DofE Information Pack - The Duke of Edinburgh's Award · This resource has been developed to ... DofE Reward Card, ... Page 8 DofE Information Pack for prospective Directly Licensed

DofE Information

Pack

For prospective Directly Licensed Centres (DLCs)

Page 2 DofE Information Pack for prospective Directly Licensed Centres

DofE Information Pack

For prospective Directly

Licensed Centres (DLCs)

Introduction

Welcome to the DofE Information

Pack for Directly Licensed Centres.

This resource has been developed to

provide all the necessary information

to organisations that are considering

becoming a Directly Licensed

Centre (DLC).

Whilst giving a brief overview of the

DofE it is essentially aimed at decision

makers and staff, to give a

comprehensive outline of the resources

required to establish a successful and

sustainable DofE Centre.

This information pack has been

developed in conjunction with other

organisations who are currently

delivering DofE programmes,

where successful models of delivery

are outlined.

Contents

Section 1:

The Duke of Edinburgh’s Award................ 3

What is a DofE programme? ................... 4

Levels and timescales ............................. 4

The Welcome Pack and eDofE................ 6

The key benefits of delivering DofE

programmes ...................................... 7

Section 2:

Becoming a Directly Licensed Centre ...... 9

Key roles within a DLC .......................... 10

Expedition roles ....................................... 11

Training ................................................. 12

Licence application process.................. 13

Costs.................................................... 14

Benefits of becoming a DLC ................. 16

Section 3:

Appendices Appendix 1:

Developing delivery in a DofE Centre ............ 18

Appendix 2:

The value of the DofE to employers............. 23

Appendix 3:

Programme ideas list .................................... 24

Appendix 4:

The Expedition section process ................... 26

Appendix 5:

Glossary ……………................................... 27

Appendix 6:

Excelling in inspections................................ 28

The Duke of Edinburgh’s Award Page 3

T

Section 1

The Duke of Edinburgh’s Award

he Duke of Edinburgh’s Award

is the world’s leading

achievement award for young

people. We are a charity. We

aim to create a world where

young people can reach their full

potential whatever their circumstances.

Our ethos is to give every young person

between the ages of 14 and 24 a chance

to do their DofE and succeed, regardless

of any barriers. We support over 275,000

young people every year, including 30,000

from disadvantaged backgrounds.

Taking part in a DofE programme builds

confidence and develops self-esteem.

It requires persistence, commitment

and has a lasting impact on the attitudes

and outlook of all young people who do

their DofE.

The benefits of a DofE programme

are not just apparent to the participants

themselves, but can be seen within

the family, the community and by

future employers.

By doing their DofE programme, young

people are involved in a framework of

positive opportunities, encouraging them

to develop these characteristics. They can

improve their basic skills, develop key skills

or learn practical skills for the workplace.

They can demonstrate to potential

employers qualities such as reliability,

commitment, decision-making, planning,

communication, leadership and the ability

to work as part of a team.

From recognition of their achievements,

young people who have completed

their DofE programme and achieved an

Award, develop their self-confidence

and motivation to pursue personal and

professional goals well into their adulthood.

Please refer to the article ‘Value of the DofE

to employers’ in Appendix 4 which was

independently researched and identifies

the value the DofE has to employers.

Our guiding principles At the DofE we strive to achieve our

mission through personal development programmes and the assessment and presentation of Awards.

All our programmes are driven by the following ten guiding principles, which are at the heart of everything we do:

• Non-competitive

• Achievable by all

• Voluntary

• Personal development

• Personalised

• Balanced

• Progressive

• Achievement focused

• Demand commitment

• Enjoyable

Our Vision

To reach more young people

from diverse backgrounds and

equip them as individuals to

succeed in life.

Our Mission To inspire, guide and support

young people in their self-

development and recognise

their achievements.


What is a DofE programme? Anyone between the ages of 14 and 24 can take part in a balanced programme of activities that develop the whole person, mind, body and soul, in an environment of

social interaction and team working.

The programme has three progressive

levels which, when successfully

completed, lead to either a Bronze, Silver

or Gold Duke of Edinburgh’s Award.

There are four sections at Bronze and

Silver level and five at Gold:

Sections

Volunteering: undertaking service to

individuals or the community.

Physical: improving in an area of

sport, dance or fitness activities.

Skills: developing practical and social

skills and personal interests.

Expedition: planning, training for and

completion of an adventurous journey

in the UK or abroad.

At Gold level, participants must do an additional fifth Residential section,

which involves staying and working

away from home undertaking a shared

activity.

Achieve an Award Young people will achieve a Duke

of Edinburgh’s Award if they show

persistence, commitment and personal

development over a period of time.

Every activity must be successfully

completed and assessed. The result is

the world’s leading achievement award for

young people, recognised by employers

and universities alike.

Levels and timescales The main differences between them are

the minimum length of time it takes to

complete them, how challenging it is and

the minimum age they can start.

Depending on a participant’s age, they

are free to start at any level. A participant

has until their 25th birthday to complete

whichever level they’re working on and

achieve an Award - but all activities must

be completed before then.

The tables below show minimum timescales

for each level and section. We’ve put the

length of time in months – a participant

needs to show regular activity and

commitment during this time averaging at

least an hour a week.

A participant can’t achieve an Award in

a short burst of enthusiasm over one

weekend!

Where it is run DofE programmes are delivered under

licence by our partners (Licensed

Organisations) who offer it in DofE

groups in centres such as youth

clubs, voluntary organisations,

schools, colleges, young offender

institutions and businesses, which

are run and supported by over 50,000

adult volunteers.

DofE South East currently has a

programme offer in all 24 local

authority areas, delivered through a

range of partnerships and licensing

models. Our networks include state

schools, academies, special schools,

independent schools, youth clubs,

charities, sports clubs, voluntary,

uniformed and other youth

organisations such as housing

associations and secure units who

deliver the programmes.

Minimum period of participation by:

Level Direct entrants Previous Award holders

Bronze 6 months n/a

Silver 12 months 6 months

Gold 18 months 12 months

Direct entrants are young people starting their DofE programme at either Silver

or Gold level, who have not achieved the previous level of Award.


Bronze (Academic year in which participant turns 14 years old)

Volunteering Physical Skills Expedition

3 months

3 months

3 months

Plan, train for and complete a

2 day, 1 night expedition

Participants must also undertake a further 3 months in the Volunteering, Physical or Skills section.

