Introduction - Activity

Time to allocate for this activity: 15 minutes at the start of the session

Resources required: "Task/individual/group" handout, session leader, activity cue cards for chosen activities

 

Activity Notes

This session is designed to give an overview of the task / individual / group model for finding and implementing solutions. This area of learning is vast and there is not adequate time to cover it on this course, nor is it relevant to the age of the Scouts participating or the course outcomes. All we are attempting to do is establish a few working ideas for solving problems.

Start with a very simple group activity, such as:

• organise the room for a meal or activity
• run a short game that requires more than one referee
• arrange the Patrols to sit in teams in alphabetical order

The object of the exercise is to show through example how the session leader analyses a problem, looks for ideas and resources to identify a number of possible solutions and then implements one of them. During the exercise, the leader should voice their thoughts and ideas to the group so they can build a picture of the processes in action.

With use of the handout "The task/individual/group model", briefly talk about the role of each person in the model. Use the example activity to identify the key components:

• The Task: "organise the room", "play a game", "arrange the Patrols".
• The Individual(s): "The leader", "Other leaders", "Scouts" - anyone who plays a part or can help.
• The Group: Everyone when they act together - not when they are a collection of individuals.

Introduce the activities - there are four to complete in rotation. At each activity, appoint a different member of the Patrol to take the role of leader. Adult leaders should monitor each group on their task to guide and advise and also to observe for later feedback. Explain that the leader must

• Identify the task - what is the expected outcome?
• Establish the facts - by asking questions, observing and discussing - not acting.
• Gather ideas - by inviting the Patrol to contribute, suggesting and discussing - not acting.
• Summarise and review the ideas - considering the consequences of each.
• Choose on solution - and communicate the choice and how it will happen.
• Do it - put the idea into action using the resources available (this is not the most important part of the task!)
• Review the results - did it work? If not, what else should we try?

Advise the Patrol they will be expected to talk about their decision making process at the end. When everyone is clear on the objectives of the tasks, organise the Patrols to get started.

Resources

Resources that can be printed or included on a disk to take home:
The task/individual/group model
 

Introduction - Model

Outline of the Session

The purpose of a leader is to achieve a task or a number of tasks with a team and other resources provided. Selecting the best way to achieve the task is a one of the things that shows a good leader. Seeking different solutions, evaluating them and then acting on the decision makes a great leader.

Session Notes

This session is designed to give an overview of the task/individual/group model for finding and implementing solutions. This area of learning is vast and there is not adequate time to cover it on this course. All we are attempting to do is establish a few working ideas for solving problems.

 

The Pieces of the Puzzle

There are three main things to think about with any problem you might face:

• The Task: What are you actually trying to do? What is the outcome you want?
• The Individual(s): Who, including yourself, is around to help? What are their skills? Do they all have the same view?
• The Group: When everyone works together, you become a group or a team. A group is stronger than an individual.

A way to Solve Problems

Here is one way to work though finding a solution:

• Identify the task - what is the expected outcome? Can you state the task clearly?
• Establish the facts - by asking questions, observing and discussing - not acting. Who, what, where, when.
• Gather ideas - by inviting the Patrol to contribute, suggesting and discussing - not acting. Don't dismiss any ideas - no matter how silly. Always include "do nothing" as an idea. This is part of forming the group.
• Summarise and review the ideas - what might happen if you choose each idea? Will it solve the problem? Do you have the people and resources to do it?
• Choose on solution - and communicate the choice and how it will happen - this is building the group up.
• Do it - put the idea into action using the resources available.
• Review the results - did it work? If not, what else should we try?

Problem Solving Checklist

Here are some questions to help you review the role of the leader:

• What style of leadership did they use?
  • Directive (taking charge)
  • Shared
  • Whatever goes
• How well was the project explained?
  • Explained clearly to everyone
  • Some were left in the dark
  • Only the leader knew what was going on
• Did the leader gather ideas from the group?
  • Yes - only from __________________________________
  • Yes - from everyone
  • No
• Did the leader find out what skills were available?
  • Yes - only from ___________________________________________
  • Yes - from everyone
  • No
• Was everyone involved?
  • Someone was left out
  • Yes - everyone took part

 

Outdoor Activities

Time to allocate for this activity: 4 x 15 minute bases, following introduction

Resources required: Cue cards. See individual activity for resources.

toc_collapse=0;
Table of contents 

1. Activity Notes
2. Release the Cork
   1. Resources
   2. Preparation
   3. The Task
   4. Solution(s)
3. Spiders Web
   1. Resources
   2. Preparation
   3. The Task
   4. Solution(s)
4. Bridge the Gap
   1. Resources
   2. Preparation
   3. The Task
   4. Solution(s)
5. Dowse the Flame
   1. Resources
   2. Preparation
   3. The Task
   4. Solution(s)

Activity Notes

These activities are designed to give opportunities to identify tasks, individuals and groups in a problem solving environment. At each activity, the Patrol must nominate a leader before they are handed the cue card. The cue card gives all the information they need to get started on the task. An adult leader acts as observer to monitor the group, offering advice and guidance if the leader appears out of their depth, off-task or if the Patrol is in danger. The observer will note the progress of the leader through the stages of solving the problem to report back later. All tasks require outdoor space to run and some resources as detailed below.

Release the Cork

Resources

1 x plastic pipe - wide enough to hold a cork, with many holes randomly drilled up the entire length. There should be as many holes as there are fingers on the average Patrol! The holes must be large enough to let a decent flow of water out, but small enough to be covered by the average Scout finger. Remove any burrs or sharp edges. 1 cork (plus a replacement if lost). A pourable water supply (a couple of jugs maybe) containing enough water to fill the pipe.

Preparation

"Plant" the pipe into the ground so that it is stable (or mount on a stand). Place the cork in the bottom of the pipe. Leave the water supply close at hand.

The Task

Retrieve the cork from the pipe without lifting or moving the pipe.

Solution(s)

Work as a team to cover the holes with your fingers. Fill the pipe with water and have a "catcher" to grab the cork when it floats to the surface.

Spiders Web

Resources

2 upright poles (goal post style) or 2 trees about 3 or 4 metres apart.
A large length of rope - or several shorter bits.

Preparation

Create an uncomplicated web of crossing ropes between the two posts. Make the spaces formed by the ropes of varying shapes and sizes, but big enough for a Scout to fit through. There needs to be at least as many holes as there are Patrol members, distributed to make it difficult to get everyone through at a lower level.

The Task

Each member must cross through the web without touching it and waking the spider. As a Scout passes through a hole, it becomes locked out and cannot be used again.

Solution(s)

Work as a team to identify the best hole for each person. Sequence the pass-throughs so there is help is on either side to lift Patrol members high up.

Bridge the Gap

Resources

Five stepping stones or platforms such as milk crates, pallets, tree stumps, etc.
Three planks or beams (pioneering poles are suitable and add challenge).
pegs and ropes or similar to mark out the river/ravine.

Preparation

Mark out the banks of the river or edges of the ravine with rope and pegs. Place the "stepping stones" in a pattern that crosses the area. Make sure that at least one of the gaps to bridge is longer than the longest pole available.

The Task

Transport the entire Patrol and all of the equipment (the planks/poles) across the ravine. Any person or equipment that touches the ground inside the ravine will be removed by the observer and placed at the start of the course.

Solution(s)

Work as a team to bridge the gap between the stepping stones with the planks. Use fulcrum action (see-saw) to balance the poles if necessary to bridge a wider gap.

Dowse the Flame

Resources

One rope suspended out of reach above the ground.
One candle (and matches to re-light it, of course).
One water balloon (filled with water).
Staves or bamboos and some string or rope suitable for lashing them - each stave should be shorter than 3 metres.
Pegs and ropes or similar to mark out the exclusion zone.

Preparation

Mark out the banks of the river or edges of the exclusion zone with rope and pegs so that there is at least a 3 metre stretch to the crash zone (the further the distance, the harder the challenge). Suspend the water bomb on the rope so that it is above the height of the average Scout. Place the candle, lit, beneath the water bomb.

The Task

Use the equipment to burst the balloon and extinguish the candle without entering the exclusion zone.

Solution(s)

Work as a team to build a poking stick that can reach the water balloon and burst it over the candle. This is a great task for spotting a leader who uses team members as it is possible to do it on your own.

Outdoor Activities - Cue Cards

Release the Cork Skip has dropped his keys down the drain! Luckily, he has a large cork attached to the keyring so that they float when he is canoeing. You can see the cork down a drain pipe, but it is too narrow to reach in. Can you help Skip retrieve his keys using the items that are lying around?

Bridge the Gap Oh no! Your hike has been disrupted by a very deep and dangerous river. Luckily, there are some stepping stones across and some fallen trees nearby. Can you get your entire Patrol and the fallen trees to the other side without getting wet? Anyone or anything that falls in the water will float away and wash up back where you started.

Spiders Web Australia's rare and deadly giant Scouteater spider has weaved its web across the path of your hike. Touching the threads will wake the spider and you might end up as lunch. Can every member of your Patrol make it through the web without touching the sides? Once one member has used a particular hole, it is best not to use it again because the spider is very sensitive to disturbances in the air around the web.

Dowse the Flame A major forest fire is raging through the area and the firies have created an exclusion zone around the fire. As scientists working on a top secret cloud making project, you have a large water store hidden in the clouds that could be ruptured to put out the fire. Avoiding the exclusion zone to make sure your project is not revealed to the public, construct a giant rupturing device to burst the water store and save the day.

 

Indoor Activities

Time to allocate for this activity: 4 x 15 minute bases, following introduction

Resources required: Cue cards. See individual activity for resources.

toc_collapse=0;
Table of contents 

1. Activity Notes
2. The Haunted Campsite
   1. Resources
   2. The Task
3. Daily Paper
   1. Resources
   2. Preparation
   3. The Task
4. Leapfrog
   1. Resources
   2. Preparation
   3. The Task
5. Graceful Teams
   1. Resources
   2. Preparation
   3. The Task

Activity Notes

These activities are designed to give opportunities to identify tasks, individuals and groups in a problem solving environment. At each activity, the Patrol must nominate a leader before they are handed the cue card. The cue card gives all the information they need to get started on the task. An adult leader acts as observer to monitor the group, offering advice and guidance if the leader appears out of their depth or off-task. The observer will note the progress of the leader through the stages of solving the problem to report back later. All tasks require indoor space to run and some resources as detailed below.

The Haunted Campsite

Resources

One large piece of paper, coloured marker pens.

The Task

Read the cue card about an exciting sounding campsite that has fallen on hard times. Create a poster to advertise the campsite.

Daily Paper

Resources

A copy of a popular State newspaper.

Preparation

None required - this task should work with any broadsheet.

The Task

The Patrol must organise themselves to answer 10 questions in the time allowed - the answers are in the newspaper supplied.

Leapfrog

Resources

Enough carpet tiles (or similar floor markings) for each Patrol member, plus 1.

Preparation

Lay the tiles or markers out evenly spaced in a straight line.

The Task

The Patrol split in half and occupy a tile each, facing the empty centre tile. Only one Patrol member can occupy each tile. By "leapfrogging" over their colleagues or stepping forward to an empty tile, the Patrol must swap ends. A leapfrog can only be to an empty tile.

Graceful Teams

Resources

Pens and paper if required.

Preparation

None.

The Task

The Patrol learn or make up a grace to be used at a mealtime where each member learns and speaks one part in turn, without cue cards.

 

Indoor Activities - Cue Cards

The Haunted Campsite There is a campsite about 2 hours drive from here on good roads until the last 5km, which are rough and dirt and rarely used by anyone except campers. The site is high on a hill with magnificent views, a good supply of firewood and water and plenty of grassy space. Wildlife is plentiful and unafraid. Numerous activities can be based here including kite flying, hot air balloons, orienteering, environmental trails, wide games and more. Twenty years ago, this was a popular family site - Skip can remember going as a Scout! However... Since the beinginng of last year, a strange thing has happened. On windy nights, those inside their tents hear a 'tap, tap, tap' as if someone is banging in tent pegs. When they look outside, no one is there. This story has got around and there have been few visitors to the site for the last six months - although the fees have been reduced to attract campers. Word is that the site is haunted. Your Patrol is in charge of marketing this site. What do you do? How do you advertise the campsite?

Leapfrog Two teams of frogs have met in the middle of a pond on the lillypads. They both need to pass, but they know each lilly pad can only hold one frog. Split your Patrol into 2 - half at each end of the set out lilly pads. Now work out how, with only one spare lilly pad, you can safely leapfrog each other to swap sides.

Daily Paper You have just 15 minutes to answer these 10 questions from the daily newspaper. What is the cheapest motorbike on sale today? Who is the editor of the newspaper? What is the cheapest meal in a restaurant you can find? How many vacancies for Chefs are advertised today? Where is the paper printed? How many men have a photograph in the paper? Where can you learn to play the guitar? How many musicals are advertised? Who scored a goal last weekend? What area would be covered by all the pages in this paper?

Graceful Teams Learn the words to or make up a new grace which can be used for the next mealtime. Each member of the Patrol must learn one line of the grace and be able to speak it without the help of notes or a cue card. The performance must be top rate to please the crowd.

 

Discussion Activities

Time to allocate for this activity:4 x 15 minute bases, following introduction

Resources required: Cue cards.

toc_collapse=0;
Table of contents 

1. Activity Notes
2. Crossing the Creek
   1. The Task
   2. Discussion Points
3. Video Vulgarity
   1. The Task
   2. Discussion Points
4. Job Week Bonanza
   1. The Task
   2. Discussion Points
5. Homesick Harry
   1. The Task
   2. Discussion Points

Activity Notes

These activities are designed to give opportunities to identify tasks, individuals and groups in a problem solving environment. At each activity, the Patrol must nominate a leader before they are handed the cue card. The cue card gives all the information they need to get started on the task. An adult leader acts as observer to monitor the group, offering advice and guidance if the leader appears out of their depth or off-task. The observer will note the progress of the leader through the stages of solving the problem to report back later. All tasks are based on a Patrol Council style meeting.

