the unit programme plus - the scout association programme... · 2014-06-09 · scout award. the...

www.scouts.org.uk

The Scout AssociationGilwell ParkChingfordLondon E4 7QWTel: 0845 300 1818

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ACTIVITIES, IDEAS AND RESOURCES FOR YOUR EXPLORER SCOUT UNIT

THE

UNITPROGRAMMEPLUS

Cert no. SGS-COC-2958

Order all your books, resources and uniform from www.scouts.org.uk/shop

Contents

IntRoDUCtIon 4-5

Welcome to The Unit Programme Plus 4-5

teRm 1: 6-23

Mountain Safety 6-7

Race Relations 8-9

Picture Detective Game 10

First Aid - Unlucky Joe Quiz 11

Fairtrade Survey 12-13

Welsh Love Spoon Carving 14

Shelter Building 15

Mock Driving Theory Test 16

The World Restaurant 17

Code of Conduct 18

Wide Game 1: Chase the Hare 19

Wide Game 2: Boarder Control 20-21

Community Programme: Natural Art 22-23

teRm 2: 24-48

Disability Awareness 24

Alidade 25-26

Night Hike 27

Ban Boring Food 28-29

Wish You Were Here 30

Pole Climb Relay 31

Mountain Rescue 32-33

United Nations Panel 34

A-Frame Races 35

Are All Scouts the Same 36-37

Cardboard Castle Battle 38

Community Programme: Pollution in My Community 39

Wide Game 1: Time Bomb 40

Wide Game 2: Catch The Colours 41

Wide Game 3: Smuggler 42-43

Wide Game 4: Save The Rhino 44-45

Wide Game 5: The Underground Game 46

Wide Game 6: Bomb Disposal 47-48

Copyright © 2008The Scout AssociationISBN 0-85165-368-5wFirst printed 2008Printed by Burlington Press Ltd

teRm 3: 50-69

Cub Link Walk 50-51

Who Needs Friends 52-53

Off Your Trolley 54

World Crisis Management 55

Mobile Incident Hike 56-57

Expedition Warmers 58

Who Are The Lucky Ones? 59

Night Time Orienteering Challenge 60

Backyard Beasties 61-62

Navigation 63-64

Wide Game 1: Friend Or Foe 65-66

Wide Game 2: Stalk the Leader 67-68

Community Programme: Community Cards 69

AppenDICes 70-78

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Welcome to The Unit Programme Plus. Many adults in Scouting have requested a resource that helps them to plan their programme. We recognise that planning a programme that is consistently interesting and enjoyable for the young people in your Unit is difficult. The pressures of time and work can make it even harder to come up with good ideas.

The Unit Programme Plus is made up of a selection of practical programme ideas, games and skill instructions to help you plan your programme. Whether you are a new Leader or someone who has been involved for many years, this resource will provide you with new ideas for those difficult evenings when you are short of inspiration.

The Unit Programme Plus is the paper counterpart to Programmes Online (POL), the popular online resource for programme material. Programmes Online can be found at www.scouts.org.uk/pol - Members of The Scout Association can sign up to access a database of programme ideas, many of which have been suggested by Leaders from around the United Kingdom.

We’ve taken the programme ideas already on POL as our inspiration, but we recognise that many adults still prefer ideas in book form. The ideas here are just suggestions however; feel free to adapt them to suit your own Units.

This resource has been written to compliment two others: Unit Essentials has been designed as a manual to help you with your role as a Section Leader, Assistant or Helper. It is the indispensable guide to running an Explorer Scout Unit and will tell you all you need to know about your Section and your role within it.

The Unit Programme explains the broader Balanced Programme and helps you plan and deliver programmes for your Section. It provides you with many of the tools, ideas and techniques needed to run an exciting Balanced Programme for your Unit.

IntRoDUCtIon

Programmes Online (POL)

We hope you will use this book to help plan your programme and get inspiration from programme ideas that definitely work. However, there is another source of ideas that is regularly being updated, by Leaders from around the United Kingdom:

www.scouts.org.uk/pol

Each activity can help your Explorer Scouts work towards a particular Activity Badge or award. These are displayed on the top right of each activity throughout this resource.

IntRoDUCtIon > WelCome to tHe UnIt pRoGRAmme plUs

teRm 1

You will need

To make five cards containing the five mountain safety subjects of moutain weather, mountain First Aid, hypothermia, moving and hazards on steep ground, and navigation.

Books and magazines with information on mountain safety:

• BMCbookletSafety on Mountains

• Mountaincraft and Leadership by Eric Langmuir

• Progressive and Accessible Hillwalking by Steve Long

There may be people in you District who already have copies of these, or other books, which may be useful. It’s always worth asking around before purchasing them.

ACtIvIty 1: moUntAIn sAfety

DetAIls

Divide the Explorer Scouts into groups of about four. Tell them that you are going to give them an aspect of mountain safety; they will have to find out as much as possible about it and then role-play a mountain safety scenario on that aspect in any way they choose.

Give each group a card with one of the following printed or written on it:

• Mountainweather.

• MountainFirstAid.

• Hypothermia.

• Movingandhazardsonsteepground.

• Navigation.

Indicate any resources available for their research (see www.scout.org.uk/scoutbase or contact the Scout Information Centre on 0845 300 1818 for some ideas) and tell them that they have one hour to research and prepare their 5/10minute scenario. You might also allow them to do further research and preparation at home to do the scenario the following week.

Many Explorer Scouts will spend time in mountainous terrain whilst working towards their Chief Scout’s or Queen’s Scout Award. The following programme idea helps to teach them the important and necessary safety information required to have sound mountain safety skills.

Programme Zones Outdoors and Adventure, Skill

Methods Networking Activities, Discussion

Preperation Time Minimal - as long as you have the books

Location Indoors and outdoors

Duration 90 minutes

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Leaders should then circulate the groups and ensure that the Explorer Scouts are on task and if necessary help out with ideas. Remember that some Explorer Scouts will find public speaking difficult, whilst others will enjoy it a little too much. Keeping the tone relaxed and light hearted is a good way to encourage a supportive atmosphere.

