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HEAT INJURY MANAGEMENT

HEAT INJURIES ARE PREVENTABLE THE ARMY’S HEAT INJURY MANAGEMENT POLICY, AND ITS APPLICATION TO AUSTRALIAN ARMY CADETS, IS DESIGNED TO MINIMISE THE OCCURRENCE OF HEAT INJURY THROUGH ADEQUATE CONTROL MEASURES AND HENCE REDUCE THE RISK TO CADETS AND STAFF MORE IMPORTANTLY, IT ALSO ENABLES ADF STAFF, ACS AND CADETS TO RECOGNISE AND TREAT HEAT ILLNESS TO PREVENT SERIOUS INJURY OR FATALITY DEFINITIONS EMERGENCY COOLING: METHOD OF EMERGENCY COOLING FOR A HEAT CASUALTY DEPENDANT ON THE SEVERITY OF THE HEAT INJURY, INCLUDES:

O IMMEDIATE FIRST AID: STRIP CLOTHING, WET SKIN AND FAN, PLACE IN THE SHADE

O DRINK COOL OR CHILLED WATER O USE OF LAGRE FANS PREFERABLY WITH WATER MISTING O PLACE IN AIR CONDITIONED LOCATION O IMMERSE IN COOL OR CHILLED WATER (OR ICE & WATER) O INTRAVENOUS FLUIDS

HEAT INJURIES: THE TERM APPLIES TO INJURIES CAUSED BY EXPOSURE TO ENVIRONMENTAL HEAT. THE FOUR TYPES OF HEAT INJURY ARE:

O DEHYDRATION O OVER HYDRATION O HEAT EXHAUSTION O HEAT STROKE


RESPONSIBILITIES OIC OF ACTIVITY: TO ENSURE ALL POLICIES, DIRECTIVES AND INSTRUCTIONS ARE INCLUDED/IMPLEMENTED IN THEIR ACTIVITY SAFETY RISK MANAGEMENT PLAN (SRM) SAFETY OFFICERS: TO ENSURE THAT SRM ACTUALLY OCCURS ON THE GROUND, AND IF NOT TO STOP THE “TASK” OR ACTIVITY ADF OR ACS: TO ENSURE DUTY OF CARE FOR CADETS IS MET AND WHEN IN DOUBT STOP CADETS FROM PARTICIPATING (STOP THE “TASK” OR ACTIVITY) CADETS: TO ENSURE THAT THEY ALERT STAFF IMMEDIATELY OF ANY INCREASED RISK FACTORS OR SYMPTOMS FOR HEAT ILLNESS, FOR BOTH SELF AND MATES. ALSO RESPONSIBLE FOR TAKING PERSONAL PRECAUTIONS TO SAFEGUARD OWN HEALTH AND SAFETY IN ACCORDANCE WITH DIRECTIONS !!


RISK FACTORS ACCLIMATISATION:

O CLIMATE WHERE THE ACTIVITY IS BEING CONDUCTED – IS THIS DIFFERENT TO THE NORM?

O PHYSICAL ACTIVITY AND HOW SLOWLY IT IS INTRODUCED?

ENVIRONMENTAL FACTORS: O INCLUDES HUMIDITY, TEMPERATURE, WIND, AND

EXPOSURE TO SUN O EXPOSURE TO THESE FACTORS OVER DAYS (ADDS UP) O UNEXPECTED CHANGES TO CONDITIONS (BECOMES HOT

SUDDENLY) PERSONAL FACTORS:

O ACTIVITY LEVEL: TYPE OF ACTIVITY, LENGTH OF ACTIVITY, AMOUNT OF REST/WORK

O CLOTHING: BIDY HEAT IS LOST THROUGH SKIN – THEREFORE AMOUNT AND TYPE OF CLOTHING WILL REGULATE HEAT LOSS

O HUMAN FACTORS: VARIOUS INCLUDING AGE, WEIGHT, BMI, PHYSICAL FITNESS, AMOUNT OF FOOD AND WATER CONSUMED, SALT REPLACEMENT, SOME MEDICATIONS

LACK OF KNOWLEDGE!


DEHYDRATION CAUSE:

O AN EXCESSIVE LOSS OF WATER FROM THE BODY O ALSO INVOLVES THE LOSS OF IMPORTANT ELEMENTS

SUCH AS POTASSIUM (K+) AND SODIUM (NA+) O VITAL ORGANS LIKE THE KIDNEYS, BRAIN AND HEART

CANNOT FUNCTION WITHOUT A MINIMUM AMOUNT OF WATER AND SALT

SIGNS AND SYMPTOMS:

O SKIN – LESS ELASTIC O URINE – REDUCED VOLUME AND CONCENTRATED

(COLOUR) O SWEAT – HIGHER RATE O PHYSICAL CAPACITY – REDUCED ENDURANCE,

ACCELERATED ONSET OF FATIGUE O HEART RATE – FASTER, WORK SEEMS MORE TIRING O APPETITE – SUPPRESSED O MENTAL INDICATORS – LESS ALERT, INCREASED

LETHARGY, DIFFICULTY CONCENTRATING AND CONFUSED / IRRATIONAL

TREATMENT:

O WATER – INCREASE CONSUMPTION O REST WELL IN SHADE TO COOL DOWN O LOOSEN CLOTHING (SINGLE LAYER) O AVOID PHYSICAL EXERTION UNTIL RE-HYDRATED O REPORT TO STAFF THROUGH CHAIN OF COMMAND


OVER HYDRATION CAUSE:

O POTENTIALLY FATAL O MOST OFTEN OCCURS IN EXERCISE LASTING FOUR

HOURS OR LONGER O RESULT OF CONSUMING EXCESSIVE FLUIDS, MADE

WORSE BY NOT REPLACING SODIUM LOSSES O SEVER CASES MAY INVOLVE SEIZURES, INCREASED

INTRACRANIAL PRESSURE, FLUID IN THE LUNGS AND RESPIRATORY ARREST

O OVER HYDRATION IS A MEDICAL EMERGENCY

SIGNS AND SYMPTOMS: O HEADACHE O FATIGUE O NAUSEA

SYMPTOMS ARE VERY SIMILAR TO THOSE FOR DEHYDRATIONTREATMENT:

MEDICAL EMERGENCY: EVACUATE TO MEDICAL FACILITY IMMEDIATELY PREVENTION:

O DRINK ELECTROLYTE DRINKS INSTEAD OF, OR IN ADDITION TO, WATER

O MONITOR YOUR URINE AND MAKE SURE YOU ARE URINATING AT REGULAR INTERVALS AND THAT THE URIEN IS LIGHT YELLOW TO CLEAR. IF YOU ARE NOT URINATING OR YOUR URINE IS DARK IN COLOUR, YOU MAY BE DEHYDRATED.


O DRINK COOL WATER (1 LITRE) EVERY 30 MINUTES, WITH MAXIMUM 2 LITRES)

O IF NO IMPROVEMENT IN 30 MINUTES, EVACUATE FOR MEDICAL TREATMENT

HEAT STROKE CAUSE:

O MOST SERIOS FORM OF HEAT INJURY O PROLONGED EXPOSURE TO HIGH TEMPERATURES O FAILURE OF BODY’S COOLING MECHANISM O CORE BODY TEMPERATURE > 40 DEGREES CELCIUS

O HEAT STROKE IS A MEDICAL EMERGENCY SIGNS AND SYMPTOMS:

O HEAT EXHAUSTION SYMPTOMS BUT MORE SEVERE O ALTERED MENTAL STATUS: AGITATION, CONFUSION,

DELIRIUM OR DISORIENTATION O NAUSEA O VOMITING O ELEVATED CORE BODY TEMPERATURE – USUALLY > 40

DEGREES CELCIUS O CAN PROGRESS TO LOSS OF CONCIOUSNESS, COMA OR

SEIZURES


HEAT EXHAUSTION CAUSE:

O MOST COMMON HEAT ILLNESS O BODY FATIGUE AND STRAIN ON THE HEART DUE TO

EXCESSIVE BLOOD FLOW TO THE SKIN TRYING TO COOL THE BODY DOWN

O DEHYDRATION O INADEQUATE ACCLIMATISATION O INADEQUATE PHYSICAL FITNESS FOR THE TASK

SIGNS AND SYMPTOMS:

O DIZZINESS O FATIGUE, WEAKNESS O HEADACHE O NAUSEA O UNSTEADY WALK O RAPID PULSE O SHORTNESS OF BREATH

TREATMENT:

O ACTIVE COOLING – USE BEST MEANS POSSIBLE O MOVE TO SHADE O LOOSEN CLOTHING O LAY FLAT AND ELEVATE FEET O SPRAY/POUR WATER ON PERSON AND FAN O MONITOR WITH SAME STAFF MEMBER O ASSESS MENTAL STATUS EVERY FEW MINUTES


