Information for Section Leaders and Assistant Section ... Leaders... · Information for Section Leaders and Assistant Section Leaders working towards their Wood Badge

Information for Section Leaders and Assistant Section Leaders working towards their Wood

Badge

CONTENTS

Page 1…… About This Booklet Help For You A Training Scheme To Support You Page 2…… STEP ONE: PLANNING YOUR LEARNING Page 3…… Your Learning Review Tool Page 6…… STEP TWO: COMPLETE LEARNING Getting Started

Foundation Training

Sectional Training

Stand Alone Modules

Page 7…… Learners Plan And Comments Page 8…… STEP THREE: VALIDATING MODULES Being Awarded Your Wood Badge Ongoing Learning Changing Your Role Page 9…… GETTING STARTED Module 1 Essential Information

Module 2 Personal Learning Plan

Module 3 Tools For The Job

Page 12…. FOUNDATION TRAINING Module 5 Fundamentals Of Scouting

Module 6 Changes In Scouting

Module 7 Scouting For All

Module 8 Skills Of Leadership

Module 9 Working With Adults

Module 11 Administration

Module 15 Promoting Positive Behaviour

Page 20…. SECTIONAL TRAINING Module 12A/B Planning and Delivering a Balanced Programme

Module 13 Growing The Section

Module 14 Supporting Young People

Module 16 Introduction To Residential Experiences

Module 17 Running Safe Activities

Module 19 International

Page 27…. STAND ALONE MODULES Module 10 First Aid

Module 18 Practical Skills

Page 29…. Module Matrix – Table of all the modules 1 - 38 Page 32…. Witness Testimony – Modules 5 – 9, 11 & 15 Page 36…. Witness Testimony – Modules 12 – 19 (Excluding 15) Page 39…. Notes Page 40…. Useful Contacts and On-line Resources

EDITOR’S NOTE This booklet was designed, originally, by Greater Manchester East Scouts County using information from The Scout Association. It has

been amended to reflect the Nottinghamshire training model. If information in this booklet and The Adult’s Personal File appears to differ,

advice should be sought from your County Training Manager.

The information here reflects the full standard Wood Badge for a Section Leader or Assistant Section Leader. Other resources are

available for other training requirements. Such as, manager and supporter schemes and changing sections.

Version 2.0 - September 2015 Some material © 2015 The Scout Association

1

modules

skills knowledge understanding

previous experience

recognised

flexible learning

validation

3 steps

ABOUT THIS BOOKLET

This booklet is designed for Section Leaders and Assistant Section Leaders to guide you through the

training you need to complete the Wood Badge for your role.

Other roles, such as Sectional Assistants, Executive Committee members, Supporters and Managers are supported by other tools.

This will give you an overview of the adult training scheme, some information about the modules that you should complete for your role and how to go about becoming a trained leader.

Other Modules are available but are not essential to your role; they have been omitted from this

guide.

HELP FOR YOU

A Training Adviser’s role is to support you through the training process, to help you identify your learning needs and validate the modules you complete. It may be that you have been allocated a Training Adviser already. They will support you throughout the training process.

If a Training Adviser has not been allocated we offer a number of validation drop in sessions to help you get up and running and to guide you through the training process. Your Local Training Manager will be pleased to discuss things with you.

A TRAINING SCHEME TO SUPPORT YOU

The training scheme is broken into modules to help you plan and then validate your training. The modules required depend upon your

role; we have identified the ones you probably need in this booklet.

Modules available ensure you have the skills, knowledge and understanding to be a successful leader in Scouting.

The Scout Association’s adult training scheme allows you to recognise

your previous experience from within and outside of Scouting when planning your learning.

Flexible local learning opportunities are available to help you learn best in a way that suits the life you lead

Validation activities formally demonstrate to all, within and outside

of Scouting that you are a trained leader, recognising your commitment to young people.

Completing learning is a three step process: planning, doing, validating.

2

Validate your modules;

by using the skills

gained in your

Scouting

demonstrating you can

do all aspects of your

role. The Getting

Started modules need

to be validated within

5 months. The Section

Leader modules will

be validated by your

Training Adviser.

There are ‘drop-in’

sessions available for

you to validate Getting

Started modules with

a Training Adviser if

you do not have one

locally.

Validate your modules;

by using the skills

gained in your

Scouting

demonstrating you can

do all aspects of your

role. The Getting

Started modules need

to be validated within

5 months. The Section

Leader modules will

be validated by your

Training Adviser.

There are ‘drop-in’

sessions available for

you to validate Getting

Started modules with

a Training Adviser if

you do not have one

locally.

STEP ONE: PLANNING YOUR LEARNING

You will need to agree a Personal Learning Plan to match your role

with your Training Adviser and Training Manager. The plan for a Section Leader will cover modules 1-3 and 5-19 (though not usually

all at once!). Details of all the required modules are included later in this workbook.

You may already have skills and knowledge that you have gained

through your education, employment, life experiences or other

voluntary roles which you can readily apply to Scouting. If you have

the skills and abilities needed for a module there is no need to do

extra learning. If you have some of the skills, or are unsure about

some aspects, you may choose to complete learning for just those

bits that you need.

The Learning Review Tool will help you to decide if you need to

undertake learning for each module and which are a priority. You

will find it useful to complete this before you meet with a Training

Adviser to create your Personal Learning Plan.

The ‘Module Content’ shown in the table is a fair summary of what

is contained in each module but you may find it helpful to consult

the “Checklist” for full details of the requirements for individual

modules later in the guide.

Complete your learning

by your chosen method,

taking account of how

you learn best and your

lifestyle; most modules

offer more than one

option.

Plan the learning you

need with the Learning

Review tool, a Training

Adviser may help you

with this process. A

Personal Learning Plan

will guide you to which

modules you need. If you

have not been assigned

a Training Adviser you

can begin to plan your

own learning.

Complete your learning

by your chosen method,

taking account of how

you learn best and your

lifestyle; most modules

offer more than one

option.

Plan the learning you

need with the Learning

Review tool, a Training

Adviser may help you

with this process. A

Personal Learning Plan

will guide you to which

modules you need. If you

have not been assigned

a Training Adviser you

can begin to plan your

own learning.

“Which modules do you need?”

“Do you require

learning?”

