12 - members.scouts.org.uk · Module 12, Providing a Balanced Programmeis a compulsory module for Section Leaders and Section Supporters. The learners for this module may have various

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Who is Providing a Balanced Programme for?This module (number 12) is aimed at Section Leaders and SectionSupporters in Scouting. It provides them with the information they need tounderstand what is meant by a balanced programme. It also gives them thenecessary skills to plan and implement balanced programmes for theirSection.

What does this module contain?The module contains approximately 31/2 hours of learning that may bemanaged in a variety of ways.

How is this module validated?The validation of this module is based on the individual’s ability to meet thevalidation criteria, as set out in the Training Adviser’s Guide and the Adult’sPersonal File. This means that the adult will be required to demonstratetheir understanding of the Balanced Programme as well as their ability toplan and implement it. They will also need to be able to show an in-depthknowledge of their own Section and demonstrate a general understandingof the other Sections.

What information is provided?The module contains objectives that relate to the Balanced Programme andhow it meets The Scout Association’s educational objectives. Subjectscovered include programme planning; generating programme ideas; Self-Review; the Sections (including their badges, methods and structures) andthe personal development of young people.

The objectives for the module are given followed by training methods. Thecontent is given in outline with the key points expanded in more detail. Trainer’snotes are also given to provide guidance on methods or other key points.

The information is not however a script for the session. Prior knowledgeand/or research of the subject matter by the Trainer will be required beforedelivery of the training.

Series EditorChris James

EditorsRobert HalkyardClaire McAuliffe

ContributorsRobert HalkyardLura HughesIan Kay

Jackie MartinClaire McAuliffe

Design andProduction The Workroom

12

Editor’s noteAlthough in some parts of the British Isles Scout Counties are known as Areas or Islands and inone case Bailiwick, for ease of reading this material simply refers to County or Counties.

Copyright © 2003The Scout AssociationNew EditionFirst printed 2003Printed by Belmont Press

Providing a balanced programme 1

Session detailsThe following sessions take participants through:

• the Balanced Programme and The Scout Association’s educational objectives

• generating programme ideas and programme planning• the Section Awards, Challenges, badges and certificates • use of the Self-Review process• the personal development of young people.

Session Page Timing (hrs)

1 The bigger picture 5 0.15

2 Making it happen (add an extra 3 mins per group) 8 2.00

3 An overview of the Sections 17 0.20

4 The five Sections in detail 19 0.45

Depending on the number and nature of the participants and staff, thesesessions may need to be preceded by introduction and/or integration sessions.

Planning considerationsModule 12, Providing a Balanced Programme is a compulsory module forSection Leaders and Section Supporters. The learners for this module mayhave various roles and levels of experience within Scouting. Some will beadults taking on a Warranted role or Appointment. Others may be eithernew to Scouting or changing roles.

Some pre-session work may need to be done, as the presenter needs to becompetent in the areas of: the Balanced Programme, the five Sections,creative programme planning and use of the Self-Review process. They willalso recognise and value the need to involve young people in planning theirpersonal development.

The sessions are designed to give adults an overview of the Sections andthe Balanced Programme. Following on from Getting Started, this module ismandatory for Section Leaders and Supporters to complete in order toreceive the Wood Badge.

The number of participants on the course will determine your ways ofworking. Smaller numbers allow for one to one or individual working andsharing ideas. It is recommended that large groups (of eight or moreparticipants) are broken into tutor groups, each supported by a facilitator.

Providing a balanced programme2

Due to the hands-on nature of this module, you may find it useful tointroduce a practical element. The training material concentrates onplanning and creating a balanced programme. However if you have theresources available you may wish to consider giving participants theopportunity to run a Section meeting. This could take place betweensessions three and four, after they have understood what is involved inplanning a Section meeting. Another suggestion could be, depending onthe practicalities, to invite a group of young people belonging to theappropriate Section to the training course. They could then take part in themeeting that has been planned in detail as part of session three.

One of the aims of this module is to introduce the different Sections. Toreinforce this, you may wish to display some or all of the Sectional postersaround the training area. This may help to highlight the idea that as aSection Leader or Supporter, the participants are also working within thewider context of Scouting.

For session four participants will need to work in Sectional groups. BeaverScout Leaders, for example, will need to work together on the Beaver Scoutoption. The session has two different styles of report back. For the BeaverScout, Cub Scout and Scout Sections, participants are asked to prepare adisplay about the Section. For the Explorer Scout Section and the ScoutNetwork, the participants are asked to prepare a briefing on the Section.How this is managed will need to be considered if adults from all Sectionsare working together.

For this module, it is vital that the lead presenter possesses a goodknowledge of Sectional programmes. If the lead presenter has experience inone or two of the Sections, they should ensure that the other members ofthe training team have experience in the others.

