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Module Options Validation Requirement Example Ideas 01 mandatory Discuss the fundamental principles and key policies of Scouting with your Training Adviser to demonstrate your understanding. GSL discussed policies at review on 26th Jan 07 Get manager to validate as part of first review with new leader. 01 2 from 6 1 Carry out a Risk Assessment of a meeting place. Reviewed RA of 2nd Dav HQ Get manager to validate as part of first review with new leader. 01 2 from 6 2 Produce a District/County structures chart listing support mechanisms available to them, including the Scout Information Centre. Reviewed chart Complete at introduction meeting for new leaders 01 2 from 6 3 Describe the actions to take following an accident/incident (or the report of an accident/incident) during a Scouting activity Explained accident reporting process Get manager to validate as part of first review with new leader. 01 2 from 6 4 Plan and carry out a briefing where they explain the Promise and the Law and how they relate to the Fundamentals of The Scout Association to an adult new to Scouting. Discussion at introductory meeting for new leaders Complete at introduction meeting for new leaders 01 2 from 6 5 Explain the key policies of The Scout Association (Equal Opportunities, Child Protection and Safety) GSL discussed policies at review on 26th Jan 07 Get manager to validate as part of first review with new leader. 01 2 from 6 6 Any other ideas, subject to agreement with a Training Adviser. Attend an introductory meeting for new leaders after completing elearning. Introduce a District introductory meeting for new leaders. 02 mandatory Create a Personal Learning Plan agreed with your Training Adviser. 03 mandatory Outline the main features of your Section. 03 2 from 5 1 Plan and run an activity appropriate to the Section and explain why different types of games are an important part of the programme. Reviewed how xxxx game was planned and executed validate with option 3 03 2 from 5 2 Plan and run a ceremony appropriate to the Section. Ran Grand Howel and flag down at the end of Pack meeting 03 2 from 5 3 Plan and run a game appropriate to the Section, outline the important criteria for games in Scouting. Reviewed how xxxx game was planned and executed 03 2 from 5 4 List sources of ‘ready made’ programme ideas. Discussed POL and Troop Programmes see modue 12-2 03 2 from 5 5 Any other ideas, subject to agreement with a Training Adviser. 04 mandatory Discuss your understanding of the job including principle duties, functions and responsibilities of your role with a Training Adviser. ADC (Group Support) reviewed role description with GSL Get manager to validate as part of first review with new leader. 04 2 from 6 1 Create a list of those you manage or support, describing your principle duties, functions and responsibilities and your role in providing personal support and training. ADC (GS) reviewed Get manager to validate as part of first review with new leader. 04 2 from 6 2 Outline the main features of each Section including the age range, theme, groupings of young people and the decision making and theme, groupings of young people and the decision making and programme planning processes. ADC (GS) discussed at review Get manager to validate as part of first review with new leader. 04 2 from 6 3 Add to your job description to describe the things you actually do. ADC (Group Support) reviewed role description with GSL Get manager to validate as part of first review with new leader. 04 2 from 6 4 List your top five priorities and develop a plan to put them into action. ADC (GS) reviewed Get manager to validate as part of first review with new leader. 04 2 from 6 5 Explain the function of The Scout Association’s policy and guidance mechanisms and how to access information contained in POR, factsheets and HQ to an adult new to Scouting whom you manage or support. ADC (GS) reviewed Get manager to validate as part of first review with new leader. 04 2 from 6 6 Any other ideas, subject to agreement with a Training Adviser. Agree short and medium term targets with your manager Get manager to validate as part of first review with new leader. 05 mandatory Describe the values of Scouting to a Training Adviser. Explain how they are demonstrated in the Programme and how you demonstrate the values of Scouting in your role. Discussed how our values related to the leaders life experience Demonstrate to your GSL over a 6 month period how you are applying the fundermentals of Scouting to your section 05 2 from 8 1 Using your programme, show how the young people are developing in different ways through a balanced programme. Detailed review of Xmas term programme Attend a section planning meeting to see how they plan the balanced programme. Validate Balanced Programme,aspect of Leadership, aspects of Diversity, and Working with Adults at the same time. 05 2 from 8 2 Show the progress of one of your Section members, including their badge progress sheet, and describe their personal development. Reviewed John Smiths progress since starting Scouts 05 2 from 8 3 Demonstrate the explicit use of spiritual development in a meeting. Reviewed Faith Night where Cubs went round different faith bases. 