3

YOUR LEARNING REVIEW TOOL

Module

Module Content

What experience

do you already

have? N

ot C

on

fide

nt

Co

nfid

en

t

GETTING STARTED - - - - - -

1 Essential

IInformation

Do you know how the Promise and Law relate to the Purpose, Values and Method

of Scouting?

Do you know what POR is and where to find it?

Do you know the Scout Association’s Safeguarding Policy and do you have

‘Yellow Card’?

Do you know the Scout Association’s

Equal Opportunities Policy?

Do you know your responsibilities under

the Scout Associations Safety Policy?

Can you carry out a Risk Assessment?

Do you have a copy of the ‘Purple Card’?

Do you know Scouting’s Structures and the support available to you?

1 2 3 4 5

3

Tools for

the Job

(Section

Leader)

Do you know how your section works?

Do you know how your section leadership team works and your responsibilities

within it?

Do you know where to get programme

ideas?

Can you explain “Youth Shaped Scouting”?

Do you know how to deal with challenging behaviour?

1 2 3 4 5

Foundation Training - - - - - -

5 Fundamental

Values of

Scouting

Do you know the Values and Method of

Scouting and how to put them into practice?

Do you know how to support the spiritual development of young people?

Do you understand your responsibilities

within the Scout Association’s Religious Policy?

1 2 3 4 5

6 Changes in

Scouting

Do you know about the history of Scouting and how Scouting has changed to meet

the changing needs of society?

1 2 3 4 5

7 Scouting for all

Do you understand how to implement

Scouting’s Equal Opportunities and Religious Policies?

Do you know what the Scout Association means by “Diversity and “Inclusion” ?

Can you explain how you might make Scouting accessible to everyone?

Do you know where to go to get help and support to ensure local Scouting is inclusive, increasingly diverse and

reflective of your local area?

1 2 3 4 5

4

8 Skills of Leadership

Do you know how to systematically plan an activity?

Do you know about leadership styles and understand how different styles

are suitable in different situations?

Can you explain the principle of Action

Centred Leadership?

Do you know how to develop the leadership skills of other adults or

young people?

1 2 3 4 5

9 Working with

Adults

Can you describe the techniques of

effective listening?

Can you explain how you choose to use

different communication methods and the benefits and drawbacks of each?

Can you outline things that you should

do when representing the views of others at meetings?

Can you describe how decisions in Scouting are made locally?

1 2 3 4 5

11 Administration

Can you outline some of the

administrative tasks that need to be completed in your section?

Do you know how to maintain the records for your section and how they are affected by the Data Protection Act?

Can you outline the financial records that need to be kept by your section

and give some examples of best practice?

Do you know who is covered by the Scout Association’s liability insurance?

1 2 3 4 5

15 Promoting Positive

Behaviour

Can you identify the challenging behaviours of young people in your

section, the causes and possible solutions?

Can you say what you would include in a code of conduct for your section and

how to create one?

Do you know the dismissal procedure for young people in POR due to

prolonged unacceptable behaviour?

1 2 3 4 5

Sectional Training - - - - - -

12 A

Delivering a Quality

Programme

Do you know the key elements and the underlying themes of the programme

for each section?

Do you know how the badge and award scheme works?

Do you know how to review your programme and enhance it?

Do you know how to involve young people in decision making?

Do you know about the Young Leaders’ Scheme?

1 2 3 4 5

12 B

Programme Planning

Do you know how to create an exciting and relevant programme?

Do you know how to generate programme ideas?

Do you know how to use a quality

programme checker to review and enhance the programme?

1 2 3 4 5

5

13 Growing The Section

Can you suggest ways in which you can help your Section and Group to grow?

Can you suggest ways of recruiting and retaining young people and adults in

your Section and Group?

Do you know what a development plan

is and your role in development planning for the section and Group?

Do you know where you can obtain

support to help with growth?

1 2 3 4 5

14 Supporting

Young

People

Can you describe how Scouting helps

young people develop?

Do you know what influences the young

people in your section?

Can you adapt your Scouting to meet

the changing needs of young people?

1 2 3 4 5

16

Introduction

to

Residential

Experiences

Do you understand the importance of

residential experiences in Scouting?

Do you know the key tasks needed to

organise and administer a residential experience?

Can you explain the purpose of the

Nights Away Permit and the Nights Away Passport schemes?

Do you know where to find the rules for residential experiences?

1 2 3 4 5

17 Running

Safe Activities

Do you understand the importance of

outdoor activities in the balanced

programme?

Do you know the rules and guidance

you must follow for Scouting activities

and where to find them?

Do you know how to plan and carry out

outdoor activities safely, including

assessing risks, ‘InTouch’ and managing

a group?

Are you aware of the Activity Permit

scheme?

1 2 3 4 5

19 International

Do you know about world Scouting?

Are you aware of the International

Events and Activities young people can participate in?

Can you build international ideas into your section programme?

Can you explain the key areas of the global programme zone?

1 2 3 4 5

Standalone Modules - - - - - -

10 First Aid

Do you hold an up-to-date First Aid

certificate? This may be either a First

Response certificate OR other First Aid

qualification meeting all (or more) of the

requirements of First Response.

Qualification:

Date of award: 1 2 3 4 5

18 Practical

Skills

Do you know a range of practical

Scouting skills that would be appropriate

to use with your section?

Are you able to teach these safely and effectively to others?

1 2 3 4 5

6

STEP TWO: COMPLETE LEARNING

In Nottinghamshire we have a number of different ways to access learning. These are detailed in the learning opportunities document available from your Training Adviser or on the web at:

http://www.training.nottinghamshire-scouts.com/

Our learning opportunities are grouped and ordered to help you gain from them at the time you need them most.

The groups are: Getting Started, Foundation and Sectional.

However, after you have completed “Getting Started” you are

free to complete the others in the order which is most helpful to you.

GETTING STARTED

This is the key information needed when starting off in a role within Scouting. This section also

includes a Personal Learning Plan (PLP) that will identify the learning you require. Getting Started

must be completed before starting the rest of the Wood Badge modules.

The Modules included in Getting Started are:

Essential Information (1), Personal Learning Plan (2), Tools for the Job (3).