After their preparation time is complete the Unit should form the audience while each group in turn presents their information as though they are making a mountain safety video for new Explorer Scouts. If you want you could film or record the presentations.

Programme Zones Values and Relationships

Methods Discussions, Visits

Preperation Time 20 minutes

Location Indoors

Duration 60 minutes

DetAIls

Show the Explorer Scouts a news clip or a clipping from the newspapers that relates to a current multicultural issue in the community. Ask the Explorer Scouts to comment on the issue and the way it was portrayed. Explain that all opinions will be listened to, but that nothing should be said which could cause offence.

Distribute copies of the Scouting Development Policy and fact sheet FS185030 Know Your Neighbours. Ask the Explorer Scouts whether they think that the Unit reflects the diversity in the local community and, if not, ask them to contribute ideas of how this could be improved according to The Scout Association Policy.

If a community/religious leader/community liaison from a minority community in the area, or a Scout Association Field Development Officer is available, invite them to talk about their community and discuss with them the Explorer Scouts ideas for encouraging diversity in the Unit.

teRm 1

ACtIvIty 2: RACe RelAtIons

You will need

• FactsheetFS185030- Know Your Neighbours

• Avideoclipfromthenewsorclippingsfrom news/newspapers showing up-to-date multicultural issues.

sCoUtInG Development polICy

Subject to the rules governing age ranges and mixed Membership, the Scout Movement is open to all young people of whatever background.

The Scout Association recognises, however, that access to Scouting is not equally available to all groups and communities across society as a whole.

The Programme and Development sub-Committee of the Committee of the Council and the Field Development Service at Gilwell Park support the Movement in its work in making Scouting available to all.

In particular, through the use of innovation and experiment, it supports local Scouting in meeting the needs of young people in areas of urban disadvantage or priority, in highly rural areas, and among the minority ethnic communities.

It also works in collaboration with other agencies to support those disadvantaged young people who might benefit from its programme and ethos, and who may never become full Members of the Movement.

This is a difficult area for teenage discussion and needs careful handling. Scouting is a multicultural and multi-faith organisation and it is important for our young people to have an understanding and appreciation of that.

It would probably be wise to discuss this programme item with the District Commissioner before attempting it. They may already have plans in progress to develop diversity in the District, which can then be discussed with the Explorer Scouts.

The Field Development Service supports local Scouting in a number of different ways:

• Throughtheproductionanddistribution of development material.

• Throughthesharingofexperienceandmodels of good practice.

• ThroughsupportandadvicefromGilwellPark staff, volunteer and professional.

• ThroughrecommendationstotheNational Development Grants Board for financial support.

Those seeking help in this field should contact the Field Development Service at Gilwell on 0845 300 1818.

Whilst Field Development Officers support the development of Scouting in England, the Assistant Director responsible for Development works closely with Scottish Headquarters, the Welsh Scout Council and the Northern Island Scout Council on development matters.

teRm 1 moUntAIn sAfety> RACe RelAtIonspICtURe DeteCtIve GAmefIRst AID - UnlUCKy Joe QUIZ fAIRtRADe sURveyWelsH love spoon CARvInGsHelteR bUIlDInG

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ACtIvIty 3: pICtURe DeteCtIve GAme

DetAIls

• TheExplorerScoutsformintosmallgroupsandoneperson is selected to be the detective.

• Therestofthegroupdrawsthemselvesdoingwhatthey want to do when they are ‘grown up.’ They should have a time limit of about three minutes.

• Thesheetsareallcollectedupandgiventothedetective, who has to describe what they see in the picture and attribute it to the correct artist. This will likely lead to a few, ‘I never knew you wanted to be a mechanic/doctor’ moments.

• Anewdetectiveisselectedandnewsheetsofpaperare given out each time with the instruction to draw:

o What frightens you the most?

o What annoys you the most?

o What you are most proud of?

o Who is your hero/greatest inspiration?

o As well as any others you might choose.


Methods Games

Preperation Time -

Location Indoors

Duration 45 minutes

teRm 1

You will need

• Paper

• Pencils

• Colours

This is an interesting way of getting Explorer Scouts to open up about some of their ambitions, fears and moments of pride in a fun and non-threatening way. If their art skills are not the best, it may be wise to keep the time of the game to a minimum. Remind the Explorer Scouts to take it seriously.

Programme Zones Community Service, Skills

Methods Discussion, Networking Activities

Preperation Time -

Location Indoors

Duration 10 minutes

ACtIvIty 4: fIRst AID - UnlUCKy Joe QUIZ

This programme is an effective and enjoyable First Aid prioritization exercise. It provides a hands-on exercise that will give a memorable lesson in prioritising the most important things to deal with in an emergency situation.

DetAIls

Units are split into teams and each shown the injury cards containing injuries sustained by ‘Unlucky Joe’ (a regular, everyday person) and they have 10 minutes to discuss and sort them into priority order with the most pressing first.

Instructions

• SplittheUnitintoteamsoffourtofiveandgiveeach team copies of the injury cards.

• Alloweachteamafewminutestoreadthemthrough and discuss the order in which they think each injury should be dealt with.

• Oncetheirtimeisupaskthemtosharetheirdecisions with the rest of the Unit.

• Showthemthesuggestedorderandcompareresults.

• Discusallthevariationswhichcameup.

fURtHeR InfoRmAtIon

sUGGesteD oRDeR

1 Casualty at edge of main road

2 Vomit in mouth

3 Breathing rate 2 breaths/min

4 Pulse 10 beats/min

5 Punctured bubbling posterior chest wall

6 Heavily bleeding wound on right mid thigh

7 Extensive burn to left arm

8 Dislocated right ankle

9 Core body temperature = 35.9°C

10 Laceration to left temple with congealed blood

11 Bee sting to left hand

12 Epilepsy Association bracelet

Epilepsy Association bracelet

Core body temperature =

35.9oC

Pulse 10 beats/minLaceration on left

temple with congealed blood

Heavily bleeding wound on right mid

thigh

Extensive burn to left arm

Vomit in mouth Dislocated right ankle

Punctured bubbling posterior chest wall

Casualty at edge of main road

Bee sting to left handBreathing rate 2

breaths/min

InJURy CARDs

You will need

• Injurycards

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teRm 1

ACtIvIty 5: fAIRtRADe sURvey

Take the Explorer Scouts to the local supermarket to find out what Fairtrade products are available and what the difference in cost is between Fairtrade and ordinary groceries.