Dependent on the method chosen, there should be adequate support staffwith appropriate skills and knowledge, e.g. presenting and facilitating.


Providing a balancedprogramme

AimTo cover ways in which a successful and balanced programme can beplanned and implemented in the Section.

ObjectivesThere are nine overall objectives for this module:

Explain how a balanced programme meets The Scout Association’s

educational objectives.

Describe how the Programme Zones, Methods and Underlying Ways

of Working for their Section help ensure the creation of a balanced

programme.

Plan a balanced programme.

Use a wide variety of sources, methods and themes to generate exciting

and relevant programme ideas.

Explain how the various Awards, Challenges, badges, and certificates

support the delivery of a balanced programme in their own Section.

Involve young people in planning through the use of Sectional, District

and County forums, conferences and committees.

Use the Self-Review process to support and enhance the programme

planning process.

Undertake the mentoring role and create personal development plans

with young people (Explorer Scouts and Young Leaders only).

Describe in outline the Methods, activities and structure of the other

Sections.

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Trainer

Learner

Group

Report back

Trainer’s notes

Handout notes

Timing

Worksheet


Methods

A series of sessions

This module may be delivered as a series of training sessions in a variety oftime settings. For example, it could be run over a weekend or as a series ofshorter sessions with additional work in between.

One-to-one training

This module may be delivered on a one-to-one basis by a Trainer, orsomeone with sufficient experience to coach a candidate through thesubject areas.

e-learning

This module is also available as an e-learning package.

Resources

To carry out the training in its entirety, you will need the following:

• Display boards• Flipchart• Flipchart paper and pens• Paper and pens• Pliable adhesive or pins• Hat• Idea generation method cards• Copies of Scouting Essentials• Copies of Colony/ Pack/ Troop/ Unit and Network Essentials • Copies of Colony/ Pack/ Troop and Unit Programmes • Copies of My Beaver Scout Logbook• Copies of The Cub Scout Powerpack• Copies of The Scout Matrix• Copies of The Explorer Scouts and Scout Network Navigator• Copies of Nights Away• Self-Review sheets (two examples)• Copies of the Scout Information Centre catalogue• Mixpost mixed posters (a set of five Sectional posters)• Allpost collection of Programme posters• Materials for making Sectional displays• Copies of relevant handouts• Copies of relevant worksheets.


Key objectives

1 Explain how a balanced programme meets The Scout Association’seducational objectives.

2 Describe how the Programme Zones, Methods and Underlying Ways ofWorking for their Section help ensure the operation of a balancedprogramme.

Resources

For this session, you will need the following resources:

• Copies of Handout A, The Programme Zones• Copies of Handout B, Underlying Ways of Working.

Trainer’s NotesThis session introduces the key principles of the Balanced Programme. The Balanced Programme has been designed to promote the all rounddevelopment of young people and adults. It is built around the ProgrammeZones, which in turn reflect the six Personal Development Areas.

Explain that the Programme is everything young people do as Members ofScouting. That is, the activities, badges, Challenges and Awards they do. Itis based on values of the Scout Promise and Law and spans all five Sections.

The five key principles of the Programme are that it should be:

1 relevant and attractive

Activities need to be appealing and interesting, and reflect the ScoutPromise and Law.

2 easy to understand and operate

Activities to need to be appropriate to the age range and abilities of theyoung people.

Trainer input

The bigger picture

Providing a balanced programme: session 1


3 progressive and accessible

Activities need to be appropriate to the Section, whilst allowing and helpingindividuals to develop.

4 appealing to a wide range of young people

The Programme needs to involve young people at every level and be fun.

5 meaningful and fulfilling

Regardless of the length of membership, the Programme should offer aquality experience.

Implicit in all five principles is that Scouting should be safe and enjoyable.

Point out that a balanced programme is one that allows young people toexperience a wide range of subjects. To help, the Programme is divided intoa number of Programme Zones in each Section.

The Programme Zones are different for each age group, reflecting theindividual needs and development of the Section.

Distribute Handout A, The Programme Zones:

Beaver Scout Programme Zones

• Getting to know other people• Learning about yourself• Exploring the world around us• Discovering creativity and practical skills• Discovering beliefs and attitudes

Cub Scout Programme Zones

• Outdoor Scouting• Fitness• Discovering the world around us• Creative• Beliefs and attitudes• Caring and community• Global

Scout Programme Zones

• Scoutcraft and adventure• Fit for life• Creative expression• Exploring attitudes and beliefs• Community• Global


Explorer Scout Programme Zones

• Outdoors• Skills• Physical recreation• Community service• Environment• International• Values• Relationships

Scout Network Programme Zones


Each Section has Underlying Ways of Working that reflect the age range ofthe young people. As with the Programme Zones, there are similaritiesalthough they use different language appropriate to the age-range. Insummary, the Underlying Ways of Working cover the following areas:

• Having fun• Making and developing friendships• Experiencing new activities• Keeping the Promise and Law• Personal development• Working in groups• Responsibility.