Crossing the Creek

The Task

You are leading the Patrol on a hike and you come to a creek. The campsite is on the others side of the creek. The Patrol is expected to arrive at the campsite in 30 minutes. The creek is 60cm deep and quite fast flowing. What do you do?

Discussion Points

All wade across? Give them all a piggy-back across? Walk upstream and downstream to find a safe place to cross? Build a dam of rocks then walk over the dry creek? Build a raft or boat? Do nothing and just wait?

Video Vulgarity

The Task

There has been a complaint about your Patrol's video night and sleepover after the Scouts were sent home by the host's parents. It appears that Simon pushed Julie into the pool and she split her head open. Julie's parents don't want her to return to Scouts as it is too rough. Simon isn't normally like that, but he may have OD'd on red cordial. Simon has apologised to the Patrol. How can you sort out the mess?

Discussion Points

Do nothing and hope it goes away? Apologise for Simon and ask if Julie can come back? Ask Skip to talk sense to Julie's parents? Get Simon to do some community service as a punishment? Stand by Simon as it was not his fault?

Job Week Bonanza

The Task

Success! The Patrol got a $100 donation when they did a great job cleaning the windows of a houselast week. What should we do with the money?

Discussion Points

Split the money between us? Donate the money to charity? Offer the money to the Troop to buy a new hike tent? Return the money to the lady who donated it?

Homesick Harry

The Task

Harry is homesick at Patrol camp. He has been sitting on his own in the tent crying. When anyone asks him what is wrong, he cries that he wants to go home. It is his first camp - what can you do to help?

Discussion Points

Do nothing - he will come round? Call his parents to pick him up? Force him to take part in activities? Spend time talking to him?

Discussion Activities - Cue Cards

Crossing the Creek The Task You are leading the Patrol on a hike and you come to a creek. The campsite is on the others side of the creek. The Patrol is expected to arrive at the campsite in 30 minutes. The creek is 60cm deep and quite fast flowing. What do you do? Discussion Points All wade across? Give them all a piggy-back across? Walk upstream and downstream to find a safe place to cross? Build a dam of rocks then walk over the dry creek? Build a raft or boat? Do nothing and just wait?

Homesick Harry The Task Harry is homesick at Patrol camp. He has been sitting on his own in the tent crying. When anyone asks him what is wrong, he cries that he wants to go home. It is his first camp - what can you do to help? Discussion Points Do nothing - he will come round? Call his parents to pick him up? Force him to take part in activities? Spend time talking to him?

Video Vulgarity The Task There has been a complaint about your Patrol's video night and sleepover after the Scouts were sent home by the host's parents. It appears that Simon pushed Julie into the pool and she split her head open. Julie's parents don't want her to return to Scouts as it is too rough. Simon isn't normally like that, but he may have OD'd on red cordial. Simon has apologised to the Patrol. How can you sort out the mess? Discussion Points Do nothing and hope it goes away? Apologise for Simon and ask if Julie can come back? Ask Skip to talk sense to Julie's parents? Get Simon to do some community service as a punishment? Stand by Simon as it was not his fault?

Job Week Bonanza The Task Success! The Patrol got a $100 donation when they did a great job cleaning the windows of a houselast week. What should we do with the money? Discussion Points Split the money between us? Donate the money to charity? Offer the money to the Troop to buy a new hike tent? Return the money to the lady who donated it?

 

Activity Conclusion

Time to allocate for this activity: 15 minutes at the end of the session

Resources required: Maybe a white board to record key points.

 

Activity Notes

Drawing on the results of the tasks/individual/group activities, hold a short discussion to summarise.

Ask the observing adult leaders to comment on:

• leaders who identified the tasks
• leaders who asked for ideas to consider all solutions
• leaders who considered all the options and took action

Invite Patrol members to comment on when they felt being part of the team. Were they part of it? You can use the problem solving checksheet at the bottom of the Task / individual / group course handout to help.

Invite the activity leaders to comment on the challenges they had in leading the activity.

Conclude the session by summarising the expected outcomes - Scouts are able to:

• distinguish between task, team and individual
• source and evaluate different solutions
• state several different approaches to implementing a solution
• demonstrate at least two different approaches to implementing solutions of the same task

Resources

Resources that can be printed or included on a disk to take home:
The task/individual/group model

Self Discipline - Acting the Part

Time to allocate for this activity: 30 minutes

Resources required: Ideas sheet

 

Activity Notes

This short activity is designed to encourage Scouts to think through the different interpretations of Self Discipline. Calling on their ability to act and role play, mixed with humour, the Patrol groups will present a short skit, play or song highlighting their understanding.

Introduction

(2 mins) What is self discipline? Ask for some ideas from the course. Encourage ideas that talk about living within your own moral and social code such as arriving on time, dressing appropriately, remembering to do things you have promised to do, good moral values, socially acceptable behaviour, etc.

Why is self discipline important for a leader? Again, briefly encourage comments from the group which include leading by example, setting expectations, practising what you preach, etc.

The Task

(10 mins) Work as a Patrol to present a short skit, play or song that shows the importance of self discipline in leadership. There is an ideas sheet with some hints of things you might like to cover. You have just 10 minutes to prepare your performance including writing, practicing and preparing any props or costumes you might need. You must present your piece to the rest of the course after 10 minutes - ready or not! Short means between 1 and 4 minutes in length.

Performances

(4 x 5 mins max) Patrols in turn perform their piece to the rest of the course. Respect from the audience is to be demanded.

Conclusion

(3 minutes) Invite comments from the course about each other's performances - how did they show self-discipline (or a lack of self- discipline as may be the case). Conclude with the statement from BP: You can only get discipline in the mass by discipline in the individual.
 

Self Discipline - Acting the Part - Cue Card

Self Discipline

Put on a performance about what happened when:

1. The Patrol leader turned up in pink board shorts?
2. The Scout leader arrived 20 minutes late for the Troop meeting?
3. You only went to Scouts one meeting in every four?
4. You left your toothbrush at home on camp?
5. Your Assistant Patrol Leader liked to play with matches?
6. You called out all the answers during a trivia night?
7. Skip was left to pack the trailer for camp on her own?
8. No-one in the Troop knew how to break the flag?
9. Jeremy couldn't be bothered to walk to the toilets on camp for a pee.
10. Playing Game Cube was more important that going to Scouts?

Self-Discipline - PL's Creed

Time to allocate for this activity: 30 minutes

Resources required: Patrol Leaders Creed, butcher's paper, marker pens.

 

Activity Notes

This short activity is designed to encourage Scouts to think through the different interpretations of Self Discipline. Calling on their ability to think and create, they are asked to reproduce their own, modern version of the Patrol Leader's Creed.

Introduction

(2 mins) What is self discipline? Ask for some ideas from the course. Encourage ideas that talk about living within your own moral and social code such as arriving on time, dressing appropriately, remembering to do things you have promised to do, good moral values, socially acceptable behaviour, etc.

Why is self discipline important for a leader? Again, briefly encourage comments from the group which include leading by example, setting expectations, practising what you preach, etc.

The Task

(15 mins) Read The Patrol Leader's Creed handout and briefly discuss each point. Work as a Patrol to choose and re-write the three most important parts of the Patrol Leader's Creed. Patrols can work on butcher's paper to draft and write up their final ideas. Ideally, three sentences that sum up their expectations of a Patrol Leader.

Presentations

(4 x 2 mins max) Each Patrol presents their top 3 ideas to the rest of the course. Presenter will summarise each presentation, paying particular attention to statements about leading by example, following social codes, setting expectations, etc.

Conclusion

(3 minutes) Summarise the creed's and Conclude with the statement from BP: You can only get discipline in the mass by discipline in the individual.
 

Self-Discipline - PL's Creed - Cue Card

The Patrol Leader's Creed

As a Patrol Leader, I will do my best:

1. To put my Patrol before myself.
2. To develop a proper spirit in the Patrol by striving hard to make the keen, loyal, happy and hard working.
3. To keep my Scouting skills ahead of my Patrol.
4. To be a good example to the Patrol in living by the Scout Law and Promise.
5. To make the Patrol useful.
6. To stand up for the Patrol.
7. To encourage, and give credit where due while being kind to those less fortunate.
8. To admit my own mistakes before blaming others.
9. To be genuinely interested in the needs and wishes of every member of the Patrol.
10. To sincerely make each member of the Patrol feel they are an important part of the team.
11. To show respect for the opinions of others.
12. To carry out my responsibilities in a friendly and Scouting manner.

Self-Discipline - Scout Law Hike

Time to allocate for this activity: 30 minutes

Resources required: Incident Hike Route, base cards.

 

Activity Notes

This short activity is designed to encourage Scouts to think the Scout Law and how it encourages Self Discipline. Based on an outdoor incident style hike, the quick pace of the activities should keep everyone moving.

Preparation

Either mark out on a map of your course site or make a trial/signposted route that will take about 15 minutes to walk around. Along the route, there are five bases where the walkers will stop and complete a task before moving on. The tasks are detailed on the Incident Hike Task Cards resource, which should be printed and left at the appropriate points.If the route is arranged in a circle, then each Patrol can start at a different point and continue until the get back to the start. Adult supervision of the overall route is required to keep Patrols on task, but they can complete the tasks without adult suppport.

Introduction

(2 mins) What is self discipline? Ask for some ideas from the course. Encourage ideas that talk about living within your own moral and social code such as arriving on time, dressing appropriately, remembering to do things you have promised to do, good moral values, socially acceptable behaviour, etc.

Why is self discipline important for a leader? Again, briefly encourage comments from the group which include leading by example, setting expectations, practising what you preach, etc.

The Task

(20 mins) Set the Patrols on their course with instructions to carefully read and complete the five tasks that they find on the way. They will need to report back on one of the tasks at the end. The tasks are:
A Scout is trustworthy
A Scout considerate
A Scout is respectful
A Scout is thrifty

Presentations

(4 x 1 min max) Each Patrol details what they did for one of the tasks, chosen at random by the Presenter. The Presenter will summarise each presentation, paying particular attention to statements about leading by example, following social codes, setting expectations, etc.

Conclusion

(3 minutes) Summarise the activity outcomes and Conclude with the statement from BP: You can only get discipline in the mass by discipline in the individual.
 

Self-Discipline - Scout Law Hike - Cue Cards

A Scout is Trustworthy Everyone apart from the leader link arms and close your eyes tight. Trust that the leader will guide you along the next bit of the walk without any harm coming to you. Before you start, each member of the Patrol must say if they trust the leader or not and why they feel like that.	A Scout is Thrifty Shoe rubber is expensive and the environment is fragile! Work out the best way to get to the next base taking the fewest number of steps as an entire Patrol. Which member of the Patrol is going to find this the hardest and how can they still play an important part?
A Scout is Considerate Between now and the next base, see how considerate you can be to each other! Invite others to go first or be helped on difficult parts of the path or show an interest in what somebody else has to say without always talking about yourself. Did this approach help you reach your destination?	A Scout is Respectful Look out for and pick up five pieces of litter from the rest of your journey. Decide how the litter got there in the first place and what kind of people were responsible.

 

Self Discipline - Guest Speaker

Time to allocate for this activity: 30 minutes

Resources required: Guest speaker (who may require audio-visual or other presentation equipment)

 

Activity Notes

This short activity is designed to encourage Scouts to think about the importance of self-discipline by examining a real-life example.

Preparation

Invite a guest speaker to the course to talk about how being self-disciplined was important to them. Suitable people you could ask might include:

• Australian Scout Medallion awardees or Queen's Scout holders
• Explorers and pioneers who have undertaken long and arduous journies or tasks
• Sports men and women who have trained hard to achieve their goals
• A person who has overcome an illness, disability or hardship to play a full role in their community.

Introduction

(2 mins) What is self discipline? Ask for some ideas from the course. Encourage ideas that talk about living within your own moral and social code such as arriving on time, dressing appropriately, remembering to do things you have promised to do, good moral values, socially acceptable behaviour, etc.

Why is self discipline important for a leader? Again, briefly encourage comments from the group which include leading by example, setting expectations, practising what you preach, etc.

The Task

(20 mins) Introduce the guest speaker and invite them to talk to the course.

Q & A

(5 mins) Allow the course to ask questions of the guest speaker about their subject.

Conclusion

(3 minutes) Summarise the activity outcomes and Conclude with the statement from BP: You can only get discipline in the mass by discipline in the individual.
 

Listening Exercise - The Unknown Scout

Time to allocate for this activity: 15 minutes

Resources required: The facts and questions

Activity Notes

This short activity is designed to encourage Scouts to listen carefully to what they hear. Calling on their ability to listen and recall facts, presented in a fun way, this activity can be run inside or out.

Introduction

(2 mins) How do we hear? What affects our hearing? Talk briefly about this and encourage comments such as age, understanding, interest, attention span, environment, etc. and their affect on hearing.

Why is listening important for a leader? Again, briefly encourage comments from the group which include understanding tasks, listening to others and showing interest.

The Task

(10 mins) The presenter will read the passage on The Facts included in the resource kit (or a similar short passage containing many facts). The passage should be read by an adult and occasionally, certain facts should be highlighted by either repeating them, emphasising them or even reading in a different voice or performing a small act to demonstrate the fact.

Next, ask the questions about what has just been read. Have the Scouts answer the questions verbally or give a number of options that require them to move from one area to another to show their answer. Discuss why they do or do not remember the answer. What helped them to recall the answer? Notes on the resource will help with this conversation.

Conclusion

(3 minutes) Invite comments from the course about why they feel listening is an important skill. Conclude with the statement from BP: If you make listening and observation your occupation you will gain much more than you can by talk.
 