More information about Fairtrade can be found on www.fairtrade.org.uk

Programme Zones Values and Relationships, Global

Methods Discussions

Preperation Time -

Location Indoors

Duration 60 minutes

DetAIls

Get permission from your local supermarket before visiting:

• Meetatanagreedtimeoutsidethechosensupermarket.

• DividetheExplorerScoutsupintogroupsandgiveeach group sheets of paper and pens/pencils.

• GiveastrictdeadlinebywhichtimetheExplorerScouts must all return to the meeting place.

• AsktheExplorerScoutstofindasmanyFairtradeproducts as possible, to record what they find and the cost of the item.

• ForeachFairtradeitemtheyrecord,theyshouldalsofind the cost of the same non-Fairtrade equivalent.

• Backatthemeetingplace,firstgothroughwhatsorts of items they have managed to find and the difference in prices; make sure that you include coffee in this (you may be surprised - most people assume Fairtrade means more expensive).

• Asktheteamstocomeupwithabalancedday’smenu at camp from the items they have found and compare the Fairtrade against the non-Fairtrade costs.

Follow-on activities include a discussion about Fairtrade and its effects on participants, a poster competition, awareness campaigns etc.

Remember to thank the supermarket before you leave. Make sure that they are aware of your interest in Fairtrade goods, as this will encourage them to maintain their use of the Fairtrade brand.

You will need

• Pencils

• Pens

• WhitePaper

Item Fairtrade cost Non-Fairtrade cost Difference

teRm 1 moUntAIn sAfetyRACe RelAtIonspICtURe DeteCtIve GAmefIRst AID - UnlUCKy Joe QUIZ> fAIRtRADe sURveyWelsH love spoon CARvInGsHelteR bUIlDInG

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teRm 1

Programme Zones Values and Relationships, Global

Methods Outdoor Activities

Preperation Time -

Location Outdoors

Duration Two hours (or more!)

ACtIvIty 6: WelsH love spoon CARvInG

Very careful risk assessment is needed for the use of sharp knives, saws and very hot metal tent pegs. Good supervision is also essential.

The Explorer Scouts are often quite amused at the beginning of this activity, particularly when the word ‘love’ is mentioned. Once they get designing and carving their spoons though, the room goes very quiet and the concentration is palpable.

DetAIls

First of all, introduce the Explorer Scouts to the concept of Welsh Love Spoons. A Love Spoon is an ornately carved spoon traditionally made from a single piece of wood by young men, especially in Wales, as a love token for their sweethearts, to show their affection and intentions.

Then talk them through the instructions. Depending on your Explorer Scouts and numbers, you may wish to give the instructions to just a few at a time:

• ExplorerScoutsshoulddrawoutthedesignfortheirspoon on paper first. Then draw the profile of the spoon on to the wooden block.

• Usingsharpknives(cuttingawayfromthemselves,sitting down, not wandering around with or within the vicinity of sharp knives) and saws they must cut away the excess from the bowl of the spoon and profile.

• Next,theyneedtomarkoutthebowlofthespoonwith a pencil. Then heat the curved ends of a metal tent peg in the flame of a gas burner until glowing hot and using heat proof gloves, hold the other end of the tent peg and put the hot end against the bowl of the spoon to char the wood. This makes it easier to scrape out the inside of the spoon bowl; repeat until the bowl of the spoon is of the required depth. This part of the activity must be supervised.

• Nowthey’renearlydone.Ontheirwoodenspoon,they need to draw out the pattern of the spoon and begin carving away to create their design.

• Lastofall,oncethespoonshapeanddesignarecarved they need to sand carefully to create a smooth finish.

You will need

• Saws

• AstrongsharpknifeperExplorerScout

• Gasburners

• Metaltentpegs

• FirstAidkit

• Pencils

• Wood(4cmx6cmx30cmperExplorerScout)

• Paper

• Sandpaper

• Heatproofgloves

ACtIvIty 7: sHelteR bUIlDInG

This is a traditional Scouting skill and if the Explorer Scouts are interested in this type of activity it could be taken further as part of a ‘survival weekend’, or they could practice the skills as something that they could teach the older Scouts. This programme is an enjoyable activity that helps to develop real skills and knowledge.

Programme Zones Outdoor and Adventure , Skills, Global

Methods Discussion Outdoor Activities

Preperation Time -

Location Outdoors

Duration 90 mins

DetAIls

Go to your nearest area of woodland (ensuring that the land owner’s permission has been obtained beforehand) and find an area with fairly thick vegetation.

Ask the Explorer Scouts to imagine that they are stranded in the wilderness. Then ask them what their basic needs would be. The most obvious are food, water and shelter, although be prepared for some more imaginative responses from your Explorer Scouts!

Different groups of Explorer Scouts can be given different materials and, if necessary, some simple prompt cards e.g. with pictures on. They will then be given a space to work in and asked to make themselves a shelter using natural material and anything that they have been given. Leaders should ensure that the area and activities are safe and support the Explorer Scouts with ideas and if necessary, show them what to do.

At the end of the allotted time the Explorer Scouts can tour around the different shelters that have been built and assess for stability, strength and fitness for purpose.

You will need

• Tarpaulin

• Bungee

• Pen-knives

• Lengthsofrope

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ACtIvIty 8: moCK DRIvInG tHeoRy test

Complete a mock exam based entirely on the Driving Standards Agency’s Theory Test. Many Explorer Scouts will be at, or close to, driving age. Many young people are eager to learn to drive; this programme can help to ensure that they learn about the vital issues of road safety as a group.

Programme Zones Skills

Methods Discussion

Preperation Time -

Location Indoors

Duration 60

DetAIls

• HandoutafewcopiesoftheHighwayCode(youcould hand these out prior to the meeting or direct participants to www.highwaycode.gov.uk) to brush up on their Highway Code knowledge.