05 2 from 8 4 Give practical examples of how faith and beliefs can be incorporated into a balanced programme. Reviewed Faith Night where Cubs went round different faith bases. 05 2 from 8 5 Outline the religious policy of The Scout Association and your role in implementing that policy. Discussed different ways of including in the programme 05 2 from 8 6 Make a presentation to explain Scouting values to either young people or adults. Reviewed presentation 05 2 from 8 7 Explain how Scouting can meet the needs of diverse communities. Discussed diverse communities in local are of Scout Troop 05 2 from 8 8 Any other ideas, subject to agreement with a Training Adviser. 06 mandatory Complete a questionnaire and confirm with a Training Adviser that 80% or more has been completed correctly. (those with Special Needs or literacy difficulties may wish to answer the questions orally. Completed - one wrong which we discussed. 06 1 of 2 1 Describe Scouting’s development to another adult or adults. Discussed development of Scouting Describe to your GSL how Scouting activities remain relevent to young people today 06 1 of 2 2 Explain to adults or young people how Scouting has adapted to changing social needs whilst maintaining its fundamental principles. Observed presentaion/ discussion to Lion Patrol 07 mandatory Outline the Equal Opportunities Policy and how it applies to your Section or role. Discussed policy and areas most likely to affect Group. 07 1 of 6 1 Show evidence of how you are making Scouting more accessible to one or more of the following groups:a girls and young women; b those with Special Needs; c those from ethnic minorities; d those of differing religious backgrounds; e those of differing social backgrounds. Reviewed membership list for section, highlighting differing backgrounds, and how others might be enouraged to join in future Demonstrate recruitment of boys and girls from a variety of backgrounds, religions, and faiths over a period of 6 months 07 1 of 6 2 Incorporate aspects of the Equal Opportunities Policy into an educational activity in your Section programme. Activity added to programme in winter planning meeting Observed by attending planning meeting 07 1 of 6 3 As part of a recruitment exercise pass on the key aspects of the Equal Opportunities Policy to a new Member of The Scout Association. Reviewed presentation given to local shool while recruiting. 07 1 of 6 4 Produce a plan to increase diversity in the area for which you are responsible. Reviewed membership list for section, highlighting differing backgrounds, and how others might be enouraged to join in future 07 1 of 6 5 Increase awareness of Special Needs by running an activity for either young people or adults. Activity added to programme in winter planning meeting Observed by attending planning meeting 07 1 of 6 6 Any other idea, subject to agreement with a Training Adviser. 08 mandatory Use a systematic planning tool to complete a task and discuss with a Training Adviser the leadership functions and styles used in your role. Observed planning meeting, where learner demonstrated there leadership and organisational capability. Attend a section planning meeting to see how they plan the balanced programme. Validate Balanced Programme,aspect of Leadership, aspects of Diversity, and Working with Adults at the same time. 08 2 of 9 1 Explain the functions of leadership in terms of the task to be done and actions to achieve it, actions to make the group effective and actions required to meet the needs of individuals within the group. Reviewed strengths and weaknesses of current Colony leaders 08 2 of 9 2 Explain the different leadership styles and outline situations in which they might be appropriate. Discussed leadership styles 08 2 of 9 3 Describe an event or activity during which your leadership style changed a number of times. The specific event or activity 08 2 of 9 4 Identify your preferred leadership style using a questionnaire or similar tool. Review the tool 08 2 of 9 5 Give examples of deliberately experimenting with different leadership styles to increase your range. Reviewed examples - specify the best example 08 2 of 9 6 List five examples of using different styles with different age ranges and abilities. Reviewed list 08 2 of 9 7 Run a game or activity to develop leadership skills