The Underlying Ways of Working for each Section are summarised onHandout B, Underlying Ways of Working.

Explain that this is just an introduction to the theory behind the BalancedProgramme, and that it is best understood through practice. The nextsession will look at how to generate ideas and plan a balanced programmein more detail. It will also reinforce all of the theory covered so far.

Summary


Key objectives

1 Plan a balanced programme.

2 Use a wide variety of sources, methods and themes to generate excitingand relevant programme ideas.

3 Involve young people in planning through the use of Sectional, Districtand County forums, conferences and committees.

4 Use the Self-Review process to support and enhance programme planning.

Resources


• Flipchart• Flipchart paper and pens• Paper• Pens• Pinboard• Hat• Idea Generation Method cards• Copies of Scouting Essentials• Copies of Colony/ Pack/ Troop/ Unit and Network Essentials • Copies of Colony/ Pack/ Troop and Unit Programmes • Copies of Nights Away• Self-Review sheets (two examples)• Copies of the Scout Information Centre catalogue• Copies of Handout C, Progressive Learning• Copies of Handouts D to G, Section Programmes• Copies of Worksheets 1-4, The Balanced Programme Checkers.

Planning

Explain that planning is an important part of Scouting. Without planning,the job of running a Section meeting would be very difficult. Planningtherefore is one way to help ensure we deliver good quality Scouting.

Trainer input

Making it happen


+3 mins per group


There are many resources available to support participants and help themplan and provide balanced programmes for young people. Refer to andshow the various Section Essentials and Programmes resources and a copyof the Scout Information Centre catalogue.

As a group, suggest reasons as to why we need to plan.

Trainer’s notesThe group’s answers to the task should be recorded collectively on a flipchart.You should ensure that the following points are covered in the discussion.

Good planning:

• ensures The Scout Association’s Aim and Purpose are achieved by usingthe Programme Zones over a year

• encourages the involvement of young people – seeking their ideas andsharing responsibility. Explain the use of a variety of groupings, includingSectional forums, age and interest groupings, Sixes, Patrols and so forth

• promotes young people’s progression and development – methods andactivities appropriate to age group

• ensures a wide variety of activities and methods• encourages teamwork both among young people and the adult

leadership team• encourages the provision of opportunities for all (Fundamentals; Co-

education; inclusive Scouting; minorities; Special Needs)• means more enjoyment and less pressure for adults• ensures better use of time• ensures better use of adults and young people• ensures equipment, facilities and safety provision are adequate and

available• incorporates the results of Self-Review and learns from any mistakes• means Leaders will find it easier to cope with the unexpected• makes Scouting more fun and active.

Summarise that in order to provide a Balanced Programme, leadershipteams need to plan programmes and activities for their Section, whichallows for each Zone to be ‘visited’ annually. Programmes can be built onthe Programme Zones, the Challenges and Activity Badges, using a varietyof Methods and reflecting the Underlying Ways of Working.

Trainer input

Task


Idea generation

Explain that in Scouting there is a need to recognise the progressive natureof the Programme and the activities provided across the age ranges. Byprogressive, we mean building on a young person’s previous experience sothey can take part in activities that challenge and develop them.

Some ideas can be the same, merely the environment or treatment makingthe difference. For example, compass work can be carried out in a variety oflocations depending on the age group. Beaver Scouts could do somecompass work in their meeting place, whereas as Explorer Scouts could usecompass skills as part of an overnight hike.

Other ideas are developed according to the age, skills and experience of theyoung people. For example, on a general theme such as cooking, eachSection would probably take a different approach. Beaver Scouts couldcook a sausage on a stick over a ready-lit barbecue. Cub Scouts could lighta fire and make a cup of tea over it. Scouts could cook a three-course mealout of doors. Explorer Scouts could try out, cook and compare differentsurvival foods; members of the Scout Network could plan a menu and cookfor a community event or at large-scale Scout event.

Distribute Handout C, Progressive Learning.

All the ideas above come under one or more Programme Zones in each ofthe Sections.

As a group, suggest who should be involved in creating ideas and planning.

Trainer’s notesRecord all answers on a flipchart making sure the following are covered:

1 The young people themselves through a variety of groupings including:

a Sectional Forums – everyone in the Colony, Pack, Troop, Unit andNetwork

b Small groups – Lodges, Sixes, Patrolsc Leadership Forums – older Cub Scouts or Scouts meeting with their

Leadership teamsd Interest, skills or friendship groupse District and County forums, conferences and committees.