• Handoutthetheorytestpaperandinstructthem that they have 40 minutes to complete all the questions. They should tick one box for each question unless otherwise stated (In reality, the test will often be completed in less than half that time, so ask the participants to hand in their answers and make a ‘cuppa’ when they have finished).

• Marking:Youcanmarktheanswersastheyarehanded in. Participants must score 30 or more out of the 35 questions to pass the test.

• Announcetheresults,givingprizesforpassing(suchas a racing magazine) and booby prizes (such as a small toy car) for those who don’t.

• Ifthereisatrendinincorrectanswers,thesecouldbe highlighted as a point for discussion.

• Finally:PointtheparticipantstotheDSAwebsitewww.dsa.gov.uk where they have more mock theory tests.

You will need

• Theorytestquestionssheetsavaliablefrom www.dsa.gov.uk

• Theorytestanswers

teRm 1

ACtIvIty 9: tHe WoRlD RestAURAnt

An activity that aims to raise awareness of hunger by simulating the inequality of food distribution around the World.

Programme Zones Global, Values and Relationships

Methods Discussion and Networking Activities

Preperation Time -

Location Indoors

Duration 40

DetAIls

• Preparefourtosixtables,eachwiththenameof a country or continent. Two should be from industrialised countries/continents and the other two, three or four from developing countries/continents.

• Industrialisedcountry/continentone(e.g.USA/UK/Europe) is richer than the others. It has rich iced cakes, biscuits, fruits, coffee, tea, milk, sugar and cups - but no knife or spoon.

• Industrialisedcountry/continenttwohasthesameelements as table one but no knife, spoon, coffee, tea or sugar.

• Thedevelopingcountries/continentshaveonlyone or two products only. For example, developing country/continent one may have only a knife and tea; while developing country/continent two has plenty of sugar, some biscuits and spoons.

• Astheyoungpeopleentertheroomtheydipintoa box or hat and pick a card to see which country/continent table they should sit at.

• Adultsshouldkeepquietandletthesituationdevelop without prompting.

• Generally,thereactionofthelessprivilegedtablescomes quickly. One of the rich tables comes to one of the poorer tables to request borrowing a knife or spoon. The poorer table refuses or agrees in exchange for half of the cake etc.

• Attheendoftheactivity,therecanbeageneraldiscussion in which the different groups analyse how they felt when confronted with their situation.

• Anadultcanaskeachgrouptojustifytheirdecisionsto share or not share, to trade or not and how they felt about the decisions taken by their neighbours.

If at the end of five or ten minutes nothing happens, an adult might introduce a new element by announcing that the World Health Organisation has examined the food and declared it unfit for human consumption. This should provoke a general reaction!

You will need

• Tea

• Coffee

• Milk

• Sugar

• Cups

• Knives

• Spoons

• 4xmediumsizedcakes

• Varietyofbiscuits(somechocolate/cream,some plain)

• Aselectionoffruit(bananas,grapes,Clementine’s etc.).

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ACtIvIty 10: CoDe of ConDUCt

Having this discussion is perhaps as important as the charter itself. This helps the Explorer Scouts to understand the wider aims of The Scout Association, to take a part in developing the Unit and ensure that it fits in with those aims.

The Code of Conduct is agreed on by the Explorer Scouts and therefore can be referred back to if broken. This activity should be repeated at least every two years to ensure that it is current to the members of the Unit and that they all have some ownership of the development of the Unit.


Methods Discussion

Preperation Time -

Location Indoors

Duration 120

DetAIls

• AsktheExplorerScoutswhatmadethemjointheUnit.

• Whatmakesthemkeepcoming?

• Howwelcomingwasitwhentheyfirstjoined?

• Howmuchsaytheyfeeltheyhaveintherunningofthe Unit and the planning of the programme?

• Howmuchsaytheywanttohave?

• WhodoestheUnitappealto?

• Coulditappealmorewidely–offeringmorepeoplethe benefit of Explorer Scouting?

Introduce the idea of a charter, setting out what the policy and aims of the Unit are. Show them the aims of The Scout Association from Policy Organisation and Rules, and the vision of Scouting 2012 and indicate that we should always be working within those aims. Our charter should include:

• whocanjointheUnit

• howwillpeoplebemadetofeelwelcome

• howtogrowtheUnit

• howtheProgrammeisplannedthroughtheUnitPlanning Forum

• aCodeofConduct.

Send the Explorer Scouts away in groups to discuss and brainstorm these areas and come up with some wording and ideas to put in writing.

Bring the Unit back together and start to collate the ideas and develop a Code of Conduct.

At the end of the meeting either a responsible Explorer Scout or a Leader can take this away and create a draft copy for everybody to look at and approve at the next meeting.

You will need

• Flipchart

• Paper

• Pensandpencils

teRm 1

WIDe GAme 1: CHAse tHe HARe

During this game both teams must follow a given route without being spotted by the other team. Points are awarded for following the other team without being seen. This game is better played over a longer period, given that each team will have to travel to the start point.

Programme Zones Physical, Outdoor and Adventure, Community Service

Methods Games, Networking Activities, Outdoor Activities

Preperation Time 10 to 20 Minutes to plan the route

Location Outdoors

Duration -

Time Activity Additional information

19:00 Arrive and start the evening

19:02 Explain the rules

19:20 Send off the person who will be the hare

19:30 Send out the chasing pack

Have some Leaders patrolling the playing area. Explain that when the whistle blows once this signifies the start of the game. When it blows twice this is the end of the game and they should come back.

About 10 minutes before the end of the game start to get a hot drink and a snack to warm them up after the game

20:30

Bring everybody back and count the scores. Give everybody a hot drink and a snack (especially if you have been playing in cold weather.) and give out the scores

21:00End the evening with notices and a short meditation

DetAIls

Choose one or two of the members of the Explorer Unit and give them a route to follow; these members will be the hare. Give them an object, and explain that they must get the object around the whole route and back to the hall. They must then leave the hall. After about 10 minutes, set off the chasing pack; this is everybody else in the Unit. Once they have left the hare must blow a whistle every two minutes, so that the chasing pack know how close they are. The chasing pack must catch up with and overtake the hare, as well as taking the object that they were given at the beginning, before they get back to the hall. The hare can use any methods to get away from the chasing pack, but they must always blow the whistle and go through all the checkpoints that the Leader gave them. They must follow the route that they were given at the start.