FOUNDATION TRAINING

These modules will help you early on in your role and ideally you should aim to complete and validate these modules within 3 years. The Modules included in Foundation Training are:

Fundamentals of Scouting (5), Changes in Scouting (6), Scouting for All (7), Skills of Leadership (8) and Working with Adults (9), Administration (11) and Challenging Behaviour (15)

SECTIONAL TRAINING

These modules will help you with the outdoor and active aspects of our programme, understanding

activity guidance and help you ensure all our young people broaden their experience. You should

aim to complete and validate these modules within one year. The Modules included in Sectional

Training are:

Planning and Delivering a Quality Programme (12A & 12B), Developing your section (13), Young

People Today (14), Introduction to Residential Experiences (16), Activities Outdoors (17) and

International (19).

PLANNING AND RUNNING A RESIDENTIAL EXPERIENCE

The modules included in this training are Skills for Residential Experiences (38), and Practical

Skills (18).

INDIVIDUAL MODULES

These modules will help you develop in your role and support you in providing quality Scouting for

young people. If you complete your learning this way, all the modules should be completed within

3 years.

As part of your training you must ensure you have a current First Aid Certificate (Module 10).

Completing the learning calendar will help you plan when, where and how you

will do the learning you require



7

LEARNERS PLAN AND COMMENTS

write in your plan

use the Learning Opportunities leaflet to help you & book your courses

Month

Month

1st Insert your starting

month

Hold your provisional appointment 13th – 24th Recommend final validation of Sectional Training modules completed, plus Module 38.

2nd 25th

3rd 26th

4th 27th

5th You must have completed any learning and the validation for “Getting Started” (Modules

1, 2 & 3)

28th

6th 29th

7th 30th

8th 31st

9th 32nd

10th 33rd

11th 34th -36th Recommend you have completed any learning

and validated Foundation Training Modules, 5, 6, 7, 8, 9, and 11.

12th Recommend you have completed any learning and validated Sectional Training Modules 12A/B, 13, 14, 15, 16 and 17, plus Module 18.

Training Adviser remarks

8

STEP THREE: VALIDATING MODULES

Validation is essential for every module. It is the process where you show that you can put the knowledge skills and understanding into practice in your role in Scouting.

There are a number of different validation methods which you will be able to choose from. Guidance on what you can do to validate each module is given on the module pages towards the back of this workbook. The validation activities should be something you are doing as part of your Scouting role. You should ensure that any validated modules are recorded on your Personal Learning Plan by your Training Adviser. You will receive a certificate each time a module validation is added to your training record.

BEING AWARDED YOUR WOOD BADGE

The Wood Badge is the internationally recognised Scouting training insignia awarded to adults by The Scout Association once you have completed the training required for your role. The Wood Badge consists of two wooden beads threaded onto a leather thong which is worn with Scout uniform.

In order to receive the Wood Badge you need to ensure that your fully completed Personal Learning Plan is sent to your Local Training Manager by your Training Adviser. The Personal Learning Plan will be checked and the County Training Manager will recommend the award of your Wood Badge. Headquarters send a certificate and your wood beads to your District Commissioner who will arrange to present them at an appropriate time.

ONGOING LEARNING

Even though you have completed your Wood Badge, there will still be opportunities to learn new skills through on-going learning. Leaders are expected to complete a minimum of 5 hours of on-going learning each year. On-going learning for the first year should be agreed with the Training Adviser before confirming completion of the Wood Badge.

CHANGING YOUR ROLE

It is not unusual for an adult to change roles in Scouting. If you change your role in Scouting

it is important to ensure that any additional training needs are addressed. Different roles require different knowledge and skills. However you don’t start from scratch. If you were to change section in Scouting you would need to revalidate Tools for the Job (3), Providing a Quality Programme (12), Growing the Movement (13), Young People Today (14), Challenging Behaviour (15) and Practical Skills (18). This reflects the differing needs of the different age ranges.

We have additional guides to help you if you change sections or move into a manager or supporters role such as a Group Scout Leader or Assistant District Commissioner.

9

Getting Started

This is the key information needed when starting off in a role within Scouting. This section also includes creating a Personal Learning Plan that will identify the learning you require.

Learning opportunities module session | DVD | e-learning

The basic information that all adults in Scouting need to know:

not putting yourself and others at risk through lack of knowledge

understanding the importance of The Scout Association’s Child Protection Policy and your role in keeping Scouting safe.

understanding the purpose, values and method and the policies of The Scout Association

identifying the support available to help you in your

Scouting role

Checklist:

Do you know what Policy, Organisation and Rules is and where you can see it?

Have you read The Scout Association’s Child Protection Policy (the ‘yellow card’)?

Do you know what to do if you think a child has been abused or if someone tells you that this might be happening?

Do you know the Equal OpportunitiesPolicy and Safety Policy?

Do you know who to inform if someone is hurt during a Scouting activity?

Have you read the Scout Association’s Purple Card – SAFE SCOUTING AND WHAT TO DO IN AN EMERGENCY and the White Card – STAYING SAFE – safety checklist for leaders?

Do you know where to find the rules and guidance about activities?

Do you know who to go to for help, what the Scout Information Centre does and how to contact it?

Can you describe the structure of Scouting and where your role sits within it?

TO VALIDATE THIS MODULE YOU WILL

NEED TO:

Discuss the fundamental principles and key policies of Scouting with a Training Adviser to demonstrate your understanding. The discussion should include the Purpose, Values and Method of the Scout Association and the Equal Opportunities, Safety and Child Protection policies including what an adult should do if abuse is suspected and/or reported.

And complete two of the following:

1. Carry out a risk assessment of a meeting place.

2. Create and deliver an activity to explain the Promise and the Law and how they relate to the fundamentals of The Scout Association to young people or adults new to Scouting.

3. Work with young people to create and implement an Anti-Bullying Code and explain how it may help to prevent bullying within the Section

4. Any other ideas subject to agreement with your training adviser

What learning do you require?

How are you going to validate?

10

Getting Started Learning opportunities with a Training Adviser | this workbook

Checklist:

Have you identified which modules are relevant to your role?

Have you decided which modules you can already complete?

Have you met and agreed a learning and validation plan with your Training Adviser?

Creating a plan to help you fulfil the requirements of your role, taking into account existing knowledge and skills.

identifying the skills needed to do the role

planning the training, learning and support needed to fill any gaps

showing that you can do the role.