Silver (Academic year in which participant turns 15 years old)

Volunteering Physical Skills Expedition

6 months One section for 6 months and the other section for 3 months

Plan, train for and complete a 3 day, 2 night expedition

If participants have not achieved their Bronze Award they must undertake a further 6 months

in either their Volunteering or the longer of their Physical or Skills sections.

Gold (16+ years old)

Volunteering Physical Skills Expedition Residential

12 months One section for 12 months and the other section for 6 months

Plan, train for and complete a 4 day, 3 night expedition

Undertake a shared activity in a residential setting away from home for 5 days and 4 nights

If participants have not achieved their Silver Award they must undertake a further 6 months

in either their Volunteering or the longer of their Physical or Skills sections.


Participation Places,

Welcome Packs and eDofE The Licensed Organisation is responsible

for purchasing Welcome Packs from Award

Scheme Limited (ASL), our trading arm.

A Welcome Pack includes an eDofE

account (Participation Place), Participants’

Handbook, DofE Reward Card, and

certificate and badge when the participant

completes their Award.

The Licensed Organisation purchases a

Welcome Pack for each participant and

is then responsible for distributing the

Participant’s Handbook and creating an

eDofE account.

eDofE eDofE is an online system that helps young

people to manage their DofE programme

and enables Leaders to monitor their

progress.

Participants use eDofE to:

• Set up their programme;

• Get their choices agreed by their Leader;

• Upload evidence of their activities in

a variety of formats including blogs,

photos and videos;

• Create their personal Achievement Pack

after they complete their DofE – a book

detailing a participant’s DofE programme

and achievements;

• Access resources to support them

through their programme.

Leaders use eDofE to:

• Agree a participant’s programme;

• Monitor a participant’s progression

through their programme;

• Sign off evidence;

• Sign off sections once they are

complete;

• Manage groups;

• Access resources to help them support

participants.

The Participants’ Handbook contains:

• A booklet telling participants about

DofE programmes and what they need

to do;

• Assessor Guidance Notes and

Assessor’s Report Cards in a

perforated booklet. These are cards

that participants can hand to their

Assessor which outlines the section,

what they have to do/for how long

and what the Assessor needs to

do. They also give the Assessor

guidance on how they can submit

their report to the Leader when the

participant has completed their activity

with space to record DofE activities

and for Assessors to make their

comments;

• DofE Reward Card – including 15%

discount off all purchases at Cotswold

Outdoor stores as well as a wide range

of great offers from our Marketplace

www.DofEShopping.org.

http://www.dofeshopping.org/


The key benefits of running DofE programmes There are so many rewards for all those

involved in supporting young people to

do their DofE programmes and achieve

an Award.

For the organisation Involvement in the programme offers

a unique opportunity to recognise and

accredit extra-curricular activities and

allows organisations to:

• Deliver the DofE, an internationally

recognised and highly valued

personal development programme

for young people and have use of the

DofE logo;

• Promote a positive image of the

organisation to the wider community

through high profile DofE presentation

events and other media publicity as the

DofE is internationally recognised and

has high credibility;

• Improve links with the local community

through supporting volunteering

opportunities;

• Empower young people to negotiate

realistic yet challenging goals;

• Improve their participants’ prospects for

the future;

• Contribute positively to school/centre

inspections;

• Demonstrate its commitment to young

people;

• For schools/colleges, it can act

as a vehicle to reduce absenteeism

and truancy as young people

develop the skills and confidence to

participate in an alternative form of

education;

• Schools/colleges can also use the

programme as a student retention tool

to increase numbers in Years 12 and

13, where applicable.

For the staff Through active involvement in a DofE

programme staff are given the

opportunity to:

• Work alongside participants in informal

settings outside the school/centre

timetable;

• Improve their relationships with

young people;

• In schools/colleges it provides a

particular scope to reach those who

are disengaged with the formal school

setting;

• Enhance their organisational and

professional skills;

• Establish links with a variety of

agencies, services, organisations and

institutions in the community;

• Experience the support of other

teachers and volunteers working

in a team, sharing a common

objective.


For the young people Participation in a DofE programme allows

young people to:

• Distinguish themselves in a competitive

market place with employers and

universities by attaining their Award

and acquiring tangible evidence of their

perseverance and commitment;

• Broaden their educational experiences

through a range of valuable and

challenging situations;

• Develop additional skills, explore

unfamiliar environments, and participate

in new activities;

• Build self-confidence to make decisions

themselves;

• Achieve in activities not necessarily

provided through the curriculum;

• Enjoy the process of learning and

development through their own

individual programme;

• Enhance their personal and social

development;

• Express themselves with confidence

and maturity;

• Demonstrate and develop key/core

skills;

• Develop constructive relationships with

a wide range of adults in their local

community;

• Meet others through shared activities,

broadening their network of friends both

within and beyond the school/centre;

• Have a great deal of fun!

Key skills development

Through choosing and participating in

activities in each of the four sections,

Volunteering, Physical, Skills and

Expedition – a DofE programme offers

the opportunity to demonstrate and

develop key skills in these areas:

• Communication – through working

with a range of adults and other

young people;

• Working with others – participants

will learn to negotiate, trust and be

trusted, be reliable and work as part

of a team;

• Numeracy skills – through

programme choices such as money

management and financial literacy in

the Skills section and fundraising in

the Volunteering section;

• Improving own learning and

performance – participants will

learn to become more self-aware,

have more self-discipline, learn how

to review their progress and become

committed to achieve their personal

goals;

• Information Technology – through

using eDofE to record, evidence

and report on their progress. Other

sections may also provide the

opportunity for application of IT skills

e.g. the Skills section;

• Problem solving – participants

will learn how to make decisions

on what activities they would like

to do for each section of their DofE

programme, learn to work to goals

and deadlines they set themselves,

and learn how to assess risks for

when they do their expedition.


M

Section 2

Becoming a Directly Licensed Centre

any organisations deliver

DofE programmes under

an Operating Authority (OA)

licence, usually held by the

Local Authority Council.

However, the ability of OAs to support

Centres has been affected by budget

cuts and an increasing number of

DofE Centres are becoming directly

licensed.

A Directly Licensed Centre (DLC) is a type

of Licensed Organisation which holds a

licence with the Charity to deliver DofE

programmes to young people on

its own premises. The DLC is supported

by the South East Regional DofE Office,

using the DofE Manager in the DLC as

the main contact and source of support

for Leaders and participants.

