To maintain alignment with our Vision, Mission, and Values, a student steering committee of 10 will design the Quest Week program each year. Upon returning from Quest Week, students can express their interest in joining the committee. If there are more interested students than available positions, the Head of House will nominate those deemed best suited to contribute positively to the process. 

Ultimately, the committee will:

• Review the Quest Week Guiding Statements: These statements, co-created by students, will provide a framework for the committee's decisions.

• Analyse Student Feedback: The committee will carefully examine feedback from the previous year to identify areas for improvement and potential changes.

• Evaluate Existing Programs: They will determine whether any existing programs should be replaced based on feedback and alignment with the Guiding Statements.

• Assess Potential New Programs: Using established criteria and a rubric, the committee will evaluate and rate potential new programs.

• Survey Students: The committee will conduct a student survey to gauge interest in different program types and specific options. This data will inform decisions regarding the number of overseas and local programs offered, ensuring alignment with student preferences.

• Collaborate with Service Providers & Students: Many programs offer flexibility in design. The committee will collaborate with students enrolled in these programs to gather their input and preferences. This valuable feedback will be used to tailor activities in partnership with service providers, creating a more personalised and engaging experience

For any new programmes to be considered, the following criteria must be achieved: 

• Appropriately risk-assessed

• Suitably qualified staff

• Structured itinerary

• A designed learning experience with clear learning outcomes and active learning

• The capacity to help students develop at least two of the Global Competencies: 

• Communication; 

• Critical Thinking; 

• Collaboration; 

• Creativity; 

• Character; 

• Citizenship

• Engaging activities that are appropriate for the age range of the students involved 

• Opportunities for students to interact and collaborate

• Opportunities to take initiative, make decisions, and be accountable for the results.

• Empower students to step outside their comfort zones and develop new skills through service, activities, and/or creativity.

Overseas Trips

In order to justify the carbon footprint involved with flying large numbers of students for programmes overseas, an additional criteria for overseas trips:

• Opportunities to make a meaningful contribution to the community, environment, or both through service

• Opportunities to explore the local culture

To ensure alignment with our goals and student needs, the committee will evaluate potential Quest Week itineraries based on the following six criteria, using a rating scale of 1 (low) to 5 (high)

Service to the Environment

• Minimal or no tangible impact on the environment.

• Limited impact with minimal sustainable practices.

• Moderate impact with noticeable sustainable practices.

• Significant impact with clear sustainable practices.

• Meaningful and substantial impact with strong sustainable practices.

Service to the Community

• Minimal or no tangible impact on the community, with little or no collaboration with the community

• Limited impact and collaboration with minimal visible outcomes.

• Moderate impact, with some collaboration, and noticeable positive outcomes for the community.

• Significant impact, with effective collaboration with the community, and clear and measurable outcomes.

• Meaningful and substantial impact, with strong and sustained collaboration resulting in meaningful partnerships with the community, leading to transformative outcomes for the community.

Competency Development

• Minimal or no focus on experiences that develop global competencies.

• Limited opportunities to develop global competencies.

• Some experiences that develop at two of the global competencies.

• Meaningful experiences that develop two or more of the global competencies.

• Strong emphasis on experiences that are focused on developing two specific global competencies, resulting in noticeable growth.

Fun

• Little to no interest in the activities/experiences, with little variation.

• Limited interest in the activities/experiences, but lacking in diversity

• Moderate level of interest in most activities/experiences, offering a satisfactory range of experiences.

• High level of engagement and interest in the majority of activities, providing diverse and engaging experiences.

• Constant engagement and high interest in all activities, with an excellent variety of activities, ensuring a wide range of enjoyable experiences.

Value for Money

• The program cost is significantly higher than the value received.

• The program cost is somewhat higher than the value received.

• The program cost is aligned with the value received.

• The program cost is slightly lower than the value received.

• The program cost is significantly lower than the value received.

Logistics, Convenience & Travel

• Excessively long travel time, which is likely to cause significant fatigue or disruptions, along with a significant carbon footprint.

• Prolonged travel time, resulting in some discomfort or inconvenience, along with a carbon footprint

• Reasonable travel time, allowing for a comfortable journey.

• Relatively short travel time, minimising fatigue and maximising time at the destination.

• Optimal travel time, ensuring a smooth and efficient journey.