TO VALIDATE THIS MODULE YOU WILL NEED TO:

Create a Personal Learning Plan

agreed by you and a Training

Adviser and discuss ways of

validating the modules.

How are you going to make your plan?

Who is going to help you and agree it?

11

Getting Started

Learning opportunities

module session | 1 to 1 | e learning

Checklist

Do you know where to find programme ideas?

Can you run appropriate games and activities within your section?

Can you explain what you and other adults do in the running of the section?

Can you describe who Young Leaders

are and what they do in the running of

the section?

Do you know what the main features of the

five sections are? (for example: age, theme,

decision-making, ceremonies etc.)?

Can you describe ways of involving young

people in decision making in your section?

Do you know how to promote positive

behaviour within your section?

Some basic information about the role, andpractical help for working within a section.

Recognising the main features of

your section

The roles and responsibilities of

different people within my section

The use of a variety of programme

ideas through different types of

activity

Youth shaped Scouting

Promoting positive behaviour in your section.


Complete one of the following:

1. Plan and run, or assist in running, a Section meeting; and reflect on this in a discussion with your Training Adviser

You should include:

One activity or game appropriate to the section

One ceremony appropriate to the section.

2. Any other ideas, subject to agreement

with a Training Adviser.



12

Foundation Training

These modules will help you

develop in your role and support you

in providing quality Scouting for

young people.


Combined Module Training Day

|module session | 1 to1 | e learning

Module 5: FUNDAMENTALS OF SCOUTING

The relationship between the Values of Scouting, and a Balanced Programme and the badges and awards that young people experience.

Spiritual Development and it’s place in a balanced programme.

the role of faith and beliefs in Scouting.

the values of Scouting in a balanced programme.

the use of the Scout Method in your work with young people.


Complete two of the following:

1. Show how the Purpose, Values and Methods of Scouting have been incorporated into the programme to meet the needs of youth members of all sections.

2. Deliver an activity to demonstrate the integration of spiritual development of young people within the programme. Provide examples of how faith, beliefs and attitudes were explored.

3. Create a presentation or activity to explain the Religious Policy to either adults new to Scouting or young people.

4. Deliver a Scouting event (e.g. camp, Scouts’ Own) accessible to people representing different faiths and beliefs.

5. Produce and action plan detailing how you would support ( or have supported ) another adult in implementing the Values of Scouting in their role.

6. Any other ideas, subject to agreement with your Training Adviser.



Checklist

Do you know what the purpose, values

and method of Scouting are?

Can you include, or advise others

how to include, the values and

method of Scouting into a balanced

programme for your section and how

they influence your role?

Do you know how to support the spiritual

development of young people within your

role in Scouting?

Do you know The Scout Association’s

religious policy, and how it affects you and

your role?

13

Foundation Training

Module 6:CHANGES IN SCOUTING

Checklist

Do you know how Scouting started?

Do you know what the major milestones in Scouting are?

The growth of Scouting nationally and internationally)?

Can you explain how Scouting has changed to meet the needs of young

people and society?

TO VALIDATE THIS MODULE YOU WILL NEED TO: Complete two of the following:

Complete the Changes in Scouting questionnaire on the next page anddiscuss the answers with a Training Adviser.

Create and deliver a presentation on the history of Scouting to adults or young people new to Scouting.

Create and deliver a game or activity on the history of Scouting to adults or young people new to Scouting.

Any other ideas, subject to agreement

with your Training Adviser.

An overview of the Movement’s history, with a focus on how it has adapted to meet the changing needs of society.

explaining how Scouting started

understanding how Scouting has adapted to suit the way young people have changed

knowing about the growth of Scouting –nationally and internationally

outlining the Movement’s history, focusing on its development to meet the changing needs of society.




Combined Module Training Day | on-line video

module session (with mod 5) | Information Sheet

14

1) Who started the Scout Movement?

a. Robert Baden-Powell

b. Lord Somers

c. Robert Louis Stephenson

2) Where was the experimental camp held that led to Scouting being developed?

a. Mersey Island

b. Brownsea Island

c. Isle of Wight

3) What year was the experimental camp?

a. 1905

b. 1907

c. 1909

4) What book did Baden-Powell write to launch Scouting?

a. Boer War Scouts

b. Scouting Today

c. Scouting for Boys

5) What section was started in 1916 for younger boys?

a. Beaver Scouts

b. Cub Scouts

c. Rover Scouts

6) What section was started in 1919 for older boys?

a. Beaver Scouts

b. Cub Scouts

c. Rover Scouts

7) What movement did Baden-Powell establish for girls?

a. Girls Brigade

b. Girl Guides

c. Girls Scouts

8) When were females allowed to become leaders?

a. From the start

b. 1932

c. 1966

9) How many Scouts are there in the world today (summer 2009)?

a. 2 million

b. 12 million

c. 28 million

10) How many countries and territories in the world have Scouts today (summer 2009)?

a. 147

b. 187

c. 217

11) Name at least three things that have changed since Scouting began to keep the Movement up to date?

12) Name at least three things that have stayed the same since Scouting began?

Module 6: CHANGES IN SCOUTING

15


Complete one of the following:

1. Outline the Equal Opportunities Policy and explain how you are making Scouting a diverse and inclusive organisation by showing evidence that you are making Scouting accessible to one of the following:

a. those with additional needs

b. girls and young women

c. those of a variety of ethnic communities

d. those of a variety of religious backgrounds

e. those of a variety of socio-economic backgrounds.

2. Any other idea, subject to agreement with a

Training Adviser.


To promote the policies of the Scout Association that encourage inclusion and to consider how the individual can help make Scouting available to all.

How your own thoughts and beliefs can affect Scouting

The Scout Association’s policies that promote diversity and inclusion

How you in your role can help to make Scouting available to all

Cultural, social and religious diversity.

Checklist

Do you know The Scout Association’s Religious and Equal Opportunities policies?

Do you know the meanings of Diversity and Inclusion as they apply to Scouting?

Do you know how your own thoughts and beliefs can affect Scouting?

Can you identify potential barriers to making Scouting accessible to all, how they might be overcome and where to go for help and advice?

Can you explain the benefits of having a

diverse organisation?

Foundation Training

Module 7: SCOUTING FOR ALL

Learning opportunities Combined Module Training Day |1 to 1

module session | Workbook


16

Checklist

Do you know how to plan using systematic planning tools?