To be licensed, a DLC must satisfy the Charity that it understands the

implications of running DofE programmes.

DLCs must:

• Be able to safeguard young people;

• Maintain the DofE’s aims and standards;

• Have relevant policies and procedures

in place;

• Develop a staffing and administrative

framework to support young people

through their programmes, ensuring

continuity of delivery.

We have found that for schools and centres

becoming a DLC the process of taking on

their own licence has helped raise the profile

of the DofE within the organisation.

An essential responsibility for any

organisation wishing to obtain its own

licence is ensuring that the DofE is fully

supported and resourced by the Senior

Leadership Team.


Key roles within a DLC There are a number of important roles required to deliver the DofE in a DLC. The roles listed

below give an overview of the structures and responsibilities required. However, one person

may hold more than one role and therefore it is not necessary to have a different person for

each role. This varies across centres and should be structured in a way to best support staff

and participants.

DofE Licence Holder

Responsible for signing and adhering to the terms of the DLC licence. This person is

likely to be the Headteacher/Principal/Director/Chair of Governors of the organisation

and will provide financial support and allocate/allow staff time for delivery.

DofE Award Verifier(s)

Responsible for the verification and awarding of DofE Awards. This person must be an

employee of the DLC and would be approved as an Award Verifier by the South East

Regional Office. Award Verifiers cannot have any involvement in the training or delivery

of the DofE in the centre.

DofE Administrator

Offering support to the DofE Manager, tasks may include purchasing & allocating

Participation Places and enrolling participants onto eDofE.

DofE Manager

Assumes overall responsibility for the day to day operations of the DofE. The DofE

Manager is the day to day contact for the Regional Office. They will recruit and train

Leaders and volunteers and will promote the benefits of the DofE to other members of

staff within the organisation and to parents. Responsibility will include the promotion of

the programme and recruitment of participants.

DofE Leader

Has responsibility for a group of participants. Groups could be year groups, Bronze,

Silver or Gold level participants, section groups (i.e. Volunteering, Physical, Skills,

Expedition and Residential) or friendship groups.


Supervisor

Oversees sectional activities. Supervisors could be sports coaches, subject support

staff, centre/club staff/volunteers. They will help participants set their goals and they

will meet with participants to discuss their progress. Supervisors will sign/validate

participant’s log/record of attendance/participation.

Assessor (non-expedition)

Adult with a position of authority within the centre or club where the participant takes

part in an activity. Assessors could be the club manager, subject or head of subject

staff, or activity organizer, and will provide the Assessor’s Report.

Volunteer

Supports participants during their activities. Volunteers may include parents, older

participants undertaking their Volunteering section for a higher level of their programme

(particularly Years 12 & 13 during expeditions) and members of the DLC or local

community.

Expedition roles There are specific roles within the Expedition section which need to be fulfilled:

Expedition Supervisors

All expeditions, including practice expeditions, must be supervised by a suitably

experienced adult who is competent in the chosen mode of travel. Additionally

Supervisors should be familiar with the team, their individual strengths and

weaknesses and their knowledge of the chosen route. An understanding of the aims,

principles and requirements of the Expedition section is also essential.

Supervisors accept responsibility for the safety and welfare of the team on behalf

of the DLC. They must be satisfied that participants are capable of undertaking the

planned expedition. This is important as the qualifying expedition is unaccompanied

and should be supervised remotely.

Expedition Assessors

All qualifying expeditions must be assessed by a competent adult who is approved

by the DLC and accredited by The Duke of Edinburgh’s Award. While the Expedition

Supervisor’s key role is the health and safety of the participants on expedition, the

Expedition Assessor is primarily responsible for ensuring the 20 conditions of the section

are met, along with the aim. In addition Expedition Assessors will assist with the safety

of the participants, as necessary, by advising them on their route, equipment etc. The

Expedition Assessor must not have been involved in training the young people being

assessed.

All Expedition Assessors must be accredited

at the appropriate level through

The Duke of Edinburgh’s Award

Expedition Assessor Accreditation Scheme (EAAS).


Training In order to maintain the quality of the DofE,

the Charity has developed a Modular

Training Framework (MTF) for Leaders to

provide the necessary knowledge required

to deliver the programme. This framework

includes three key courses:

• Introduction to the DofE for

Leaders (IttDofE)

• Expedition Supervisors

Training Course (ESTC)

• Expedition Assessors

Accreditation Scheme (EAAS)

Each of these courses is a one day course

and they are all delivered as open courses

by the South East Regional Office.

Alternatively (if more convenient) these

can be run as private courses on the

DLC’s premises.

Introduction to the DofE It is generally regarded as best practice

that all staff involved in the direct

delivery of the DofE within a centre

attend this course. This should include

the Award Verifier, where possible.

This course is aimed at Leaders who

are new to the DofE and provides all

the necessary knowledge needed to

promote the programme, manage a

DofE group and support participants in

the completion of their programmes.

Expedition Supervisors

Training Course The licensed organisation’s policy for

the Approval System for DofE Staff will

outline who should attend this course.

However it is strongly recommended

that Leaders organising expeditions, be

it practice or qualifying, attend this

course.

This course will provide Expedition

Supervisors with an understanding and

consistent interpretations of their role

and responsibilitie, ensuring a high

quality experience for all young people.

Expedition Assessors

Accreditation Scheme: Anyone wishing to assess a qualifying

expedition will need to be accredited

by the DofE. This involves attendance

at a one day course, followed by a

Supported Assessment.

All expedition Assessors who attend

the course and complete accreditation

will gain national recognition and

transferability for assessing DofE

expeditions.

Other MTF courses delivered by the

DofE include:

• e-induction

• Group Work Skills

• Managing a DofE group

• Practical DofE Leadership

• Train the Trainer

Further details on DofE MTF courses can

be found at www.DofE.info/go/SETR.

At some stage during the licensing

process we will work with you to identify

what training staff should complete and

record these in an action plan.

New DLCs have access to three free

places on the below training:

• Introduction to the DofE x1

• eDofE (familiarisation workshop with

the online management system) x1

And either:

• Expedition Assessors Accreditation

OR

• Expedition Supervisors training course x1

Once the Licence application process has

commenced, new DofE Managers can

book onto courses (if the licence does not

proceed, the organisation will be charged).

Free places on courses must be accessed

within the first six months of a DLC

becoming licensed.

http://www.dofe.info/go/SETR


Licence application

process

The below process is in place to ensure

the necessary policies, framework and

structure are in place to support DofE

programmes.