You will need

• Maps

• Compass

• Objecttocarryaroundthecourse

• Pens

• Paper

• Whistle


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WIDe GAme 2: boRDeR ContRol

This game involves dividing the Explorer Scouts into three teams. They will have to get back to the base without being caught by the other team.

Programme Zones Physical Recreation, Outdoor and Adventure

Methods Games, Outdoor Activities

Preperation Time 10 to 15 minutes to select a suitable base

Location Outdoors

Duration -

DetAIls

Split the Explorer Scout Unit into three teams. The game is played in equal sections of twenty minutes and during each section of the game, teams have to complete an individual mission. The playing area is set up with a 20metre finish line. One of the Leaders stands behind the line to count the attacking team in. Points are awarded to the attacking team for getting players back across the line without being caught.

Before the game each player will be given a scorecard, see page 21, and if they are caught this must be filled in by the player that caught them. If a player gets across the finish line they must go straight to a Leader who puts the time of completion on their scorecard and then initials it. When a defender catches an attacker, the attacker must sign the defender’s scorecard to confirm that they have been caught.

The individual missions are:

The defenders- The defenders must not go within 10 metres of the finishing area. To do this will result in the deduction of 10 points. They must stop the attacking teams from getting over the finishing line and completing their mission.

Attackers 1- The first attacking team must get across the finishing line without being caught. Although there is no requirement for the team to work together they will receive 10 points for each player they get back to the home area.

Attackers 2- The second attacking team must get all their players back as a team. This means that there must be a gap of no more than two minutes from the point the first team member gets home.

Time Activity Additional information


19:02Go through the rules of the game with the Explorer Scouts

19:20 Send the teams off to the starting bases

Team 1 Team 2 Team 3 Between each turn around you should give each team a five minute rest period.

Have some Leaders patrolling the playing area. Explain that when the whistle blows once this signifies the start of the game. When it blows twice this is the end of the game and they should come back.

About 10 minutes before the end of the game start to prepare hot drinks and snacks to warm them up

19:30 Defenders Attackers 2 Attackers 1

19:55 Attackers 1 Defenders Attackers 2

20:20 Attackers 2 Attackers 1 Defenders

20:30

Bring everybody back and count the scores. Give everybody a hot drink and a snack (especially if you have been playing in cold weather) and give out the scores

21:00 End the evening with notices and a short meditation

teRm 1

Team 1

Score from being first attackers

Score from being second attackers

Team 2



Team 3



sCoRInG system

• Thefirstattackingteamgets10pointsforeachteammembertheygethome.

• Thesecondattackingteamgets10pointsforgettingteammembershomewithintwominutesofthefirstteammember getting home.

• Thesecondattackingteamgets20pointsextraforgettingtheirwholeteamhomewithintwominutesoftheirfirst team mate getting home.

You will need

• Ropetoindicatethefinishline

• Scorecards

• Watch

• Stopwatch

• Whistle

• Pens

Team Name Team Name Team Name

Attackers 1

Caught by:

Completed at:

Attackers 1

Caught by:

Completed at:

Attackers 1

Caught by:

Completed at:

Attackers 2

Caught by:

Completed at:

Attackers 2

Caught by:

Completed at:

Attackers 2

Caught by:

Completed at:

Defenders:

Those caught:

Defenders:

Those caught:

Defenders:

Those caught:


moCK DRIvInG tHeoRy testtHe WoRlD RestAURAntCoDe of ConDUCtWIDe GAme 1 : CHAse tHe HARe> WIDe GAme 2 : boRDeR ContRolCommUnIty pRoGRAmme :nAtURAl ARt

CommUnIty pRoGRAmme 1: nAtURAl ARt

This programme idea gets the Explorer Scouts to use the natural environment and its materials around them and discover what they can use to make art.

Programme Zones Community, Outdoors and Adventure


Preperation Time 20-30 minutes to get the locations sorted out and to get the survey sheets printed off

Location Outdoors and indoors

Duration -

DetAIls

The Key Game - Sit all the Explorer Scouts in a circle with a chair in the middle. Put a set of keys under the chair. Pick one of the Explorer Scouts to sit blindfolded in the middle of the circle. Once everyone is sitting comfortably, walk around the outside of the circle and tap one of the Explorer Scouts on the back. Once you have done this, tell them that the first person is coming and then stand away from the circle so that only one person is moving. The Explorer Scout that you tapped must go round the outside of the circle and then get to the keys without the Explorer Scout on the chair pointing at them.

The person on the chair has three chances to point out the Explorer Scout. If they point them out then the two Explorer Scouts swap. However, if they aren’t successful, then the Explorer Scout who is trying to get the keys goes back to their original space and the next Explorer Scout has a go.

Natural Art - Split the Explorer Scouts into groups of three or four. Give them each several pieces of A3 paper and some PVA Glue. Explain that they must provide the rest of the materials, but it must not be man made and they must use all the paper they have been given. Remind them that they must not damage any plants. You might also want to encourage them not to eat any berries if they are not sure what they are. Encourage them to use lots of methods such as painting and sculpture. You might want to give them a subject to work to such as climate change, although this is a possibility that each Leader can consider individually.

Marco Polo - Set out a playing area that has no immediate dangers in it. Blindfold one of the Explorer Scouts and put them into the playing area. Move everybody else into the playing area. Once the game starts, only the blindfolded person is allowed to move. They must then walk around the playing area shouting out ‘MARCO’. If anybody is within a metre of them, they must reply ‘POLO’. The blindfolded person must then get close enough to tag them. At this point the two players swap and once the new person is blindfolded the players move around again, ready for the start of the game.