Are you aware of the Action Centred Leadership model and how to apply it?

Do you know and can you use various leadership styles as required by circumstances?

Can you describe how you might develop leadership skills in others (both adults and young

people)?





1. Use a systematic planning tool to complete a task, provide evidence of your use of the tool and discuss with a Training Adviser.

2. Apply the Action Centred Leadership model to an activity you have run recently and explain how it helped you to complete the activity.

3. Using a questionnaire, or similar tool, identify your preferred leadership style and how it impacts on your role in Scouting. Reflect on the four different leadership styles and consider how they inform your work in your Section.

4. Produce evidence showing how you have led an event or activity during which your leadership style changed a number of times.

5. Run a game or activity to develop leadership skills in young people or adults.

6. Any other ideas, subject to agreement with a Training Adviser.

To introduce models, tools and techniques that will enable adults to be effective leaders of other adults and of young people

Systematic planning

Theory of leadership

Leadership styles

Module 8: SKILLS OF LEADERSHIP

Foundation Training


module session

17

.

Foundation Training Learning opportunities Combined Module Training Day | module session

Checklist

Can you communicate effectively with others?

Can you describe some non-verbal forms of communication?

Can you explain the value of good listening skills when working with others and when using these is particularly important?

How can I tell that someone is listening and understands what is being communicated?

Can you explain how decisions in Scouting are made locally?

Can you outline things that you should do when representing the views of others at

meetings?




1. Represent others at a Scout meeting and report back on the decisions made and the reasons for them.

2. Demonstrate how you have helped someone make decisions (without breaking confidentiality) including describing the techniques of effective listening and how these were applied.

3. Demonstrate your ability to understand different aspects of verbal and non-verbalcommunication and implement appropriate responses.

4. Any other ideas, subject to agreement with a training adviser.

Working effectively as a member of an adult team.

communicating effectively

listening skills

decision-making structures of the Movement

representing others

Module 9: WORKING WITH ADULTS


18



Module 11: ADMINISTRATION

Checklist

Do you know what administrative tasks need to be completed in your section and why they are important?

Do you know how information on adults and young people can be recorded and stored?

Are you aware of the Data Protection Act and how records kept are affected by it?

Do you know how section finances must be handled and what the rules are for section finances?

Do you know who is covered by the Scout Association’s liability insurance policy?


To provide information and best practice on how to manage administrative tasks in Scouting.

administrative tasks and record keeping

member record management

and the Data Protection Act

financial responsibilities and

best practice

insurance arrangements

TO VALIDATE THIS MODULE YOU WILL NEED TO

COMPLETE THE FOLLOWING:

1. Demonstrate accurate and appropriate maintenance of administrative and financial records relevant to your role, in accordance with Policy, Organisation and Rules and the Data Protection Act

2. Any other ideas, subject to agreement with a Training Adviser


Foundation Training

19


module session | Video | Workbook

TO VALIDATE THIS MODULE YOU

WILL NEED TO COMPLETE ONE OF

THE FOLLOWING:

1.Work in partnership with young people to develop or review a Code of Conduct for the section.

2.Outline strategies used to promote positive behaviour in your section.

3.Plan and run a game or activity that explores acceptable and unacceptable behaviour with the young people of your section.

AND ALSO COMPLETE ONE OF THE FOLLOWING:

4.Show evidence of appropriately de-escalating an incident of challenging behaviour.

5.Show evidence of responding effectively following an incident of challenging behaviour; reflecting and reviewing with the adult leadership team, the young person and where appropriate, the parent.

6.Any other ideas, subject to agreement with a

Training Adviser.

Checklist

Can you identify some of the challenging behaviours young people in your section might present?

Do you know what causes challenging behaviour?

Do you know what sort of approach is important in managing behaviour in the section and why?

Can you identify some of the principles of promoting positive behaviour in the section?

Who is responsible for setting and implementing acceptable behaviour?

Do you know how to agree a code of conduct; with whom; what it should look like; where it should be kept and how it should be used?

Do you know who can provide further support with managing behaviour in your section?

Do you know where to find the policy on the dismissal of a young person due to prolonged

unacceptable behavioural issues?

To enable adult volunteers to proactively promote positive behaviour and appropriately manage challenging behaviour in their section

Defining challenging behaviour

Planning for positive behaviour; principles and strategies

Responding to challenging behaviour

Additional help and support for challenging

behaviour



Module 15: PROMOTING POSITIVE BEHAVIOUR

Foundation Training

20

Learning opportunities Combined Module Training Day 1 to 1module session e-learning

Module 12A and 12B: PROVIDING A QUALITY PROGRAMME

How we deliver Scouting to Young People and ensure it meets their needs.

Module 12A

Key elements of the programme for each

section

Badges and awards

Reviewing the programme

The Young Leaders Scheme.

Youth Shaped Scouting

Module 12B

How to create an exciting and relevant

programme

How to generate programme ideas

How to review a programme to enhance it

Checklist

Do you know the key elements of the programme for

each section?

Do you know the six areas which are key to the

development needs of young people?

Can you identify the key elements that make up the

programme

Can you identify the three themes of the

programme?

Do you know what a quality programme looks like?

Do you know about the badges and awards for your section?

Do you know how the programme is reviewed, how to use a quality checker and how to adapt a programme to ensure it’s quality?

Do you know the aims of the Young Leaders’ Scheme, how it operates and how you can involve young leaders in your leadership team?

Do you understand what Youth Shaped Scouting

looks like and what value it brings?

Do you know what the methods of Youth Shaped Scouting are?

Can you identify the seven levels of Youth involvement and where you would place your section?


Discuss your responses to the “Checklist” above with your Training Adviser and complete two of the following:

1. Produce a programme plan (minimum one month) You should take into consideration:

The key themes of the programme

The underlying themes of the programme

Incorporating a range of programme methods

How young people are involved in the planning process

Whether activities relate to badges and awards

2. Review your programme and produce evidence for how your review has improved the quality of future programmes and the programme planning process.

3. Any other ideas, subject to agreement with a Training Adviser



Sectional Training These modules will help you to further develop your role and support you in providing quality active Scouting for young people

21



Sectional Training

Module 13: GROWING THE SECTION

To cover ways in which an adult volunteering with a section can assist their line manager and others to plan for and contribute to the growth of their Section and/or Group.

the importance of growth in Scouting

recruitment and retention of young people and

adults

tools and support to help develop the Sections

Checklist

Can you explain why growth is important and how you can help your Section and Group to grow?

