basic core module - introduction to scouting seminar file · web viewintroduction to scouting...

SCOUTS AUSTRALIA

VICTORIAN BRANCH

INTRODUCTION TO SCOUTING

SEMINAR HANDBOOK

August 2001

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Introduction to Scouting Seminar

Course philosophy and methods.

The content for this seminar comes from the Basic Core Module, Leader of Youth Development Program, Topic 2, Scouting Knowledge and Fundamental Principles.This handbook is produced for use in Victoria.

The seminar is one of the most important parts of the new Leader’s training as it will be their first exposure to a formal Scout training session. Their attitude, enthusiasm and commitment to Scouting, and future training, will to a large degree be determined by the impression they receive from this initial training contact. It can be argued, that at this stage, the attitude and approach of the Training Team is probably more important than the training content which the Leader can always pick up later. Remember this is an introduction. The seminar is both a public relations exercise and training session.

The seminar should be both a doing and participatory session. Attendees should be encouraged to participate with questions, discussions and small group activities.

Overhead transparencies are provided as part of the seminar training material. The standard of presentation of the seminar is extremely important. It is also important that the team demonstrates a positive and enthusiastic approach and presents accurate material.

The seminar training material is comprehensive to cater for seminars conducted on a weekend, using longer than 2 ½ hours. Clearly all of the material could not be presented when the seminar is conducted as a 2 ½ hour seminar. The course leader should ensure that presenters are aware of the time available for their session and adjust the material accordingly.

Activities need to be arranged for leaders to undertake or look at on arrival

The Training Team should be carefully chosen to ensure that the widest possible range of experience and knowledge is available to present and to answer questions from the participants.

In some situations this seminar may be combined with a Technical Skills course over one full day.

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Introduction to Scouting Seminar

Program

Session Topic Time Page

Coming In Activity 5 min 5

1. Introduction and Purpose of the Seminar 10 min 9

2. Community Youth Needs and Scouting 35 min 11

3. The Fundamentals of Scouting 40 min 15

4. Adults in Scouting 30 min 21

5. Scout Group Family 30 min 27

Overhead Projector Transparencies 31

The Story of Scouting

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Basic Core Module - Introduction to Scouting Seminar

Coming In Activity

AIMThe Aim of this session is to welcome participants to the Seminar, in an informal and relaxed manner.

MATERIALSResources:

Coming In Activities

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Session ResourceComing In Activities

Mixing Activity: – with name tags.

Participants are encouraged to speak with others to determine whether they are in same group.Mixing Activity: - Cubes/Tokens

Each participant is given three cubes/tokens. They are encouraged to speak to and introduce themselves without saying the words “YES” or “NO”. If they say these words they give the cube/token to the other person.Common Interests:

Large card with themes, eg. hobbies. The participants then discover common interests to talk with each other.Story of BP:

Large Scout sign cut into strips with the story of BP. The story is narrated. When their strip comes up, participants stand up and place their strip to form the Scout sign.Note: story is on the back of the strip of the large Scout sign.Background music:

Music is played in the background during the “Coming In” time. Have a card for participants to fill in the title of each piece. They may get help from others. Have a variety of types of musicName on Seat:

Each participant’s name is written on a piece of paper. Sheet of paper is turned upside down on the seat. After participants are seated the question as to whether they are sitting on their seat is asked. They are directed to the piece of paper and move to their “new” seat – they then introduce themselves to the person each side of them.Bingo Game:

Can be – A star sign number of children communities number in Section names name of Group month of birth, etcCut out advertisements:

To work out which picture/part of advertisement is related to which advertisementCup of tea or Coffee with informal chat:

YES/NO:

Similar to cubes/tokens. Use smarties or wrapped lollies. Participants keep what they win.