Step 1 Complete a DLC application form and

send it to [email protected]. The form

is available from our website

(www.dofe.info/go/SETEAM).

Alternatively, contact the South East office

to discuss the next steps.

An Operations Officer from the South

East region will arrange to meet you to

ensure that you have a staff organisation

in place and an action plan.

As part of the licensing process the

Licence Holder will be asked to

confirm that the following policies

are in place:

• Child Protection & Safeguarding • Health and safety • Insurance (employers and public

liability). • Equal Opportunities • Offsite Visits.

You will also need to provide the name and

telephone number for an emergency

contact and your Child Protection

Officer.

Notes

DLCs must have Safeguarding and

Child Protection policies and

procedures that include vetting the

suitability of Co-ordinators, Leaders and

other adult volunteers.

However, given the scope and breadth of

DofE programmes, participants may

undertake activities that are not directly

managed or organised by the Directly

Licensed Centre. In such cases, parents

and guardians of those under 18 must

be informed that it is their responsibility

to ensure the activity is appropriately

managed and insured.

mailto:[email protected]

http://www.dofe.info/go/SETEAM


Volunteering, Physical and Skills

sections – you may wish to simply state

that you are happy to consider experience

and qualification on an individual case-by-

case basis or you could agree to keep a

list of suitable Assessors/deliverers.

Expedition section – you will need to

agree on what level of qualification you

require Supervisors/Leaders to have. It

may also helpful to include a training

strategy in this document (e.g. “By

2016, we intend to have five Accredited

Assessors”).

Step 2

Once we are in receipt of the requested

information/documents, and subject to

a satisfactory licence meeting with the

Licence Signatory the Regional Director

will be advised and issue the formal

licence agreement.

The licence and corresponding checklist

will need to be signed and returned to then

be approved by the Charity’s CEO. Once

this process is completed we will return a

copy of the agreement signed by both

parties as acknowledgement that you may

commence delivery of DofE programmes.

We will advise of the process for

appropriate presentation of the Licence

certificate.

Licence fee

Whilst the licence agreement is for a fixed

term of three years commencing on the

first of the month at the point of issue, the

licence fee is always payable and invoiced

from the 1 April. The licence fee for the

first year’s licence will be set at a pro rata

rate if commencing on or after 1 May.

Credit agreement

New DLCs purchasing Welcome Packs

(including Participation Places) on eDofE

will be asked to enter into a credit

agreement with Award Scheme Ltd (ASL),

our trading arm. The main purpose

of the account application process is to

identify in writing which of the DLC

personnel are permitted to order on your

behalf. If you choose not to return the

form to enter into a credit agreement you

can still order from ASL but will have to pay

for all goods by card or BACS.

Notes:

Licence fees will be invoiced separately

and are not reliant upon the credit

agreement.

Costs

Licence fee There is a standard licence fee payable

by all DLCs which is £1,000 + VAT for

2015/16. This fee is subject to change

and notified in advance, in line with the

DofE’s standard terms and conditions

and normally rises with inflation in April of

every year. DLCs may request an invoice

at the end of the financial year for the

subsequent year.

In addition to the licence fee DLCs should

budget for the cost of the time of the DofE

Manager, training for Leaders, regional

meetings and administration.

Training Costs for our open training courses

(stated per person) for the year 2015/16

are as follows:

• Introduction to the DofE for

Leaders: £40*

• Expedition Supervisors Training

Course: £70*

• Expedition Assessors Accreditation

Scheme: £60*

We can also offer bespoke in-house

training courses for DLCs. The costs for

the year 2015/16 are as follows:

• Full day: £250* for up to 10 people.

*current cost as at February 2015


Cost of enrolment onto a DofE programme The cost to each young person

to enrol on a DofE programme for

2015/16 is:

• Bronze: £17

• Silver: £17

• Gold: £24

The cost of the enrolment includes the

following:

• Welcome Pack (includes Participant’s

Handbook)

• eDofE account

• Certificate and badge – received once

a participant completes their DofE

programme

• Achievement pack (PDF) – can

be created once a participant has

completed their DofE programme

• Gold Award Presentation – once

a participant completes their Gold

Award they will receive an invitation to

a national Gold Award Presentation

at St James’s Palace in the presence

of a member of the Royal Family.

• Limited personal accident insurance –

this covers a participant whilst taking

part in DofE activities.

The DofE recognises that young people

may experience financial barriers to

participation. Where this is identified,

DofE South East may be able to assist,

depending on available funding and the

participant’s circumstances.

Cost of provision of activities

The cost of the activities will depend on

what young people choose for each of

their sections. With such a wide range of activities that can be counted towards all sections in DofE programmes, there is often no need for young people to incur additional costs in doing their activities.

Expeditions There are costs associated with the delivery

of the Expedition section and over time

DLCs should look to procure a supply of

group expedition equipment – such as

tents, stoves, compasses, maps.

Additional costs normally incurred by

participants include personal equipment

(walking boots, waterproofs), transport

costs to expedition areas (e.g. fuel for

minibuses or local transport), camping fees

and food.

The DofE has Approved Activity Providers

(AAPs) across the UK who can support

the delivery of expedition programmes.

A list of current AAPs can be found at

on our website ( www.dofe.org ).

http://www.dofe.org/go/aaplist

http://www.dofe.org/


Benefits of becoming

a DLC As part of the licence agreement, the DofE

aims to provide:

• A statement of the Charity’s vision,

mission and guiding principles

• An effective programme of personal

development for all young people

• A programme that attracts volunteers, is

easy to understand and straightforward

to run

• A programme that is held in high regard

within education, by employers, parents

and wider communities – including

Ofsted and the Independent Schools

Inspectorate.

• A Licence Agreement with periodic

review

• A quality review system monitored by

the DofE

• Information, advice, assistance and

regular personal contact with the

Charity’s staff to address concerns,

give access to networks of the Charity’s

partners and sharing good practice

• Assistance with systems to support the

gathering of Management Information

such as eDofE

• Advice and assistance for promoting

and working with eDofE through a

range of resources and staff support

• A wide range of resources to support

delivering DofE programmes such as

Programme Planners, Session Planners,

a Leader’s Programme Checklist, and

templates as well as resources available

on the online shop (the Handbook for

DofE Leaders, Programmes Pack,

promotional literature)

• A wide range of training resources to

support delivering DofE programmes

using a comprehensive Modular Training

Framework, such as The Introduction

to DofE course, e-induction and the

Expedition Supervisor Training Course.