Can you suggest ways young people can be recruited into your section and how they can be retained?

Can you suggest ways adults can be recruited into your section and how they can be supported and retained?

Can you outline tools and sources of support that could be used to help ensure continued growth in your Section?

Do you know what a development plan is, what should be included in it and how it can contribute to a wider Group one?

TO VALIDATE THIS MODULE YOU

WILL NEED TO:

Explain the role that you play in the recruitment

and retention of young people and adults, and the

importance of growth within your Section and

Group


1. Work with others to produce and implement a development plan for your Section or Group.

2. Run or take part in a recruitment event to help grow your Section and Group.

3. Give examples of how you are being flexible and meeting the needs, wants and time commitments of adults when recruiting them.

4. Demonstrate how you have effectively used the transfer methods between Sections, your role in Moving On, Membership Awards and age-range flexibility, giving examples of young people who you have recently helped to move between Sections, reviewing anything you think could have been done better in the future.

5. Any other ideas, subject to agreement with a

Training Adviser



22


module session | Video | Workbook

TO VALIDATE THIS MODULE YOU WILL NEED TO COMPLETE ONE OF THE FOLLOWING:

1. Outline how your section provides a supportive environment for young people.

2. Create an action plan to develop the supportive environment of your section.

3. Show evidence of communicating appropriately with young people as part of your role.

AND COMPLETE ONE OF THE FOLLOWING:

4. Show evidence of responding effectively to issues affecting young people in the section.

5. Plan and deliver an activity raising awareness of some of the issues experienced by young people.

6. Any other ideas, subject to agreement

with a Training Adviser.

Checklist

Can you describe some typical characteristics of young people in your section?

Can you describe some of the ways young people develop as they move through Scouting?

Can you explain how Scouting responds to the changing characteristics and development of young people?

Can you explain why it is important that leaders in all sections develop an understanding of the full age range of young people in Scouting?

Can you identify factors outside of Scouting that may influence a young person?

Can you say how your behaviour might influence a young person in your section and what standards you need to follow?

Can you describe how Scouting can support young people’s mental health and emotional wellbeing?

Can you describe ways in which you can create a supportive environment for young people in your section?

Can you describe good practice in communicating with young people in your section?

Can you list some sources of support when responding to issues affecting young people in your

section?

To enable adult volunteers working with young people understand and meet their needs.

Characteristics and development of young people

External Influences on young people

Creating a supportive environment for young people

Responding to issues affecting young people

Module 14: SUPPORTING YOUNG PEOPLE

Sectional Training



23

Learning opportunities Combined Module Training Day |1 to 1 |

module session

An overview of the role of residentialexperiences for young people in Scouting, andtheir organisation and planning.

the role that residential experiences have in the development of young people

organisation and administration of residential experiences

skills required within a team running a residential experience

the Nights Away Permit Scheme

support and further information for planning a residential experience.

Checklist

Do you know the role that residential experiences have in the development of young people in Scouting?

Do you know the key tasks that need to be completed in planning and organising a residential experience?

Do you know how to build a team for a residential experience, ensuring a mixture of skills?

Can you explain the purpose of the Nights Away scheme?

Do you know where rules and policies for Nights Away Permits can be found?

Can you explain the purpose of the Nights Away Event Passport?

Do you know where rules and policies about residential experiences can be found?

Do you know where to find information about running international residential experiences?

TO VALIDATE THIS MODULE YOU WILL NEED

TO:

Complete the Residential Experiences Quiz with your Training Adviser

And complete one of the following:

1) Assist with planning and supporting aresidential experience and describe or show evidence of how the role that you played in planning and supporting this event addressed two of the following areas:

• the main aspects of organisation and administration

• selecting a team and the roles undertaken by the team

• appropriate adult to young person ratios

• identifying and dealing with potential issues (logistics, behaviour, budget)

• where additional support and information can be gathered

2) Show evidence of how you are promoting and providing opportunities for young people in the section to take part in residential experiences and describe how these opportunities are benefitting the young people in the section

3) Any other ideas subject to agreement with your Training Adviser.


How are you going to validate? (If you hold a Nights Away Permit, this will

validate this module)

Learn the skills for residential experiences on

Module 38.

Module 16: INTRODUCTION TO RESIDENTIAL EXPERIENCES

Sectional Training

24

1. Why do we have a Nights Away Permit scheme?

2. What are the four types of Nights Away Permit available to adults in Scouting?

3. True or False?

a) The type of permit available is based on the section an adult volunteers with

b) A Section Leader can lead an event for another section if they hold the correct permit

4. What is the maximum possible term for each type of permit?

5. Is a Nights Away Permit needed for each County/Area in which you camp?

6. Family camps are a good way to enthuse parents. Which sections can attend a family camp?

7. What are the specific rules for Beaver Scouts attending a family camp? Where can you find this information?

8. True or False?

a) Parents don’t need to have any criminal records checks to attend a family camp

b) Parents or supporters will need to have extra insurance to cover them on a family camp

9. How may international residential experiences be organised?

10. Where can you find more information about international residential experiences?

11. What are Nights Away Event Passports and who are they for?

12. True or False?

a) Any Permit holder can grant a Nights Away Events Passport

b) The Permit Holder who grants the Nights Away Event Passport must attend the event

c) The Nights Away Passport can only be used by under 18s but they can be used for multiple events

RESIDENTIAL EXPERIENCES QUIZ

25

Learning opportunities Combined Module Training Day | 1 to 1


Enabling adults to plan and run exciting, safe and developmental activities for the young people in their section.

the importance of outdoor activities as a regular part of the Balanced Programme

the processes that need to be followed to carry out any indoor or outdoor Scouting activities

managing groups during the activity, including the leader in charge principle

planning suitable activities, with appropriate risk assessment and communication

InTouch system, activity rules, parental permission, and procedures in event of an accident or incident.

Checklist

Can you identify why activities are an important part of the programme, particularly outdoor activities??

Do you know which activities members are not allowed to take part in according to Policy, Organisation and Rules?

Can you identify the process/steps for undertaking any Scout-led activity or for an externally led activity?

