Basic Core Module - Introduction to Scouting Seminar

SCOUTS AUSTRALIA

VICTORIAN BRANCH

INTRODUCTION TO SCOUTING

SEMINAR HANDBOOK

August 2001

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.

Introduction to Scouting Seminar

Program

SessionTopicTimePage

Coming In Activity 5 min 5

1.Introduction and Purpose of the Seminar10 min 9

2.Community Youth Needs and Scouting35 min11

3.The Fundamentals of Scouting40 min15

4.Adults in Scouting30 min21

5.Scout Group Family30 min27

Overhead Projector Transparencies31

The Story of Scouting

Basic Core Module - Introduction to Scouting Seminar

Coming In Activity

AIM

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

MATERIALS

Resources:

Coming In Activities

Session Resource

Coming 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 music
Name 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, etc
Cut out advertisements:
To work out which picture/part of advertisement is related to which advertisement
Cup of tea or Coffee with informal chat:
YES/NO:
Similar to cubes/tokens. Use smarties or wrapped lollies. Participants keep what they win.
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 themselves
The Go Around
Everyone in the group contributes to a descriptive sentence.
The description can be shortened to one word as well
Count 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 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 booksavailable 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.

Basic Core Module - Introduction to Scouting Seminar

Session 1.Introduction and Purpose of the Seminar

AIM

The 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 OUTCOMES

By 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 CONDITIONS

At the end of the session participants must be able to:

feel welcome and at ease, and

state the purpose of the session.

ASSESSOR NOTES

Assessment 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.

MATERIALS

Resources:

Video: Scouting Delivers Success

______

NOTES FOR SESSION LEADER

1.Introduction3 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 Scouting

The Fundamentals of Scouting

Adults in Scouting

The 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.

2.Video – Scouting Delivers Success5 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 Competencies2 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.

Basic Core Module - Introduction to Scouting Seminar

Session 2.Community Youth Needs and Scouting

AIM

The 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.

LEARNING OUTCOMES

By the end of the session participants will be able to:

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.

PERFORMANCE CRITERIA and CONDITIONS

At the end of the session participants must be able to:

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 NOTES

Assessment 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.

MATERIALS

Resources:

Alternative Activities/Tasks

______

NOTES FOR SESSION LEADER

1.Introduction8 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.
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 groups15 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 Discussion10 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 Competencies2 min

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

c.Participants update their session Evaluation sheets.

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.

Basic Core Module - Introduction to Scouting Seminar

Session 3.The Fundamentals of Scouting

AIM

The 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.

LEARNING OUTCOMES

By the end of the session participants will be able to:

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

PERFORMANCE CRITERIA and CONDITIONS

At the end of the session participants must be able to:

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 NOTES

MATERIALS

Resources:

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

Principles

Religious Obligation

Promise and Law

NOTES FOR SESSION LEADER

1.Aim of Scouting5 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.

Mention the alternative Promises and the method of choosing.

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.

2.Discussion10 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?