Access to:

• National events for senior management

(past examples include the Royal

Charter event, Celebrating Partnerships)

• A modular training framework with

high quality guidance for every DofE

delivery role

• A logo and brand with high levels of

recognition which provides confidence

to parents and guardians

• Gold Award Presentations in London

• DofE magazine and emails

• National website with links to Licensed

Organisations

• Handbook for DofE Leaders

• Section leaflets

• Programmes Packs

• Promotional leaflets

• Promotional posters

• Achievement Pack samples

• The DofE promotional movie collection

• Promotional merchandise.

• Sectional and level certificates

• Level badges and pouches

• A commitment to equal opportunities

throughout the DofE

• Information and support for working

with Approved Activity Providers

• Opportunities for Licensed

Organisations and participants to

influence the DofE’s development

through the Review Process

• The means for young people in the

DofE to comment on their experience

and influence the services they receive.

• In support of the above the DofE will

seek to work in close partnership with

Licensed Organisations to attract

and support sufficient participants,

volunteers, partners and organisations

to deliver the DofE Mission.


A Licensed Organisation with the

South East Regional Office

specifically receives:

• Administrative Support

• 9am to 5pm Monday to Friday

excluding bank holidays – telephone

and email access to Regional Office for

on-going support

• Website and networks

• Dealing with queries from parents,

teachers, young people etc.

• Access to Regional Licensed

Organisation meetings

• eDofE phone support

• Gold Award administration

• Quality checks and collection and

analysis of annual statistics

• Recognition of leaders and volunteers

through ‘with thanks’, long

service certificates and other

acknowledgements

• Administration of expeditions overseas

forms

• Administration of expedition variation

applications

• Advice on the use of the DofE logo

and brand

• Regular Regional newsletters and

updates.

Operational support

• Scheduled visits by an Operations

Officer

• Gold Expedition notification support and

assistance

• Advice and guidance on facilitating each

section of DofE programmes

• Networking within the DofE and other

organisations

• Presence at presentation and prize

giving events

• Facilitating communication between

participants/Leaders and Head

Office staff.

• Quality Assurance - Help and advice as

a result of expedition and admin audits

• Advice and guidance on international

ventures/residentials

• Aligning DofE to Youth Service

curriculum and other accreditation

• Aligning DofE to national curriculum,

enrichment activity and other

accreditation

• Support with school’s/centre’s charity

status (where charity status is in place)

• Membership of regional independent

schools’ consortia (independent

schools only)

• Membership of regional secondary

schools’ consortia (state schools and

academies only)

• VIP presence at Gold Award

Presentations in St. James’ Palace

• Reporting and dissemination of Annual

Statistical Report

• Expedition and assessment support

from Expedition Assessor Networks and

Co-ordinators. Regional Office support with training

• eDofE support (inc. eDofE training for

DofE Managers)

• Access to ‘in-House’ bespoke eDofE

training – small additional charge

• Subsidised training (Modular Training

Framework)

• Subsidised conferences

• Funding, where appropriate

• Access to Regional funding schemes. Further benefits

• Framed Licence certificate

• Certificate presentation at appropriate

events.


Section 3

Appendices

Appendix 1: Developing delivery in a DofE centre

Appendix 2: The value of the DofE to employers

Appendix 3: Programme ideas list

Appendix 4: The Expedition section process

Appendix 5: Glossary

Appendix 6: Excelling in Inspections

Appendix 1: Developing

delivery in a DofE centre

A picture of potential growth

Demand for the DofE from young people

in the UK is huge. Demand currently far

outstrips supply. There are many examples

of schools/centres that do not deliver the

DofE, or which limit the numbers of young

people who can participate.

There are also many schools/centres in

which DofE is an integral part of the extra-

curricular offer and where large numbers

of participants are supported in achieving

their DofE Awards (some schools/centres

enrol up to 250 participants per year).

Success and achievement breeds interest

and demand. High numbers are achievable

but do require careful planning, sufficient

resourcing and an appropriate staffing

structure.

The Expedition section requires the most

‘in house’ adult engagement. The following

tables show how DofE can develop over

a five year period within a school/centre

from an initial introduction of 20 Bronze

participants to enrolling 120 participants

across all levels. These numbers are not

obligatory or limited – the delivery should

match the ambition of the school/centre

and the demand from its participants.

Please see the Expedition section (pages

65-87) of the Handbook for DofE Leaders

for full details of the Expedition section

requirements. Further information can be

found within the Expedition Guide.

Rationale The following tables show DofE

development assuming that there is no ‘in

house’ capability of delivering expeditions,

i.e. no staff have the necessary proof of

competence (experience or qualification)

required by their DLC.

It would be expected that the Expedition

Supervisor would obtain the minimum

level of qualification to allow for Bronze

expedition delivery during the first

year, progressing in competence

level (experience and qualification) as

participants progress through the levels

(Bronze, Silver and Gold), i.e. in year 2

Bronze and Silver can be delivered and by

year 3 all levels can be delivered.

Licensed organisations with existing ‘in house’ capability of delivering expeditions in

the recommended environments for the

DofE levels (as stated in the Handbook

for DofE Leaders) should look to enrolling

participants at the levels to which

expeditions can be delivered.

N.B. For levels of competence, staff

ratios, vehicle legislation and all

other matters relating to health and

safety please consult the body

responsible for your organisation’s

health and safety requirements

during off-site visits and adventurous

activities. All suggestions within the

tables below are approximations

and should not be read as DofE

policy.


Other assumptions/considerations

• Tents used would consist of a range of

three- and two-person tents.

Participants would use three-person

tents, Gold volunteers would share two-

person tents and adults would use a

two-person tent each.

• Statistics obtained from established

DofE centres show that approximately

75% of participants progress from

Bronze to Silver Level and 50%

progress from Silver to Gold level.

Gold participants should be

encouraged to support other

participants as a volunteering activity.

Gold participants can support all levels.

• Minibuses used have 17 seats.

• A trailer is used in the examples,

however if a trailer is not available (or

a feasible option) then a roof rack or

another vehicle should be used to

transport luggage.

• Travelling by trains and other public

transport can also be used to enable

a greater number of young people to

take part. Parental drop-off/pick-up

may be feasible if the expedition is

fairly local.

• Maximum of 30 participants per

expedition.