You will need

• Asetofkeys

• A3Paper(Asmuchasisneededforeachgroup)

• PVAGlue

teRm 1

Time Activity

Before Explorer Scouts arrive

19:00 Opening game - The Key Game

19:15Explorer Scouts are briefed on the activity and then sent out to find all the natural resources they may need

19:45 Explorer Scouts return to the hall for refreshments

20:00 Game - Marco Polo

20:15 Explorer Scouts use all the materials that they have found to create a painting or piece of art

20:58 Notices and events


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teRm 2

You will need

• Tentforeachgroup

• Triangularbandage

• Earplugs

• Protectiveearmuffs

• Blindfold.

ACtIvIty 1: DIsAbIlIty AWAReness

Programme Zones Skills, Values and Relationships

Methods Games, Discussion, Outdoor Activities

Preperation Time -

Location outdoors

Duration 60 mins

This programme idea contains an enjoyable outdoor activity that enhances disability awareness. This is an issue that needs to be handled with sensitivity, but can be an ideal opportunity to make Explorer Scouts aware of the difficulties that some people face. It may be that members of the Unit know people with disabilities and Special Needs, and encouraging them to discuss this can make the problems seem less difficult for the young people.

DetAIls

Split the Explorer Scouts into teams of four. In teams, members work together to pitch a tent, each Explorer Scout simulating a different disability:

• Deafness–earplugsandprotectiveearmuffs.

• Blindness–blindfold.

• Immobilearm–inslingwithtriangularbandage.

• Wheelchairuser-unabletostand.

Explorer Scouts need to work together to erect their tent completely (including all guy lines and pegs).

Once the tent is erect, they must pack it away, whilst maintaining the disability.

To end have a discussion about how it felt to be less able for a task, was everyone given a job, did anyone feel left out and what could be done different next time.

If this finishes ahead of time, you can have a competition to see what group can put a tent up the quickest.

This programme should be treated with due sensitivity, but should not be overly serious; the idea is to make an impression on the Explorer Scouts and give them the idea that disabilities are serious and that they need to be sensitive towards them.

ACtIvIty 2: AlIDADe

An alidade is a simple tool that enables the user to make accurate plans of relatively small areas - a two acre campsite is ideal. To make one requires basic woodworking skills, a few tools and some pieces of scrap timber. Note that the maps produced are unlikely to include any terrain information i.e. contours.

Programme Zones Outdoor and Adventure, Skills


Preperation Time -


Duration 90 mins

DetAIls

To make your alidade:

• Usingawoodworkingsaw,cutalengthof5cmx10cm timber, at least 30cm (but at most 60cm) long - the longer the better.

• Sandtheendssmoothwithfinesandpaper.

• Useastraightedgetomarkapencillinedowntheexact centre of one of the broader (10cm) sides, exactly parallel to the two long edges.

• Measurein5cmfromeachend,markingitwithapencil cross on the centre line.

• Cuttwo10cmlengthsofdowellingorsimilar(pencils work, too).

• Useadrillbitofthesamesizeasthedowellingtodrill through the crosses marked on the centre line; try to drill not quite all the way through, though this is not disastrous; it is important that the holes are drilled exactly vertical and exactly in line with each other and the central line.

• Usestrongwoodgluetosecureonepieceofdowelling in each hole, exactly vertical, and allow to dry.

• Tapeorclipasheetofpapertoaboard-itneedstobe portable, but firm enough to draw on.

• Chooseoneedgeofthepapertorepresentoneedge of the area to be mapped, and use a fine marker pen to draw a straight line about 1cm in from the edge of the paper, starting and stopping about 2cm from the top and bottom of the paper.

• Oneendofthislineisyourstartingpoint-oneofthe boundary corners; stand there, hold your board horizontally, and align the line you have drawn with the boundary it represents.

• Placeyouralidadeontheboard,withonelongedgepassing through the point that represents where you are, and the other pointing in the general direction of one of the other visible boundary corners.

• Raisetheboardtoeyelevel,ifpossible,andsightalong the alidade, moving it so that BOTH pieces of dowelling are exactly in line with the boundary corner, but keeping the edge going through the point on the paper that represents your current position and the original line aligned with the boundary it represents.

teRm 2 > DIsAbIlIty AWAReness> AlIDADenIGHt HIKebAn boRInG fooDWIsH yoU WeRe HeRepole ClImb RelAymoUntAIn ResCUe

UnIteD nAtIons pAnelA-fRAme RACesARe All sCoUts tHe sAmeCARDboARD CAstle bAttle CommUnIty pRoGRAmme:pollUtIon In my CommUnIty

WIDe GAme 1 : tIme bombWIDe GAme 2 : CAtCH tHe ColoURsWIDe GAme 3 : smUGGleRWIDe GAme 4 : sAve tHe RHIno WIDe GAme 5 : tHe UnDeRGRoUnD GAmeWIDe GAme 6 : bomb DIsposAl

• Whenyouaresurethateverythingiscorrectlylinedup, use a soft, sharp pencil to draw a faint line on the paper, along the whole of the long edge of the alidade.

• Repeatthisforallvisibleboundarycorners.

• Nowgototheotherendofyouroriginalboundary,and repeat the process for all visible boundary corners.

• Youshouldnowhaveseveralpencillinescrossingeach other, with two lines crossing at each boundary corner; use a straight edge and a fine marker pen to draw in the boundary lines by connecting up the pencil crosses with the original line and with each other.

• Oncetheboundaryismarkedin,youarereadytomap other landmarks; you may find it less confusing to rub out the pencil lines gently.

• Lookaroundforallvisiblelandmarks-buildingcorners, either edge of gateways, doors, windows, campsite flagpoles.

• Pickalandmark,linethealidadeupwithit,checkthat the boundary line is correctly aligned, the long edge of the alidade is passing through your current location, and both dowellings are lined up with the landmark, then draw a faint pencil line along the long edge of the alidade.

• Repeatthiswithalltheotherlandmarksvisiblefromthis point.

• Movetothenextboundarycorner,andrepeat(Note: You may be looking at different landmarks - the other side of the building for instance).

• Movetothenextboundarycorner,andrepeat.