TREATMENT

MEDICAL EMERGENCY: EVACUATE TO MEDICAL FACILITY IMMEDIATELY

O COOL AGGRESSIVELY O MOVE TO SHADED AREA O REMOVE ALL CLOTHING TO UNDERWEAR O POUR WATER OVER THE BODY, ESPECIALL THE HEAD O FAN VIGOROUSLY O ASSESS MENTAL STATUS EVERY 2 MINUTES (ASK

PERSON/PLACE/TIME) O DO NOT GIVE WATER IF UNCONCIOUS O CONTINUE COOLING DURING EVACUATION/TRANSPORT


PREVENTION – INDIVIDUALS

O DRINK ENOUGH WATER TO REPLACE SWEAT O REFILL WATER BOTTLES AT EVERY OPPORTUNITY O REMIND YOUR MATES TO DRINK O IF URINE IS DARK OR REDUCED, DRINK MORE WATER O EAT REGULAR MEALS WHILE TRAINING IN HOT

ENVIRONMENT O EAT SALTY FOODS (TO REPLACE SOLT LOSS) O DON’T WEAR EXTRA CLOTHING ON HOT DAYS O DON’T TAKE DIETARY SUPPLEMENTS O ADVISE YOUR STAFF IF YOU ARE ON MEDICATION

PREVENTION – COMMANDERS AND STAFF

O ALOW FOR ACCLIMATISATION O MONITOR WBGT O KEEP CADETS IN SHADE WHERE POSSIBLE O OBSERVE WORK/REST CYCLES O IDENTIFY HIGH RISK INDIVIDUALS (FITNESS) O MONITOR FOOD INTAKE OF CADETS O TEACH EARLY RECOGNITION OF HEAT ILLNESS SYMPTOMS O RECOGNISE CUMULATIVE EFFECT OF SEQUENTIAL HOT

DAYS O RE-EVALUATE TRAINING!


CONCLUSION IT IS A COMMANDERS RESPONSIBILITY TO IDENTIFY RISKS OF HEAT ILLNESS / INJURY AND TO ENSURE THAT AL STEPS ARE TAKEN TO REDUCE OR MINIMISE THE RISK OF AN OCCURRENCE IT IS A STAFF MEMBERS RESPONSI BILITY TO ENSURE THESE MEASURES ARE IMPLEMENTED IT IS EVERYONES RESPONSIBILITY TO KNOW HOW TO IDENTIFY AND TREAT HEAT ILLNESS / INJURY IT IS MORALLY IRRESPONSIBLE AND LEGALLY NEGLIGENT TO DO OTHERWISE!

HEAT INJURY MANAGEMENT PERSONAL CONDITION

YOUR ABILITY TO SAFELY PARTICIPATE IN A FIELD ACTIVITY CAN BE GREATLY IMPACTED BY YOUR PERSONAL CONDITION AT THE TIME OF THE ACTIVITY.

FACTORS TO CONSIDER:

O RECOVERING FROM OR SUFFERING FROM AN ILLNESS

O OVERSEAS TRAVEL WITHIN 48 HOURS OF THE ACTIVITY

O RECENT PARTICIPATION IN ANOTHER ENDURANCE EVENT

O FAST SHALLOW BREATHING

O BIG NIGHT OUT WITHIN THE WEEK OF THE ACTIVITY

PREVENTION:

O AVOID LONG DISTANCE AIR TRAVEL WITHIN 48 HOURS OF THE ACTIVITY

O AVOID PARTICIPATING IN OTHER ENDURANCE EVENTS WITHIN 2 - 3 WEEKS OF THE ACTIVITY

O AVOID LATE NIGHTS IN THE WEEK PRIOR TO THE ACTIVITY

IF ANY OF THE ABOVE FACTORS APPLY OR JUST PRIOR TO THE ACTIVITY YOU FEEL LESS THAN 100% FOR ANY REASON, RECONSIDER YOUR PARTICIPATION IN THE ACTIIVITY

INSTRUCTORS AIDE-MEMOIRE

INSTRUCTOR/STUDENT RELATIONS DO: 1. SET A GOOD EXAMPLE 2. RECALL HOW YOU FELT WHEN YOU WERE A STUDENT 3. TAKE RESPONSIBILITY FOR YOUR ACTIONS 4. RESPECT YOUR STUDENTS 5. OFFER EXTRA HELP 6. KNOW YOUR SUBJECT MATTER DON’T: 1. RIDICULE YOUR STUDENTS 2. TAKE YOUR PERSONAL PROBLEMS INTO THE CLASSROOM 3. TALK OVER THE HEADS OF OR BENEATH THE LEVEL OF

YOUR STUDENTS 4. WASTE THE STUDENT’S TIME 5. APOLOGISE FOR THE MATERIAL BEING PRESENTED 6. BLUFF KNOWLEDGE OF SUBJECT MATTER

HOW TO HANDLE PROBLEM STUDENTS: 1. GET THEM ACTIVELY PARTICIPATING IN THE LESSON, KEEP

THEM BUSY 2. LET THEM KNOW THAT YOU HAVE CONFIDENCE IN THEM 3. COMPLIMENT THEM PUBLICLY, MAKING SURE NOT TO

DEMEAN THE REST OF THE TROOPS 4. DISCUSS THEIR WEAKNESSES WITH THEM PRIVATELY,

POSSIBLY IN A COUNSELLING SESSION 5. MAKE A GENUINE EFFORT TO MOTIVATE THEM AND

UNDERSTAND AND MOTIVATE THE STUDENT.

STUDENT MOTIVATION SOME SUGGESTIONS: 1. MOTIVATE THROUGHOUT A LESSON 2. SHOW BOTH AN IMMEDIATE AND LONG TERM NEED OF THE

KNOWLEDGE 3. MAINTAIN INTEREST BY USING A VARIETY OF TEACHING

METHODS AND TECHNIQUES 4. USE QUESTIONS TO GET THE STUDENTS MOTIVATED 5. USE CURRENT EVENTS TO ILLUSTRATE A NEED TO LEARN 6. COMPLIMENT STUDENTS FOR A JOB WELL DONE, AND

ALWAYS FINISH ON A POSITIVE 7. CAPITALISE ON YOUR OWN AND YOUR STUDENTS

KNOWLEDGE

REMEMBER – THE BEST MOTIVATION IS YOUR OWN ENTHUSIASM FOR YOUR SUBJECT.

STUDENT COUNSELLING BEFORE THE COUNSELLING SESSION 1. CHECK THE STUDENT’S RECORDS 2. TALK TO HIS/HER OTHER INSTRUCTORS 3. GET AS MUCH BACKGROUND INFORMATION AS POSSIBLE 4. ARRANGE A DEFINITE TIME AND PLACE FOR THE

INTERVIEW DURING THE COUNSELLING SESSION 1. FIRST, PUT THE STUDENT AT EASE (MAKE HIM/HER FEEL

COMFORTABLE) 2. ENCOURAGE HIM/HER TO TALK ABOUT HIS/HER PROBLEM 3. ASK QUESTIONS 4. BE PATIENT AND LISTEN TO WHAT HE/SHE HAS TO SAY 5. DON’T ACT SURPRISED OR OFFENDED BY WHAT HE/SHE

SAYS 6. HELP HIM/HER SOLVE THEIR PROBLEM(S) 7. WITH THE STUDENT, DECIDE ON A COURSE OF ACTION TO

BE TAKEN

AFTER THE COUNSELLING SESSION 1. FOLLOW UP BY MAKING SURE THAT THE PROBLEM HAS

BEEN SOLVED OR IF ADDITIONAL COUNSELLING SESSIONS ARE NEEDED.