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Introduction of partner:

Each participant is to find out the most uncommon thing/most hilarious moment/reason for joining Scouting etc. and introduce partner to rest of group.Matching Phrases:

Participants have to find the other half of a common statement.Tangled Web of Hands;

Groups of 10-16 face one another in a tight circle. Each persons holds out their right hand and grasps the right hand of someone else as if they are shaking hands. Everyone then extends their left hand and grasps someone else’s so that each person is holding the hands of two different people. The group tries to unravel themselves, with hands tightly held, into a circle.Unravel String:

Have a ball of wool/string. The participants are in a circle. The first participant calls out another’s name and throws them the ball, keeping hold of the end. The receiver calls the name of another, holds onto the wool/string, and throws the ball to that person. This continues until everyone has a hold on the wool/string.The group then tries to unwind the wool/string.Celebrity Heads:

Who am I? Have pictures of celebrities numbered. Participants have to decide who they are. Participants should be encouraged to help each other.Toilet Roll:

Self introduction exercise. A toilet roll is passed to each person who in turn takes a leaf that becomes a “telling tale”.Participants relate information about themselvesThe Go Around

Everyone in the group contributes to a descriptive sentence.The description can be shortened to one word as wellCount a Minute:

All the group are instructed not to look at watches. They are to close their eyes and indicate, by sitting or standing, when they think a minute has been reached.Find a Partner:

Have halves of things such as jigsaw puzzles, pictures, large leaves, shapes etc.Give one to each participant. Participants then have to find someone with the other half.Toss a Name:

Form small groups. A ball is thrown to another after calling out the person’s name. Continue to add BIGGER BALLS for more fun. Make a bigger group and start again with one ball then adding more. A Frisbee, paper plate, soft bean-bag could be used.Find the Answer:

Participants complete a questionnaire by asking others for the answer. The questionnaire may be an introduction to one of the sessions or a fun topic.Musical Instruments:

Have cards with a number of musical instruments. Participants are to find their own group of similar instruments. They are then to practice a well known tune making the

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noise and playing actions of the instrument. All groups then combine as an orchestra.Stacking:

Using cubes, boxes, hoops, cylinders etc. have the group stack the objects to get the highest stack. Can be done as a time competition.Hello:

Divide participants into small groups to create a special “hello” for the other participants to repeat.Magazine, Handbook Display:

A variety of Scouting magazines and books available for participants to peruse on arrival.Photographs/Log Books:

A variety of photographs or Scouting log books available for participants to peruse on arrival.Patchwork Fiction:

Each participant is given a card with part of a sentence on it (each group have different coloured cards) They find the rest of the group and work out the sentence.

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Session 1. Introduction and Purpose of the Seminar

AIMThe Aim of this session is to welcome participants to the Seminar, help them feel at ease, introduce the Training Team members and outline the broad purpose and content of the Seminar.

LEARNING OUTCOMESBy the end of the session participants will be able to:

feel at ease with the Training Team, and

identify the purpose and broad content of the Seminar.

PERFORMANCE CRITERIA and CONDITIONSAt the end of the session participants must be able to:

feel welcome and at ease, and

state the purpose of the session.

ASSESSOR NOTESAssessment will be against the specified performance criteria listed above by oral questioning and individual participation. Course assessors have the responsibility to determine whether a unit of competency has been achieved.

MATERIALSResources:

Video: Scouting Delivers Success__________________________________________________________________

NOTES FOR SESSION LEADER

1. Introduction 3 Min

a. State the purpose of the session: it is part of the Basic Level Training program it covers elements common to all Youth Sections and Leaders

of Adults it will deal with:

Community youth needs and ScoutingThe Fundamentals of ScoutingAdults in ScoutingThe Scout Group Family

b. Briefly outline routine arrangements.

c. State that this Seminar is part of the Basic Core Module and that the remainder of the Module, Skills in leadership and Personal Skill development will be covered elsewhere.

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2. Video – Scouting Delivers Success 5 min

a. The video may be briefly introduced but there is no need for a summary as the video is designed to set the scene for the Seminar through its content and visual impact.