• Assoonasyouhavetwocornersofalandmarkpinpointed (each corner being represented by two pencil lines crossing), use a straight edge and a fine marker pen to draw in that side of it on the paper.

• Keepgoinguntilallyourlandmarksarefullymarked out in pen on your map.

• Ifyouhavealandmarkvisibleonlyfromoneboundary corner, use another established landmark (e.g. the corner of a building) to pinpoint its position.

teRm 2

You will need

• Erasers

• Pencils

• Ruler

• Whitepaper

• 1x30-60cmlengthofsmooth-sawn5cmx10cm timber per alidade

• 2x10cmofdowellingperalidade

• Woodworkingsaw(s)

• Finesandpaper

• Electric/handdrillandbits

• Strongwoodglue

• Workbench/vices

• Board(e.g.clipboards,hardboardsheets)

• Maskingtape,bulldogclipsorpaperclips

• Pencilsharpener

• Fine-tipmarkerpens

• Squaredpaper

ACtIvIty 3: nIGHt HIKe

For a night hike, where navigation has its own challenges, terrain should not be overly challenging, but should involve footpaths away from roads. Depending on the terrain you have selected, you may need some authorisation to lead the hike and possibly a Nights Away Permit. More information can be found at www.scouts.org.uk

If Explorer Scouts have planned their route to go along or near any roads they should be provided with fluorescent vests, reflectors and torches and advised of how best to use them.

There are many organised night hikes and challenges that you could join, such as the Cotswold Challenge or Drag Net in Cumbria. Your night hikes could be used as training exercises for these more competitive events. This night hike programme allows you to recap on basic skills, prepare for future events and have an enjoyable trip!

Programme Zones Skills, Outdoor and Adventure, Physical Recreation

Methods Outdoor Activities and Networking Activities

Preperation Time -

Location Outdoors

Duration Overnight

DetAIls

• TheExplorerScoutsarebestpreparedinadvancewith some recap on navigation skills.

• TheExplorerScoutsshouldbedividedintogroupsand given a map, compass and blank route card.

• Theyshouldbegivengridreferencesforthestartand finish points and any checkpoints on the route (checkpoints should be no less frequent than every four miles).

• IntheirgroupsExplorerScoutsshouldthenplanaroute from A to B via checkpoints and fill in a route card. Depending on their experience they may need support with this and may need reminding to let everybody in the group be involved, perhaps taking it in turn to do each leg, and supporting younger or less experienced Explorer Scouts.

• Permissionformsshouldthenbedistributedandahome contact established for emergency.

• Onemobilephonenumberpergroupshouldbe given to the Leaders and that person should also have the Leader’s mobile number in case of emergency.

Explorer Scouts should be deposited at the start point and will walk along their route to the finish point. Leaders should be stationed at the checkpoints to ensure that all is well and that none of the Explorer Scouts have gotten lost on the way.

Depending on your plans, you could either set up camp somewhere, or could, for example, be hiking back to the meeting place, where sleeping bags, food and DVDs await. Then breakfast in the morning before the Explorer Scouts make their way home.

You will need

• OSmaps

• Compasses

• Walkingequipment

• Blankroutecards(SeeAppendix1p70).

• ActivityPlan(SeeAppendix2p71).

teRm 2 DIsAbIlIty AWAReness> AlIDADe> nIGHt HIKebAn boRInG fooDWIsH yoU WeRe HeRepole ClImb RelAymoUntAIn ResCUe



teRm 2

ACtIvIty 4: bAn boRInG fooD

This programme activity is designed to get Explorer Scouts thinking about the types of food that they could eat on an expedition. Many Explorer Scouts might be thinking about this issue for the first time. You can encourage them to undertake their expeditions with a much wider range of foods than they might have anticipated.

Programme Zones Skills, Physical Recreation, Outdoor and Adventure

Methods Outdoor Activities, Discussion

Preperation Time One hour to get the food ready

Location Indoors

Duration -

DetAIls

A balanced and healthy diet is important in all physical activities, especially to make sure you perform to the best of your abilities. Whilst planning an expedition, whether this is for the Queen’s Scout Award, Chief Scout’s Award, Explorer Belt or Duke of Edinburgh’s Award, it is important to plan what you eat. This is not only to make sure that your menu is balanced, but also so it is enjoyable. It is important that Explorer Scouts feel well fed and rewarded for the day of activity they have undertaken. You don’t have to eat ham sandwiches and pasta everyday on your expedition! A range of more interesting foods are easy to prepare and create, and making the effort is well worthwhile.

Use the table to plan a menu and, before you go, get each Explorer Scout to prepare a meal for the Unit to try. Afterwards discuss what you liked and disliked about the meal and then change it so that everyone likes it. Remember, a light meal is not a boring one!

ACtIvIty sCoRe CARD

You will need

• Activityscorecardforeachmeal

NAMe OF exPLOrer DAY 1 DAY 2 DAY 3 DAY 4

Breakfast

Snack

Lunch

Snack

Dinner

Once you have tried making some of the meals on the menu use the scorecard on page 29 to decide what you liked about the dish as well as what you didn’t like. Discuss the results and decide how you could improve the dish.

The MeAL WAs reALLY INTeresTING

1 2 3 4 5 6 7 8 9 10

WAs The MeAL TAsTY?

1 2 3 4 5 6 7 8 9 10

WAs The MeAL heALThY?

1 2 3 4 5 6 7 8 9 10

WOuLD YOu reALIsTICALLY Be ABLe TO CArrY The INGreDIeNTs WITh YOu ON The exPeDITION?

1 2 3 4 5 6 7 8 9 10

WAs The MeAL sATIsFYING Or DO YOu ThINK YOu WOuLD NeeD sOMeThING exTrA?