2. MAKE SURE NOT TO MAKE THE STUDENT FEEL THAT HE/SHE IS BEING WATCHED OR HARASSED WHILST FOLLOWING UP.

LESSON TECHNIQUES

THE DEVELOPMENTAL APPROACH MAKE THE INSTRUCTION EASY TO FOLLOW: 1. BEGIN YOUR INSTRUCTION AT THE STUDENT’S LEVEL 2. RELATE THE INSTRUCTION WITH WHAT THE STUDENTS

ALREADY KNOW 3. ALLOW THE STUDENTS TO KNOW WHERE THIS LESSON

FITS INTO THEIR OVERALL TRAINING 4. PREVIEW EACH STAGE OF THE LESSON 5. TEACH EACH STAGE 6. REVIEW THE STAGES AND TIE THEM INTO THE BIG PICTURE

ENCOURAGING UNDERSTANDING: 1. ENCOURAGE THE STUDENTS TO THINK AHEAD 2. ASK QUESTIONS, THE ANSWERS TO WHICH REQUIRE

JUDGEMENT AND UNDERSTANDING 3. ENCOURAGE STUDENTS TO ASK QUESTIONS AND GIVE

FEEDBACK GET THE STUDENTS TO PARTICIPATE: 1. USE DISCUSSION WHEN APPLICABLE 2. ASSIGN PROBLEMS AND PROJECTS 3. ENCOURAGE VOLUNTARY PARTICIPATION

MAKE YOUR INSTRUCTION REALISTIC: 1. GIVE LOGICAL EXPLANATIONS RATHER THAN SAYING “IT’S

JUST HOW IT’S DONE” 2. AVOID UNNECESSARY THEORY 3. PRESENT PROBLEMS AND PROJECTS THAT ARE AS CLOSE

AS POSSIBLE TO THE ACTUAL SITUATION 4. USE THE ACTUAL EQUIPMENT WHENEVER PRACTICAL

THE SEQUENCE OF A LESSON COVER THE FOLLOWING POINTS IN A LESSON: INTRODUCTION. GET THE STUDENTS READY TO LEARN: 1. DIRECT THEIR ATTENTION TO THE SUBJECT. 2. SHOW HOW THE INFORMATION WILL BE OF VALUE TO

THEM 3. TELL THEM THE MAIN POINTS THEY WILL LEARN 4. EXPLAIN THE METHODS AND TECHNIQUES YOU WILL USE

TO TEACH THE MAIN POINTS. 5. REVIEW KNOWN INFORMATION RELATED TO THE LESSON. INFORMATION. TEACH THE MATERIAL. USE THE MOST APPROPRIATE METHODS AND TECHNIQUES OF INSTRUCTION: 1. THE LECTURE METHOD 2. THE GUIDED DISCUSSION METHOD 3. THE DEMONSTRATION PERFORMANCE METHOD PRACTICAL APPLICATION. LET THE STUDENT USE THE INFORMATION: 1. BEFORE THE BODY OF THE LESSON, JUDGE HOW WELL

THEY UNDERSTAND THE INFORMATION, EXPLAIN WHAT YOU WANT THEM TO DO, AND EXPLAIN HOW YOU WANT THEM TO DO IT.

2. DURING THE BODY, SUPERVISE EACH STUDENT, JUDGE THE STUDENTS UNDERSTANDING, RETEACH INDIVIDUAL STUDENTS IF IT’S REQUIRED AND MINIMISE DISTRACTIONS.

3. AFTER THE BODY, RETEACH WEAK AREAS, POINT OUT THE GROUPS STRENGTHS AND ANSWER QUESTIONS.

THE LECTURE METHOD

USE THE LECTURE METHOD TO: 1. INTRODUCE A SUBJECT ( PRIMARY) 2. SUMMARISE SUBJECT MATTER 3. PRESENT THE MAXIMUM AMOUNT OF INFORMATION IN A

SHORT TIME 4. EXPLAIN OR GIVE DIRECTIONS 5. MOTIVATE HOW TO MAKE THE LECTURE EFFECTIVE: 1. CULTIVATE AN EFFECTIVE DELIVERY 2. REHEARSE BEFORE THE LESSON 3. STATE THE MAIN POINTS ( BE DIRECT ) 4. SUPPORT EACH MAIN POINT WITH EXAMPLES, ANALOGIES,

COMPARISONS, STATISTICS, ETC ( USE OF KNOWN COMPARED TO THE UNKNOWN )

5. SUMMARISE EACH POINT 6. SHOW THE STUDENTS THE RELATIONSHIP OF EACH POINT

TO THE WHOLE LESSON 7. SUMMARISE THE MAIN POINTS

EVALUATION. CHECK STUDENTS PROGRESS FREQUENTLY: 1. USE TESTS, QUESTIONS AND OBSERVATIONS TO

ESTIMATE CLASS PROGRESS. 2. USE THIS ESTIMATE TO ADJUST YOUR RATE AND DEPTH

OF TEACHING. 3. EVALUATE THE STUDENTS UNDERSTANDING AND SKILL AS

WELL AS KNOWLEDGE OF FACTS. SUMMARY. REVIEW WHAT YOU WANT THE STUDENTS TO REMEMBER: 1. REVIEW EACH MAIN POINT, RELATING IT TO THE

STUDENTS OVERALL LEARNING. 2. RE-EMPHASISE THE IMPORTANCE OF THE SUBJECT. 3. IF APPLICABLE, GIVE OUT AN ASSIGNMENT

PLANNING A LESSON PLAN THE LESSON AS FOLLOWS: 1. DEFINE THE OBJECTIVES ( WHAT YOU WANT THE

STUDENTS TO LEARN ) 2. RESEARCH ( CONSIDER THE LEVEL OF THE STUDENTS

AND THE INSTRUCTIONAL OBJECTIVE ) 3. ORGANISE ( MUST BE IN A LOGICAL SEQUENCE THAT THE

STUDENTS CAN EASILY FOLLOW ) 4. PLAN YOUR CLASSROOM ( CHOOSE THE METHOD(S),

TRAINING AIDS, CLASSROOM LAYOUT AND THE STUDENT ACTIVITY ( IF APPLICABLE ))

THE GUIDED DISCUSSION METHOD

USE THE GUIDED DISCUSSION METHOD TO: 1. EXCHANGE IDEAS 2. DEVELOP UNDERSTANDING 3. STIMULATE INTEREST 4. SOLVE PROBLEMS HOW TO DEVELOP A MAIN POINT BY CLASS DISCUSSION:

1. MAKE SURE THAT YOU KNOW SPECIFICALLY WHAT POINT

YOU WANT TO DEVELOP 2. BEGIN WITH GENERAL, RELATIVELY SIMPLE QUESTIONS. 3. CONTINUE WITH A SERIES OF QUESTIONS WHICH ARE

INCREASINGLY MORE SPECIFIC AND DIFFICULT 4. FINALLY, ASK THE KEY QUESTION, WHICH THE ANSWER IS

THE MAIN POINT THAT HAS BEEN DISCUSSED. 5. BRIEFLY REVIEW THE MAIN POINT AFTER IT IS DEVELOPED. HOW TO MAKE A GUIDED DISCUSSION EFFECTIVE: 1. STUDENTS MUST HAVE SOME KNOWLEDGE OF THE TOPIC 2. THE STUDENTS MUST ACHIEVE THE OBJECTIVES

THEMSELVES, THE INSTRUCTORS SHOULD REALISTICALLY STAY OUT OF THE SPOTLIGHT.

3. DISTRIBUTE THE QUESTIONS EVENLY THROUGHOUT THE GROUP

4. USE THE PROPER QUESTIONING TECHNIQUE (ASK, PAUSE, NOMINATE, ASSESS, REPLY )

5. DON’T OVER CONTROL OR MONOPOLISE THE DISCUSSION 6. REMEMBER THAT YOU MUST BRING ABOUT THE

DISCUSSION – DON’T MERELY GET ANSWERS TO QUESTIONS.

7. STUDENTS SHOULD CONTRIBUTE INFORMATION TO THE

DISCUSSION WITHOUT WAITING TO BE FORMALLY RECOGNISED, BUT SHOULD WAIT IF SOMEONE ELSE IS SHARING THEIR POINT OF VIEW.

8. AN ACTIVE EXCHANGE OR INFORMATION BETWEEN STUDENTS IS NECESSARY FOR AN EFFECTIVE DISCUSSION.

THE DEMONSTRATION PERFORMANCE METHOD USE THE DEMONSTRATION PERFORMANCE METHOD TO TEACH A SKILL, PROCEDURE OR PROCESS. HOW TO MAKE A DEMONSTRATION PERFORMANCE EFFECTIVE: 1. PREPARE. THE INSTRUCTOR SHOULD GO INTO THE

LESSON WELL PREPARED, AND HAVE REHEARSED THE DEMONSTRATION AT LEAST ONCE.