3. Evaluation of Competencies 2 Min

a. The Session leader, with the Assessors present, leads participants in a self-assessment of Performance Criteria objectives. Assessors have the responsibility to determine whether a learning outcome has been achieved.

b. Individuals reflect on the application of the objectives and content to their personal and job development.

c. Participants update their session Evaluation sheets.

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Session 2. Community Youth Needs and Scouting

AIMThe Aim of this session is to assist leaders to understand the needs of the community in which Scouting operates, the problems facing young people in the community and the contribution Scouting can make in alleviating these problems.


understand the needs of youth in the community and the role of Scouting in meeting them, and

assist in the meeting of these needs through the performance of their role as Leaders in Scouting.


list three problems facing young people in the community,

describe the contribution Scouting makes to help young people combat these problems,

identify the extent to which Scouting has penetrated the local community, and

identify activities that may be seen to be in competition with Scouting in the local community.

ASSESSORS NOTESAssessment will be against the specified performance criteria listed above by oral questioning, group discussion and individual participation. Course assessors have the responsibility to determine whether a unit of competency has been achieved.

MATERIALSResources:

Alternative Activities/Tasks__________________________________________________________________


1. Introduction 8 Min

a. Identify current community problems that affect young people, for example:

rate of marriage break-down. single parent families. mobility of the work-force. lack of grandparent or extended family contact. time spent viewing television/using computers (parents and

young people). lack of social contact.

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inability of parents to define, keep themselves to and administer standards of behaviour.

employment. drugs. peer pressure.

b. Identify activities that attract young people in the local area. What recreational or leisure time activities are available?

c. Identify and discuss the extent to which Scouting has penetrated the local community. How can Scouting be successful in competition with the above activities?

d. Discuss factors such as:

number of schools. number of children of Scouting age. existing Scouting services in the area. what is an acceptable level of Scouting involvement?

2. Discussion in small groups 15 min

In groups of four or five allow participants to identify means by which Scouting can contribute to alleviating the effects of any of the above problems facing young people and their communities.

3. Final Group Discussion 10 min

a. Sum up as the participants report back. Draw practical examples of Scouting’s contribution from your experience.

b. Ensure that the importance of good and dedicated leadership to the effectiveness of this contribution is identified.

4. Evaluation of Competencies 2 min




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Session Resource

Alternative Activities/Tasks

Conduct a brainstorming session on Youth needs. All responses to be written on a whiteboard, butchers paper or overhead transparency.

Show articles from newspapers on current youth problems. Ask group how they can help if the child was in their Section.

Conduct a brainstorming session on organisations not necessarily involved in Scouting that help youth.

Use a local paper to highlight local community problems.

Develop star bursts of personal needs.

Stun the group with a few statistics on the number of homeless kids, the number of single parent families, etc.

Begin with a cartoon from a newspaper that depicts a community problem, eg. unemployment, to initiate discussion.

Play a tape of a song with an appropriate message.

Show a small segment of a video relating to a community problem.

Read a short poem or prose about an incident or problem that involves youth.

Short case study of various problems/needs to discuss and build on.

Set of pictures that show problems and needs for discussion.

In Section groups develop a profile of a youth problem in the age group of the Section.

Discussion on needs and adults role in assisting young people.

Group discussions on the solution to problems that were introduced in the introductory session.

Total group highlights main points, by brainstorming, then divide into small groups to discuss ways Scouting can help.

Give out newspaper headings of real life situations. Group discusses ways Scouting could assist.

“What if ………..” situations - play acting.

Groups make a list of groups currently operating within the local community to assist youth.

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Session 3. The Fundamentals of Scouting

AIMThe Aim of this session is to provide a broad overview of the Aim of Scouting, the religious obligation involved and the background to the history and Story of Scouting.


apply the Fundamentals of Scouting in youth training and adult interactions.


list four areas of development that scouting encourages in young people,

describe the principles of Scouting,

describe the type of content that makes up the Promise and Law as applied to the various Sections,

describe the Scouting policy in relation to religious obligation and the role of a Leader in relation to this policy, and

describe: the beginning of Scouting the characteristics of the Founder the growth of World Scouting the countries that make up the Asia-Pacific Region, and the

contribution Scouting makes to the developing countries of the Region.