Task

Trainer input


2 Leaders

3 Assistant Leaders

4 Sectional Assistants

5 Young Leaders

6 Helpers.

Point out that this is actually everyone involved with a Section!

Trainer’s notesThe following task needs to be short and snappy to reflect the process ofbrainstorming ideas. It is not designed to test participants but rather getthem thinking about the many ways of generating ideas. Below is a list ofmethods for idea generation, that should be written on pieces of card andput into a hat so participants are able to draw them out one by one.

Take it in turns to pull a card out of the hat and display it on a board. Givea brief explanation of the method on the card and demonstrate how ideascan be generated.

For example, the ‘alphabet’ method involves thinking of as many themesand activities as possible for each letter of the alphabet. Hopefully, thisshould result in lots of different ideas that can be incorporated into aprogramme.

Methods of generating programme ideas

The alphabet Brainstorming SeasonsAnniversaries Countries TVRadio Newspapers ThemesTelephone directory Hobbies Nature e.g. waterFilms International SportHistory The unusual The Internet

Explain that each of these methods can be taken and expanded andexplored further for programme ideas.

Trainer input

Task


Trainer’s notesThe next set of tasks is about using different techniques to generate ideas.Depending on time and the needs of participants it is not necessary to runall of the tasks, or for all participants to work through all of the methods.Different groups could perhaps complete one each. Alternatively, just onecould be offered to everyone if there is a smaller number of participants.

Option A – The alphabet

In buzz groups, come up with as many ideas as possible for each letter ofthe alphabet. For example:

A apples, acting, Aladdin, abseiling, Africa, animalsB baking, beads, bowling, beanbags, Buddhism

Select a couple of the ideas, and suggest how each topic could be exploredfurther. For example:

Apples Toffee apples for Bonfire NightBake an apple pieApple bobbing

Option B - Sports

Brainstorm as many different sports as you can, trying to think of unusualones too.

Sports could include archery, football, tennis, horseracing, riding, athletics,fencing or boules, for example.

Option C – The unusual

This method is about thinking up as many weird and wonderful programmeideas as possible. As strange as any one idea may seem it should not beignored, but written down and actually thought out. Sometimes the craziestideas make the best theme nights. Some possible examples include:

• Christmas in the Summer• Beach party in December• Fire-lighting techniques using sweets.

Try and think up as many unusual programme ideas as possible.

Task


Planning a balanced programme

Planning meetings usually take place at the beginning of each term andshould include Section Leaders, Assistants and Helpers, as well as the youngpeople in the Section. Explain that to help ensure a balanced programme isattained, planning needs to take place over a variety of time spans. Thevarious time spans are:

• long-term over a year• mid-term over three months• short-term over one month• individual meetings per week

Each time span needs to be considered in a slightly different way, takingaccount of different aspects of the Balanced Programme.

A long-term plan should set key dates for holidays and Group, District orCounty events. It should take account of any badges that the young peopleare going to work towards as a Colony, Pack, Troop or Unit, as well asGroup Awards. Previous Self-Reviews need to be considered, as do othernotable events such as new Members joining, and Members moving-on tothe next Section.

A mid-term plan should agree Programme Zones and supporting topics tobe covered. It is also worth considering more detail at this stage, such asvisits, allocation of tasks, and booking equipment.

A short-term plan should include greater detail still. It should perhaps lookat the Zones more closely, and plan how particular meetings are going tobe run.

The plan for an individual meeting should provide all the informationrequired for the actual running of the meeting. Break activities down bytime, type, groupings of young people and any additional notes, such asequipment and the allocation of tasks.

Distribute Handouts D to G.

These handouts contain examples of how a programme plan could be set out.

Trainer’s notesAllocate a Section for each group. If you have Section Leaders from all ofthe Sections, you could group them together by their respective Sections.Another alternative is to use existing small groups and allocate them aSection. If the course is being run specifically for one Section, then clearlythis task should be done for that Section.

Trainer input


In tutor or small groups, create a planned and balanced programme. Theterm is made up of 14 evening meetings, running from September toDecember. As a group, create a balanced programme for this time period,as well as drawing up a plan for one of the evenings in detail. The planshould include:

• relevant Programme Zones and/or themes• activities• a variety of groupings.

If you are creating a programme for Beaver Scouts, the evening meetinglasts approximately one hour. Cub Scouts and Scouts meet for an hour anda half, and an Explorer Scout meeting, in this example, lasts for two hours.Handouts D through to G give examples, taken from Colony/Pack/Troop andUnit Programmes, of how an evening programme could look.