2. PRESENT. APPLY THE WHOLE-PART-WHOLE PRINCIPLE WHEN DEMONSTRATING AND DO A THOROUGH JOB OF EVALUATING.

3. PERFORM. SUPERVISE STUDENT’S PRACTICE AND EVALUATE STUDENT’S ABILITY TO PERFORM CORRECTLY.

4. SUMMARY. GIVE CONSTRUCTIVE CRITICISM AND SUMMARISE THE DEMONSTRATION.

TRAINING AIDS WHEN USING TRAINING AIDS, REMEMBER TO:

1. SELECT THE MOST APPROPRIATE AID 2. ENSURE THAT YOU UNDERSTAND AND/OR CAN OPERATE

THE AID 3. REHEARSE THE AID BEFORE YOU USE IT IN CLASS 4. KEEP THE AID OUT OF SITE WHEN IT ISN’T BEING USED 5. IF NECESSARY, EXPLAIN THE AID TO THE STUDENTS 6. ENSURE THAT THE STUDENT’S VIEW IS NOT OBSTRUCTED 7. TALK TO THE CLASS, NOT TO THE AID. CAUTION: DON’T BUILD YOUR LESSON AROUND THE AID, OR IT WILL DISTRACT THE STUDENTS. FACTORS TO REMEMBER WHEN SETTING UP THE CLASS ROOM ARE: 1. IS THE ROOM TEMPERATURE COMFORTABLE? 2. IS THE SEATING ARRANGEMENT SUITABLE? 3. IS THE CHALK/WHITE BOARD PREPARED? 4. ARE THE PROJECTORS SET UP? 5. ARE ALL THE NECESSARY AIDS SET UP? USING A BOARD: 1. PLAN YOUR WORK IN ADVANCE 2. MAKE PRINTING AND DRAWINGS LARGE ENOUGH TO BE

SEEN BY ALL OF THE GROUP 3. CHECK SPELLING 4. SHOW ONE IDEA AT A TIME, AND ERASE UNNECESSARY

MATERIAL 5. DON’T CROWD YOUR WORK 6. DON’T ERASE UNTIL STUDENTS HAVE FINISHED COPYING

INDIVIDUAL ASSIGNMENTS USE INDIVIDUAL ASSIGNMENTS TO: 1. INTRODUCE NEW MATERIAL 2. PROVIDE A COMMON BACKGROUND FOR FUTURE WORK 3. SAVE CLASS TIME 4. AID WEAK STUDENTS 5. ENCOURAGE INITIATIVE AND RESEARCH WHEN GIVING THE ASSIGNMENT: 1. RELATE THE ASSIGNMENT TO THE PERIOD OF

INSTRUCTION 2. PUT THE ASSIGNMENT ON A BOARD OR ON A HANDOUT 3. EXPLAIN WHY THE ASSIGNMENT IS IMPORTANT 4. TELL THE GROUP WHAT REFERENCES THEY WILL NEED,

AND WHAT THEY WILL NEED TO RESEARCH 5. MOTIVATE THE GROUP AND STRESS THE IMPORTANCE OF

THE ASSIGNMENT

CONDUCT OF EXAMINATIONS BEFORE THE EXAM: 1. SELECT YOUR EXAM QUESTIONS, AND CHECK THE DETAIL 2. INSPECT EACH EXAM BOOKLET FOR COMPLETENESS AND

CONDITION 3. OBTAIN NECESSARY EXAM MATERIALS, EG, PAPER 4. PREPARE THE CLASS ROOM 5. PASS OUT EXAM MATERIALS 6. READ AND CLARIFY EXAM INSTRUCTIONS/CONDITIONS DURING THE EXAM: 1. MINIMISE DISTRACTIONS 2. ANSWER QUESTIONS TO LEGIBILITY ONLY 3. KEEP TIME TO GO POSTED ON THE BOARD 4. SUPERVISE, AND STOP THE EXAM AT THE END OF THE

GIVEN TIME AFTER THE EXAM: 1. COLLECT ALL EXAMS AND MATERIALS AND CHECK THEM

FOR COMPLETENESS 2. SCORE THE ANSWERS 3. PREPARE THE CONSTRUCTIVE CRITICISM BY:

REVIEW THE ANSWER SHEET FOR QUESTIONS MISSED BY THE GROUP

PREPARING A LESSON PLAN RETEACHING THE WEAK AREAS

4. CONDUCT THE CONSTRUCTIVE CRITICISM BY: ADVISE THE GROUP OF THEIR INDIVIDUAL SCORES RETEACH THE WEAK AREAS, REMEMBERING NOT

TO DISCUSS THE SPECIFIC QUESTIONS BUT STRESSING THE MAIN POINTS

SUMMARISING THE CRITICISM

AUSTRALIAN ARMY CADETS

CADET FIELD HANDBOOK

APPRECIATION SEQUENCE 1. AIM: WHAT YOU HAVE TO DO 2. FACTORS.

CONSIDER HOW EACH OF THE FOLLOWING FACTORS AFFECTS WHAT YOU HAVE TO DO A. OUTCOME B. OWN TROOPS C. GROUND D. TIME AND SPACE E. ASSESSMENT OF TASKS F. COURSES OPEN THAT COULD WORK AGAINST ACHIEVING THE OUTCOME

3. COURSES.

EXAMINE COURSES THAT COULD WORK AGAINST ACHIEVING THE OUTCOME AND THEN WORK OUT FROM THESE, AND THE FACTORS, THE WAYS BY WHICH YOU CAN ACHIEVE YOUR OUTCOME AND SELECT THE BEST OPTION.

4. PLAN.

BASED ON THE SELECTED BEST COURSE.

OPERATIONAL ORDERS TOPOGRAPHY AND WEATHER SITUATION

OTHER UNITS CIVILIANS ATTACHMENTS / DETACHMENTS

MISSION STATED TWICE

EXECUTION CONCEPT OF OPERATIONS

COMMANDERS INTENTION SCHEME OF MANOUVRE

GROUPINGS AND TASKS – OF EACH INDIVIDUAL OF EACH GROUP CO-ORDINATING INSTRUCTIONS

TIMINGS (REHEARSALS, EQUIPMENT PREP, REST, MEALS) METHOD OF MOVEMENT ALLOCATION OF EQUIPMENT ROUTES BOUNDARIES NAVIGATION ORDER OF MARCH FORMATIONS RATE OF MOVEMENT CONTINGENCY PLANS/ACTIONS ON

ADMINISTRATION & LOGISTICS RATIONS, WATER DRESS & EQUIPMENT MEDICAL SPECIAL EQUIPMENT INSPECTION

COMMAND & SIGNALS LOCATION OF COMMANDER(S) HQ SENIORITY RADIO COMMUNICATIONS CODEWORDS/NICKNAMES AND/OR PASSWORDS

FIELD EQUIPMENT BASIC WEBBING

BELT COMFORTER (IF PROVIDED) SUSPENDERS (H HARNESS) WATER BOTTLE, COVER, CUPS CANTEEN ON LEFT WATER BOTTLE, WATER BOTTLE COVER ON RIGHT MINIMI POUCH ON RIGHT 2 X STEYR POUCH ON LEFT

CLASP KNIFE (IF PERMITTED) 10M HOOCHIE CORD BOOT CLEANING GEAR PERSONAL FIRST AID KIT SUNSCREEN INSECT REPELLANT

HEXAMINE STOVE AND TABLETS TOGGLE ROPE BUM BAG CONTAINING

PULLOVER JAPARA SHELTER INDIVIDUAL (HOOCHIE) KFS

OPTIONAL SURVIVAL KIT CASE FAD

FIELD PACK LARGE

SLEEPING BAG SLEEPING MAT JAPARA LINER SHIRT DPCU TROUSERS DPCU CHANGE OF UNDERWEAR SOCKS KHAKI (2 PAIR) PAN SET MESSING HAND TOWEL TOILET GEAR

DAILY ROUTINE ALL ACTIVITIES SHOULD BE CONDUCTED IN PAIRS WITH THE EMPHASIS BEING PLACED ON CONCURRENT ACTIVITIES. MORNING ROUTINE A. REVEILLE B. STRIKE SHELTERS:

(1) EACH MEMBER PACKS AWAY ALL EQUIPMENT, AND (2) EACH MEMBER PUTS ON EQUIPMENT

C. STAND-DOWN ON ORDER: (1) CHANGE TO DAY ROUTINE, AND (2) TRACK DISCIPLINE MAINTAINED

D. PERSONAL HYGIENE: (1) WASHING, (2) CLEANING BOOTS, (3) CLEAN TEETH, (4) SKIN AND FOOT INSPECTIONS, (5) COMB HAIR, AND (6) VISIT LATRINE

E. WATER DISCIPLINE: (1) FILL BOTTLES WITH POTABLE WATER, AND (2) DRINK AT LEAST ONE LITRE OF WATER

F. BREAKFAST:: (1) MAY BE COOKED CENTRALLY AND DELIVERED TO POSITIONS (2) MAY BE COOKED UNDER SECTION ARRANGEMENTS (3) MAY BE COOKED INDIVIDUALLY, AND (4) UTENSILS CLEANED AND STORED

G. CLEAN UP SECTION AREA. ALL EQUIPMENT LAID OUT FOR USE.

H. CHECK CLOTHING AND EQUIPMENT: (1) CLOTHES MENDED, BOOTS INSPECTED AND (2) DEFECTS REPORTED

I. ORDERS - BRIEFING AND CONDUCT OF DAYS ACTIVITIES

AFTERNOON A. CONTINUE WITH THE DAYS ACTIVITIES B. CHECK EQUIPMENT:

(1) PERSONAL EQUIPMENT, (2) RADIO EQUIPMENT, AND (3) BATTERIES

C. PERIODIC HYGIENE CHECKS: (1) SUNSCREEN, (2) INSECT REPELLENT, AND (3) FOOT AND SKIN INSPECTIONS

D. NIGHT PREPARATIONS: (1) SHELTERS ERECTED AND DROPPED, AND (2) RESUPPLY AS REQUIRED

E. EVENING MEAL F. NIGHT ORDERS ISSUED:

(1) ISSUE PIQUET ROSTER, AND (2) REPACK SURPLUS EQUIPMENT

G. CHANGE FROM DAY TO NIGHT ROUTINE NIGHT ROUTINE A. STAND-DOWN ON ORDER B. DOUBLE STAGGERED PIQUETS POSTED C. MINIMAL MOVEMENT WITHIN PERIMETER, EXCEPT ROUTINE

PIQUET CHANGES D. WORK TASKS, AND E. WHEN SLEEPING IS POSSIBLE:

(1) MEMBERS SHOULD BE FULLY CLOTHED AND READY TO MOVE, AND (2) ALL EQUIPMENT SHOULD BE HANDY.

IT WILL NOT BE POSSIBLE TO DO ALL THE THINGS REQUIRED AT THE SAME TIME, BUT THEY MUST BE COMPLETED DAILY WHENEVER POSSIBLE. THE TIME AT WHICH THEY ARE CARRIED OUT IS NOT IMPORTANT, BUT IT IS IMPORTANT THAT THEY ARE COMPLETED.

KNOTS WHIPPING

THUMB KNOT

REEF KNOT

TIMBER HITCH

CLOVE HITCH

GRANNY AND THIEF KNOTS

SHEET BEND

DOUBLE BEND

ROUND TURN AND TWO HALF HITCHES

DRAW HITCH

BOWLINE

FISHERMANS BEND

TRUCKIES HITCH

SHEEP SHANK

STOPPER HITCH

ROLLING HITCH

SPLICING EYE SPLICE

LASHINGS SQUARE LASHING

DIAGONAL LASHING

BACK SPLICE

NAVIGATIONAL DOs AND DON’Ts 1. PLOT YOUR COURSE ON A MAP AND PLAN ANY DETOURS

A. DON’T MAKE UP THE ROUTE ON THE GROUND AS YOU GO B. WHEN THE FINAL ROUTE IS DECIDED, FILL OUT A

NAVIGATIONAL DATA SHEET 2. CHECK THE COMPASS AND MAP AT REGULAR INTERVALS

DON’T RELY ON YOUR SENSE OF DIRECTION 3. LOCATE EACH BOUND BEFORE PROCEEDING TO THE NEXT

CHECKPOINT A. DON’T ESTIMATE POSITION AND PROCEED ON AN

ASSUMPTION B. BOUNDS SHOULD BE INMISTAKABLE OBJECTS

4. COUNT PACES AND ESTIMATE DISTANCE A. DON’T RELY ON INSTINCT TO JUDGE DISTANCE

TRAVELLED B. THE TENDENCY IN CLOSE COUNTRY IS TO OVER-ESTIMATE

5. WHEN THE OBJECTIVE IS SMALL, ALLOW FOR ERROR A. DON’T EXPECT ACCURACY WITHIN METRES WHEN

BOUNDS ARE LONG DISTANCES APART B. AIM OFF, USING AN AUXILIARY OBJECT

6. STAY STRICTLY ON THE BEARING A. DON’T LET SCOUTS DRIFT OFF COURSE TO TAKE AN

EASIER ROUTE B. WITH TRAINING, SCOUTS CAN MAINTAIN DIRECTION FOR

LONG PERIODS WITHOUT NEED OF CORRECTION 7. BYPASS BAD GOING BY DELIBERATE MEASURED BEARING 8. DON’T ATTEMPT TO GUESS YOUR WAY AROUND AN OBSTACLE 9. IF GROUND DOES NOT CONFORM TO MAP:

A. STOP; B. MENTALLY GO BACK OVER COURSE TO FIND WHERE THE

ERROR OCCURRED; AND C. RECONNOITRE TO FIND LANDMARK D. DON’T BLAME AIDS AND CARRY ON

9. REMEMBER: a. A. THE COMPASS IS RIGHT

B. THE MAP IS RIGHT C YOU ARE PROBABLY WRONG

DEGREES TO MILS CONVERSION

1 18 46 818 91 1618 136 2418 181 3218 226 4018 271 4818 316 56182 36 47 836 92 1636 137 2436 182 3236 227 4036 272 4836 317 56363 53 48 853 93 1653 138 2453 183 3253 228 4053 273 4853 318 56534 71 49 871 94 1671 139 2471 184 3271 229 4071 274 4871 319 56715 89 50 889 95 1689 140 2489 185 3289 230 4089 275 4889 320 56896 107 51 907 96 1707 141 2507 186 3307 231 4107 276 4907 321 57077 124 52 924 97 1724 142 2524 187 3324 232 4124 277 4924 322 57248 142 53 942 98 1742 143 2542 188 3342 233 4142 278 4942 323 57429 160 54 960 99 1760 144 2560 189 3360 234 4160 279 4960 324 5760

10 178 55 978 100 1778 145 2578 190 3378 235 4178 280 4978 325 577811 196 56 996 101 1796 146 2596 191 3396 236 4196 281 4996 326 579612 213 57 1013 102 1813 147 2613 192 3413 237 4213 282 5013 327 581313 231 58 1031 103 1831 148 2631 193 3431 238 4231 283 5031 328 583114 249 59 1049 104 1849 149 2649 194 3449 239 4249 284 5049 329 584915 267 60 1067 105 1867 150 2667 195 3467 240 4267 285 5067 330 586716 284 61 1084 106 1884 151 2684 196 3484 241 4284 286 5084 331 588417 302 62 1102 107 1902 152 2702 197 3502 242 4302 287 5102 332 590218 320 63 1120 108 1920 153 2720 198 3520 243 4320 288 5120 333 592019 338 64 1138 109 1938 154 2738 199 3538 244 4338 289 5138 334 593820 356 65 1156 110 1956 155 2756 200 3556 245 4356 290 5156 335 595621 373 66 1173 111 1973 156 2773 201 3573 246 4373 291 5173 336 597322 391 67 1191 112 1991 157 2791 202 3591 247 4391 292 5191 337 599123 409 68 1209 113 2009 158 2809 203 3609 248 4409 293 5209 338 600924 427 69 1227 114 2027 159 2827 204 3627 249 4427 294 5227 339 602725 444 70 1244 115 2044 160 2844 205 3644 250 4444 295 5244 340 604426 462 71 1262 116 2062 161 2862 206 3662 251 4462 296 5262 341 606227 480 72 1280 117 2080 162 2880 207 3680 252 4480 297 5280 342 608028 498 73 1298 118 2098 163 2898 208 3698 253 4498 298 5298 343 609829 516 74 1316 119 2116 164 2916 209 3716 254 4516 299 5316 344 611630 533 75 1333 120 2133 165 2933 210 3733 255 4533 300 5333 345 613331 551 76 1351 121 2151 166 2951 211 3751 256 4551 301 5351 346 615132 569 77 1369 122 2169 167 2969 212 3769 257 4569 302 5369 347 616933 587 78 1387 123 2187 168 2987 213 3787 258 4587 303 5387 348 618734 604 79 1404 124 2204 169 3004 214 3804 259 4604 304 5404 349 620435 622 80 1422 125 2222 170 3022 215 3822 260 4622 305 5422 350 622236 640 81 1440 126 2240 171 3040 216 3840 261 4640 306 5440 351 624037 658 82 1458 127 2258 172 3058 217 3858 262 4658 307 5458 352 625838 676 83 1476 128 2276 173 3076 218 3876 263 4676 308 5476 353 627639 693 84 1493 129 2293 174 3093 219 3893 264 4693 309 5493 354 629340 711 85 1511 130 2311 175 3111 220 3911 265 4711 310 5511 355 631141 729 86 1529 131 2329 176 3129 221 3929 266 4729 311 5529 356 632942 747 87 1547 132 2347 177 3147 222 3947 267 4747 312 5547 357 634743 764 88 1564 133 2364 178 3164 223 3964 268 4764 313 5564 358 636444 782 89 1582 134 2382 179 3182 224 3982 269 4782 314 5582 359 638245 800 90 1600 135 2400 180 3200 225 4000 270 4800 315 5600 360 6400

RESECTION SEQUENCE 1. SELECT THREE PROMINENT, WIDELY SPACED FEATURES

THAT CAN BE RECOGNISED ON THE MAP AND ON THE GROUND. TWO FEATURES CAN BE USED TO OBTAIN AN APPROXIMATE POSITION.