• Group Leaders within the centre can

be responsible for supporting sections,

levels, cohorts, tutor, form, friendship

year or groups or a combination of all.


Putting it all in perspective The value of the DofE to employers

Appendix 2:

The value of the

DofE to employers

The United Learning Trust (ULT) published the

results of a major survey, undertaken by them in

association with Ratcliffe Hall Ltd, focusing on the

methods major employers used for selection of new

employees. It was primarily about graduate

recruitment and asked for the employers’ views on

the attributes that were most attractive in

candidates.

The organisations interviewed were all major

employers, representing 12% of all UK employers,

3.6% of the private workforce and 47.5% of the

public sector and included:

- Alliance & Leicester plc

- Boots plc

- British Energy Group plc

- British Nuclear Fuels plc

- BT Group plc

- Centrica plc

- Civil Service

- Coors Brewing company

- Corus Group

- Diageo plc

- Eurotunnel plc

- Herbert Smith LLp

- Honda (UK) Ltd

- Morrison’s plc

- Michael Page International plc

- Nabarro Nathanson

- Northern Rock plc

- Newcastle Chronicle & journal Ltd

- AGN Shipleys

- Tesco Plc

- 3i Group plc

- Vauxhall Motors Ltd

The organisations were asked what attributes and

characteristics they valued as key determinants in

the selection of employees. The following were

rated the highest: leadership, teamwork,

self-motivation, communication, confidence,

consideration and the ability to learn.

From the sample 76% of the organisations

emphasised how important it is for schools to

enable ‘life skills’ to be developed, with 64% of the

sample indicating that a specifically designed and

packaged course of ‘life skills’ development

activities, pursued by an applicant, might make a

positive difference in selecting the applicant for

interview.

The sample was asked what they considered to be

the most important activities undertaken at school

and were asked to rate them from 1-5, with 1 being

the highest:

Rank Average Ratings in order of importance

1 The Duke of Edinburgh’s Award (‘DofE’) 1.96

2 Work experience 2

3 Community activities 2.04

4 World Challenge 2.16

5 Young Enterprise 2.2

6 Team Sporting activities 2.28

7 Youth Awards 2.28

8 Public Speaking/Debating 2.32

9 County/National teamsports 2.36

10 Interview skills 2.44

11 School Council 2.48

12 School Prefect 2.48

13 Individual Sporting achievements 2.48

15 Financial awareness courses 2.52

16 Work Shadowing 2.6

17 Industry days 2.6

18 School Newspapers 2.64

19 Plays/drama 2.68

20 Investment Clubs 2.68

21 Outside speakers 2.76

22 School Radio 2.76

23 The House/prefect system 2.76

24 Solo musical ability 2.84

25 Orchestral participation 2.84

26 Artistic skills 2.88

27 British Schools Exploring Society 3

28 School trips 3.08

29 Take your daughter to work 3.28

These results are obviously a great endorsement of

the benefits that participating in a DofE programme

can provide for a person’s employability prospects.



PROGRAMME IDEAS

Appendix 3:

Programme

ideas list

When completing each section of your DofE, you should

develop a programme which is specific and relevant to you.

This sheet gives you a list of programme ideas that you

could do or you could use it as a starting point to create a

programme of your own! For each idea, there is a useful

document giving you guidance on how to do it, which you

can find under the category finder on

www.DofE.org/sections

Help with planning You can use the handy programme planner on the website to

work with your Leader to plan your activity.

Volunteering

section Volunteering gives you the chance to make a difference to people’s lives and use your skills and experience to help your local community. You can use this opportunity to become involved in a project or with an organisation that you care about.

Helping people: Helping children Helping older people Helping people in need Helping people with special needs

Youth work

Community action & raising awareness: Campaigning Cyber safety Council representation Drug & alcohol education Home accident prevention Peer education Personal safety Promotion & PR Road safety

Working with the environment or animals: Animal welfare Environment Rural conservation Preserving waterways Working at an animal rescue

DofE Leadership Group leadership Leading a voluntary organisation group: - Girls’ Venture Corps - Sea Cadets - Air Cadets - Jewish Lads’ and Girls’ Brigade

- St John Ambulance - Scout Association - Air Training Corps - Army Cadet Force - Boys’ Brigade - CCF - Church Lads’ & Girls’ Brigade

- Girlguiding UK - Girls’ Brigade Sports leadership Music tuition

Physical

section Doing physical activity is fun and improves your health and physical fitness. There’s an activity to suit everyone so choose something you are really interested in. Individual sports: Archery Athletics (any field or track event) Biathlon/Triathlon/Pentathlon Bowling Boxing

Surfing/body boarding Swimming Synchronised swimming Windsurfing Dance: Ballet Ballroom dancing Belly dancing Bhangra dancing Ceroc Contra dance Country & Western Flamenco Folk dancing Jazz Line dancing Morris dancing Salsa (or other Latin styles) dancing Scottish/Welsh/Irish

dancing Street dancing/breakdancing/ hip hop Swing Tap dancing Racquet sports: Badminton Matkot Racketlon Rapid ball Real tennis Squash Table tennis Tennis Fitness: Aerobics Cheerleading Fitness classes Gym work Gymnastics

Martial arts: Aikido Capoeira Ju Jitsu Judo Karate Self-defence Sumo Tae Kwon Do Tai Chi Team sports: American football Baseball Basketball Boccia Camogie Cricket Curling Dodge disc Dodgeball Fives Football Hockey Hurling Kabaddi Korfball Lacrosse Netball Octopushing Polo Rogaining Rounders Rugby Sledge hockey Stoolball Tchoukball Ultimate flying disc Underwater rugby Volleyball Wallyball Water polo

Yoyo extreme Science & technology

Aerodynamics Anatomy Astronomy Biology Botany Chemistry Ecology Electronics Engineering Entomology IT Marine biology Oceanography Paleontology Physics Rocket making Taxonomy Weather/meteorology Website design Zoology Care of animals

Agriculture (keeping livestock) Aquarium keeping Beekeeping Caring for reptiles Dog training & handling Horse/donkey/llama/alpaca handling & care Keeping of pets Looking after birds (i.e. budgies & canaries) Pigeon breeding & racing Music

Church bell ringing Composing DJing

centre Croquet Medau movement Evaluating music & musical

Litter picking Urban conservation Beach and coastline conservation Zoo/farm/nature reserve work

Helping a charity or community organisation: Administration Being a charity intern Being a volunteer lifeguard Event management Fundraising Mountain rescue Religious education Serving a faith community Supporting a charity Working in a charity shop

Coaching, teaching and leadership: Dance leadership

Cross country running Cycling Fencing Golf Horse riding Modern pentathlon Orienteering Pétanque Roller blading Running Static trapeze Wrestling Water sports: Canoeing Diving Dragon Boat Racing Free-diving Kneeboarding Rowing & sculling Sailing Skurfing Sub aqua (SCUBA diving & snorkelling)

Physical achievement Pilates Running/jogging Trampolining Walking Weightlifting Yoga Extreme sports: Caving & potholing Climbing Free running (parkour) Ice skating Mountain biking Mountain unicycling Parachuting Skateboarding Skydiving Snow sports (skiing, snowboarding) Snowkiting Speed skating Street luge

Skills

section Developing a skill helps you get better at something you are really interested in and gives you the confidence and ability to use this skill both now and later in life.