Do you know which activities require adventurous activity permits and where to find out how to apply for one?

Can you outline the role and responsibilities of the Leader in Charge?

Why is it important to ensure that every Scouting event or activity has a designated Leader in Charge?

What is a risk assessment, why is it important and how would you carry out a risk assessment for an event or activity

Do you know how you can promote a culture of safety and how communications can be promoted locally?

Do you know what the InTouch system is and why it is important to have an effective InTouch system in place for all activities?

Can you list the processes that are in place in case of an accident, incident or near miss and who you should report them to?

Do you know where support and guidance for

running activities can be found?

TO VALIDATE THIS MODULE YOU WILL NEED

TO COMPLETE TWO OF THE FOLLOWING:

1) Plan or assist in planning an activity taking into account:

• the age, experience, fitness and additional needs of the group.

• the rules related to the activity (including adult to young person ratios; any activity rules; gaining approval from the relevant Commissioner; etc.)

• any clothing, footwear, personal and group equipment needed for the activity and anticipated weather conditions.

• the need for a risk assessment to be carried out and communicated effectively

• the need for an InTouch system to be in place.

2) Act as the leader in charge for an activity, taking into account the need to:

• oversee the activity (ensuring that registers, head counts etc. are in place)

• co-ordinate the adults involved in the activity, allocating roles to specific adults and ensuring that they are clear on what they need to do

• communicate relevant instructions, guidance and rules to young people involved in the activity

• carry out dynamic risk assessment

3) any other ideas subject to agreement with your Training Adviser

Module 17: RUNNING SAFE ACTIVITIES

Sectional Training



26


module session



Checklist

Can you identify some of things worldwide Scouting shares?

Can you identify the world membership badge and describe what it symbolises?

Can you identify opportunities for young people in your section to take part in international activities and events?

Can you explain why international activities are a part of the section’s programme

Can you explain the key areas of the global programme zone?

Can you identify methods for including international activities in the section programme?

Can you name sources of support for incorporating international activities into the programme of your section?

Can you outline the benefits of international

activities to the young people in your section?

Sectional Training

Providing an international focus appropriate to their section and appreciate the global nature of Scouting

the nature of world Scouting

international events

international aspects of the section’s Programme

benefits of international activities to young people.

Module 19: INTERNATIONAL


Review the programme for the section you support and make adjustments to ensure it incorporates international activities.


1. Plan and run an international themed event or activity for young people exploring one of the following:

• The global nature of Scouting

• The role of the world membership badge

• International events in Scouting

2. Be involved in the planning and running of an international trip, for example a camp abroad including producing an event plan

3. Support young people taking part in an international experience

4. Establish or actively maintain a link and exchange information with a Scout Group outside of the U.K.

5. Any other ideas, subject to agreement with a

Training Adviser.

27

Module 10: FIRST AID

Stand Alone Module This module requires specialised training over a dedicated course and is therefore treated separately.

Learning opportunities:

Course

The skills and knowledge necessary to enable adults to manage an incident and

provide basic first aid.

TO VALIDATE THIS MODULE YOU WILL NEED TO EITHER:

Hold a current first aid certificate that meets or exceeds the minimum criteria of First Response shown in the Checklist.

OR

Demonstrate to your Training Adviser that you have developed the knowledge and practical knowledge to address the additional criteria of a First Response course not covered by the First Aid certificate you hold.

N.B. Your first aid certificate must also be current at the time that you are awarded your Wood Badge

and at your appointment review.

Checklist

Do you hold a current First Aid certificate for a course covering the following criteria of a “First Response” course?

1. The principles of First Aid and initial response (arriving at and managing an incident)

2. Emergency life support (DRABC and the recovery position)

3. CPR including technique for children

4. Shock

5. Bleeding (Major and minor)

6. Causes and treatment of unconsciousness

7. Choking

8. Heat exhaustion, heat stroke, dehydration and hypothermia

9. Burns and scalds

10. Fractures and soft tissue injuries

11. Minor injuries (eg. Cuts, grazes and nosebleeds)

12. Meningitis

How are you going to validate? Do you hold a first aid qualification already? Course details:

Expiry date (usually 3 years after the course):

OR:

If you do not have a current First Aid Certificate meeting the criteria in the Check list what learning do you require?

28

Stand Alone Module Learning opportunities Combined Module Training Day | module session

Module 18: PRACTICAL SKILLS

TO VALIDATE THIS MODULE YOU WILL NEED TO COMPLETE TWO

OF THE FOLLOWING:

1) Learn Or develop a practical skill which can be used in Scouting.

2) Instruct a young person in carrying out two practical skills, ensuring that:

• The skill is appropriate for the section the young person belongs to

• The young preson is aware of and follows safety and risk assessment procedures

3) Demonstrate two practical skills, at least one of which is one you have learnt or developed in your role in Scouting, ensuring that:

• The skill is appropriate for the section the young person belongs to

• Safety and risk assessment procedures are followed appropriately

4) Any other ideas, subject to agreement with a Training Adviser.

To encourage adults to gain and develop practical skills for the benefit of the young people in their section.

learning practical skills

sharing practical skills with young people.

Checklist

Do you know at least two practical skills that can be used in a Scouting programme?

Can you explain how to ensure that these practical skills are appropriate to your Section

Can you identify the safety and risk assessment procedures involved in training others in practical skills

Do you know how to effectively teach practical skills to young people?



29

30

31

WITNESS TESTIMONIES

On the following pages are copies of the Witness Testimonies you

can use towards the validation of the modules for your Wood Badge.

These can be completed together or separately, by people who

understand the requirements of the modules when working with the

Section, for example, the Group Scout Leader, the Section Leader

or Assistant Section Leader.

The Witness Testimonies, along with other evidence such as:

Section Programmes,

Section Records,

Certificates of Attendance at courses

Certificates from other organisations (ie First Aid)

will, hopefully, enable you to validate the modules as soon as possible

after attending the course and thus gain your Wood Badge in as

short a time as possible.