Listening Exercise - The Unknown Scout - Cue Card

The Story of the Unknown Scout

One day in 1909 in London, England, An American Visitor, William D. Boyce, lost his way in a dense fog. He stopped under a street lamp and tried to figure out where he was. A boy approached him and asked if he could be of help.

"You certainly can," said Boyce. He told the boy that he wanted to find a certain business office in the center of the city.

"I'll take you there," said the boy.

When they got to the destination, Mr. Boyce reached into his pocket for a tip. But the boy stopped him.

"No thank you, sir. I am a Scout. I won't take anything for helping."

"A Scout? And what might that be?" asked Boyce.

The boy told the American about himself and about his brother scouts. Boyce became very interested. After finishing his errand, he had the boy take him to the British Scouting office.

At the office, Boyce met Lord Robert Baden-Powell, the famous British general who had founded the Scouting movement in Great Britain. Boyce was so impressed with what he learned that he decided to bring Scouting home with him.

On February 8, 1910, Boyce and a group of outstanding leaders founded the Boy Scouts of America. From that day forth, Scouts have celebrated February 8 as the birthday of Scouting in the United States.

What happened to the boy who helped Mr.Boyce find his way in the fog? No one knows. He had neither asked for money nor given his name, but he will never be forgotten. His Good Turn helped take the scouting movement to America.

In the British Scout Training Center at Gilwell Park, England, Scouts from the United States erected a statue of an American Buffalo in honor of this unknown scout. One Good Turn to one man became a Good Turn to millions of American Boys.

Questions

Such is the power of a Good Turn.

1. What was Mr. Boyce's first name?
   Micheal, William or Richard?
2. In which city do the events take place?
   London, New York or Birmingham?
3. Which month did Scouting start in America?
   January, February or March?
4. Who did Mr. Boyce meet at the Scout Office?
   The Queen, Baden Powell, The National Commissioner?
5. Where is the British Scout Training Centre?
   Pennant Hills, Pilwell Park, Gilwell Park?
6. How much did the Scout take as a tip?
   Five pounds, two shillings, nothing?
7. What is the name of the Scout in the story?
   Michael, unknown or Richard?
8. What rank did Baden Powell have in the army?
   Corporal, General, Captain?
9. What is the statue of that was donated to the British Training Centre?
   Black bear, wolf, buffalo?
10. What was the last word of the story?
    Turn, Scout or States?

Answers

1. William
   Hard because it was only said once, early in the story.
2. London
   Only said once, but pretty easy!
3. February
   Pure listening skills - you either remember dates or you don't!
4. Baden Powell
   His name was mentioned once, but he is famous in Scouting.
5. Gilwell Park
   Easier with the choice of answers. Places, names and dates are tricky to recall.
6. Nothing
   This is the whole point of the story, so should be really easy.
7. Unknown
   It is the title of the story and a central part of the plot.
8. General
   Hard - it is only said once. Repetition/emphasis may help.
9. Buffalo
   This is quite an unusual fact, so would be easier to remember than basic ones.
10. Turn
    This is difficult! Why?

Listening Exercise - Paper Exercise

Time to allocate for this activity: 15 minutes

Resources required: A sheet of scrap paper for each participant

 

Activity Notes

This short activity is designed to show how spoken instructions can easily be interpreted different. The activity is quick, simple and illustrative and suitable to be run indoors.

The Task

(10 mins) Hand out a single sheet of scrap paper to each participant - size, shape and colour is not important! Ask the participants to close their eyes and listen carefully.

Give the following instructions clearly, without an additional information:

1. Fold your paper in half.
2. Fold your paper in half again.
3. Tear off the top left hand corner.
4. Turn the paper through 180 degrees and tear off the opposite corner.
5. Open up your paper and hold it up in front of you.
6. Open your eyes and look around!

How many different designs can be seen? Discuss why there are so many different results when the same instructions were given to everyone.

Conclusion

(3 minutes) Invite comments from the course about why they feel listening is an important skill. Conclude with the statement from BP: If you make listening and observation your occupation you will gain much more than you can by talk.
 

Listening Exercise - Kim's Game

Time to allocate for this activity: 15 minutes

Resources required: A list of objects in the room.

 

Activity Notes

This short activity is designed to encourage Scouts to listen carefully to what they hear. It uses an ability to recall facts and explores the relationship between hearing and seeing.

Introduction

(2 mins) How do we hear? What affects our hearing? Talk briefly about this and encourage comments such as age, understanding, interest, attention span, environment, etc. and their affect on hearing.

Why is listening important for a leader? Again, briefly encourage comments from the group which include understanding tasks, listening to others and showing interest.

The Task

(10 mins) The presenter will read a list of objects that are scattered around the training room. The list should contain around 10 - 15 items. Now get the Scouts, individually, to write down the list of items in under 2 minutes.

Discuss why they found it hard/easy.

Repeat the exercise as time allows in these different ways:

• Same list of items, but read slower or faster.
• Different list, do the writing as a Patrol - each contributing what they recall.
• Different list, point to each item as it is read out.
• Different list, read out three times.

Discuss the difference in these approaches in terms of what was heard.

Conclusion

(3 minutes) Invite comments from the course about why they feel listening is an important skill. Conclude with the statement from BP: If you make listening and observation your occupation you will gain much more than you can by talk.
 

Speaking Exercise - Elevator Pitch

Time to allocate for this activity: 15 minutes

Resources required: Elevator Pitch cue cards

 

Activity Notes

This short activity is designed to encourage Scouts to speak for effect. It requires them to be careful with their choice of words as time is limited, to think through what they need to say and how they present themselves.

The Task

(10 mins) Each Scout will make an elevator pitch - that is a sales speech that can be delivered in the time it takes for a lift to move up a building. In our case, the lift takes just 30 seconds.

This activity is all about preparation - thinking through what you want to say and how you want to say it in the quicket time, without rushing so much you can't be heard. The cue card resource will give some ideas of topics to pitch on.

By way of introduction, present each Scout with a topic and tell them they have just 5 minutes (and be precise - make sure you stick to just five minutes) to plan what they want to say. Make sure they understand who the audience is (on the card) and what they want to say. It might help to write up three headings to aid planning - "Who" - who are you? "What" - what are you trying to tell me? "Why" - why is your request/demand/sell better or more important that anyone elses?

Invite Scouts to deliver their Elevator Pitch to a leader and provide feedback as appropriate. Continue as time allows.

Conclusion

(3 minutes) Point out that this is just one way of speaking for a specific purpose. Invite comments and brain-storm a quick list of other types of speaking such as intructional, conversational, informal, speechmaking, demanding, warning, convincing, arguing, presenting facts. Conclude with the statement from Karl Popper: It is impossible to speak in such a way that you cannot be misunderstood.
 

Speaking Exercise - Elevator Pitch - Cue Cards

Buy Me a Hike Tent Convince your leader that you need a new hike tent, just for you!	Serve Me First at Dinner Explain why you should be first in the dinner queue.
Drive Me to the Cinema Get your Patrol a free ride to the cinema.	Camp at Dreamworld Why should the next camp be at Dreamworld?
Do My Washing Up Get the leader to do your washing up at the next meal.	Rugby vs AFL Why is AFL better than rugby?
Me? A PL! Why would you make a good PL?	Choco-Heaven Convince the listener why you need chocolate at every Troop night.

 

Speaking Exercise - Animal Lecture

Time to allocate for this activity: 15 minutes

Resources required: Elevator Pitch cue cards

Activity Notes

This short activity is designed to encourage Scouts to speak confidently. It requires them to speak clearly without any embarrassment of peer judgment and criticism. The activity

is run outside in an environment where living creatures can be found.

The Task

(10 mins) Each Scout will be given a task to tell to an animal. The can spend a few moments thinking about what they want to say and then go outside to find their animal. This could be a bird, close or distant, a farm animal, pet, insect or wild creature - whatever they can find. The object of the exercise is to tell the creature the message in an appropriate way - speaking quietly so as not to startle it, or loudly if it is far away, or slowly if the animal appears not to understand.

This activity is all about appropriate voices and language - it is just a bit of fun really! The reaction of the animal can be studied and discussed - did the animal seem to listen, or was it frightened and moved away? How could you approach the animal differently? Try again with a different animal.

Invite Scouts to talk about their experience with the rest of the group provide feedback as appropriate. Encourage comments about tone of voice, loudness of voice, type of language used.

Conclusion

(3 minutes) Point out that there are many ways of speaking for a specific purpose. Invite comments and brain-storm a quick list of other types of speaking such as intructional, conversational, informal, speechmaking, demanding, warning, convincing, arguing, presenting facts. Conclude with the statement from Karl Popper: It is impossible to speak in such a way that you cannot be misunderstood.
 

Speaking & Listening - Guest Speaker

Time to allocate for this activity: 30 minutes

Resources required: A guest speaker who may require audio visual equipment.

 

Activity Notes

This activity is designed to give the Scouts a role-model in speaking and an opportunity to use their listening skills. It is also a good oppportunity to present a role-model in leadership. Depending on who you invite, the environment and resources may change.

Preparation

Invite a guest speaker to the course to talk about their leadership experiences. Suitable people you could ask might include:

• A Patrol Leader who is an Australian Scout Medallion awardee
• Local community leaders such as the Mayor, SES Chief, Police Commissioner, etc
• Local business leaders
• A member of the armed forces

The Task

(20 mins) Introduce the guest speaker and invite them to talk to the course.

Q & A

(7 mins) Allow the course to ask questions of the guest speaker about their subject.

Thank the speaker for their time and interest.

Conclusion

(3 minutes) Invite comments from the course about why they feel listening is an important skill. Conclude with the statement from BP: If you make listening and observation your occupation you will gain much more than you can by talk.
 

Speaking & Listening - Instructions

Time to allocate for this activity:30 minutes

Resources required: Any identical large pieces of plastic/wood/polystyrene or some pieces from a construction kit such as lego or other easily distinguished objects (two identical sets per Patrol). A tarp, screen or divider for each Patrol. One presenter per Patrol.

 

Activity Notes

This short activity is designed to encourage Scouts to speak confidently and listen carefully. It requires them to give and follow clear instructions to achieve a task. The activity can be run indoors or out as your program requires.

The Task

(10 mins) Each Patrol is divided into 2 teams - the speakers and the listeners. The two teams are separated by a screen or divider so they cannot see each other, but can easily hear each other.

This activity is all about careful speaking and listening. The presenter will arrange the set of objects on the speaker's side of the screen into a simple pattern. The speaker's must then decribe the pattern to the listener's on the other side of the screen. The listeners will attempt to re-create the pattern with their own pieces. The presenter will act as referee and judge.

On completion of the pattern or at the 10 minute time limit, the presenter will lead a discussion with the Patrol about their communication - how could they improve it? Encourage comments about appropriate tone, care with language, more description, setting definitions from the start (e.g. using the words "short side" rather than "top" when describing a rectangle).

Repeat the exercise with a different speaker and listener and a different pattern. Again discuss the language and communication going on. Continue to attempt the activity with variations of team size and complexity of pattern as time allows.

Conclusion

(3 minutes) Point out that there are many ways of speaking for a specific purpose. Invite comments and brain-storm a quick list of other types of speaking such as selling, conversational, informal, speechmaking, demanding, warning, convincing, arguing, presenting facts. Conclude with the statement from Karl Popper: It is impossible to speak in such a way that you cannot be misunderstood.
 

Activity - Putting Together the Award Scheme

Time to allocate for this activity: 30 minutes

Resources required: Game board and pieces.

 

 

Activity Notes

This short activity is designed to encourage Scouts to build and demonstrate their knowledge of the Scout Award Scheme.

The Task

(15 mins) This is a quick paced game of chance played by individuals or competing Patrols, that leads to one Patrol (or Patrol member) reaching the Australian Scout Medalion and winning the game.

This is a board game with a special dice. As for a standard board game, the players take turns in throwing the dice and responding to the result.

In this case, the six sides of the dice are "Proficiency badge", "Target badge", "Scoutcraft badge", "Patrol Activity", "Special Award" and "Elective".

Scoutcraft Badge - everyone must throw this before they can start the game. They receive a Scoutcraft badge.
Target Badge - The player can choose a Citizenship or Campcraft target badge at the level they are trying to achieve. They must gain 2 of these for each of the Pioneer, Explorer and Adventurer levels.
Proficiency Badge - The player can choose any of the Proficiency Badges available. They must earn two for every level they pass through - Pioneer, Explorer and Adventurer - before earning the main award.
Patrol Activity - The player must throw three of these - one for each of the Pioneer, Explorer and Adventurer levels to gain the main award.
Elective - The player can select one of the six Elective Target badges available for each level they are working towards - Pioneer, Explorer and Adventurer. They need one in each level to progress.
Special Award - The player can choose to do Leadership Course, a Leadership Activity or a Special Award such as the Life Saver, Landcare or World Conservation that will be classed as a Proficiency Badge should they need one. They will need the Leadership Course AND Leadership Activity to proceed to the Australian Scout Medalion.

The game plays with players collecting all of the required badges to gain their Australian Scout Medalion. First player to reach the goal wins - or the highest level player if time runs out.

A game board to collect the awards is provided.
 

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Activity - Award Scheme Relay

Time to allocate for this activity: 20 minutes

Resources required: Award images (one set per participant).

 

 

Activity Notes

This short activity is designed to encourage Scouts to build and demonstrate their knowledge of the Scout Award Scheme.

The Task

(15 mins) This is a quick paced relay game played by individuals or competing Patrols.

Images of the various badges in the award scheme are either hidden around the game area or in a convenient pile. There is one set for each team or player.

Teams play relay style to collect the awards one at a time and then must assemble them in the correct order to show a complete set leading to the Australian Scout Medallion.