Work through the following action points:

1 Decide on a method of idea generation appropriate to the Section age-range.

2 Use this method to generate ideas.

3 Plan a 14-week term outline programme from these ideas.

4 Choose one of the evening meetings and create a detailed meeting plan.The length of this meeting will depend of your allocated Section. Theplan should include the Programme Zones that the meeting covers, aswell as the Underlying Ways of Working.

Trainer’s notesThis task forms the basis for this particular session. For some participantsthis will be their first chance to plan a programme. It may therefore beuseful to have a number of resources on hand in case they are asked for orif it is felt that a group needs a helping hand. Resources should includecopies of Scouting Essentials and Section Programmes. It may also be usefulto have copies of various important dates throughout the year as oftennotable occasions can form the basis for a meeting. A list of notable datescan be found in Pack Programmes.

Task


Review

Explain that the Self-Review looks back on what has been happeningrecently in the Section. It helps adults run and review their activities. Itallows them to look forward to what might be planned in the future andidentify what support might be needed. It is an important part ofmaintaining a balanced programme.

A Self-Review is usually more effective if it is supported by someone outsidethe Section. Such a person will need the skills to help the review. They willalso need the experience to be able to suggest ideas and people that mighthelp with the Programme in the future. This might be a Group Scout Leaderor someone in the District team.

A Self-Review should take place at least once a year. Further information onthe Self-Review for each Section can be found in the relevant SectionEssentials file.

Emphasise that Self-Review is not an inspection by outsiders. It is yourreview of your Section. It is a chance to celebrate all that is going well andfor you to focus on problem areas.

Swap your programme with one from a different group. Discuss andcomment on the strengths and weaknesses of that programme.

Consideration should be given to whether or not the term programme:

• is a balanced programme, covering a wide range of Programme Zones• uses a wide range of Methods.

Consideration should also be given to the evening programme and whetherit covers the Underlying Ways of Working, and whether the ways ofworking are appropriate to the activity undertaken.

Groups should now describe the strengths and weaknesses of theprogramme they have just reviewed to the rest of the group. Encouragegroups to point out where changes could be made to improve theprogramme.

Report back

Task

Trainer input

3 mins per group


Taking on board the comments made in the review, applying the principlesof Self-Review, and possibly learning from any comments made about othergroups, you should make any appropriate changes to your programme.Ensure that:

• it is a balanced programme• a wide variety of Programme Zones are covered• different Underlying Ways of Working are used• the timings are appropriate to the activity as well as the age group• all members of the Section are able to take part• there is a mixture of indoor and outdoor activities• special dates and events are built in• safety aspects are considered.

The Programme Checker should help with this process.

Trainer’s notesThe Balanced Programme Checkers (see Worksheet 1 to 4 depending onthe Section) are designed for this type of activity and should be distributedto participants.

Summary

Highlight the need to plan in advance. Planning is an important part of theBalanced Programme. Developing programme plans allows Leaders to focuson the specific needs of young people. It helps ensure that activities fit theProgramme Zones, Development Areas and Underlying Ways of Workingappropriate for their Section’s age range.

Ideas can come from varying sources and can be generated in a number ofways. The more sources used in the planning process, the more diverse andwidespread the programme can be. Balanced Programme Checkers areprovided to help with the planning process; these help participants ensurethat their programme is effective, relevant, and flexible and covers a widerange of themes, activities and Awards.

Task


Key objectives

1 Describe in outline the method, activities and structure of the Sections.

Resources


• Display boards• Pens• Pliable adhesive or pins• Copies of the Sectional Awards/Badges (cut up) • Sheets/cards with Sectional components• Copies of Scouting Essentials• Copies of Programme Essentials: an overview of the 6-25 Programme

fold up card (one each)• Mixpost mixed posters – a set of five Sectional posters• Allpost collection of Programme posters• Copies of Handout H, The Sections.

Explain that in this session we will look at an overview of how the 6-25Programme operates in Scouting through the Sections. Explain we will belooking at the general picture rather than the Sections in detail.

You will be given a series of statement cards with information on theSections and 6-25 Programme. In groups, allocate each card to the correctSection. Be warned, some of the cards may be red herrings!

Task

Trainer input

An overview of the Sections



Trainer’s notesThe statement cards should cover:

• the Section names• the five Section sub-brands• core age-ranges• operational responsibility• numbers of Programme Zones• names of Programme Zones• names of groupings• recognition of participation• numbers of Challenges, Awards, Activity Badges (Sectional

and Staged)• names of Group Awards.

You may wish to add some false statements so that the task doesn’t end upbeing simply a guessing game. Instead of writing out statement cards, or inaddition to the cards, you could cut up Handout H, which is a summary ofthis task, or the Sectional posters.