32

To be given to Learner/ Leader

Nottinghamshire County Scout Council

Adult Leader Training

Name of learner:

Group Name:

Appointment:

Witness Testimony- Modules 5-9, 11 & 15 In order for these modules to be successfully validated, the learner will need to be able to:

Describe the values of Scouting, the inclusion of all the young people in their Section and how they are demonstrated in the Programme, identifying skills of leadership and working with adults and the keeping of appropriate records. I have observed:

Task:

A variety of activities in which all of the young people were involved. (Modules 5, 7 and 15)

Example of information to be added:

During the observation, a variety of games were played, some individual competition and some group

tasks, with the older Cubs supporting the new Cubs. The activities included the Cubs making posters

about different countries as part of their Global Challenge, with follow-up discussion about countries where

people live, poverty, lack of education, etc. (5). During the activity the leader ensured all the young people

were involved, including those with unacceptable behaviour and additional needs. (7 & 15)

Witness Testimony (give actual examples):

Learner Signature: ............................................................................ Date: ................................................. Observer:

I am able to confirm that this Leader has fulfilled the requirements for module/s 5, 7 and 15, using the

task above.

Name: Signature:

Appointment: Date of observation: (dd/mm/yyyy)

33

Task:

Complete the questionnaire and describe Scouting’s development (Module 6)

Witness Testimony: Learner Signature: .................................................................. Date: ............................

Observer: I am able to confirm that this Leader has fulfilled the requirements for module 6, using the task above.

Name: Signature:


Task:

During the observation the leader used a variety of leadership styles, appropriate to the

situation/activity being undertaken. (Module 8).


During the observation the leader began by explaining the task, encouraged those who did not want to join

in and then walked round helping as necessary.

Witness Testimony (give actual examples): Learner Signature: .................................................................. Date: ............................


Name: Signature:


34

Task 1:

During the observation a variety of communication methods, with the young people and adults were used to ensure the activities were completed successfully. (Module 9)


The communication methods used included verbal to explain and discuss tasks, non-verbal to encourage

and praise the Cubs for their efforts. The adults were all make aware of their roles during the tasks.


Learner Signature: ....................................................................... Date:........................................


Name: Signature:


Task 2:

The leader has represented the Section at a Group/District/County meeting. (Module 9).


The leader has attended several meetings to discuss the District Jubilee camp and reported back on the

decisions made, i.e. the base our group is to run during the Saturday events day. Witness Testimony (give details of meeting and feedback given):

Learner’s Signature ...................................................................... Date......................................

Observer:

I am able to confirm that this Leader has fulfilled the requirements for module 9, using the task above.

Name: Signature:


35

Task: The Leader to have knowledge of or keep records for their Section and be able to explain the need for keeping these records. Also explain the requirements of the Data Protection Act and ways to communicate with parents/carers. (Module 11)


Learner’s Signature ...................................................................... Date......................................

Observer:


Name: Signature:


36

To be given to Learner/ Leader

Nottinghamshire County Scout Council

Adult Leader Training

Name of learner:

Group Name:

Appointment:

Witness Testimony - Modules 12 – 19 (Excluding 15)

In order for these modules to be successfully validated, the learner will need to be able to:

Explain the characteristics of a Balanced Programme, including residential,

outdoor, international aspects and the demonstration of practical skills.

I have observed:

Task:

A variety of activities being used which covered parts of different Programme Zones (Module 12) and appropriate to the age and needs of the young people in the Section. (Module 14) and retaining and recruiting members (Module 13).

Example of Information to be added:

The meeting observed was on the theme of the Olympics and activities covered the Beaver Global and

Fitness Challenges and the Healthy Eating activity badge. The activities were adapted from ideas in the

Handbooks for the section and met the needs of young people aged 6-8. At the food tasting evening as

part of the Healthy Eating badge, the Beavers were encouraged to 'Bring a Friend.'


Learner Signature: ................................................. Date: ................................................

Observer:

I am able to confirm that this Leader has fulfilled the requirements for module/s 12, 13 and 14

using the task above.

Name: Signature:


37

Task 1:

Taking part in a planning meeting to plan a camp/residential experience. (Module 16).


The leader attended a meeting to plan our summer camp. It was agreed the camp would be held at Sherbrook camp site from Friday to Monday, and the theme would be Scouting skills.

A pre-camp visit had been undertaken by the Scout Leader and the role of the leader at the camp would be Steve. Transport and equipment had also been finalized. The camp would be under canvas, with indoor accommodation available.

Witness Testimony (give actual examples/copy of programme):

Learner Signature: ........................................................................... Date: ………....................................

Observer:


Name: Signature:

Appointment Date of observation: (dd/mm/yyyy

Task 2:

Take part in a meeting to plan a programme for use during the camp, with alternative activities in the case of adverse weather conditions. (Module 16).


The activities for the camp included pioneering, use of axe and saw, archery, walking and climbing. Alternative activities included indoor mini-pioneering projects, map and compass skills.

Witness Testimony (give actual examples/copy of programme):

Learner Signature: ............................................................................. Date: ...........................................

Observer:


Name: Signature:

Appointment: Date of observation: (dd/mm/yyyy

38

Task:

The activities for this programme or future programmes show the inclusion of outdoor activities (Module 17)

and International activities. (Module 19).

Example of Information to be added:

The 'Olympic Games' were held outdoors on the School Playing Field, which had been marked out for the School sports day. A Risk Assessment was undertaken as there had been a great deal of rain the previous

day. However, due to a slight wind and the grass having been cut, the ground was dry. The activities also

included the Beavers colouring flags for the different countries taking part in the Olympics and learning how many Scouts there are in those countries and the World Membership Badge.


Learner Signature ............................................................................. Date ............................................. Observer: I am able to confirm that this Leader has fulfilled the requirements for module/s 17 and 19, using

the task above.

Name: Signature:


Task:

Demonstrate the use of 2 practical skills, one being new or developed further in your Scouting role. (Module 18).

Witness Testimony: Skill 1

Skill 2

Learner Signature: ..................................................................... Date: ...................................................

Observer:


Name: Signature:


39

40

USEFUL CONTACTS:

Your Training Adviser

Name:

Email:

Tel:

Your Training Manager

Name:

Email:

Tel:

OTHER RESOURCES:

E-learning, online video and workbook resources:

http://www.scouts.org.uk/learnersresources

Learning Opportunities Calendar


Electronic Personal Learning Plan


http://www.scouts.org.uk/learnersresources



Information for Section Leaders and Assistant Section ... Leaders... · Information for Section Leaders and Assistant Section Leaders working towards their Wood Badge

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