ASSESSOR NOTESAssessment will be against the specified performance criteria listed above by oral questioning, group discussion and individual participation. Course assessors have the responsibility to determine whether a unit of competency has been achieved.

MATERIALSResources:

Introducing Scouting booklet, specifically the sections on the Promises, Laws, Aim and Principles.Film, video or tape/slide presentation covering aspects of the Story of Scouting.Overhead projector, video recorder, film/slide projector, tape recorder.Alternative Activities/Tasks

Overheads:Aim PrinciplesReligious ObligationPromise and Law

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1. Aim of Scouting 5 Min

a. The Aim is a public statement of the purpose of the Scout Association. It is what Scouting stands for. It is not what it does, how it does it or even the reason why young people join Scouting, which is for fun and adventure.

It provides balanced development in five major areas:

Physical Intellectual Emotional Social Spiritual

b. The principles are:

the basis upon which B-P founded the Movement. still as applicable today as in 1908. positive values in which Scouting believes. the basis of the Scouting Method. expanded in an easily understood form in the Promise and Law.

c. Acceptance of the Promise is the only statutory requirement for membership. The Promise and Law give a clear framework for young people to live by in an increasingly unstructured society. As Leaders it is relevant to us as a source of consistency. The whole essence of character training and strengthening is bound up in concepts of honour, loyalty and obedience, as presented in the Promise and Law.

d. The order of the Promise is important:

Duty to God is pre-eminent. Duty to Queen/Country. Duty to others.

e. Mention the alternative Promises and the method of choosing.

f. Laws are one’s duty to oneself.

g. Expect a standard of commitment commensurate with age. Child to Youth to Leader.

h. Code of conduct is an essential part of the Program, as Scouting uses normal desires and pursuits of young people to develop basic Principles.

i. The Leader’s personal example is paramount. Leaders must accept and remain aware of the Principles and the Promise and Law for them to be successful in bringing about the Aim of Scouting.

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2. Discussion 10 min

Two questions to stimulate discussion, if required, are:

a. Can Scouting establish standards if they are denied in the home?

b. Is the Leader under greater moral obligation than other people? If the answer is “yes”, can you accept this for yourself?

3. Religious Obligation 10 min

a. All members have a clear obligation, as expressed in the Promise, “to do my duty to my God”.

b. Basis should be a belief in the existence of their God and a developing relationship with their God.

c. The main role of the Leader is to be a seeker and to lead young people to become seekers.

d. Safeguard members who belong to a religious body by:

not conflicting with youth members involvement with that body in planning activities.

facilitating attendance at religious observances, eg. by providing transport from camps.

e. Scouts’ Own services should be ecumenical and are not a substitute for attendance at Church.

f. Lack of an association with a religious body is not a barrier to membership of the Movement.

g. The leader of a Church sponsored Group must encourage members of that Group to attend observances the sponsoring authority considers desirable.

h. Leaders are obligated, by example, to encourage and promote each member’s spiritual growth.

i. Church parades may be held if parents approve their children’s attendance.

4. The Story of Scouting 8 min

Use audio-visual presentation of the following topics:

a. The Beginning. Baden-Powell at Mafeking. Aids to Scouting. Brownsea Island Camp. Scouting for Boys.

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b. The Founder. Baden-Powell - the soldier.

- the artist.- the full time Scout Leader.

c. The Growth. rapid acceptance by many countries. rapid growth – 10,000 in first two years.

d. Australia. Branch of British Scouting until 1958. Since 1959, an Association with its own Royal Charter. Australia’s contribution to the World Organisation and the Asia-

Pacific Region, eg. Jamborees, conferences, committee memberships, international level training and development.