Each group should feedback on the task. If there were five groups, forexample, each group could run through each element of the Section sothat any mistakes can be corrected.

Trainer’s notesIt may be useful, as a result of the report back, to leave a correct version ofthe task on the wall. This will help reinforce the different aspects of eachSection as well as provide a potential source of information for session four.

It would be useful to distribute Handout H, The Sections at this stage forparticipants to take away. It may also be worthwhile distributing copies ofProgramme Essentials: an overview of the 6-25 Programme.

Report back

8 mins per group


Key objectives

1 Explain how the various Awards, Challenges, badges, and certificatessupport the delivery of a balanced programme.

Resources


• Display Boards• Pens• Pliable adhesive or pins• Selection of materials for display making• Sheets/cards with Sectional components• Copies of Scouting Essentials• Copies of Colony Essentials• Copies of Colony Programmes• Copies of My Beaver Scout Logbook• Copies of Nights Away• Beaver Scout posters.

Explain that so far we have concentrated on what makes up a balancedprogramme, why we need to plan, how to generate programme ideas andan example of a balanced programme. We have also looked briefly at eachSection.

This session now takes a closer look at the Beaver Scout Section. It is likelythat given the participants’ decision to work with Beaver Scouts, theyalready know something about that age group and how meetings are likelyto operate.

Trainer input

The five Sections in detail: Beaver Scouts



Characteristics and development of young people of BeaverScout age

In small groups, and using the handouts already provided, Colony Essentials,Colony Programmes, and other Beaver Scout resources, prepare a Sectionaldisplay to promote Beaver Scouting. Explain how it helps in the developmentof young people. Your display should include details on the Awards,Challenges, certificates and badges available in the Section.

The display should attract and inform both potential Beaver Scouts andtheir parents.

Encourage participants to share their findings with the other groups orattendees, for example through a plenary display. This way, everyone hasthe opportunity to look at each other’s work.

Report back

Task


Key objectives


Resources


• Display boards• Pens• Pliable adhesive or pins• Selection of materials for display making• Sheets/cards with Sectional components• Copies of Scouting Essentials• Copies of Pack Essentials• Copies of Pack Programmes• Copies of The Cub Scout Powerpack• Copies of Nights Away• Cub Scout posters.


This session takes a closer look at the Cub Scout Section. It is likely thatgiven the participants’ decision to work with Cub Scouts, they already knowsomething about that age group and how meetings are likely to operate.

Trainer input

The five Sections in detail: Cub Scouts



Characteristics and development of young people of Cub Scout age

In small groups, and using the handouts already provided, Pack Essentials,Pack Programmes, and other Cub Scout resources, prepare a Sectionaldisplay to promote Cub Scouting. Explain how it helps in the developmentof young people. It should include details on the Awards, Challenges,certificates and badges available in the Section.

The display should attract and inform both potential Cub Scouts and theirparents.


Report back

Task


Key objectives


Resources


• Display Boards• Pens• Pliable adhesive or pins• Selection of materials for display making• Sheets/cards with Sectional components• Copies of Scouting Essentials• Copies of Troop Essentials• Copies of Troop Programmes• Copies of The Scout Matrix• Copies of Nights Away• Scout posters.


This session now takes a closer look at the Scout Section. It is likely thatgiven the participants’ decision to work with Scouts, they already knowsomething about that age group and how meetings are likely to operate.

Trainer input

The five Sections in detail: Scouts



Characteristics and development of young people of Scout age

In small groups, and using the handouts already provided, Troop Essentials,Troop Programmes, and other Scout resources, prepare a Sectional displayto promote the Scout Section. Explain how it helps in the development ofyoung people. It should include details on the Awards, Challenges,certificates and badges available in the Section.

The display should attract and inform both potential Scouts and theirparents.


Report back

Task


Key objectives


2 Undertake the mentoring role and create personal development planswith young people.

Resources


• Display Boards• Pens• Pliable adhesive or pins• Selection of materials for display making• Sheets/cards with Sectional components• Copies of Scouting Essentials• Copies of Unit Essentials• Copies of Unit Programmes• Copies of The Explorer Scout and Scout Network Navigator• Copies of Nights Away• Explorer Scout posters.


This session now takes a closer look at the Explorer Scout Section. It is likelythat given the participants’ decision to work with Explorer Scouts, theyalready know something about that age group and how meetings are likelyto operate.

Trainer input

The five Sections in detail: Explorer Scouts



Characteristics and development of young people of ExplorerScout age

In small groups, and using the handouts already provided, Unit Essentials,Unit Programmes, and other Explorer Scout resources, prepare a briefing onExplorer Scouting. Explain how it helps in the development of youngpeople. It should include details on the Awards, Challanges, certificates andbadges available in the Section. It should also include details of how theDuke of Edinburgh’s Award fits into the Explorer Scout Programme.