Performance arts

Ballet appreciation Ceremonial drill Circus skills Conjuring & magic Dance appreciation Majorettes Puppetry Singing Speech & drama Theatre appreciation Ventriliquism

performances Improvising melodies Listening to, analysing & describing music Music appreciation Playing a musical instrument Playing in a band Reading & notating music Understanding music in relation to history & culture Natural world

Agriculture Conservation Forestry Gardening Groundsmanship Growing carnivorous plants Plant growing Snail farming Vegetable growing

http://www.dofe.org/sections


Games & sports

Cards (i.e. bridge) Chess Clay target shooting Cycle maintenance Darts Dominoes Fishing/fly fishing Flying Gliding Go-karting Historical period re-enacting Kite construction & flying Mahjongg Marksmanship Model construction & racing Motor sports Power boating Snooker, pool & billiards Sports appreciation Sports leadership Sports officiating Table games War games

Life skills

Alternative therapies Cookery Democracy in action Digital lifestyle Driving: car maintenance/car road skills

Driving: motorcycle maintenance/road skills Event planning First Aid – St John/St Andrew/BRCS Hair

& beauty Learning about the emergency services Learning about the RNLI (Lifeboats)

Library & information skills Life skills Massage Money management Navigation Public speaking and debating Skills for employment Young Enterprise

Learning & collecting

Aeronautics Aircraft recognition Anthropology Archaeology Astronautics Astronomy Bird watching Coastal navigation Coins Collections, studies & surveys Comics Contemporary legends Costume study Criminology

who are visually impaired Communicating with people who have a hearing impediment Film & video making Journalism Newsletter & magazine production

Signalling Writing Creative arts

Basket making Boat work Brass rubbing Building catapults & trebuchets Cake

decoration Camping gear making Candle-making Canoe building Canvas work Carnival/festival float construction Ceramics Clay modelling Crocheting Cross stitch DIY Dough craft Drawing Dressmaking Egg decorating Embroidery Enamelling Fabric printing Feng Shui Floral decoration French polishing Furniture restoration Glass blowing Glass painting Interior design Jewellery making Knitting Lace making Leatherwork Lettering & calligraphy Macramé Marquetry Model construction Mosaic Painting & design Patchwork Photography Pottery Quilting Rope work Rug making Snack pimping Soft toy making Tatting Taxidermy Textiles Weaving and spinning Wine/beer making Woodwork

- Exploring teamwork by nominating a different leader each day.

- Searching for forms of fungi, recording and sketching them.

- Planning a route around three of the places that inspired Wordsworth’s poems in the Lake District.

- Considering the impact of tourism on the flora and fauna of the French Alps.

- Drawing all the different star constellations you can see.

- Creating a photo guide to the Countryside Code round the Mourne Mountains.

By bicycle - Using the cycle system in the Netherlands to undertake a research project on the provisions and quality of cycle paths compared to Britain.

- Producing a nature guide of your route for future visitors.

- Investigating features of the Thames using the Thames cycle path.

- Doing a cycle of remembrance, taking in the historic wartime sites in Normandy.

- Creating a video diary of the expedition, recording each team member’s experiences.

- Following part of the Gerald of Wales route of 1188 through Pembrokeshire.

By boat - Exploring the Norfolk Broads

using sailing dinghies. - Exploring different team roles needed on a boat and giving everyone an opportunity to do a new one.

- Rowing along the Danube in Germany booking camp sites in advance.

- Planning a cross-channel journey in a yacht.

- Using simple mapping techniques to produce a map of an estuary on the expedition & compare it with a real map when you return.

- Planning a Bronze sailing expedition on Lake Ullswater in the Lake District.

By canoe or kayak - Recording the wildlife found on the Strangford Lough canoe trail.

differences along their route, trying to explain why this may be.

By wheelchair - Following a disused railway track noting the current use of previous railway buildings.

- Preparing a users’ guide of a country park or National Trust estate, explaining how it can be used, e.g. fishing, picnicking, conservation.

- Planning and doing a challenging route in the Peak District, making a video diary.

- Planning a route in Cropton Forest to take a series of landscape photographs to use in a calendar.

- Producing an illustrated guide to a stretch of canal. Research the history and then travel along the towpath using the expedition to gather photographs and sketches to illustrate the guide.

- Creating an expedition music play list that reflects the team’s experiences.

On horseback - Planning an expedition on horseback in the countryside including identifying suitable farm camp sites and bridleways.

- Exploring accessibility and bridle paths in the Brecon Beacons.

- Planning an expedition with sea views in Devon, taking photos along the way so that you can paint a picture of your favourite scene when you return.

- Creating a series of team games to play whilst on expedition.

- Going on an expedition through woodland, noting the different types and ages of trees you see.

- Going on a horse-riding expedition and writing a poem on your return to describe your experiences.

Residential

section Going on a residential gives you the chance to learn how to work with

in Lesotho. - Helping deafblind young people and adults to enjoy a holiday.

- Being an assistant to support an eco-friendly waste project at an outdoor education centre.

- Assisting at a summer camp for Brownies.

- Helping at an orphanage. Environment and conservation - Attending a conference on climate change as a youth representative for your local authority.

- Studying coral bleaching in Australia.

- Joining a tree planting project with The Woodland Trust.

- Monitoring the bat population in the New Forest.

- Doing dry stone walling in the West Tyne Valley in the shadow of Hadrian’s Wall.

- Helping the preservation team of a narrow gauge railway in mid Wales.