2. ON THE GROUND, TAKE MAGNETIC BEARINGS TO THESE FEATURES WITH A COMPASS

3. CONVERT THESE MAGNETIC BEARINGS TO GRID BEARINGS (MGA).

4. CONVERT THE GRID BEARINGS TO BACK BEARINGS (ADD OR SUBTRACT 3200 MILS).

5. USING A PROTRACTOR, PLOT ON THE MAP THE BACK BEARINGS FROM THE IDENTIFIED FEATURES.

6. THESE LINES WILL EITHER INTERSECT TO LOCATE YOUR POSITION OR FORM A SMALL TRIANGLE OF ERROR WHICH WILL INDICATE THE AREA IN WHICH YOU ARE LOCATED.

EXAMPLE

TRIANGLE OF ERROR

1. IF THE TRIANGLE OF ERROR IS INSIDE THE TRIANGLE FORMED BY THE THREE FEATURES (ABC), YOUR TRUE POSITION WILL BE INSIDE THE TRIANGLE OF ERROR. IF THE TRIANGLE OF ERROR IS OUTSIDE THE TRIANGLE ABC, THEN YOUR TRUE POSITION WILL BE OUTSIDE THE TRIANGLE OF ERROR;

2. IF THE TRIANGLE OF ERROR IS OUTSIDE THE TRIANGLE FORMED BY THE THREE FEATURES, ABC, THEN YOUR TRUE POSITION WILL BE EITHER TO THE LEFT OR RIGHT WHEN FACING THE FIXED POINTS OF ALL THE LINES DRAWN ON THE MAP FROM THE RESPECTIVE FEATURES THROUGH THE TRIANGLE OF ERROR; AND

3. REGARDLESS OF WHETHER YOUR TRUE POSITION IS INSIDE OR OUTSIDE THE TRIANGLE OF ERROR, THE DISTANCE FROM THAT POSITION TO THE LINES WILL BE DIRECTLY PROPORTIONAL TO THE LENGTH OF THE LINES (THAT IS, YOUR POSITION WILL BE NEAREST TO THE SHORTEST LINE AND FURTHEST FROM THE LONGEST LINE). DEPENDING ON THE SIZE OF THE TRIANGLE OF ERROR, YOUR POSITION WITHIN THE TRIANGLE CAN BE WORKED OUT EXACTLY BY THIS METHOD. BY APPROXIMATIONS, YOUR TRUE POSITION CAN BE CONFIRMED BY RELATING THE MAP TO THE GROUND.

FINDING SOUTH USING THE SOUTHERN CROSS

CALCULATING THE POSITION OF THE SOUTHERN CROSS

FINDING DIRECTION FINDING NORTH USING THE WATCH METHOD

FINDING DIRECTION FROM THE SOUTHERN POLAR SKY THE SOUTH CELESTIAL POLE CAN BE FOUND BY EXTENDING THE LONGEST AXIS OF THE SOUTHERN CROSS FOUR AND A HALF TIMES. THIS SHOULD BE CHECKED BY ENSURING THAT THE VERTICAL BISECTOR OF THE LINE JOINING THE POINTERS MEETS THE SOUTHERN CROSS PROLONGATION AT THIS SAME IMAGINARY POINT. THIS POINT IS THE GENERAL DIRECTION OF SOUTH. THE POINTERS SHOULD ALWAYS BE USED AS A CHECK, TO ENSURE THAT ONE OF THE FALSE CROSSES HAS NOT BEEN USED BY MISTAKE.

ESTIMATING DISTANCE (PACES)

BASIC FIELD SIGNALS WHEN MOVING TACTICALLY, A SECTION IS CONTROLLED BY THE USE OF SILENT FIELD SIGNALS. ON MANY OCCASIONS THE USE OF SILENT SIGNALS WILL BE THE BEST METHOD OF CONTROL. IN ALL CASES THE NON-MASTER HAND ONLY SHOULD BE USED TO GIVE THE SIGNALS. THE FOLLOWING FIGURES ILLUSTRATE THE SILENT FIELD SIGNALS.

DEPLOY ARM EXTENDED BELOW SHOULDER LEVEL AND WAVED SLOWLY FROM SIDE TO SIDE, HAND OPEN. IF DEPLOYMENT TO EITHER FLANK IS REQUIRED, THE COMMANDER POINTS TO THE FLANK CONCERNED AFTER COMPLETING THE SIGNAL

ADVANCE OR FOLLOW ME ARM SWUNG FROM REAR TO FRONT BELOW THE SHOULDER. (DIRECTION CAN BE GIVEN BY POINTING)

HALT. LIE DOWN ARM RAISED UNTIL HAND IS LEVEL WITH THE SHOULDER. OPEN PALM FACING FORWARD. USED WHEN SECTION IS REQUIRED TO TAKE UP DEFENSIVE POSITION AND OBSERVE ARCS OF OBSERVATION. NOT NECESSARY FOR SHORT HALTS SUCH AS CHEK NAV WHEN ALL HALT TO CONFORM TO THE PERSON IN FRONT

ALL CLEAR THUMB POINTED UPWARDS FROM A CLENCHED FIST

SCOUT GROUP CLENCHED FIST WITH FOREFINGER UPRIGHT

OBSTACLES CLEARING, TRACK JUNCTION, RIVER CROSSING ETC. ARMS CROSSED

OBSTACLE CREEK OR RIVER MOVE LEFT ARM IN WAVE MOTION FROM REAR TO FRONT

HOUSE OR HUT HANDS FOLDED IN INVERTED V TO INDICATE SHAPE OF ROOF

GO BACK OR TURN AROUND HAND CIRCLED AT HIP

CLOSE, OR JOIN ME HAND PLACED ON TOP OF HEAD, ELBOW SQUARE TO THE RIGHT OR LEFT, ACCORDING TO WHICH HAND IS USED

INCREASE SPEED CLENCHED HAND MOVED UP AND DOWN BETWEEN THIGH AND SHOULDER

SLOW DOWN ARM EXTENDED TO THE SIDE BELOW THE SHOULDER, PALM DOWNWARDS, MOVED SLOWLY UP AND DOWN, WRIST LOOSE

OTHERS SEEN OR SUSPECTED THUMB POINTED TOWARDS THE GROUND FROM A CLENCHED FIST

RECONNAISANCE HAND HELD TO EYE AS THOUGH USING A TELESCOPE

FREEZE AND LISTEN HAND CUPPED TO EAR

O GROUP FINGERS TOGETHER, MOVED IN CONJUNCTION WITH THUMB TO INDICATE PERSON TALKING

HARBOUR WITH FREE HAND CLENCHED AND LEVEL WITH THE SHOULDER, EXTEND FOREFINGER AND MOVE IN CIRCULAR FASHION

ADJUST SPACING, SPREAD OUT WITH THE FREE HAND HELD BETWEEN THE WAIST AND SHOULDER AND THE PALM POINTING OUTWARDS, MOTION OUTWARDS FROM THE BODY.

SINGLE FILE WITH THE BODY HALF TURNED TO THE REAR, EXTEND THE FREE ARM LEVEL WITH THE SHOULDER AND FINGERS OUTSTRETCHED. MOTION IN AN IMAGINARY LINE ALONG THE DESIRED POSITION OF THE TWO LINES

STAGGERED FILE HALF INCLINE THE BODY TO THE REAR, EXTEND THE FOREARM LEVEL WITH THE SHOULDER AND FINGERS OUTSTRETCHED. MOTION TWO IMAGINARY LINES ALONG THE DESIRED POSITION OF THE TWO LINES

OPEN FILE RAISE BOTH ARMS SO THE UPPER ARMS ARE PARALLEL TO THE GROUND. EXTEND THE FOREARMS ABOVE THE SHOULDERS

ARROWHEAD STRAIIGHTEN BOTH ARMS AND EXTEND THEM AT 900 MILS TO THE REAR

EXTENDED LINE RAISE BOTH ARMS PARALLEL TO THE GROUND SO THEY FORM A STRAIGHT LINE THROUGH THE BODY

SECTION FORMATIONS

SINGLE FILE THIS FORMATION IS USEFUL FOR FOLLOWING NARROW FEATURES SUCH AS WELL DEFINED CREEKS AND NARROW TRACKS IN CLOSE COUNTRY OR BY NIGHT. SCOUTS SECT 2IC COMD OPEN FILE THIS COMPACT FORMATION IS EASY TO CONTROL AND CAN QUICKLY DEFEND BOTH FLANKS AND FRONT. THE FORMAT CAN BE STAGGERED IF NECESSARY SECT 2IC SCOUTS COMD

TALK / LISTEN TO RADIO

HAND PLACED TO EAR INDICATING A RADIO HANDSET

STAND TO INDICATED BY SIMULATED ARM MOVEMENT TO PUT WEBBING ON

STAND DOWN INDICATED BY SIMULATING ARM MOVEMENT TO TAKE WEBBING OFF

PLATOON COMMANDER TWO OPENED FINGERS HELD ON SHOULDER TO INDICATE A LIEUTENANTS STARS

PLATOON SERGEANT THREE FINGERS HELD AGAINST ARM TO INDICATE SERGEANT STRIPES

ARROW HEAD THIS FORMATION IS BEST FOR MOVING ON A BROAD FRONT IN OPEN COUNTRY.