5. Summary 5 min

a. Scouting is a Movement, therefore it continues to change with modern trends, but adheres to its Principles and Aim.

b. Scouting is in touch with modern youth and is meeting their demands and needs.

c. Scouting is continually accepting the new challenge of modern life.

d. Scouting will continue to “Be Prepared”.





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Session ResourceAlternative Activities/Tasks

Brainstorm what the participants think Scouting is.

Describe your visit to a Queen’s Scout or Baden Powell Award ceremony.

Build a large Scout emblem piece by piece, using the Aim and Principles.

Short example (prose, cartoon, picture) to illustrate Scouting Principles.

Hand out BP’s writings (appropriate extracts) for group to identify the Principles of Scouting.

Show video 25 Million Reasons to Belong.

Use an activity from the Outdoor Code to develop discussion.

Have a brain teasing activity (with Scouting emphasis) which can develop discussion about the intellectual development.

Discussion – give each group a development area that Scouting encourages and have them discuss eg. why is it important?, how can growth in this area be developed?

Discuss the importance of the Aim and Principles for Leaders.

Provide photographs or slides to stimulate discussion about the Aim and Principles.

Referring to booklet “Introducing Scouting” develop discussion about the Aim and Principles.

Group discussion with Tutor on each of Aim and Principles, Promise and Law, Religious Obligation.

Tape of song with appropriate message.

Read BP’s thoughts on Religion.

Serious/humorous incident related that is applicable to the topic eg. Scouts’ Own, Church Parade.

Short poem or prose with a relevant message.

Tangled situations or case studies – Finding Our Way by Vern Cracknell.

Link up with appreciation of environment. Have pictures, slides, etc.

Role play by Trainers of a case study which leads into discussion.

Promise and Law - relay game, jigsaw puzzle, cryptic clues, missing words.

Scouting pictures that illustrate aspects of the Religious Policy to develop discussion.

Scouting shield of values. To be made up by group who decide on the motto that best describes their group and its religious obligation.

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Session 4. Adults in Scouting

AIMThe Aim of this session is to provide an overview of the role of Adults in Scouting.


apply the concepts of Adults in Scouting in terms of the Life Cycle Policy, Code of Conduct/Duty of Care, Leader commitment and the training of Section Leaders.


describe the background to the application of the concept of Adults in Scouting,

describe the policy of a Life Cycle for Adults in Scouting,

describe the responsibilities, role and commitment of a Leader, and

describe Scouts Australia’s approach to the training of Leaders.


MATERIALSResources:

Introducing Scouting booklet.Policy and Rules, R11 Adult Training and DevelopmentAlternative Activities/Tasks

Overheads:The Life Cycle of an Adult in ScoutingThe Leader of Youth Development ProgramThe Leader Development Program

Part 1 – Group LeadersThe Leader Development Program

Part 2 – Commissioners and District Leaders

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1. The Broad Concept of Adults in Scouting 4 min

The concept of Adults in Scouting:

a. aims at developing the ways and means by which the quality of leadership at all levels in the Scout Movement can be improved through the better management of all adult resources and finally result in the provision of better service to young people.

b. is the process of allocating and developing adults to provide competent professional volunteer leadership for all positions at all levels in the Scout Movement.

c. emphasises the provision of opportunities for personal growth and development to meet the needs of individuals while achieving Scouts Australia’s goal.

d. is flexible with regard to situations and circumstances.

2. The Concept of the ”Life Cycle” of Adults in Scouting 5 min

Adults in Scouting recognises the concept of the Life Cycle in every session or role in Scouting and in the management of adult resources. This can be applied in recruitment, selection, contracting, training, personal support and performance appraisal.

Each role is specific in its requirements, its targets and its time span and each period of service may be followed by reassignment to another role, a renewal in the same role for another period of time or retirement.

All aspects of an appointment should be clarified including objectives for sessions and functions. These will form the basis of regular reviews of performance.