Learning - Undertaking a cookery course.

- Doing a falconry course. - Studying traditional dance. - Studying art history in Florence.

- Doing a photography course run by a university and exhibiting your work.

- Learning to snowboard on an intensive course in Scotland.

- Improving your Spanish language skills on a course in Madrid.

- Learning to write and produce music and putting on a show for locals.

- Taking part in an astronomy course, learning about constellations, black holes and solar systems.

Activity based - Taking part in a week-long discovery of stage combat in Wales.

- Going white water rafting in New Zealand past glaciers and mountains.

- Taking part in a multi- faith residential, studying different religions.

- Joining an historical re-enactment of the Battle

Dowsing & divining - Taking a series of photos people from different of Bosworth. Fashion Forces insignia Gemstones Genealogy

Expedition

section to come up with a guide to a section of canal systems.

backgrounds and build confidence living in new environments. There

- Joining an ACF activity week with members of different detachments.

- Making a study of the are loads of exciting Heraldry History of art Language skills Military history Movie posters Postcards Reading Religious studies Ship recognition Stamp collecting

Media & communication

Amateur radio Communicating with people

Going on an expedition gives you the chance to have an adventure, work as a team, and act on your own initiative. The expedition can be as far away or as close to home as you want it to be, and there are hundreds of ways you can go about it. On foot - Studying insect life on the South Downs.

locks and lochs on the Caledonian Canal.

- Investigating samples of the river bed en route and comparing them with each other.

- Carrying out a wilderness trip in Canada using the canoe trails used by the original settlers.

- Choosing several points along a river and measure speed of flow, width and depth and comparing the

possibilities and opportunities, so choose something which you will find really fulfilling.

Service to others - Teaching English overseas. - Helping out on an overseas

pilgrimage (i.e. to Lourdes or Mecca).

- Being a leader at an overseas children’s camp that promotes healthy eating and exercise.

- Rebuilding a school roof

5/13


EXPEDITION

Appendix 4:

The Expedition

section process

The Expedition section process This flowchart gives an overview of the steps involved for a young person to complete their Expedition

section. More detailed information about each stage is set out in the DofE Expedition Guide.

Team: Participants form a team of between four and seven - eight for modes of travel which have tandem.

Aim and mode of travel: The team will agree their expedition aim and from that their mode of travel. At this stage participants will often decide on likely expedition environments to help direct their training and practice expeditions.

Training: Participants will complete the appropriate level of the Expedition Training Framework, mode of travel training and any other training required by the Supervisor (representing the Licensed Organisation or AAP) to be signed off as competent to successfully and safely undertake their expedition.

Participants will also begin physical and fitness training for their practice and qualifying expeditions.

Paperwork: Before undertaking expeditions, participants will need to complete the necessary notification paper work required by their Licensed Organisation, AAP and the DofE. Participants considering undertaking expeditions outside of the UK or who would like a variation should have these in hand at this stage.

Practice expeditions: Participants must undertake sufficient practice expeditions to enable them to travel safely and complete their qualifying expedition. Practice expeditions will be followed by reflection and additional training to fully prepare participants for their qualifying expedition.

Planning and preparation: The team will ensure they have everything in place for their qualifying

expedition including notification paperwork, approvals, access, project investigation techniques and presentation.

Supervisor’s pre-expedition check: The Expedition Supervisor will conduct a check on all the

equipment that the team will need and use during their expedition, ensuring it is fit for purpose.

First contact and Assessor’s pre-expedition check: The Accredited Assessor will discuss the

proposed route with the team, provide any local information that may be helpful and once agreed, approve the route. The Assessor will meet the team in the expedition area either the day before or on the morning of the expedition. The Assessor will ask the team to confirm their training, chat through their expedition and agree their contract. The supporting adults and DofE team(s) will all review and agree expedition policies, the supervision plan and emergency procedures.

Qualifying expedition: Once fully prepared the team will undertake their expedition, which will be

remotely supervised and observed by their DofE Accredited Assessor. The Supervisor and Assessor will meet the team from time to time, keeping intrusion to a minimum, ensuring the team’s safety and that the DofE’s 20 conditions are being met.

Debrief: At the end of the expedition the Assessor will conduct an oral debrief with the team.

This is an opportunity to congratulate the team and help them to review their expedition.

Presentation: At some point after the expedition, all participants will deliver a presentation, in any

medium, of their expedition which covers their aims, experiences and outcomes.

Assessment: The Accredited Assessor should provide their report for eDofE following the qualifying

expedition and reports should also be provided by a person who saw their presentation.


Appendix 5:

Glossary

AAP Approved Activity Provider Approved by DofE to run a specific section of

The Award

ASL Award Scheme Ltd The trading arm of DofE

DBS/

CRB

Disclosure and Barring Service National Government safeguarding & criminal

record checking services in England and Wales Criminal Records Bureau

DLC Directly Licensed Centre Holds a licence to run the DofE with Young

people at a single site

DofE The Duke of Edinburgh’s Award

EAAS Expedition Assessor Accreditation

Scheme

Used in reference to forms and training

associated with Expedition Assessors

eDofE Electronic DofE The operating and management system for all

participants awards

ESTC Expedition Supervisors Training

Course

Training course for leaders who are expedition

supervisors

EVC Educational Visits Co-ordinator

GAP Gold Award Presentation

IttDofE Introduction to the DofE Initial training course for all DofE leaders

LO Licensed Organisation A ‘body’ that holds a licence to run the DofE

MTF Modular Training Framework

NOA National Operating Authority Runs DofE through a National youth

membership organisation

OA Operating Authority

Holds a licence to run the DofE in a specific

geographical area across several sites, usually a

Local Authority

SERO South East Regional Office

Appendix 6:

Excelling in Inspections

As well as developing young people and improving their future prospects, DofE can be used to achieve other organisational aims and objectives such as excelling in inspections. A number of different inspectorates recognise the value of using DofE to provide meaningful activities that enable young people to develop. As a result, many organisations that run successful DofE programmes have DofE mentioned positively in their inspection reports. Some of our new DofE centres are even using DofE as a tool to improve the outcomes of their future inspections.

The Duke of Edinburgh’s Award is a Registered Charity No: 1072490, and in Scotland No: SC038254, and a Royal Charter Corporation No: RC000806

Registered Office: Gulliver House, Madeira Walk, WINDSOR, Berkshire SL4 1EU www.DofE.org 25/02/15

http://www.dofe.org/

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