To win, they must have the following (in the order stated):
1 Scoutcraft Badge
1 Pioneer Campcraft
1 Pioneer Citizenship
1 Pioneer Elective Target
1 Pioneer Badge
1 Pinoeer Patrol Activity
2 Proficiency Badges
1 Pioneer Cord
1 Scout Leadership Course Badge 1 Explorer Campcraft
1 Explorer Citizenship
1 Explorer Elective Target
1 Explorer Badge
1 Explorer Patrol Activity
2 more Proficiency Badges
1 Explorer Cord
1 Leadership Activity 1 Adventurer Cord
1 Adventurer Campcraft
1 Adventurer Citizenship
1 Adventurer Elective Target
1 Adventurer Badge
1 Adventurer Patrol Activity
2 more Proficiency Badges
1 Adventurer Cord
1 Australian Scout Medallion

First player to reach the goal wins - or the highest level player if time runs out.

 

Activity - Setting Standards Role Play

Time to allocate for this activity: 30 minutes

Resources required: Standards Examples

 

 

Activity Notes

This short activity is designed to encourage Scouts to understand how to set standards of expectation for the award scheme as a Troop Council.

Introduction

(5 mins) The presenter will briefly explain the role of the Troop Council in the Award Scheme. This will include the following facts:

• Most awards in the Scout Award Scheme are approved by the Troop Council.
• A Patrol Leader has responsibility for instructing and passing the award requirements for the members of their Patrol.
• On completion of an award, the Patrol Leader will ask the Troop Council for their approval to award the Scout. The Troop Council must consider each application on its own merit.
• The Troop Council may ask for details of the Scout's activities - especially if there is any concern that a Scout has not complete the requirements fully.
• In deciding if a Scout has completed the requirements, the Troop Council must consider what the requirement is and whether the Scout has really done their best.
• Agreeing a set of standards as a Troop Council can help this decision making process.

The Task

(15 mins) Form a Troop Council out of a selection of Scouts on the course. The others become observers or can form their own council's if adult support allows.

With guidance from the presenter, the Troop Council reviews a number of requests from Patrol Leaders to approve badges being awarded to Scouts in the Troop. A suitable level of debate is allowed to help reach a decision.

Where a decision is made not to award a badge, the Troop Council must provide information to help the Scout reach the desired standard. Continue with different comments as time allows.

Record Keeping Discussion

(8 mins) The presenter will lead a discussion on the different approaches to record keeping in the home Troops of the Scouts present. This will be steered towards the following:

• The Patrol Leader should be keeping records for the Scouts in their Patrol at Pioneer and Explorer Levels. Those at Adventurer Level will be working more with the Scout Leaders to keep their records up to date.
• Remember what each Scout has done is difficult without records.
• All Scouts, espcially younger Scouts, like to be able to see their progress. Keeping their own record book and/or having an overall Troop wall chart is a good, visual way to show progress.
• There are some electronic record keeping systems available at various Scouting websites.

Activity - Wall of Agreement

Time to allocate for this activity: 30 minutes

Resources required: Standards Examples

 

 

Activity Notes

This short activity is designed to encourage Scouts to understand how to set standards of expectation for the award scheme as a Troop Council.

Introduction

(5 mins) The presenter will briefly explain the role of the Troop Council in the Award Scheme. This will include the following facts:

• Most awards in the Scout Award Scheme are approved by the Troop Council.
• A Patrol Leader has responsibility for instructing and passing the award requirements for the members of their Patrol. On completion of an award, the Patrol Leader will ask the Troop Council for their approval to award the Scout. The Troop Council must consider each application on its own merit.
• The Troop Council may ask for details of the Scout's activities - especially if there is any concern that a Scout has not complete the requirements fully.
• In deciding if a Scout has completed the requirements, the Troop Council must consider what the requirement is and whether the Scout has really done their best.
• Agreeing a set of standards as a Troop Council can help this decision making process.

The Task

(15 mins) Each Scout or Patrol receives a Standards card. They must read it and make a decision to either present the award or not. In turn, each Scout sticks their standard card to the wall under the heading "Pass" or "Need more" and explains their choice.

Other course participants are invited to agree or disagree with the decision. If they disagree, then they must give a convincing arguement why. A majority vote of the Scouts present may be needed to reach a decision.

Where a decision is made not to award a badge, the Troop Council must provide information to help the Scout reach the desired standard. Continue with different comments as time allows.

Record Keeping Discussion

(8 mins) The presenter will lead a discussion on the different approaches to record keeping in the home Troops of the Scouts present. This will be steered towards the following:

• The Patrol Leader should be keeping records for the Scouts in their Patrol at Pioneer and Explorer Levels.
• Those at Adventurer Level will be working more with the Scout Leaders to keep their records up to date.
• Remembering what each Scout has done is difficult without records.
• All Scouts, espcially younger Scouts, like to be able to see their progress. Keeping their own record book and/or having an overall Troop wall chart is a good, visual way to show progress.
• There are some electronic record keeping systems available at various Scouting websites.

Standards Examples

Emily - Pioneer Level Emily has her Grey Wolf - she has not shown that she can tie the knots for the Pioneer Campcraft, but says she can because she has the Gold Boomerang. Should she pass Pioneer Campcraft?	Michael - Explorer Level Michael took part in Elliot's Adventurer Level Journey last month. He would like to count it towards his Explorer Level Journey as Elliot passed his.
Juliet - Explorer Level A Scout in another Troop passed their Entertainer badge because they went to see a play in the City. Juliet also went and now want's her badge too.	Anthony - Pioneer Level Anthony has worked really hard to pass all of the requirements of the Pioneer Badge, but he is only just 11 years old. Should he get the badge?
Charlotte - Adventurer Level Charlotte worked for five weeks of her Summer Holiday at a Summer Camp for children with disabilities. Can she pass her Citizenship badge?	Sammy - Pioneer Level Sammy has made a model boat from Lego - it floats! Can he get the Modeller Badge?
Ayisha - Explorer Level Ayisha has finished her Pioneer easily, but has been very sick and wants to skip the Explorer and go straight to the Adventurer. Can she do that?	James - Pioneer Level James goes camping with his family every Summer for 2 weeks. Can he pass his Campcraft Badge please?

 

Handout - Scout Award Scheme

Outline of the Session

The Patrol Leaders, as part of the Troop Council, have responsibility for progressing and passing members through the Scout Award Scheme. It would be only appropriate that the Troop Council have a full knowledge of the scheme and how it can be applied.

toc_collapse=0;
Table of contents 

1. Outline of the Session
2. Session Notes
   1. SCOUTCRAFT BADGE
   2. TARGET BADGES AND CORDS
   3. PATROL ACTIVITY BADGE
   4. OTHER BADGES
   5. SCOUT LEADERSHIP COURSE BADGE
   6. LEADERSHIP ACTIVITY
   7. AUSTRALIAN SCOUT MEDALLION
   8. VENTURER SCOUT LINK BADGE
3. Setting Standards
4. Record Keeping
5. Path to the Australian Scout Medallion

Session Notes

The Scout Section Award Scheme is divided into the following components:

• Scoutcraft Badge
• Target Badges
• Proficiency Badges
• Patrol Activity Badges
• Cords
• The Scout Leadership Course
• The Leadership Activity
• The Australian Scout Medallion

The Award Scheme provides the main focus for the Patrol and Troop activity and gives suitable recognition to Scouts for achievement. Following a Scout's Investiture, they complete the Scoutcraft Badge and then may earn Targets to become a Pioneer, Explorer and Adventurer Scout. Target requirements provide for going places and doing the adventurous, appealing things that Scouts enjoy, including camping, hiking, exploring, swimming, boating, track and field, fitness activities, and environment projects and practices, usually in the company of the Patrol or other Scouts.

SCOUTCRAFT BADGE

This is usually the first badge to be gained and awarded in the Scout Section. The training and testing is carried out jointly by the Patrol Leader and Scout Leader. The Scoutcraft Badge is generally gained within four to six weeks of a new Scout joining the Troop or completed as a part of the linking process for a Cub Scout and is presented upon entry re-affirmation/investiture to the Troop.

TARGET BADGES AND CORDS

There are eight Targets as Scouts progress towards the Australian Scout Medallion. Scouts can start at a level that they feel is suitable to their skills and experience. The Target activities provide the main source of material for the Scout program. While the results of the activities lead to individual recognition and the awarding of Target Badges, the qualifications in general are earned by the Scout in the company of their Patrol or with other Scouts. Target Badge requirements provide for going places and doing the adventurous and appealing things that young people enjoy. The emphasis is on the practical and active aspects of a topic.

The aim of the Target Badge scheme is to:

• Encourage participation
• Appeal to youth members at all stages of development
• Develop basic skills
• Encourage activities which are effective in achieving the educational outcomes of the Scout Section

The Scout Award Scheme is structured in three levels:

• Pioneer - Red. Concentrates on participation & learning.
• Explorer - Blue. Concentrates on knowledge and skill.
• Adventurer - Green. Concentrates on instructing others.

To gain the Pioneer, Explorer or Adventurer Badge, the Scout must complete the two compulsory Targets which are Campcraft & Citizenship, plus one from the six elective Targets at the appropriate level. To gain the Pioneer, Explorer or Adventurer Cord the Scout must complete the Pioneer, Explorer or Adventurer Badge, one Patrol Activity Badge plus two Proficiency Badges.

PATROL ACTIVITY BADGE

A Scout is required to earn one Patrol Activity Badge for each of the Target levels in order to earn their Cord for each level.

OTHER BADGES

There are nine other badges that may be worn. Five of these may be used as Proficiency Badges. Amateur Radio Operator Badge; Anchor Badge; Deaf Sign Language Badge; Faith Awareness Badge; Language Emblem

The following three badges may be used as Target Badges: First Aid or Surf Life Saving Badges; Landcare Badge; World Conservation Badge

Their Service Our Heritage Badge is a participation badge which may be worn by both Adult and Youth Members.

SCOUT LEADERSHIP COURSE BADGE

The Scout Leadership Course aims to provide suitable leadership skills for Scouts with a practical "hands on" approach run in line with the Patrol System. It can be undertaken on completion of the Pioneer Badge.

LEADERSHIP ACTIVITY

This requires a Scout to show significant personal development while demonstrating an active leadership role e.g. organising and planning an activity or event that covers a minimum of one full day or overnight.

AUSTRALIAN SCOUT MEDALLION

THE PINNACLE! The Australian Scout Medallion is the pinnacle of the Scout Section and is a milestone in a youth member's journey through the Movement. To receive this prestigious award, you must have completed all the requirements mentioned above.

VENTURER SCOUT LINK BADGE

The Venturer Scout Link Badge links Scouts to the Venturer Scout Section and is the next step in the Scouting journey. Completion of this badge prepares the Scout for advancement to the Venturer Unit.

Setting Standards

• Most awards in the Scout Award Scheme are approved by the Troop Council.
• A Patrol Leader has responsibility for instructing and passing the award requirements for the members of their Patrol.
• On completion of an award, the Patrol Leader will ask the Troop Council for their approval to award the Scout. The Troop Council must consider each application on its own merit.
• The Troop Council may ask for details of the Scout's activities - especially if there is any concern that a Scout has not complete the requirements fully.
• In deciding if a Scout has completed the requirements, the Troop Council must consider what the requirement is and whether the Scout has really done their best.
• Agreeing a set of standards as a Troop Council can help this decision making process.

Record Keeping

The Patrol Leader should be keeping records for the Scouts in their Patrol at Pioneer and Explorer Levels. Those at Adventurer Level will be working more with the Scout Leaders to keep their records up to date. Remember what each Scout has done is difficult without records.

All Scouts, espcially younger Scouts, like to be able to see their progress. Keeping their own record book and/or having an overall Troop wall chart is a good, visual way to show progress.

There are some electronic record keeping systems available at various Scouting websites.

Path to the Australian Scout Medallion

These are MINIMUM requirements (although, depending on age and experience, after the Scoutcraft badge, it is possible to start work on Explorer or Adventurer immediately.

1. Membership Award -> Scoutcraft
2. Pioneer Campcraft + Pioneer Citizenship + One other Pioneer Elective -> Pioneer Badge
3. Pioneer Badge + 1 Patrol Activity + 2 Proficiency Badges -> Pioneer Cord
4. Explorer Campcraft + Explorer Citizenship + One other Explorer Elective -> Explorer Badge
5. Explorer Badge + 1 more Patrol Activity (2 in total) + 2 more Proficiency Badges (4 in total) -> Explorer Cord
6. Adventurer Campcraft + Adventurer Citizenship + One other Adventurer Elective -> Adventurer Badge
7. Adventurer Badge + 1 more Patrol Activity (6 in total) + 2 more Proficiency Badges (6 in total) -> Adventurer Cord
8. Adventurer Cord + Scout Leadership Course + Leadership Activity -> Australian Scout Medallion.

Patrol Activities - Introduction

Time to allocate for this activity: 10 minutes at the start and end of the session

Resources required: None

 

Activity Notes

This session is designed to show how simple and effective a Patrol activity can be to plan, participate in and have fun with as a Patrol.

 

Start by asking the course to entertain themselves in the room for the next few minutes until you have the next session ready. Appear a bit disorganised and haphazard. Busy yourself with paper shuffling and mindless tasks whilst observing what happens for four minutes.

The object of the exercise is to see if the Scouts find it easy or difficult to entertain themselves without adult controls. Whether it works or not, you have a result for starting your session! If the group (or one or more of the Patrols) found something constructive to do (play a game, etc.), then they have just demonstrated how easy it is to plan a Patrol activity. If they sat and did nothing or got up to no good, then they have shown that a lack of planning can create boredom and trouble. Either way, an excellent spring-board to the session.

Briefly talk about the Patrol Activity Badge - if you have samples to show, that would be great. Talk about the requirements being an 8 hour Patrol activity. Have the course decide what a "Patrol Activity" is - both one that could last 8 hours to qualify for this badge, or shorter activities. Try to resist making a long list of activities - we are more interested in the overall idea of a Patrol Activity.