in young people or adults. Ran xxxx game 08 2 of 9 8 Have completed Module B of the Young Leaders’ Scheme (within the last five years). Module B completed 08 2 of 9 9 Any other ideas, subject to agreement with a Training Adviser. If you see the leader running section meetings, observation and feedback of leadership skills over a 3 month period 09 mandatory Discuss with your Training Adviser the skills needed to work with other adults. Discussed how leader gets on andinteracts with rest of leadership team Demonstrate different ways of motivating other leaders within the Group 09 2 of 7 1 Review a meeting or activity during which you worked in a team of adults and describe your effective contribution. Observed planning meeting, where learner demonstrated they worked well with the other leaders Attend a section planning meeting to see how they plan the balanced programme. Validate Balanced Programme,aspect of Leadership, aspects of Diversity, and Working with Adults at the same time. 09 2 of 7 2 Draw the decision making process of The Scout Association and explain it to another adult. Reviewed chart 09 2 of 7 3 Represent others at a Group/District or County meeting and report back on the decisions made and the reasons for them. Observed feedback from District All Leader meeting 09 2 of 7 4 Describe how you have helped someone make their own significant personal decisions (without breaking confidentiality). Reviewed process used 09 2 of 7 5 Demonstrate different aspects of verbal and non-verbal communication and appropriate responses. Learner completed small presentation 09 2 of 7 6 Describe the techniques of effective listening. Learner completed small presentation Observe the leader listening to other points of view expressed by other section leaders 09 2 of 7 7 Any other ideas, subject to agreement with a Training Adviser. Observed over 3 month period If you see the leader running section meetings, observation and feedback on working with others 10 mandatory Hold a current First Aid certificate that meets or exceeds the minimum standard of First Response. Further guidance can be found in the factsheet First Response: Definition and Equivalents (FS 310547). N.B. Your First Aid certificate must also be current at the time that you are awarded your Wood Badge and at your Warrant review. Course details 11 2 of 7 1 Provide evidence that you follow procedures in keeping financial records. Reviewed financial records of section Maintain the section financial records for a period of at least 3 months 11 2 of 7 2 Describe The Scout Association’s insurance cover for adults and young people. Discussed Scout Insurance cover 11 2 of 7 3 Demonstrate accurate and appropriate maintenance of records for your Section. Reviewed section records Maintain the record of activities accomplished over at least a 3 month period towards both challenge badges and activity badges 11 2 of 7 4 Outline the financial responsibilities and procedures of your Section and Group (or Unit for Explorer Scouts or Network for the Scout Network). Discussed requirements as agreed with Group Treasurer 11 2 of 7 5 Outline the provisions of the Data Protection Act as they affect record keeping in your Section. Discussed the limits of the act re Scouting 11 2 of 7 6 Explain the benefit of and methods for effective communication with parents and other Members of the Group Council (or District Scout Council for Explorer Scouts or County Scout Council for the Scout Network). Reviewed letters sent to parents for last term. Present the communications you have hade with parents/ carers over a 3 month period 11 2 of 7 7 Any other ideas, subject to agreement with a Training Adviser. 12 mandatory Explain to a Training Adviser how a balanced programme meets The Scout Association’s educational objectives generally and for your Section. Produce a monthly/quarterly/yearly programme plan, demonstrating that all of the Programme Zones have been incorporated over that period of time. Reviewed the current terms programme exploring how different programme zones were included 12 2 from 8 1 Run a meeting incorporating three of the Section’s Underlying Ways of Working. Got feedback from other leaders 12 2 from 8 2 Describe how the other Sections operate and how the programme continually develops young people. Discussion on development of young people in Scouting 12 2 from 8 3 Be involved in the planning and running of a themed event, for example a fun day, or incorporating a variety of Programme Zones. Got feedback from other leaders 12 2 from 8 4 Review their programme and show how their review has improved future programme and the programme planning process. Reviewed last terms programme, and what changes were being planned into next terms programme as a consequence of the review 12 2 from 8 5 