2IC SCOUTS SECT COMD EXTENDED LINE EXTENDED LINE IS THE NORMAL ASSUALT FORMATION SECT COMD 2IC SCOUT SCOUT

RADIO DO’s AND DONT’s DO KEEP THE ANTENNAE UPRIGHT DO RAISE THE ANTENNA AS HIGH AS POSSIBLE – AN

INCREASED HEIGHT OF ONLY A FEW FEET OFTEN BRINGS ABOUT A GREAT IMPROVEMENT IN SIGNAL STRENGTH

DO AVOID DEPRESSIONS – SELECT ANY NEARBY RISES OF GROUND

DO MAKE MAXIMUM USE OF CLEARINGS IN DENSE WOODS DO SELECT A SITE ON AN ELEVATED LOCATION, ARTIFICIAL OR

NATURAL, SUCH AS HILLS, MASTS, TRESS AND TOWERS DO MOVE AROUND IN YOUR LOCATION IF SIGNALS ARE WEAK.

MOVEMENT OF ONLY A FEW METRES CAN MAKE A VAST IMPROVEMENT

DO AVOID SCREENING BY KEEPING WELL AWAY FROM POWER LINES BRIDGES AND WIRE FENCES

DO SELECT SITES ON FORWARD SLOPES OF HILLS. IF THIS IS NOT POSSIBLE TRY TO HAVE THE ANTENNA CLEAR OF THE CREST

DO NOTE PLACES WHERE YOUR SIGNALS ARE STRONG – IN AN EMERGENCY RETURN TO SUCH A PLACE

DO CARRY OUT OPERATORS MAINTENANCE REGULARLY – CHECK ANTENNA BASE AND SECTIONS FOR GOOD CONTACT – ENSURE BATTERY IS SERVICEABLE – ENSURE CORRECT FREQUENCY IS SET

DO KEEP A SIGNAL OPERATORS LOG AT ALL TIMES DON’T ALLOW THE ANTENNA TO TOUCH FOLIAGE OR OBJECTS

INCLUDING THE BODY DON’T SITE THE ANTENNA CLOSE TO ANY OBSTRUCTIONS

BETWEEN YOURSELF AND THE DISTANT STATION

RADIO LOG ABBREVIATIONS

ACKNOWLEDGE ACK ALL AFTER AA ALL BEFORE AB ANSWER ANS BREAK // CORRECTION C DISREGARD TRANSMISSION DISC DISTORTED D DO NOT ANSWER F EXEMPT XMT INFORMATION INFO NUMBER NR OUT AR OVER K READ BACK G ROGER R SAY AGAIN IMI SERVICE MESSAGE SVC SPEAK SLOWER SSL THROUGH ME THM THAT IS CORRECT C UNKNOWN STATION AA (BARRED) VERIFY J WAIT AS WAIT OUT AS AR WORD AFTER WA WRONG WG WORD BEFORE WB

SIGNAL OPERATORS LOG

DATE: CALL SIGN: PLACE: FREQ:

CALL MESSAGE NUMBER

OPER’s NO.

MESSAGE TIME(Z)

FROM TO IN OUT

COMMON PROWORDS

ACKNOWLEDGE INSTRUCTION TO CALLSIGN ON THE NET TO ACKNOWLEDGE THAT IT HAS HEARD A MESSAGE WHICH MIGHT NOT HAVE BEEN SPECIFICALLY ADDRESSED TO IT

ALL AFTER ALL BEFORE

USED WITH REFERENCE TO A CATCHWORD OR PHRASE WHEN REQUESTING OR GIVING REPETITIONS OR CORRECTIONS

ANSWER AFTER USED TO INSTRUCT A CALLSIGN THAT JOINS AN ESTABLISHED NET, THE ORDER IN WHICH TO ANSWER CALLS

ASSUME CONTROL

ORDER A CALLSIGN TO ASSUME CONTROL OF THE NET

BREAK MESSAGE BEGINS OR ENDS CALL SIGN(S) CALL-SIGN FOLLOWS CANCEL CANCEL THE MESSAGE OR PART OF THE

TRANSMISSION CLOSE DOWN CALLSIGNS ARE CALLED TO CLOSE

DOWN WHEN INDICATED. ACKNOWLEDGEMENTS ARE REQUIRED

CLOSING DOWN MAY I CLOSE DOWN (UNTIL..) CORRECT YOU ARE CORRECT, OR WHAT YOU HAVE

TRANSMITTED IS CORRECT. CORRECTION WHAT HAS BEEN SAID IS WRONG. THE

CORRECT MESSAGE FOLLOWS. DISREGARD THIS TRANSMISSION

USED TO CANCEL A MESSAGE OR TRANSMISSION

DO NOT ANSWER USED WHEN IT IS IMPERATIVE THAT THE

CALLED CALLSIGNS DO NOT ANSWER A TRANSMISSION. WHEN THIS PROWORD IS USED, THE TRANSMISSION IS TO END WITH THE PROWORD OUT

EXEMPT THE CALLSIGNS THAT FOLLOW ARE EXCLUDED FROM A COLLECTIVE OR ALL-CALLSIGNS CALL

FETCH USED IN CONJUNCTION WITH AN APPOINTMENT TITLE TO INDICATE WHO THE CALLER WANTS TO SPEAK TO

FIGURES USED BEFORE SENDING GROUPS OF FIGURES DIGIT BY DIGIT. NOT USED FOR CALLSIGNS, GRID REFERENCES, TIME-CHECKS AND DTG

FROM USED BY A RELAYING CALLSIGN TO INDICATE THE CALLSIGN ORIGINATING THE MESSAGE

GRID USED BEFORE ANY GRID REFERENCE I AM ASSUMING CONTROL

USED WHEN A CALLSIGN TAKES OVER THE NET

READ BACK USED BY RECEIVING CALLSIGN TO SATISFY THEMSELVES THAT THEY HAVE RECEIVED THE TRANSMISSION, OR PART OF IT, CORRECTLY

I SAY AGAIN USED BY SENDING CALLSIGN WHEN MAKING REPETITIONS FOR EMPHASIS, OR RESPONSE TO A REQUEST TO SAY AGAIN

I SPELL USED WHEN SPELLING OUT A WORD I VERIFY THAT WHICH FOLLOWS HAS BEEN

VERIFIED AT YOUR REQUEST. USED AS A RESPONSE TO ‘VERIFY’

SILENCE SILENCE SILENCE

CEASE TRANSMISSION ON THIS NET IMMEDIATELY

SPEAKING USED IN CONJUNCTION WITH AN APPOINTMENT TITLE TO INDICATE WHO IS SPEAKING

THIS IS INDICATES IDENTITY OF CALLING CALLSIGN

THROUGH ME INVITATION BY A CALLSIGN TO RELAY THROUGH THEM

UNKNOWN CALLSIGN

THE IDENTITY OF THE CALLSIGN I AM CALLING IS NOT KNOWN TO ME

USE FULL PROCEDURE

FULL RATEL PROCEDURE IS TO BE USED

VERIFY VERIFY PORTION INDICATED WITH ORIGINATING CALLSIGN AND SEND CORRECT VERSION

WAIT I MUST PAUSE FOR UP TO FIVE SECONDS BEFORE REPLYING. NO OTHER CALLSIGN IS TO TRANSMIT DURING THIS PERIOD

WAIT OUT YOUR TRANSMISSION IS RECEIVED, A FURTHER TRANSMISSION ON THE SAME SUBJECT WILL FOLLOW LATER. OTHER CALLSIGNS MAY CONTINUE TRANSMITTING