• Thought-up, planned and implemented by the Patrol.
• Involves members of the Patrol taking part together - not as a Troop or as individuals.
• Is led by the Patrol Leader, not an adult.
• Involves everyone.
• Is purposeful - e.g. for award scheme progress, community service, challenge, adventure, etc..

Announce that the Patrol's will now plan and take part in a 1 hour Patrol Activity of their choice. Outline that this will involve them proving they have planned appropriately and then implementing the activity.

Advise the Patrol they will be expected to talk about their activity at the end. When everyone is clear on the objectives of the tasks, organise the Patrols to get started.
 

Patrol Activities - Planning

Time to allocate for this activity: 90 minutes after the introduction

Resources required: Planning framework

 

Planning

(20 mins) This session shows that the Scouts can think through the steps of planning a Patrol Activity. It includes information on the suitability of activities and the rules and regulations that apply.

Patrols start by identifying their 1 hour Patrol Activity. Using the provided framework, they will then plan and implement the activity over the next 60 minutes. When they have completed the planning stage, they must have their plan approved by the presenter before starting.

The presenter(s) will act as advisors and mentors in the planning stage of this activity. This includes:

• Keeping the Patrol "grounded" in their expectations and ideas.
• Prompting the planning steps that are required.
• Encouraging the Patrol to include fun, adventure and challenge in their activity.
• Outlining restrictions that might apply under local and Scouting rules and laws.
• Suggestion and helping to source resources that might be required.

Once the Patrol has completed the planning framework, they should have it checked by the presenter. Once satisfied, the Patrol may start their activity - whatever this may involve. It should be made clear that the activity cannot last more than 60 minutes (making it just before a meal may be a good idea - nothing like food to bring the Patrol home on time!)

Note: additional budgeting or adult resource may be needed for this session.

Implementing

(1 hour) For one hour, the Patrol will be taking part in an activity of their choice and planning, without adult supervision (unless required).

The location of your course will dictate the types of activities your Patrol can complete. See the session handout for ideas that you could suggest to the Patrols.

Conclusion

(10 mins) On return to the course venue, have each Patrol explain what they did and how it went in less than 2 minutes each. Remind the Scouts that this is something they can easily achieve at their own Troop - and eventually build up to an 8 hour activity to qualify for the Patrol Activity Award. Also indicate that Patrol Camps, Patrol Hikes and activities like State/Region Rally can also qualify.
 

Patrol Activities - Planning Framework

What is the activity? Give it a title and list the purposes of it here:	When and where does it take place? Give the precise location, date and times of the activity:
Who is going? List the people who can and are attending, including their contact information:	How will you get there and back? List all of your transport arrangements here:
What will each person have to take? List the resources, Patrol and personal, and who is bring each item:	How much will it cost? Work out your total budget here and divide between the participants:
What is the program? Give an overview of your timetable and activities:	Authorisation List the people who need to give and have given permission for you to go:

 

Patrol Activities - Handout

Outline of the Session

The best fun is to be had when Scouts are out and about enjoying themselves on their own program, without the full restrictions of the hall or leaders to hold them back! Of course, for it to be a success and a safe, enjoyable experience for all involved, some appropriate planning must take place first.

 

What is a Patrol Activity?

A Patrol activity is very simply something you do with your Patrol! It should be:

• Thought-up, planned and implemented by the Patrol.
• Involving members of the Patrol taking part together - not as a Troop or as individuals.
• Led by the Patrol Leader, not an adult.
• Involving everyone.
• Purposeful - e.g. for award scheme progress, community service, challenge, adventure, etc..

The Patrol Activity Award

You need a Patrol Activity Award to complete each of your Pioneer, Explorer and Adventurer Cords. At each level, it is expected that you take part in an 8 hour Patrol Activity. This can be anything from community service to taking part in the State Rally. As long as it is with your Patrol. Of course, there are lots of other opportunities to take part in shorter activities as a Patrol.

Patrol Activity Ideas

• Make fire-starters
• Conduct a sports clinic in a sport of the Patrol's choice
• Create a Patrol cookbook
• Create a (mostly) fictional Patrol history
• Build a catapult
• Conduct a refresher course in first aid
• Practice various ways of setting up flies and tarps
• Practice setting up and using a hammock for camping
• Learn Sign Language
• Form a Patrol band or singing group
• Make a Patrol flag
• Assemble a Patrol first aid kit
• Create an accurate sketch map of a park or neighborhood area
• Learn the locations of ten constellations in the night sky
• Practice techniques for cleaning up the cooking gear on a camp
• Learn to use a Global Positioning System (GPS) device
• Learn to sew badges and buttons on a shirt or camp blanket
• Make hiking sticks for every member of the Patrol
• Construct model rockets
• Assemble a raft that can carry at least a twenty pound load
• Go canoeing
• Learn proper methods for purifying water on the trail
• Learn to identify the snakes native to your area
• Learn and discuss with your Patrol what to do if you are involved in a car crash or if your car mechanical problems on the road
• Conduct a uniform and badge inspection of the Patrol and discuss any errors or problems and how to fix them
• Go on a nature walk, heritage trail or incident hike
• Practice using ropes and pulleys to lift heavy objects
• Make a video
• Make ice cream

 

Patrol Camp - Camping Residential Course

Time to allocate for this activity: 60 minutes

Resources required: Handouts, one presenter per group, meal preparation equipment and food.

 

Activity Notes

As this course accommodates Scouts in camping conditions, it offers opportunities to demonstrate practical camping skills, this shorter session is designed to cover the basics and improve confidence in Patrol Camping. The components of this session are the same as for a non-residential course, however, in recognition of the Scout's participation in a camping environment, some of the content can be reduced. This is on the understanding that the Scouts are already demonstrating an understanding of personal and environment hygiene and safety in their residential experience. To achieve this, the Scouts should be camping in a Patrol context - with dining fly and kitchen area, pitching and striking their own site and managing it during the course. The remaining sessions are just as relevant and the presenter should consider whether the session should be shortened or not.

 

The session can be run in two 30 minute sessions, with extra content being covered when preparing and living in the campsite environment. The presenter should make them

selves familiar with the full contents by reading the non-residential requirements and ensuring they are met at some stage on the course.

Planning

 

This is a practical session that will see the Patrols planning a camp. Using the framework provided on the Patrol Camp - Planning handout, work through with the Patrol to complete all of the boxes. Discuss the importance of the information being gathered. Highlight the relevant activity notification procedures that are in place in your State. Discuss the importance of a well planned and balanced program.

Menu

This is a practical session for the Patrols to actually prepare a meal, preferably under camp conditions, under the guidance of a competent adult. Each Patrol can assist in making a part of the meal during their half-hour session. During the session, the presenter should not only give instructions in the preparation of the dish, but also discuss:

• The importance of hygiene in the kitchen, including personal hygiene, food storage and preparing the kitchen area for food preparation.
• The main components of a balanced diet and how to plan for them effectively.
• Shopping effectively and thriftily - working to a budget.
• Planning a meal - including timing the various components and serving.

 

Patrol Camp - Indoor Residential Course

Time to allocate for this activity: 120 minutes

Resources required: Handouts, some camping equipment, one presenter per group, meal preparation equipment and food.

Activity Notes

As this course accommodates Scouts indoors, it does not offer opportunities to demonstrate practical camping skills, this longer session is designed to cover the basics and improve confidence in Patrol Camping. The components of this session are the same as for a non-residential course, however, in recognition of the Scout's participation in an overnight stay, some of the content can be reduced. This is on the understanding that the Scouts are already demonstrating an understanding of personal and environment hygiene and safety in their residential experience. The remaining sessions are just as relevant and the presenter should consider whether the session should be shortened or not.

View the requirements of the non-residential course.

Patrol Camp - Non Residential Course

Time to allocate for this activity: 120 minutes

Resources required: Handouts, some camping equipment, one presenter per group, meal preparation equipment and food.

 

Activity Notes

As this course does not offer opportunities to demonstrate practical camping skills, this longer session is designed to cover the basics and improve confidence in Patrol Camping.

There are four components to the session:

• Planning - where to go, when, who with, how, why and what you will do when you get there.
• Equipment - list, preparing, taking care of and returning.
• Menu - planning, budgeting, shopping list, storage and preparation.
• Health & Hygiene - including safety considerations and rules/regulations.

 

Note: The intention here is to instruct the Scouts to become LEADERS of Patrol Camps, not to instruct them in the basic camping skills. Ensure the sessions always refer to the role of the Patrol Leader in planning and managing a camp situation.

The activities can be run as four 30 minute bases, rotated through by the Scouts in their Patrols.

Planning

This is a practical session that will see the Patrols planning a camp. Using the framework provided on the Patrol Camp - Planning handout, work through with the Patrol to complete all of the boxes. Discuss the importance of the information being gathered. Highlight the relevant activity notification procedures that are in place in your State. Discuss the importance of a well planned and balanced program.

Equipment

This is a practical session for the Patrols to get hands on with the equipment they would need to take to camp. Ideally, a collection of the equipment will be available to look at and handle. The session should be led by a competent adult who can advise on matters such as: Types of tent to take, care of tents, use of cooking equipment, fire and safety equipment, cooking gear, campsite layout and lighting systems.

One or more of the following activities might be possible if time allows:

• Pitch and strike a tent and pack it away properly. Discuss how to care for the tent.
• Connect and light a gas stove. Discuss the care and safety precautions needed.
• Construct a simple Patrol dining fly from tarpaulin, ropes and/or poles.
• Prepare a kitchen area for meal preparation. Discuss the safety and hygiene precautions needed.

Menu

This is a practical session for the Patrols to actually prepare a meal, preferably under camp conditions, under the guidance of a competent adult. Each Patrol can assist in making a part of the meal during their half-hour session. During the session, the presenter should not only give instructions in the preparation of the dish, but also discuss:

• The importance of hygiene in the kitchen, including personal hygiene, food storage and preparing the kitchen area for food preparation.
• The main components of a balanced diet and how to plan for them effectively.
• Shopping effectively and thriftily - working to a budget.
• Planning a meal - including timing the various components and serving.

Health, Hygiene and Safety

This is a practical session for the Patrols to explore the dangers that lurk on a Patrol Campsite. Ideally, an actual campsite would be available for them to review, however, a set of photographs is available with the resource kit if required.

• The importance of personal hygiene on camp, inlcuding hand washing, body washing, healthy living, eating properly and keeping good toilet habits.
• Campsite layout for safety, convenience and practicality.
• Hygiene in the kitchen and dining areas including fire safety, cleaniless, layout, lighting, tidyness, surface hygiene, waste disposal and food storage.
• Safety with equipment, especially gas appliances, tools and heavy items.

 

Patrol Camp - Planning

What is the activity? Give it a title and list the purposes of it here:	When and where does it take place? Give the precise location, date and times of the activity:
Who is going? List the people who can and are attending, including their contact information:	How will you get there and back? List all of your transport arrangements here:
What will each person have to take? List the resources, Patrol and personal, and who is bring each item:	How much will it cost? Work out your total budget here and divide between the participants:
What is the program? Give an overview of your timetable and activities:	Authorisation List the people who need to give and have given permission for you to go:

Patrol Camp - Equipment

Tents (separate male/female)	Kitchen/dining Tables	Water boiler
Sets of poles	Benches	Kettle
Guy Ropes	Camp chairs	Frying pans
Dining Fly/Tarp		Billies
Groundsheets	Battery lamps	Eskis
Pegs (for tent and fly)	Spare batteries	Strainer
Mallets	Spare gas cylinders	Fish Slice
		Ladle
Cooker	Spade	Bread Knife
Gas	Fire drum	Kitchen Knife
Fire bucket	Funnel	Potato peeler
Matches	Spare groundsheet	Can Opener
Dining Shelter	Rope	Bucket
Poles	String	Fire Blanket/extiguisher
Pegs	Lashings	Black plastic bags
Guy Ropes	Spare poles	Food Trays
Mallets	Flag	Water water container
Washing up basin	Water carrier	Axe
Washing up liquid	First Aid Kit	Old groundsheet
Surface spray	Maps	Rope barrier
Scouring pad	Compasses	Pegs for barrier
Washing up cloths	Map Cases
Tea Towels	Whistles	Washing line
Clothes pegs

 

Patrol Camp - Menu

Food and Nutrition

Nutrition is a very important factor in the success of a camp. Food is both a necessary fuel and vital for body repair. More food is required for strenuous activity, and specific mixes of types of food are needed for cold-weather/winter camping. Where a normal calorie requirement may be between ~2,000 and 2,800 calories/day/person, the energy requirements for a strenuous or high adventure trip are 3,000 - 5,000 calories/day/person and winter hikes require 1,000 MORE calories/day than summer hikes. Food should be nutritionally balanced at ~50% carbohydrates, ~25% fats and ~25% protein.

 

Just as you need extra water when hiking in summer, extra amounts of liquids during winter activities are essential. In summer it is essential to take plenty of water when camping and hiking.

In winter camping the patrol cook should start water heating AS SOON AS YOU START TO SET UP CAMP while the rest of the patrol does the camp set up, so hot drinks are available as soon as possible.

The other "basics" for camping are to keep it simple and have an easy clean-up. You don't want to waste precious fuel heating extra water for greasy pans.

Another tip is to always put a lid on your pot while the water/contents is/are heating up. The contents of the pot will heat up faster, and you can use the lid as a "griddle" to start heating something up in foil. And you can start to thaw bagged frozen food on the warm lid - just check the bag periodically to make sure the plastic is not melting onto the lid and turn it over!

Kinds of Food

Carbohydrates are easily digested and release energy in minutes, but their energy is rapidly consumed. During cold, wet weather it is important to continuously stoke up with carbohydrates and it is recommended that you eat lunch "from breakfast to dinner" or snack frequently on carbohydrates during the day.