Upon completion of a session or term of office, usually three years, various options exist as to what the person will do. These are:

a. Renewal, which should come as a result of mutual agreement. New targets should be set for the new term of office.

b. Reassignment, which may be for a number of reasons. For example the job has become routine and the Leader requires a new challenge.

c. Retirement, which may be initiated by the individual or the organization.

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3. Code of Conduct/Duty of Care. 5 min

All Adults in Scouting, uniformed and non-uniformed, should recognise their “Duty of Care” to youth members. Some concepts that are relevant to exercising this Duty of Care are:

a. Adults in Scouting respect the dignity of themselves and others.

b. Adults in Scouting demonstrate a high degree of individual responsibility, recognising that at all times their words and actions are an example to other members of the Movement.

c. Adults in Scouting act at all times in accordance with Scouting principles, thereby setting a suitable example for all.

d. Adults in Scouting do not use the Movement to promote their own beliefs, behaviours, or practices where these are not compatible with Scouting principles.

e. Adults in Scouting act with consideration and good judgement in all interpersonal relationships, both inside and outside Scouting.

f. Adults in Scouting respect everyone’s right to personal privacy at all times. They take special care where sleeping, changing of clothing, bathing and ablutions are associated with any Scouting session.

g. Adults in Scouting avoid unaccompanied and unobserved activities with youth members wherever possible. Remember, “in sight - out of hearing”.

h. Adults in Scouting, for their own protection, should avoid potentially compromising situations by ensuring, where reasonably possible, that at least two adults are in attendance whilst supervising and/or accompanying youth members. It is recognised that, in certain circumstances, it may be necessary for a Leader or Adult, whilst acting responsibly and exercising their “Duty of Care”, to be alone with a youth member.

i. Adults in Scouting realise that bullying, physical or verbal abuse, neglect, or any other type of abuse is unacceptable conduct by any member of the Movement.

4. Values Statement. 4 min

Scouting Australia recognises:

a. The importance of individuals developing a sense of personal identity and self worth which leads to responsibility for oneself and one’s actions as a citizen.

b. That young people are able and willing to take responsibility and contribute to society.

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c. The rights and responsibility of individuals to regulate their own health.

d. The importance of adults providing suitable role models for young people.

e. The importance of not exposing young people to harm or exploitation.

f. The importance of individuals and the community adopting a lifestyle that allows ecologically sustainable development through preventing environmental overload, environmental degradation and resource depletion.

g. The importance of respect for an equity in dealing with all people, irrespective of culture, gender, religion or impairment.

h. The importance of mutual support and help between members of a community to maximise the quality of life for all.

i. The importance of the development of understanding between individuals as a contribution to peace between nations.

j. The importance of gainful employment in contributing to the sense of dignity and self worth of the individual.

k. The importance of harnessing technological innovation to benefit human society.

5. Leader Commitment. 8 min

a. Time is a major commitment. The leaders priority should be:

Family, Job, then Scouting.

Time is required for:

regular Section meetings preparation for meetings outdoor activities weekend activities visiting parents personal development and training Leader meetings.

b. Money is an issue. The Association’s policy is that there should be no financial incentive to become a Leader. The following expenses are met by the Leader:

o uniformo travelling costs to meetingso jamboree fees.

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Expenses met by the Association are:

o training course feeso training equipment.

c. Training is required to develop a successful Leader. Formal training is essential.The session presenter should answer questions on details of the Leader of Youth and Leader of Adults Development Program and outline:

Time commitment for each module The role of Districts, Regions and Branch in

providing support and training.

d. Relations are important for Leaders, to have wide contact with the community. It provides opportunities for the Youth members to communicate with and serve in the community. Contact with other Leaders at Group and District level is vital

6. Summary. 2 min

Leadership is a privilege, but Scouting takes time, effort and perseverance. Leaders gain satisfaction and a sense of achievement.





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Participants make up a limerick on the life of Scouters.