WILCO MESSAGE RECEIVED, UNDERSTOOD AND WILL BE COMPLIED WITH

WORD BEFORE WORD AFTER

USED TO IDENTIFY PART OF A MESSAGE

WRONG WHAT HAS BEEN SAID IS WRONG. THE CORRECT VERSION IS …

LONG MESSAGE A LONG MESSAGE FOLLOWS (WILL TAKE

MORE THAN 30 SECONDS) MESSAGE A MESSAGE FOLLOWS THAT NEEDS TO

BE WRITTEN DOWN NOTHING HEARD INDICATION THAT NO RESPONSE HAS

BEEN RECEIVED FROM A PARTICULAR CALLSIGN

OUT THIS IS THE END OF MY TRANSMISSION, NO REPLY IS EXPECTED

OUT TO YOU THIS IS THE END OF MY TRANSMISSION TO YOU, NO REPLY IS EXPECTED, A CALL TO ANOTHER CALLSIGN FOLLOWS IMMEDIATELY

OVER THIS IS THE END OF MY TRANSMISSION TO YOU, A REPLY IS EXPECTED, GO AHEAD AND TRANSMIT

RADIO CHECK REPORT SIGNAL STRENGTH AND READABILITY

READ BACK REPEAT THIS ENTIRE TRANSMISSION BACK TO ME ENTIRELY AS RECEIVED

RELAY THROUGH INSTRUCTION TO CALLSIGN TO RELAY MESSAGE THROUGH TO ANOTHER

REPORT STRENGTHS AND READBILITY

CALL BY NCS FOR CALLSIGNS TO REPORT HOW THEY HEAR ONE ANOTHER

ROGER I HAVE RECEIVED YOUR LAST TRANSMISSION SATISFACTORILY

SAY AGAIN REQUEST FOR REPETITION OF ALL, OR PORTIONS INDICATED, OF A MESSAGE

SEND I AM READY TO RECEIVE YOUR MESSAGE SILENCE LIFTED SILENCE HAS BEEN LIFTED

PHONETIC ALPHABET

A ALPHA AL-FAH B BRAVO BRA-VOH C CHARLIE CHAR-LEE D DELTA DEL-TAH E ECHO ECK-OH F FOXTROT FOKS-TROT G GOLD GOLF H HOTEL HOH-TELL I INDIA IN-DEE-AH J JULIET JEW-LEE-ETT K KILO KEY-LOH L LIMA LEE-MAH M MIKE MIKE N NOVEMBER NO-VEM-BER O OSCAR OSS-CAH P PAPA PAH-PAH Q QUEBEC KEH-BECK R ROMEO RO-ME-O S SIERRA SEE-AIR-RAH T TANGO TANG-GO U UNIFORM YOU-NEE-FORM V VICTOR VIK-TAH W WHISKEY WISS-KEY X XRAY ECKS-RAY Y YANKEE YANG-KEY Z ZULU ZOO-LOO

PRONOUNCING NUMERALS

1 WUN

2 TOO

3 THU-REE

4 FO-WER

5 FI-YIV

6 SIX

7 SEV-EN

8 ATE

9 NY-NER

0 ZEE-ROH

APPOINTMENT TITLES

COMMANDER SUNRAY SECOND-IN-COMMAND SUNRAY MINOR OPERATIONS OFFICER SEAGULL ADJUTANT SEAGULL MINOR INTELLIGENCE OFFICER ACORN LOGISTICS OFFICER MOLAR QUARTERMASTER NUTSHELL CHAPLAIN SHEPHERD ENGINEER HOLDFAST SIGNALS PRONTO TRANSPORT PLAYTIME ENGINEERS HOLDFAST MEDICAL STARLIGHT ELECTRICAL & MECHANICAL ENG BLUEBELL PROVOST (REGIMENTAL POLICE) BOXWOOD

OPDEM/PRIDEM/MAINTDEM (MODIFIED)

OPDEM WHEN THE RESUPPLY IS REQUIRED WITHIN 3 HOURS PRIDEM WHEN THE RESUPPLY IS REQUIRED WITHIN 6 HOURS MAINTDEM WHEN THE RESUPPLY IS REQUIRED WITHIN 12 HOURS

A. YOUR CALLSIGN B. ITEM (USE COMMODITY CODES IF PROVIDED)

AND QUANITITY(S) C. EARLIEST TIME REQUIRED D. LATEST TIME ACCEPTABLE E. METHOD OF MOVEMENT (ROAD/AIR) F. POINT OF DELIVERY (YOUR GRID REFRENCE) G. YOUR CALLSIGN AT THE LP/DZ/RV H. SPECIAL INSTRUCTIONS (DIRECTION OF APPROACH)

MOVEMENT REQUEST (MOVREQ) (MODIFIED)

A. YOUR CALLSIGN B. FROM C. TO D. NUMBER OF TROOPS E. CARGO DESCRIPTION F. GRID FOR PICKUP POINT G. GRID FOR DELIVERY POINT H. PERFERRED MODE I. C/S AND FREQ AT PICKUP POINT J. C/S AND FREQ AT DELIVERY POINT K. ADDITIONAL REMARKS

CASEVAC REQUEST

CASUALTY EVACUATION REQUEST “CASEVAC” (PREFIXED WITH “NO DUFF”

ONCE A NO DUFF CASEVAC REQUEST HAS BEEN INITIATED ALL C/S ARE TO STAY OFF THE NET UNLESS REQUESTED TO RELAY

A. REPORTING UNIT (C/S) B. GRID FOR PICKUP (PREFERABLY ON A TRACK/ROAD. IF

AT NIGHT HOW PICK UP POINT WILL BE IDENTIFIED C. NO OF CASUALTIES SITTING D. NO OF CASUALTIES LITTER E. DESCRIPTION OF INJURIES F. URGENT/PRIORITY/ROUTINE G. REQUIREMENT FOR SPECIALIST EQUIPMENT H. C/S AND FREQ AT PICK UP POINT I. ADDITIONAL REMARKS

SITUATION REPORT (SITREP) (MODIFIED)

A. PERIOD FROM – TO B. TASKS UNDERTAKEN C. OWN SITUATION D. GENERAL

FUTURE INTENTIONS

LOCSTAT EXAMPLE:

0A THIS IS 1A LOCSTAT OVER 1A THIS 0A SEND OVER 0A THIS 1A LOCSTAT GRID 123456 OVER 1A THIS 0A GRID 123456 OVER 0A THIS 1A CORRECT OUT

PATROL REPORT (MODIFIED)

DESIGNATION OF PATROL (IE RECON) ______________________ DATE: ______________________ TO: _______________________ MAPS: _____________________

A. SIZE AND COMPOSITION OF PATROL: B. TASK: C. TIME OF DEPARTURE: D. TIME OF RETURN: E. ROUTES: (OUT AND BACK) F. TERRAIN: (DRY, SWAMPY, JUNGLE, THICKLY WOODED,

HIGH BRUSH, ROCKY, DEEPNESS OF RAVINES, CONDITIONS OF BRIDGES/CULVERTS TYPES AND SIZES

G. OTHER UNITS/CIVILIANS ENCOUNTERED H. ANY MAP CORRECTIONS I. MISCELLANEOUS INFORMATION: J. CONDITIONS OF PATROL: (MORALE, INJURIES) K. CONCLUSIONS & RECOMMENDATIONS: (WAS MISSION

ACCOMPLISHED, VARIATIONS TO EQUIPMENT TO BE CARRIED)

L. ENCLOSURES: (DRAWN MUD MAP SHOWING BY-PASS ROUTES, PARTICULARLY DIFFICULT TERRAINS

SIGNATURE: ______________________________________ NAME: ______________________________________ PATROL NUMBER: ___________________________________ NOTES: ALTHOUGH SHOWN HERE AS A FORMAL REPORT, IT SHOULD BE PRESENTED FROM A FIELD MESSAGE NOTEBOOK.

Cadet Code Of Ethical Behaviour

a. treat others with respect and dignity;

b. recognise that everyone is different and that differences are a great strength because we can learn from others and better appreciate each other as unique human beings;

c. make decisions that are fair for everyone—this is about making sure everyone is given a fair go and has the same opportunity to share their ideas and join in activities;

d. recognise, prevent and report unacceptable behaviour like harassment and bullying, discrimination, swearing, threats, violence, unsafe activities or abuse of positions of responsibility;

e. behave with integrity by being honest to yourselves and others; are accountable for your actions and decisions. Are responsible for your actions and do not blame others or make excuses for your behavior;

f. respect your Cadet officers and supervisors and obey their lawful directions that relate to you as Cadets;

g. carry out Cadet tasks assigned to you in accordance with relevant policies;

h. keep a clean and tidy standard of dress while wearing your Cadet service uniform because you represent your parent Service and must look and behave in a manner that supports the good reputation of your parent Service; and,

i. stay true to Cadet values of honour, honesty, courage, integrity, loyalty and teamwork.

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