Carbohydrates come from starches (potatoes, rice, pasta), cereals, fruit, nuts (trailmix or gorp!), honey and candy (esp. hard candy).

Protein is more difficult to digest and the energy boost takes longer to take effect. High protein foods should be taken in small amounts during the day and concentrated at the evening meal so energy is available for "body repair" and generating body heat while you sleep. Meat is high in protein - and whole meats are particularly recommended for winter camping.

Foods high in protein (other than meats) include instant milk (add to your instant oatmeal, which also has protein, and to your hot cocoa and packaged pasta mix), nuts (peanut butter), and cheese.

Fats produce energy that is consumed by the body over comparatively long periods and have over twice the energy of proteins. Carbohydrates and protein-rich foods tend to be more light-weight than fatty foods, but the fats are essential to keep your metabolism running high in the cold weather. Fats, like proteins, are harder to digest, so they should be consumed in small quantities during the day and most of the daily fat intake should be concentrated in the dinner menu.

Another fatty food is butter. Margarine is usually suggested for camping (comes in a nice tub for easy transport and stays "fresh" longer), but for short trips in cold weather your butter will keep just fine and has more healthy fats than margarine. Add butter to your oatmeal in the morning and your one-pot meal at night. Pre-cooked sausages that can be heated in a bag in boiling water (to keep the clean-up to a minimum) are also a high-protein, high-fat food that is good for breakfast or added to the dinner menu.

Cleaning Up

Eat all the food! Then you won't have to pack out left-over food or worry about disposing it.
Scrape out the pots AS COMPLETELY AS POSSIBLE with a spoon (if you don't have bread to do it with) and then wipe the insides with a paper towel or two to get the insides of the pots and the plates and bowls as clean as possible before adding any water.

Heat water in your clean water pot and add a SMALL amount of water and washing liquid to your "dirty" wiped-out pot(s).

Use as LITTLE water with soap as possible to minimize the impact of soapy /dirty water on the environment.

Patrol Camp - Health, Hygiene and Safety

Adapted from BP's CAMPFIRE YARN No. 18

Personal Hygiene Good hygiene is more than just looking neat and clean. Good hygiene practices can reduce the spread of disease. Therefore, they effect your health as well as the people with whom you interact. Healthy Scouting requires freedom to explore, which seldom involves staying clean for long. But this is different than "poor hygiene", which generally means that a person has not washed or bathed, is always messy looking, and has behaviors that will spread diseases. Be it at home, hiking in summer, or camping in the winter you must practice good hygiene practices to preserve good health.

Some of those good hygiene practices are:

Bathing

Regular bathing is important to remove the sweat and grime that naturally build up on a person's body. It will also allow you the opportunity to examine yourself for signs of injury, rash or sores. Use plenty of soap and hot water when you shower or have a bath. The hot water will help ease sore muscles as well.

Hand Washing

Good hand washing, practiced frequently, will reduce illness. Always wash your hands after going to the restroom, after playing outdoors and after handling animals. At camp there should always be hot water available for people to wash their hands. You should always wash your hands before touching food. This is especially important if you are cooking for your whole Patrol, as many diseases can be spread through the preparation and touching of food.

Sickness

Sickness is caused by germs and these can be spread in many different ways. The following items are sure ways to stop the spread of germs: Wash cups and utensils used by others before you drink or eat with them... Use your own towel and washcloth... Stay clear of people who are coughing or sneezing... Keep flies away from your food and drinks...

Dishwashing

Plenty of hot water and a good soap are what it takes to get dishes clean. The soap will do a great job in ridding the dishes of dirt and left over food. The hot water should also give them enough heat so that they will dry themselves. The most sanitary way of washing dishes is the "Three Bowl System". This system is used by armies when they are on exercise in the field, and it has been used by Scouts for many years. The system works this way:

1. Scrape dishes into a waste container.
2. Remove excess food and grease in a warm, soapy water mix.
3. Wash the dishes with hot, soapy (detergent) water by using a scrub pad, or cloth.
4. Rinse the dishes very in hot water.
5. Air-dry the dishes. Do not use a dishtowel.

Sleep

Your body needs exercise to grow and to be healthy. The body also needs sufficient sleep to allow the body to grow well and restore energy. A young person between the ages of 11 and 16 needs about 8 - 9 hours of sleep a night in order for their body to develop properly.

Toilet Procedures

Some of these rules are:

• Always keep the door closed. This will keep animals out of the facility.
• Do not use the toilet as a receptacle for garbage, this will only attract animals.
• Keep the toilet paper in a waterproof container.
• Always, Always, Always, wash your hands after you are finished. If possible, leave a washbowl with water with soap, close by.

Remember, the disposal of human waste in the wilderness must be done with good judgment and common sense. Failure to learn the proper procedures will damage the environment. It can also lead to stomach upsets due to improper hygiene. One of the sources of Giardia lamblia in the wilderness is the improper disposal of human waste.

PL Role - Activity 1

Session activity: How to make a Patrol Leader

Time to allocate for this activity: 30 minutes

Resources required: Each Patrol will need a box of assorted clothing, a pair of overalls (or pants and shirt), a ball of string, a large bag of shreaded paper, newspapers, a roll of sticky tape and a shopping bag.

 

Activity Notes

Patrols will make a model of a PL from the resources provided.

Introduction

(5 mins) What makes a Patrol Leader? Ask for some ideas from the course. Encourage ideas that talk about responsibility, reliability, enthusiasm and leadership.

What are they expected to do? Again, briefly encourage comments from the group which include leading by example, instructing others, planning Patrol activities, etc.

The Task

(5 mins) Each Patrol stuffs the clothing with shredded paper and dresses up their dummy. Half of the Patrols will make an ideal PL and the other half an ideal APL.

Use some left over newspaper to fill the shopping bag and make a head.

Adding Skills and Attitudes

(5 mins) Give the dummy skills and attitudes by cutting or tearing articles, headlines and advertisements from the newspapers and fixing them onto the appropriate parts of the dummy to illustrate the ideal PL/APL.

Presenting Your Ideas

(10 mins) Find your new Patrol Leader/APL a seat at your table and introduce them to the other Patrols, briefly highlighting their skills and attitudes and why you chose them.

Conclusion

(5 minutes) Use the Patrol Leaders Creed to highlight the role of the PL and, where appropriate, how the APL can fit into this role as well.

PL Role - Activity 2

Session activity: What can you carry?

Time to allocate for this activity: 30 minutes

Resources required: A huge bag of balloons - about 20 per Patrol. String.

Activity Notes

A nominated Patrol Leader of each Patrol will demonstrate how big the job is by holding as many balloons as possible.

 

Introduction

(5 mins) What makes a Patrol Leader? Ask for some ideas from the course. Encourage ideas that talk about responsibility, reliability, enthusiasm, leadership, .

What are they expected to do? Again, briefly encourage comments from the group which include leading by example, instructing others, planning Patrol activities, etc.

The Task

(20 mins) Suggestions are made by the Scouts on the types of things a PL does. The handout for this session can give a presenter some ideas if the course are not very obliging. Every suggestion that is made and agreed by the course gets written on to a balloon with texta - one for each Patrol. If this is an outdoor activivty, water balloons could be used instead.

The balloon is then blown up and given to the PL to hold. After each activity, the Patrol Leader must complete a small obstacle course.

Getting Too Much?

The activity continues with more roles and responsibilities being handed to the poor Patrol Leader. If a Patrol Leader drops a balloon, or it bursts, they need to replace it. If it gets too much for the Patrol Leader, then the Patrol can call a stop as they appoint an Assistant Patrol Leader and decide which of the roles they will take from the PL - or if they will just generally help. If an APL is appointed, then they join in the obstacle course as well each turn.

Bunching Your Ideas

(3 mins) Collect together all of the balloons into a bunch and tie them together. Hang up the bunch in your Patrol corner for the rest of the course (or place the water balloons in a bucket).

Conclusion

(5 minutes) Use the Patrol Leaders Creed to highlight the role of the PL and, where appropriate, how the APL can fit into this role as well.

PL Role - Activity 3

Session activity: Patrol Leaders Creed

Time to allocate for this activity: 30 minutes

Resources required: Patrol Leaders Creed, butcher's paper, marker pens.

Activity Notes

This short activity is designed to encourage Scouts to think through the different interpretations of Self Discipline. Calling on their ability to think and create, they are asked to reproduce their own, modern version of the Patrol Leader's Creed.

Introduction

(2 mins) What is self discipline? Ask for some ideas from the course. Encourage ideas that talk about living within your own moral and social code such as arriving on time, dressing appropriately, remembering to do things you have promised to do, good moral values, socially acceptable behaviour, etc.

Why is self discipline important for a leader? Again, briefly encourage comments from the group which include leading by example, setting expectations, practising what you preach, etc.

The Task

(15 mins) Read The Patrol Leader's Creed handout and briefly discuss each point. Work as a Patrol to choose and re-write the three most important parts of the Patrol Leader's Creed. Patrols can work on butcher's paper to draft and write up their final ideas. Ideally, three sentences that sum up their expectations of a Patrol Leader.

Presentations

(4 x 2 mins max) Each Patrol presents their top 3 ideas to the rest of the course. Presenter will summarise each presentation, paying particular attention to statements about leading by example, following social codes, setting expectations, etc.

Conclusion

(3 minutes) Summarise the creed's and Conclude with the statement from BP: You can only get discipline in the mass by discipline in the individual.

The Role of the PL and APL

In a Scout Troop, the Patrol System is key. Patrols need great leaders. Learning what it takes to be a great Patrol Leader or Assistant Patrol Leader will make the job easier.

The Role of the Patrol Leader

The Troop Council and the Scout Leader, on the recommendation of the Patrol,  appoints the Patrol Leader. It is normal for the Patrol to hold an election for the PL, but the Troop Council has the final say. It is also important that a Patrol Leader's parents are aware of and support the nomination. The PL chooses the Assistant Patrol Leader, but again the Troop Council, in consultation with the Scout Leader, has the final say. Role:

• The PL leads the Patrol in everything, but that does not mean they do everything themselves.
• The PL delegates tasks equally and fairly amongst the members of the Patrol and ensures that they are done properly.
• The PL keeps ahead of the Patrol in Scout training so they can assist and train Patrol members.
• The PL sets an example for the rest of the Patrol to follow in dress, behaviour, attendance, being on time and participating in the Scouting program.
• The PL represents the Patrol on the Troop Council.
• The PL is responsible to the Scout Leader for carrying out the decisions of the Troop Council.
• The PL is responsible for the behaviour of the Patrol, and where necessary brings important discipline problems to the Troop Council.
• The PL trains the Patrol by organising and running interesting and worthwhile activities and camps.
• The PL organises and runs regular Patrol meetings to plan the Patrol's program and develop ideas to be put to the Troop Council. The PL makes sure these meetings are well run and that a record is kept of all decisions.
• The PL promotes a spirit of teamwork, friendship, trust and pride within the Patrol and maintains Patrol traditions and honour.
• The PL examines the patrol on badgework and advises the Leader when a satisfactory standard has been met.
• The PL communicates effectively with the Patrol, the Assistant Patrol Leader, the Troop Council and the Scout Leader.
• The PL makes sure new members are welcomed into the Patrol and are quickly included in all activities as a full member of the team.
• The PL gets to know each member of the Patrol well, including meeting their parents or carers.

The Role of the Assistant Patrol Leader

The Assistant Patrol Leader is appointed by the Patrol Leader with the approval of The Troop Council and the Scout Leader. The Assistant Patrol Leader may be nominated by an election, but the appointment is made by The PL and approved by the Troop Council.

• The APL assists and supports the PL in all their duties.
• The APL takes charge when the PL is not available. This includes periods when the Patrol leader is taking instruction from the Scout Leader.
• The APL assists the PL in training the Patrol and tries to keep ahead of other Patrol members in Scouting knowledge.
• The APL assists the PL with planning and carrying out the Patrol program.
• The APL sets an example for the rest of the Patrol.
• The APL provides encouragement and assistance to other Patrol members and loyally supports the PL.
   

The Patrol System - Team Game

Time to allocate for this activity: 60 minutes

Resources required: Game materials (balls, etc.)

Activity Notes

Patrols have a team game to encourage teamwork.

Introduction

(5 mins) What is The Patrol System? Ask for some ideas from the course. Encourage ideas that talk about a team work environment, youth leadership, communication channels, etc.

Why is The Patrol System important for a leader? Again, briefly encourage comments from the group which include ease of management, shared leadership, youth decision making, etc.

The Task

(10 mins) Play a team game of your choice for 10 minutes with the presenter making observations of how the team works together (or not) and is led.

Discussion

(5 mins max) Stop the game and discuss the presenter's observation:

• How does the game work?
• Who is the leader?
• How was the leader selected?
• Could the leader selection be done better?

Continuing the Task

(15 mins) Play the game for a further 15 minutes with some of the Scouts sitting out to observe the actions of the team (they can rotate on a "subs-bench" principal).

Patrol Activities

Each Patrol gets together as a Patrol Council to discuss their understanding of The Patrol System:

• What is it?
• How does it work?
• What are the advantages or dis-advantages?

Presentations

(2 mins each) Each Patrol feeds back on their discussion to the group.

Notes on other Patrol Structures

During the session, it is essential to mention that other Patrol Structures exist - in particular, those that are formed ad-hoc for special events or activities (State Rally, Blue Cord Hikes, canoeing interest, etc.) and some Troops re-structure around friendship groups, activity interests or age grouping. Encourage the Scouts to think outside the box when looking a the "Patrol".

Conclusion

(2 minutes) The presenter sums up the outcomes of the session and gives a brief overview of the Patrol System (as found on the participant handout). Use examples from real life.
 

The Patrol System - Initiative Exercises

Time to allocate for this activity: 60 minutes

Resources required: 5 Initiative Activities - see Solutions and Decisions

 

Activity Notes

Patrols have a set of initiatives to encourage teamwork.