Trainers role play - new Leader at DPC interview or new Cub Scout wanting parent to be a Leader. Brainstorm with participants - what can they offer, why they are here, what commitments do they think there are.

Trainer tells a humorous story about their experience in Scouting.

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Session 5. The Scout Group Family

AIMThe Aim of this session is to describe the Scout Group Family as a whole, the purpose of its program and the role of the Group Council.


apply the concept of the Scout Group Family and the role of the Group Council to the leadership of young people.


explain the value and function of the Scout Group Family as a whole family unit and the place and purpose of their Section in it,

participate in a Group Council effectively and list the purposes and value of the Group Council particularly for their section, and

suggest some points to raise or ask for at their next Group Council.


MATERIALSResources:

The Group Leader and Group Committee Handbook.Ceremonies. Joey Scout Leaders Handbook.Cub Scout Leaders Handbook.Scout Leaders Handbook.Guidelines for Venturer Scout Leaders.A large chart of the organization of the Group.Video: 25 Million Reasons.Alternative Activities/Tasks

__________________________________________________________________


1. Introduction. 3 min

This is a good opportunity to remind participants that their Section plays a part in the overall life of a young person in the Movement, providing training and opportunities unique to their stage of development. Each Section complements the other four Sections.

Ask participants to read Introducing Scouting after the course, if they haven’t already done so. Refer to section leader handbooks and indicate their importance as reference material.

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2. Scout Group Concept 10 min

Key areas to be covered:

a. The Family concept of the Group and the need for team approaches and involvement of parents.

b. Revise the overall structure of the Scout organization and the strategic place of the Scout group as the fundamental Scout unit in the community.Refer to the relevant Section Leader handbooks.

c. Revise the structure and age groupings of the Scout Group and its sections.

d. Forms of support and assistance from parents and friends of Scouting.

e. The self supporting nature of the Group and, briefly, the role of the Group Committee.

f. Progression - The objectives of the Group should include progression of youth members through all Sections. Knowledge that the program of the next Section is exciting and that youth members will feel welcome and be well treated is vital in beckoning them on. The Link Badges encourage individual progression but relationships and Program are much more important.

g. Relationships - The building and maintenance of excellent relationships and communications between adult Leaders across all Section of the Group is vital to maintain a viable Group. There is an absolute need for adult Leaders of each Youth Section to support each other positively when they are together and when they are out individually in the community.

h. The Group Leaders vital role as the Manager of the Group and key role in achieving the particular objectives listed in points f. and g. above.

3. Video: 25 Million Reasons. 5 min

4. Summary. 10 min

a. Summarise the importance of the family nature of the Scout Group.

b. Canvas questions from participants on anything covered in the seminar.

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Film – “The Chief”.

Video – “25 Million Reasons to Belong”.

Slides of aspects of local Scouting or history of Scouting.

Show picture of BP and read some of his quotes.

Parade/display of old uniforms and/or old books.

Yarn on BP.

Game – matching questions and answers.

Have around the room books, diagrams, pictures etc (all numbered) relating to the story of Scouting. Give each participant a number of questions (number corresponds to resources set out) to find the answer. Expand on questions when correcting.

Give the participants a copy of a Scouting Time Line. They are to complete by looking at resources in the room.

Make up a word-find puzzle with words all on the horizontal. Groups compete against each other.

Trainer asks the question and participants find the answer in the word-find by giving the location of the first letter of the answer eg. line 3 position 3. 1 2 3 4 5 6 7 81 S C O U T I N G2 B A D E N P O W3 O U T E N T I N4 C H A R T E R S

Fill in a Group Council composition form.

Look at a sample of Group Council minutes and discuss.

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ACKNOWLEDGEMENT

This handbook has been produced for use in Victoria.

The main session material has been taken from the Basic Core Module handbook produced by the National Training and Development Office of Scouts Australia.

Further resources have been added from members of the Victorian Training Team.

COPYRIGHT

Copyright © The Scout Association of Australia

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