Outline the various sources, methods and themes that can be used to generate exciting and relevant programme ideas. Discussed POL, Troop Programmes, Scouting magazine Demonstrate you have delivered a balanced programme over the last term 12 2 from 8 6 Produce notes of a meeting with young people to show their involvement in the programme planning process. Reviewed notes Present how ideas from a young people forum have been incorporated into the programme 12 2 from 8 7 Have completed at least two of the Missions under the Young Leaders’ Scheme (within the last five years). Confirmed with YL Leader 12 2 from 8 8 Any other ideas, subject to agreement with a Training Adviser. Observed programme planning meeting Attend a section planning meeting to see how they plan the balanced programme. Validate Balanced Programme,aspect of Leadership, aspects of Diversity, and Working with Adults at the same time. 13 2 from 4 1 Work with others to produce and implement a development plan for your Section. Reviewed development plan, and new Beaver Colony started I October Demonstrate how you have increased membership through specific recruitment activity 13 2 from 4 2 Identify new Members who have joined Scouting as a direct result of action you have undertaken. Explain the actions they took to enable this to happen. Recruited 15 Beavers into new Colony 13 2 from 4 3 Explain the transfer methods between Sections, their role in Moving On, Membership Awards and age range flexibility, and how they could improve the methods of transfer of young people from one Section to the next. Discussed joint activities between sections Demonstrate how you have encouraged young people to move from one section to the next 13 2 from 4 4 Any other ideas, subject to agreement with a Training Adviser. Demonstrated facilitating Cubs joining Scouts. 90% success rate. 14 mandatory Produce evidence of how you are responding to the needs of the young people you are involved with in your role. 14 1 from 6 1 Outline the changing characteristics and needs of young people in the age range with which you are working and of those who are older and younger. 14 1 from 6 2 Plan and run a game or activity to help your Section members identify their own needs. 14 1 from 6 3 Plan and lead an activity involving three characteristics, needs and/or influences you have listed and review the activity with young people in your Section. 14 1 from 6 4 Plan and run a game or activity to meet a specific need you have identified. 14 1 from 6 5 Collect and review information from outside The Scout Association on the needs of young people in your Section’s age range. 14 1 from 6 6 Any other ideas, subject to agreement with a Training Adviser. 15 mandatory Discuss with a Training Adviser the types, causes and triggers of challenging behaviour. Consider appropriate action in different situations. 15 2 from 7 1 Develop and implement a Section Code of Conduct with the young people with whom you work. 15 2 from 7 2 Demonstrate how acceptable standards of behaviour may be agreed with both young people and the adult leadership team. Create a sectional code of behaviour with the young people from your section 15 2 from 7 3 Identify actions that could be taken to reduce those triggers/causes of challenging behaviour which are within your control. 15 2 from 7 4 If applicable, explain how they have dealt with challenging behaviour successfully and appropriately in the past. 15 2 from 7 5 Identify sources of additional help and support in dealing with challenging behaviour. 15 2 from 7 6 Plan and run a game or activity with your Section members to explore acceptable and unacceptable behaviour. 15 2 from 7 7 Any other ideas, subject to agreement with a Training Adviser. 16 mandatory Assist with aspects of the planning and running of a residential experience, explain to a Training Adviser the role that camping and residential experiences have in Scouting and how they contribute to the development of young people. 16 Option Gain a Camping Permit (Nights Away Camp Site or Green Field) 16 or 3 from 14 1 Carry out a pre-camp visit; explain the issues that should be taken into account when selecting appropriate sites for different types of camp. 16 or 3 from 14 2 Describe the issues to consider when selecting a staff team and explain why it is important to have an appropriate adult to young person ratio. 16 or 3 from 14 3 Explain the importance of having a Home Contact, requiring parental permission and health forms. Show evidence of using these for camps and residential experiences. 16 or 3 from 14 4 Carry out a Risk Assessment on a camping space. Explain how and why Risk Assessments should be undertaken both before and during camps and residential experiences.

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