The briefing should attract and inform potential Explorer Scouts.


Report back

Task


Key objectives


Resources


• Display Boards• Pens• Pliable adhesive or pins• Selection of materials for display making• Sheets/cards with Sectional components• Copies of Scouting Essentials• Copies of Network Essentials• Copies of The Explorer Scout and Scout Network Navigator• Copies of Nights Away• Scout Network posters.


This session now takes a closer look at the Scout Network. It is likely thatgiven participants’ decision to work with the Scout Network, they alreadyknow something about that age group and how meetings are likely tooperate.

Trainer input

The five Sections in detail: the Scout Network



Characteristics and development of young people of ScoutNetwork age

age

In small groups, using the handouts already provided, Network Essentialsand other Scout Network resources, prepare a briefing on the ScoutNetwork and how it helps in the development of young people. It shouldinclude details on the Awards, certificates and badges available in theSection. It should also include details of how the Duke of Edinburgh’sAward fits into the Scout Network Programme.

The briefing should attract and inform potential members of the ScoutNetwork.

Prepare to share their findings with the other groups or attendees, forexample through a plenary display. This way, everyone has the opportunityto look at each other’s work.

Report back

Task

Providing a balanced programme

Beaver Scout Programme Zones

• Getting to know other people• Learning about yourself• Exploring the world around us• Discovering creativity and practical skills• Discovering beliefs and attitudes

Cub Scout Programme Zones

• Outdoor Scouting• Fitness• Discovering the world around us• Creative• Beliefs and attitudes• Caring and community• Global

Scout Programme Zones

• Scoutcraft and adventure• Fit for life• Creative expression• Exploring attitudes and beliefs• Community• Global

Explorer Scout Programme Zones


HO A The Programme Zones


Scout Network Programme Zones


HO A


Beaver Scouts

• Have fun• Make friends• Try new things• Keep the Promise• Make progress• Share in groups

Cub Scouts

• Fun• Getting on with others• Activity• Keeping the Promise• Personal development• Working together• Responsibility

Scouts

• Activity• Fun• Teamwork• Leadership and responsibility• Relationships• Commitment• Personal development

Explorer Scouts and the Scout Network

• Fun• Getting on with others• Activity• Keeping the Promise• Personal development• Working together• Responsibility

HO B Underlying Ways of Working


HO C Progressive learning

Beaver Scouts Cub Scouts

Scouts


HO C

Explorer Scouts

Scout Network


HO D Sample Beaver Scout eveningprogramme

LeadTime Activity Method Grouping Person Equipment Notes

5.20pm Make passports Game Colony Folded paper, pens

5.30pm Blast off! Colony Re-work the openingceremony

5.40pm Rocket ride Relay/Game Teams Teams are preparing forrocket launch and keeprunning to load rocket with‘forgotten’ items

5.50pm Meet the alien Explore/ Pairs Need to meet and greetMeet new people each other – but cannot

communicate throughspeech!

6.00pm Make a space Make things In groups Silver paper, Make variety of aliens,panorama black backing space ships, craters,

paper, old bottle planetstops to wrap foil around

6.15pm Put panorama Make things Colony Glue or doubletogether sided tape

6.20pm Drink Colony Squash, cups

6.25pm Cram Game Colony Chalk or paper Run around planet untilcircles on floor Leader starts countdown.

All have to find space inspace rocket to go home

6.35pm Closing Colonyceremony

6.45pm End and clear up Adults Bin bags and boxes


HO E Sample Cub Scout eveningprogramme

Time Activity Groupings Notes

6.30pm Flag Break Grand Howl Pack Cub Scout Leader to prepare flag

6.40pm Map symbol game - true/false Two teams ACSL

6.50pm Using a map activities

(a) Identify eight map symbols New Cub Scouts Need sets of cardsMatching pairs - set of photos/pictures showing features e.g. churches, main road, railway; set of cards with relevant map symbol on each. Play game to sort and match

(b) Identifying symbols Pack Mapson a map

(c) Planning a route by map: Older Cub Scouts Local mapsCub Scouts note map featuresin the order they might seethem on a route, then go outside and follow route to check it out. Go over route for Saturday’s hike on map.

7.15 pm Map symbol bingo game Pack Cub Scout Leader

7.30 pm Map Symbol Relay Game Sixes Assistant Cub Scout Leader

7.40 pm Different types of map and Pack Allwhy: street A-Z, road map, Ordnance Survey, local maps

7.50pm Notices (reminder of hike Issue invitations to parents on Saturday) Flag down for Investiture in two weeks’Prayers (reflecting right road, time, and map for District signs to do right, journey Scout shop with God)


Time Activity Resources needed Run by

7.00 Leader’s briefing John

7.15 Coming in Game (Elephant Hunt) Chalk lines & 2 soft balls Sue

7.30 Fall In.(Points award to the Patrols in the Duty PLorder in which they are ready) Use Troop prayer file TeamFlag BeakPrayerInspection (Scarves and woggles!)

