suicide. 0300 304 7000 – (4:30‐10:30pm)

Mental Health Contacts SelfharmUK A national project dedicated to supporting young people affected by self‐harm, providing a safe space to talk, ask any questions and be honest abut what’s going on in their life. Selfharm UK is part of Youthscape, a registered UK charity that aims to support young people aged 11 to 19. Shout Provides free, confidential support,2 4/7 via text for anyone in crisis anytime, anywhere in the UK. Text with someone who is trained and will provide active listening and collaborative problem solving. Text SHOUT to 85258 Smiling Mind Created by psychologists and educators in Australia, this is a modern meditation app for young people. It uses mindfulness to boost calmness, contentment, and clarity. Stamp Out Suicide Points of contact for those feeling suicidal, bereaved by suicide, or concerned about suicide. Promoting suicide awareness and prevention. Stay Alive App offers help and support to people with thoughts of suicide and people concerned about someone else. Quick access to UK national crisis supports helplines, a mini‐safety plan, a LifeBox to which the user can upload photos from their reason to stay alive, strategies for staying safe, tips on how to help a person thinking about suicide, and suicide bereavement resources. www.prevent‐‐help‐now/stay‐alive‐app/ Stem 4 Aims to improve teenage mental health by stemming commonly occurring mental health issues at an early stage. Stepfinder Developed by youth charity, ‘The Mix,’ the app uses mobile location services to pinpoint the nearest local support services – from mental health, contraception, homelessness, and bereavement – and shows the young person how to get there from their phone.‐and‐tools/our‐apps/stepfinder Stonewall Youth Young Stonewall is the site for all young people to find out about issues affecting lesbian, gay and bisexual people at home, at work and at school.

Mental Health Contacts SuperBetter Evidence‐based app created to help young people build resilience to become stronger, happier, and healthier. Activities use gaming techniques to help the young person tackle tough challenges, change what isn’t working and reach their goals. The Mix UK’s leading support service for young people. Tackles broad range of issues from homelessness to money, break‐ups to drugs. Confidential helpline. Voice Collective Peer support for young people who hear, see and sense things that other do not. Hosted by Mind in Camden’s Hearing Voices Project. Website contains information about voices, vision, coping, recovery, getting help in a crisis and peer support groups for young people aged 12 to 18. Site has useful information for parents and carers. Young Minds UK’s leading charity committed to improving emotional wellbeing and mental health of children and young people and empowering their parents and carers. Youper Evidence‐based app developed to help people with social anxiety gain confidence in social situations. Aims to help people understand their anxiety, control it, and then challenge it using real‐life guided practice exercises. Youthhealthtalk! Video interviews of young people’s real‐life experiences of health and lifestyle. Also includes eating disorders.

Useful Websites

Some useful website addresses to help your ‘career’ – your learning pathway through The Quest and beyond. General Careers Websites:      University Websites:      (quality assurance agency for HE)  (student perspective)   (taster courses) ‐finance Volunteering and personal development:   www.princes‐ ‐  Other:  Some ways to find information about jobs or subjects. (You will be able to talk to your tutor if you are unsure about how to get help from the following) Research websites – some examples above. Most professional organisations have their own websites; us the ‘Google’ search engine to identify these. Talk to subject tutors, or your personal tutor at The Quest. Talk to parents/carers, business and other professional people who visit and run activities in The Quest – these visits happen at different times for age groups. Attend events such as Careers Fairs, Taster Days, Open Days at universities. Talk to your friends and students who are currently studying subjects you are interested in. Make the most of any work experience – Everyone will have a chance to do Work Experience during Key Stage 4. Visit the library which has various resources / university prospectuses, etc., and your own public library which will have careers information.

Road Safety

Road Traffic accidents cause over 70% of all accidental deaths in children of school age.

WALKING Always walk on a pavement or footpath where possible When crossing the road always use the Green Cross Code: Stop, Look and Listen Be safe – be seen, wear reflective clothing or arm bands (especially when it’s dark)

CYCLING SAFETY TIPS You MUST wear a helmet that fits Reflective clothing is essential Your feet must touch the ground when you’re sitting on your bike Check brakes, tyres, chain, lights, and handlebars regularly Use cycle lanes wherever possible You need training. Get your cycle proficiency badge: ask at your school or police station for details

TRAVELLING IN A CAR Get in and out of the car from the kerb side, NOT the side of the car that is facing the road Shut the door properly Always wear a seat belt Never lean or wave out of the window Don’t distract the driver or block the rear‐view mirror

REMEMBER! Belt up! About 120 unbelted backseat passengers are killed every year. Many more are seriously injured.

Pedestrian Crossing Ahead

No Pedestrians

Cycle Route

No Cycling