 

Introduction

(5 mins) What is The Patrol System? Ask for some ideas from the course. Encourage ideas that talk about a team work environment, youth leadership, communication channels, etc.

Why is The Patrol System important for a leader? Again, briefly encourage comments from the group which include ease of management, shared leadership, youth decision making, etc.

Introduction - Alternative

Watch the video "The Patrol System" included on the resource disk.

The Task

(5 x 10 mins) Patrols rotate around 5 brief team challenges to highlight the Patrol System. These activities can be selected from the Solutions and Decisions Session - choosing activities that were not completed in that session. The focus of the activities is on the PL receiving the instructions and then passing the informaiton onto the APL.

Notes on other Patrol Structures

During the session, it is essential to mention that other Patrol Structures exist - in particular, those that are formed ad-hoc for special events or activities (State Rally, Blue Cord Hikes, canoeing interest, etc.) and some Troops re-structure around friendship groups, activity interests or age grouping. Encourage the Scouts to think outside the box when looking a the "Patrol".

Conclusion

(5 minutes) The presenter sums up the outcomes of the session and gives a brief overview of the Patrol System (as found on the participant handout). Use examples from real life.
 

The Patrol System - Video and Discussion

Time to allocate for this activity: 60 minutes

Resources required: Poster making equipment (butchers paper, pens)

 

Introduction

(15 mins) Watch the video (see your Region Commissioner or District Scout Leader for a copy). It's an old video, but it is still relevant to this area and only lasts 10 minutes.

 

Discussion

(10 mins) Discuss the video, using examples for the Scout's own Troop to highlight successful uses of the Patrol System.

Activity

(30 mins) Each Group is to produce a poster, role play or skit that shows an important part of the Patrol System in action. Report back or perform at the end of the session.

Notes on other Patrol Structures

During the session, it is essential to mention that other Patrol Structures exist - in particular, those that are formed ad-hoc for special events or activities (State Rally, Blue Cord Hikes, canoeing interest, etc.) and some Troops re-structure around friendship groups, activity interests or age grouping. Encourage the Scouts to think outside the box when looking a the "Patrol".

Conclusion

(5 minutes) The presenter sums up the outcomes of the session and gives a brief overview of the Patrol System (as found on the participant handout). Use examples from real life.
 

The Patrol System - Handout

Outline of the Session

At the core of the success of Scouting is The Patrol System. This organisation and management system is tried and tested. Here we explore the details behind the method.

 

The Patrol System

The patrol system is not one method in which Scouting can be carried on. It is the only method. - Lord Baden-Powell

 

Patrol system (or patrol method), the individual in a group. Scouts are organised in small groups (about 5-7 Scouts) because this is the natural way young people work together. These patrols are therefore more important than the Troop. Patrols must be kept intact under all circumstances, which means working, tenting, learning, cooking, so surviving together. In a Patrol the Scouts learn to work with others, while the Patrol leader learns responsibility for others. Both have to give in a part of their personal interest for this. Still Scouting deals with the individual, not with the Company. A Scout has his own identity within the group and learns as an individual. The Patrol serves as the characterschool for the individual.

What is a Patrol?

A Patrol is a group of Scouts who belong to a Troop, are similar in age, development and interests. The Patrol system allows Scouts to interact in a small group outside the larger Troop, working together as a team, and sharing the responsibility of making their Patrol a success. Patrol size depends on a Troop's membership, the ideal being a maximum of eight Scouts.

Patrol Spirit

Patrol spirit is the glue that holds the patrol together and keeps it going. Building patrol spirit takes time, because it is shaped by the patrol's experiences - good or bad. Often misadventures, like getting lost on a night hike, will contribute much in pulling a patrol together. The weekend it rained and flooded your camp is the one you will never forget. Some patrols build up traditions, and these help build each patrol member's sense of belonging.

Kind of Patrol

Patrols work best when there is a mix of ages, skills, interests and abilities. But that is not the only way to group the Scouts in your Troop. You might also try:

1. New Scout patrols are for those who recently joined or moved up from the Cub Pack, maybe led by an experience Patrol Leader.
2. Regular patrols for those who have completed their Scout Membership awards and initial challenges.
3. Older patrols for those shortly heading for the Explorer Section. Troop Councils decide on their own strategy, and what works best for them.
    

Patrol in Council - Planning an Activity

Time to allocate for this activity: 45 minutes

Resources required: Planning Framework

Activity Notes 

If you did not use this activity for the Patrol Activities session, it would be suitable for here.

 Introduction

(10 mins) Ask “What is a Patrol In Council”? Draw a conclusion that it is a meeting of the Patrol to decide something like an activity to do, plan a camp menu, patrol hike, etc

Activity

(20 mins) Patrols start by identifying a range of Patrol Activities. Using the provided framework, they will then plan one or more activity. When they have completed the planning stage, they must have their plan approved by the presenter.

The presenter(s) will act as advisors and mentors in the planning stage of this activity. This includes:

• Keeping the Patrol "grounded" in their expectations and ideas.
• Prompting the planning steps that are required.
• Encouraging the Patrol to include fun, adventure and challenge in their activity.
• Outlining restrictions that might apply under local and Scouting rules and laws.
• Suggestion and helping to source resources that might be required.

Feedback and Conclusion

(15 mins) Each Patrol can feed back on their activities and what they had to do to plan them fully. Other Patrols can comment constructively on the report back.

 

 

Patrol in Council - Completing the Badge Work

Time to allocate for this activity: 45 minutes

Resources required: Imaginary Award Scheme Progress Chart

 

Activity Notes

The objective is to bring a list of activity ideas to bring back to the Troop Council for the Term Program.

 

Introduction

(10 mins) Ask “What is a Patrol In Council”? Draw a conclusion that it is a meeting of the Patrol to decide something like an activity to do, plan a camp menu, patrol hike, etc

Explain the necessity to have Term Plan so that Scouts can achieve sign-off’s in the Award Scheme. Consideration needs to be given to the three levels of the Award Scheme and where possible, the activities chosen help all Scouts. Consideration for out-of-hall activities is ideal. Hand out the badge work progress chart for the imaginary Patrol.

The Task

(15 mins) Prepare a list of activities to complete as much as possible in the 8 weeks of the next term. There is a Troop based Camp scheduled for the first weekend of the holidays.

Discussion

(5 mins max) A discussion to hear some of the ideas for out-of-hall activities.

 

Patrol in Council - Camp Menu

Time to allocate for this activity:45 minutes

Resources required: Butcher's paper

Activity Notes

This activity is designed to practice managing the Patrol in a discussion to decide a menu for a over night camp comprising of Lunch, Dinner, Breakfast and Lunch.

Introduction

(6 mins) Provide sample menus – ideal and non-ideal menus. Provide a list of the discussion items below.

Ask “What is a Patrol In Council”? Draw a conclusion that it is a meeting of the Patrol to decide something like an activity to do, plan a camp menu, patrol hike, etc

Advise that they are going to discuss the following and discuss some ideas

1. Dietary needs based on medical/religious grounds
2. Bringing first lunch from home
3. Lightweight foods
4. Nutrition values, especially low GI
5. Ease of cooking

The Task

(15 mins) Produce a menu.

Discussion

(9 mins max) Choose one menu and have the PL outline the menu plan. Discuss how this activity could be a typical task for a Patrol in Council to achieve.

 

The Troop Council - Role Play

Time to allocate for this activity: 45 minutes

Resources required: Meeting room set up, minute taking paper and pen, mock agenda.

 

 

Activity Notes

During this session, the Scouts will learn about Troop Councils and have an opportunity to stage a mock Troop Council.

 

Prelude

(3 minutes) Ask the course if they would like to sit inside or out for this session (or to make some other fairly meaningless decision). Allow them a very brief time to discuss and decide. Once a decision has been made and the course is settled for the session, annouce that they have just held a very successful Troop Council! By simply making a decision on how the whole Group should proceed is exactly what a Troop Council is for.

Introduction

(2 mins) What is The Troop Council? Ask for some ideas from the course. Encourage ideas that talk about Patrol Leaders sharing ideas, making decisions, programming, approving award scheme progress, etc.

Why is The Troop Council important for a Troop? Again, briefly encourage comments from the group which include making it relevant for the youth members, developing leadership skills, more efficient, etc.

The Task

(25 mins) Select one representative from each Patrol and invite them to join the centre table for a Troop Council. The presenter is in attendance as the Scout Leader. One of the representatives (preferrably somebody who has some animation and confidence) is nominated by the presenter to chair the meeting. Briefly discuss with the course the following points before starting the mock meeting:

• Who should be in attendance? PLs, APLs, the SL, the ASL, the GL? No right answer!
• Who should be the chair? A PL, An APL, the SL, the ASL, the GL? One of the PLs!
• Who should be take notes? A PL, An APL, the SL, the ASL, the GL? No right answer!

The Meeting

Using the mock agenda and participant cue cards provided, the presenter will guide the meeting, allowing the Chair to run the proceedings, but occasionally stopping to address the course where clarification or comment is needed.

Discussion

(10 minutes) At the conclusion of the meeting, hold an open forum discussion with the course, the presenter leading the discussion with the following thought points:

• Does a Troop Council always have to be the same format?
• Who has been to a Troop Council, or heard of their Troop having one?
• Why is the Troop Council important?
• Is it always the PLs, or can it vary?
• How long should a Troop Council last?
• What can you do if your Troop does not have a Troop Council?

Conclusion

(5 minutes) Finish by confirming the outcomes of the session.
 

The Troop Council - Mock Agenda

1. Attendance and apologies
2. Minutes of the last meeting and matters arising
3. Patrol Reports
   • Patrol Activities
   • Patrol Award Scheme progress
   • Patrol Issues and Requests
4. Transferring members (in and out)
5. Troop program (Troop meetings)
6. Troop program (Camps and Special Activities)
7. Scout Leader's report
8. No-one in the Troop knew how to break the flag?
9. Any Other Business
10. Date, Time and Place of Next Meeting

 

The Troop Council - Different Types

Time to allocate for this activity: 45 minutes

Resources required: Cue cards, mock agenda, paper, pen, table & chairs, refreshments, compasses (x2), skipping rope, jobs to do. 

Activity Notes

This session is started without introduction for each Patrol. The outcome of the Patrol's participation is discussed at the end.

 

Introduction

(3 minutes) Hand each Patrol a Troop Council cue card and set them on their various tasks without revealing the tasks to the other Patrols. Each Patrol has 30 minutes to try their task.

The Five Tasks

(30 mins running concurrently)

1. A Formal Troop Council: The Patrol hold a quite formal Troop Council with table, chairs, a set agenda and a chair-person.
2. An Informal Troop Council: The Patrol are given a number of topics to discuss in a way of their own choosing. If possible, a comfortable room with soft-furnishings and some refreshments could be provided to make the experience more casual.
3. Helping the Scout Leader: The Patrol are asked to help the leader with some tasks such as clearing up the meeting place, tidying up a rope box, cleaning a piece of equipment, etc.
4. Outdoor Training Exercise: The Patrol are given a simple compass activity to complete outside, with half setting the course and the other half following it.
5. Teamwork Task: The Patrol are given a teamwork skipping task to complete.

Discussion

(10 minutes) At the conclusion of the activities, the course come together to discuss their experiences. They start by feeding back what their task was. Once all of the activities are known, the presenter will lead a discussion on which activity was a suitable Troop Council. The answer is, all of them in the right context! All of the activities are potential items for a Troop Council to undertake - elements of training, management, planning and fun combining together! There are no set rules.

Conclusion

(2 minutes) Outline the types of management and planning descisions that a Troop Council should be making: Award scheme progress, Patrol Leader promotions, program activities, etc.
 

The Troop Council - Different Types - Cue Cards

Troop Council Set up a table and chairs, find a pad to take minutes and elect a chair-person. Follow the agenda given to you as a Troop Council - have the minutes ready at the end of the meeting. You have 30 minutes.	Troop Council Find a space somewhere to have your Troop Council. You should decide where the next Winter camp should be held, who should be the next PL of wombats and invent a new game to play next week. You have 30 minutes.
Compass Trail Split into two groups - each group set a compass or trail signs course for the other half to follow. You have 30 minutes.	Helping Skip For the next 30 minutes, help the Scout Leader with some tasks that need to be done.
Team Challenge Find a long skipping rope and practice until the whole team can skip, all together, 10 times without stopping. You have just 25 minutes to practice before you have to demonstrate to the group. If you are really good, then how creative can you be? Learn a trick or two to impress the others.

 

The Troop Council - Video

Time to allocate for this activity: 45 minutes

Resources required: Video projection equipment, DVD or Video player, TV and Video Cassette.

 

 

Activity Notes

If not already used in the Patrol System session, this video is an excellent resource for the Troop Council session. It showcases how to re-work a Patrol System.

 

Prelude

(3 minutes) Ask the course if they would like to sit inside or out for this session (or to make some other fairly meaningless decision). Allow them a very brief time to discuss and decide. Once a decision has been made and the course is settled for the session, annouce that they have just held a very successful Troop Council! By simply making a decision on how the whole Group should proceed is exactly what a Troop Council is for.

Introduction

(2 mins) What is The Troop Council? Ask for some ideas from the course. Encourage ideas that talk about Patrol Leaders sharing ideas, making decisions, programming, approving award scheme progress, etc.

Why is The Troop Council important for a Troop? Again, briefly encourage comments from the group which include making it relevant for the youth members, developing leadership skills, more efficient, etc.

The Task

(10 mins) Watch the video "The Patrol System" available on the DVD resource. It is a little old but has an excellent message and presentation.

The Meeting

Using the mock agenda and participant cue cards provided, the presenter will guide the meeting, allowing the Chair to run the proceedings, but occasionally stopping to address the course where clarification or comment is needed.