Game: One-upmanship (Those dropping Enough Scouts staves Johnout, join in a game of Stave Exchange) for one each scout

7.55 Activity / Training briefing John

8.00 Group A Taking your kit to camp Rucksac and clothes for camp Tim (PL)

Group B Personal First Aid Kits (bring own FA Kit) Steve

Group C Expedition clothes Use TV Video player and the DofE Expedition Video Stan

Group D Hypothermia Survival Bags, sleeping bag, woolly hat, flask, etc Sue

8.15 Group A Personal First Aid Kits (bring own First Aid Kit) Steve

Group B Taking your kit to camp Rucksac and clothes for camp Tim

Group C Hypothermia Survival Bags, sleeping bad, woolly hat, flask, etc Sue

Group D Expedition clothes Use TV/ video player and the DofE expedition video Stan

HO F Sample Scout eveningprogramme


Time Activity Resources needed Run by

8.30 Game: Whirling Jackstay Rope and old boot Tim

8.40 Contest One football per Patrol JohnPatrol find the best at ‘Headers’ bouncing One table tennis ball and bat per Patrol Suea ball on head & Ping-Pong bouncing Steve

9.00 Grand final to discover the Troop Champion JohnSteveSue

9.15 Fall In JohnNotices (See Leader file) Duty PatrolFlag Down and ReflectionGood night.

HO F


Time Venue Who Resources What Run by

6.00 Local Sports Centre All Sports gear Intergration John (ES)main entrance

6.17 Sports Café Young Leaders Module (F) YL training YL Unit LeaderSpecial People

7.15 Climbing wall Explorers Climbing gear Centre staffHelmets

8.15 Pool All Swim wear Centre staff

9.30 Café All None Chat/goodbye Susan (ES)

10.00 Main lobby All depart

HO G Sample Explorer Scout eveningprogramme


WS 1 Beaver Scout BalancedProgramme Checker


WS 2 Cub Scout Balanced ProgrammeChecker


WS 3 Scout Balanced ProgrammeChecker


WS 4 Explorer Scout BalancedProgramme Checker


HO H The Sections

Name Beaver Scouts Cub Scouts Scouts Explorer Scouts Scout Network

Logos

Core ages 6-8 years 8-101/2 years 101/2-14 years 14-18 years 18-25 years

Operational Scout Group Scout Group Scout Group Scout District Scout County responsibility or Area

Numbers of 5 7 6 8 8Programme Zones

Names of • Getting to know • Outdoor Scouting • Scoutcraft and • Outdoors • OutdoorsProgramme Zones other people • Fitness Adventure • Skills • Skills

• Learning about • Discovering the • Fit for life • Physical recreation • Physical recreationyourself world around us • Creative expression • Community service • Community

• Exploring the • Creative • Exploring attitudes • Environment Serviceworld around us • Beliefs and and beliefs • International • Environment

• Discovering attitudes • Community • Values • Internationalcreativity and • Caring and • Global • Relationships • Valuespractical skills community • Relationships

• Discovering beliefs • Globaland attitudes

Names of Colony Pack Troop Unit Scout NetworkGroupings Lodges Six Patrols Unit Forum

Pack Forum Troop Forum Unit LeadershipPack Troop ForumLeadership LeadershipForum Forum

Recognition of Joining In Badge Joining In Badge Participation Badge Certificate of Certificate of participation Achievement Achievement

Number 2 3 4 4 7

Challenges 3 5 8 Bronze, Silver and Bronze, Silver andGold Duke of Gold Duke ofEdinburgh’s Awards Edinburgh’s Awards


HO H

Name Beaver Scouts Cub Scouts Scouts Explorer Scouts Scout Network

Highest Chief Scout’s Chief Scout’s Chief Scout’s Chief Scout’s Chief Scout’s Awards Bronze Award Silver Award Gold Award Platinum and Platinum and

Diamond Awards Diamond AwardsQueen’s Scout Queen’s ScoutAward Award

Activity Badges 5 32 70 14 None

Staged Activity 4 4 4 4 None Badges

Group Awards 3 3 3 3 3Environment Environment Environment Environment EnvironmentFaith Faith Faith Faith FaithInternational International International International InternationalFriendship Friendship Friendship Friendship Friendship

Documents

12 - members.scouts.org.uk · Module 12, Providing a Balanced Programmeis a compulsory module for Section Leaders and Section Supporters. The learners for this module may have various