Discussion

(10 minutes) At the conclusion of the meeting, hold an open forum discussion with the course, the presenter leading the discussion with the following thought points:

• Does a Troop Council always have to be the same format?
• Who has been to a Troop Council, or heard of their Troop having one?
• Why is the Troop Council important?
• Is it always the PLs, or can it vary?
• How long should a Troop Council last?
• What can you do if your Troop does not have a Troop Council?

Conclusion

(5 minutes) Finish by confirming the outcomes of the session.
 

The Troop Council - Handout

Outline of the Session

Teamwork is about communicating, sharing ideas and working out solutions collaboratively. In managing a Scout Troop, the communication centres around The Troop Council. But it is not easy to make the Troop Council effective. This session covers ways to make it more effective.

 

Session Notes

Members

The Troop Council consists of:

• Patrol Leaders
• Assistant Patrol Leaders and other Scouts by invitation
• The Scout Leader who attends in an advisory capacity

Functions

The Troop Council administers the policy and organisation of the Troop:

• To plan activities
• To plan programs
• To maintain and improve Troop Standards
• To appoint PLs after approval from the Scout Leader
• To ensure the Troop's reputation and discipline is maintained or improved
• To confirm the appointment of APLs
• To agree on standards and awards of award scheme badges
• To provide some training to PLs

Organisation

The Troop Council can be organised in many different ways:

• Frequency: As often as needed to do the job.
• Time: At a convenient time, for as long as needed.
• Location: Just about anywhere that allows the work to be done.
• Format: Formal, informal, training, games, activities, team-building, good turns, party.
• Recording: Always a good idea to write down who agreed to do what and when.

Importance

The Troop Council is essential to the success of the Scout Troop. Without one, the Scouts are not getting the best opportunity to try Scouting. Successful Troops rely on the ideas shared and planned by the Troop Council to keep the program relevant to the age group, led by young people and efficient. Scouts expect to have opportunities to lead others and develop their own leadership styles. The Troop Council is a good way to help individuals to practice and improve these skills.

Bullying and Issues - Role Play

Time to allocate for this activity: 30 minutes

Resources required: Ideas sheet.

Activity Notes

This short activity teaches about different forms of bullying, how we can prevent it and what to do if it happens.

Pre-Briefing

(2 mins) Prepare and brief the members who are performing the role play as in The Task.

The Task

(10 mins) One Patrol, or a selection of members from different Patrols are invited to perform a short play to the rest of the course. The play demonstrates an issue of bullying that is dealt with badly by the leader of the group.

Discussion

(10 mins max) The presenter facilitates a group discussion about the play they have watched. The presenter should be familiar with the content of the handout, which has some strategies on it. The following leading questions could be used:

• Who actually had the problem? (Do the course identify the victim or the bully as the problem?!)
• Who should have dealt with the problem?
• When should they have dealt with it?
• Why didn't they deal with it?
• Who did deal with it and when?
• How could it be dealt with differently?
• What can be done there and then and what can be done later? In what fourm?

Conclusion

(10 minutes) The presenter opens up the discussion to broader issues other than bullying that might be troubling the Scouts on the course in their home Troops - "I really want to be a Patrol Leader but, I am not sure if I can ..." or "How do you handle someone who is ...?". Where possible, the presenter can encourage the group to share one or two strategies for handling this issue. The role of the adult leader in supporting the Scout should be emphasised throughout.
 

Bullying and Issues - Discussion

Time to allocate for this activity: 30 minutes

Resources required: Ideas sheet

Activity Notes

This short activity discusses about different forms of bullying, how we can prevent it and what to do if it happens.

 Introduction

(2 mins) Brain storm bullying - what is it? What forms does it take? What are its effects? Write some brief notes on butcher's paper or a white board. Allow some short and relevant stories from the Scouts on their experiences as either a victim or a leader solving an issue. With each, encourage the teller to talk about their feelings - how did it make them feel when it happened? Some cue cards are provided to assist with this discussion if required.

Discussion

(10 mins max) The presenter facilitates a group discussion about the bullying seen by the Scouts before. The presenter should be familiar with the content of the handout, which has some strategies on it. The following leading questions could be used:

• Who actually had the problem? (Do the course identify the victim or the bully as the problem?!)
• Who should have dealt with the problem?
• When should they have dealt with it?
• Why didn't they deal with it?
• Who did deal with it and when?
• How could it be dealt with differently?
• What can be done there and then and what can be done later? In what fourm?

Conclusion

(10 minutes) The presenter opens up the discussion to broader issues other than bullying that might be troubling the Scouts on the course in their home Troops - "I really want to be a Patrol Leader but, I am not sure if I can ..." or "How do you handle someone who is ...?". Where possible, the presenter can encourage the group to share one or two strategies for handling this issue. The role of the adult leader in supporting the Scout should be emphasised throughout.
 

Bullying and Issues - Game

Chi Lin Market During an outing to local markets, Dingo Patrol decides not to take Chi Lin out with them again because she is "Too Poor" to afford better clothes and other people keep staring at him, the rest feel embarrassed.	Gareth's Gripe Scout Gareth does not want to go on any Patrol activities because this Patrols doesn't have enough members to do the activities.
Peter Problem Young Peter is being physically annoying during a game. He is playing extremly rough to get his own way when playing.	Texting Trouble Scout Shima is texting on her mobile phone, threatening to stop Rithy from coming to all Patrol activities if he does not do as Shima says.
Andrea's Angst At school, little Andrea is being pushed around by some of the larger kids. After schools she is being sent threatening emails.	Michael's Missing Nobody wants Michael on their team because he can't run very well.
Ombola's Ommision Omboloa comes from Africa and doesn't speak English very well. He is often left in a corner just watching the games.	Phil's Failing A deaf Scout, Phil, does not always here the instructions from his Patrol. They get annoyed and end up shouting at him.

 

Bullying and Issues - Specialist Visitor

Time to allocate for this activity:30 minutes

Resources required: Ideas sheet.

Activity Notes

This short activity discusses about different forms of bullying, how we can prevent it and what to do if it happens.

Preparation

Invite a guest speaker to the course to talk about bullying. Suitable people you could ask might include:

• School counseller or education expert
• Children's society speaker or Local Government advisor
• Scout Member Support Commissioner or advisor

The Task

(20 mins) Introduce the guest speaker and invite them to talk to the course.

Q & A

(5 mins) Allow the course to ask questions of the guest speaker about their subject.

Conclusion

(5 minutes) The presenter briefly relates the discussion to broader issues other than bullying that might be troubling the Scouts on the course in their home Troops - "I really want to be a Patrol Leader but, I am not sure if I can ..." or "How do you handle someone who is ...?". Where possible, the presenter can encourage the group to share one or two strategies for handling this issue. The role of the adult leader in supporting the Scout should be emphasised throughout.
 

Bullying and Issues - A Bit of Bully

Time to allocate for this activity:30 minutes

Resources required: Ideas sheet

Activity Notes

This short activity teaches about different forms of bullying, how we can prevent it and what to do if it happens.

The Task

(10 mins) The presenter announces that it is time for a quick game outside. A short game of soccer or other team game takes place. Two Scouts are briefed quietly before the game to pretend to play the roles of a bully and a victim. During the game, they start playing the roles and continue, getting more and more obvious until one of the Scout's notices and wants to do something about it.

Discussion

(10 mins max) The presenter calls a stop to the game and asks the Scouts what they would like to do about the problem that has come up. Using a "Court of honour" approach, they resolve the problem as a group. Guided by the presenter, the Scouts talk about how this incident relates to similar incidents in their own Troop.

Conclusion

(10 minutes) The presenter opens up the discussion to broader issues other than bullying that might be troubling the Scouts on the course in their home Troops - "I really want to be a Patrol Leader but, I am not sure if I can ..." or "How do you handle someone who is ...?". Where possible, the presenter can encourage the group to share one or two strategies for handling this issue. The role of the adult leader in supporting the Scout should be emphasised throughout.
 

Rules and Regularions - Research

Time to allocate for this activity: 30 minutes

Resources required: O and I Handbook 

Discussion

(3 mins) The presenter will lead a discussion on the types of activity that could be organised and led by a Patrol Leader - this is a re-cap of the sessions on Patrol Activities and Patrol Camps.

All ideas should be accepted to give a full variety of activities.

Time to allocate for this activity: 30 minutes

Resources required: O and I Handbook 

Discussion

(3 mins) The presenter will lead a discussion on the types of activity that could be organised and led by a Patrol Leader - this is a re-cap of the sessions on Patrol Activities and Patrol Camps.

All ideas should be accepted to give a full variety of activities.

The Task

(10 minutes) Give each Patrol one of the activities that require an authorisation under the Branch Adventurous Activities Policy. Supply them with the necessary forms and instructions to complete the authorisation procedure (i.e. Complete the application/permission form, provide the required details on dates, times, locations, emergency procedures, equipment, leadership, authorisation, etc.).

Note: NSW A1 Activity Forms MUST be completed by an adult whenever they are used. Youth members are not permitted to be the Supervising Leader or Activity Co-ordinator. Youth members may be an Activity Leader where their qualification or experience permits, but an adult Activity Co-ordinator must complete and take responsibilty for the activity and the appropriate authorisation procedure.

Discussion

(10 minutes) Using the completed paperwork, the presenter will facilitate a discussion about the activities selected, indicating the exact nature of the rule or regulation that applies to the activity. Included in this session will be a brief explanation of how to go about attaining the authorisation or permission to undertake the activity.

Conclusion

(2 mins) Advise the Scouts that they should always seek the advice of an adult leader on any activity they wish to run.
 

Rules and Regulations - The Rule Wall

Time to allocate for this activity:30 minutes

Resources required: Activity Cue Cards, re-useable adhesive, blank wall.

Activity Notes

This session is designed to bring the Scouts closer to the ground when it comes to considering activities they might like to do. It explores the rules and regulations that govern the way activities are conducted.

 Discussion

(3 mins) The presenter will lead a discussion on the types of activity that could be organised and led by a Patrol Leader - this is a re-cap of the sessions on Patrol Activities and Patrol Camps.

All ideas should be accepted to give a full variety of activities.

The Task

(10 minutes) Give each Patrol a set of the Activity Cue Cards and some re-useable adhesive. Have them stick the cards to the wall according to whether they require additional permission / an authorisation to run or not.

Discussion

(10 minutes) Using the cards pinned to the wall, the presenter will facilitate a discussion about the activities selected, indicating the exact nature of the rule or regulation that applies to the activity. Included in this session will be a brief explanation of how to go about attaining the authorisation or permission to undertake the activity.

Note: NSW A1 Activity Forms MUST be completed by an adult whenever they are used. Youth members are not permitted to be the Supervising Leader or Activity Co-ordinator. Youth members may be an Activity Leader where their qualification or experience permits, but an adult Activity Co-ordinator must complete and take responsibilty for the activity and the appropriate authorisation procedure.

Conclusion

(2 mins) Advise the Scouts that they should always seek the advice of an adult leader on any activity they wish to run.
 

Rules and Regulations - Rule Wall Cue Cards

Making rope in the Scout Hall one Troop Night	Cleaning the windows at the local Retirement Village
Taking part in Clean Up Australia in the local bush reserve	Ten pin bowling at the local town centre
Sailing on the local lake with the local sailing club	Skiing at Thredbo
Baking cakes at the Patrol Leader's house	Weekend Camp on a Scout site with a warden
Surfing on the local beach	Day trip to an amusement park 2 hours drive away
Laser game at the local indoor laser game venue	Horse riding in the National Park
Bush walking in the neighbouring Region	Caving in a cave system four hours away from home
Canoeing on the local lake with your own boats	Rock Climbing Indoors (at a Rock Climbing Centre)

Back at Your Troop - Notification

A note for your Troop Council about your participation in the course.

 

 

 

Basic Scout Leadership Course

To: The Troop Council of ____________________________________ Troop

Scout's Name: ________________________________________

This Scout has recently completed a Basic Scout Leadership Course.

Course Dates ________________________________________

Course Location ________________________________________

Course Leader ________________________________________

 

This course is a requirement of the Australian Scout Medallion. At the end of the course, they received the Scout Leadership Course uniform badge. The Scouts Australia Scout Leadership Course does not require them to complete any formal projects, but they can use the skills they have learnt when planning for their Leadership Activity, another part of the Australian Scout Medallion.

 

They have been asked to feedback to the Troop Council on their course, to inform you about what they have learnt and to discuss some ideas of what they would like to do with their new knowledge. When they have completed this task, please invite your District Leader to visit your Troop and present the Scout with their course certificate. This is your record of completing the course that will be needed to complete the Australian Scout Medallion.
 

Course Evaluation - Feedback Form

 

Scout Leadership Course
Course Evaluation

Course Date: ___________________________
Course Location: ______________________

Region: ___________________________
Course Leader: ______________________

About the Course Content

1. Which session(s) did you enjoy the most? Why?

    

2. Which session(s) did you enjoy the least? Why?

    

3. What were the two most important things that you learnt?

    

4. Was there anything you wanted to learn and didn't?

    

About the Course Structure and Delivery Methods

 

1. Was there enough activity / listening / taking part / writing / role playing?

    

2. How could the presenters make the course better for you?

    

3. Were the sessions too long / too short / too fast / too slow / bright / dull?
4. Circle the 5 words that best describe the course for you...
   amused appropriate average awful bad bored clear confused cool depressed different difficult disgusted disturbed effective energetic enthusiastic excited fantastic fine friendly funny good great happy hilarious jolly lively long modern old-fashioned outrageous pleasant practical safe short silly simple slow successful terrible useful zany

About the Course Location and Organisation

1. Is this a suitable location for a Leadership Course? Why?

    

2. Were you prepared for the course before you came? How?

    

3. What did you like or dislike about the meals?

    

4. How could the course be better organised?

    

General / Other comments