1 2 3 4 5 6 7 8 9 10

teRm 2 DIsAbIlIty AWARenessAlIDADenIGHt HIKe> bAn boRInG fooDWIsH yoU WeRe HeRepole ClImb RelAymoUntAIn ResCUe

UnIteD nAtIons pAnelA-fRAme RACesARe All sCoUts tHe sAmeCARDboARD CAstle bAttle CommUnIty pRoGRAmme :pollUtIon In my CommUnIty


teRm 2

ACtIvIty 5: WIsH yoU WeRe HeRe

Take the opportunity to be creative with a video camera and make a Wish You Were Here style show about a local campsite, attraction or any other type of event/location. If you don’t have a camera within the Unit ask around people in the District, as someone is likely to have one they can lend you.



Preperation Time One hour to get the food ready


Duration -

DetAIls

This is a great activity for giving young people experience in presenting information in a clear manner and is a lot of fun. The aim is to make a 20/30minute video about some of the things that the Unit has done recently.

You should start by getting the Explorer Scouts to brainstorm some ideas about what features to include in the show.

After this, decide how you are going to cast people for the show. You will need a presenter, a crew, and some mock Explorer Scout families to share their experiences with the camera. Be aware that some members will be shy, and may need to be coaxed into performing. Be supportive, and encourage everyone to get involved, but don’t insist that they do.

A simple storyboard should be created to outline what’s being filmed, what to include in the shot etc. This can be as ‘cheesy’ or as professional as you like. A team of writers should set about making a script; this again can be deadly serious or hilarious.

The video should pick up on things like:

• whatitisallabout

• howmuchitcosts

• howtogetthere

• whattodowhenyou’rethere.

The show should include three or four features and could be presented to a local Scout Troop as a way of promoting the Unit to the Section. You can even send it into National Headquarters and get it put up on the website!

You will need

• Videocameraandsomethingtowatchthe playback on

ACtIvIty 6: pole ClImb RelAy

This programme comprises a physical relay done in small groups requiring teamwork, strength and agility.

Programme Zones Physical Recreation

Methods Games

Preperation Time -

Location Outdoors

Duration 20-30 minutes

DetAIls

• Eachteamhasalargepoleandabucketinfrontofthem.

• Numbereachteam.

• Starttheactivitybyblowingawhistle.

• Eachteampicksuptheirpoleandcarriesithorizontally, with one team member hanging off it holding the bucket.

• EachteamcarriesthepolefromthestarttoapointB (a reasonable distance away) with the person riding the pole.

• WhenatpointB,thepoleisputupverticallyandheld by the rest of the team.

• Theriderthenhastoclimbthepoleandplacethebucket on top.

• Theythencomesafelydownthepole.

• Thepoleisthenturnedtohorizontalandtheprocess is repeated until all members of the team have had their chance to climb the pole with the bucket.

• Thefirstteamtofinishwithalltheteamhavingclimbed the pole are the winners.

You will need

• Bucketperteam

• Largepoleperteam(pioneeringpole)

• Whistle

teRm 2 DIsAbIlIty AWARenessAlIDADenIGHt HIKebAn boARInG fooD> WIsH yoU WeRe HeRe> pole ClImb RelAymoUntAIn ResCUe



teRm 2

ACtIvIty 7: moUntAIn ResCUe

This activity is designed to show some of the injuries and accidents that a Mountain Rescue Team (MRT) frequently come into contact with. This exercise shows Explorer Scouts what to look out for when they are climbing, hill walking or on an expedition. Going to an MRT web page and looking at their log, as well as selecting the correct map, will give inspiration to change the scenarios.


Methods Networking Activities, Discussion

Preperation Time 20-30minutes maxiumum to get the map set up properly and the scenarios out

Location Indoors

Duration

DetAIls

This activity is set in the Mountain Rescue Team Base in Ogwen Valley; changing the map of the area and coming up with new scenarios allows you to adapt this to other areas.

On a pin board in the hall place a map of the area. Split the Explorer Scouts into teams of about four or five and ask them to select a team name from one of the areas on the map. So, for instance, in the Ogwen Valley, where the attached scenarios are based, you could have Afon Wen 1 as the first team.

Each team is given several group details. From this they must ascertain the nature of the incident and the urgency. The team must discover whether there are any injuries or any illnesses. Once this has been done they must then work out the quickest way to get to the group and the quickest and safest way to get them off the mountain. This plan must have all route details and timings. Once this has been completed they must then pin the report card to the pin board with a piece of string pointing to the place where the group are believed to be.

Once all the incidents have been plotted, ask each team to feedback on the cases that they had. Ask them what they thought of the incidents and how they thought they could have been avoided. You might also want to discuss the work of the Mountain Rescue Service and what to do if the Explorer Scouts ever need to call them out.

You will need

• Thelistofscenarios

• OrdinanceSurveyMapOutdoorLeisure Number 17

• Acompass

• Thetableforwritingdetails

• Apinboardorsomewheretoputthemapup

• Pens

• Pencils

• Paper

• String

• Bluetack

• Pins.

moUntAIn ResCUe bAse

InCIDent CARD

Team name:

Incident number:

Location of injury:

Grid reference:

Nature of incident:

Injuries:

Other ailments:

start point of rescue:

Finish point of rescue:

short description of evacuation route:

Two possible escape routes:

fURtHeR InfoRmAtIon

sCenARIos

Date Location Details of Callout

23/06/2007 Carnedd Llewelyn 18:11 The team were called to assist Party One down from the summit of Carnedd Llewelyn, as one of the party was suffering from exhaustion. As team members started up the hill, they came across another group of eight people (Party Two) close to Llugwy reservoir, who had one member suffering from mild hypothermia and was near to collapse.

16/06/2007 Tryfan East Face 18:11 Team received a call from the wife of a man who had sustained a fall somewhere on the East Face and lost their dog. The cloud base was just at the lip of Cwm Tryfan, but 22 Sqdn did a fantastic job ferrying troops as high as they could. Due to the mist it was initially difficult to locate the casualty, as the wife was unfamiliar with the terrain. Once located, the wife was accompanied on the walk down and their dog recaptured, abseiled off and evacuated. A long (in time) lower followed to recover the male to Cwm Tryfan and on to the hospital.

1/06/2007 N Ridge Tryfan (above Milestone)

The couple left the road at 12:15 to ascend Tryfan. It would appear that they started climbing the North Ridge, then continued along the Eastern Traverse until they reached steep ground near to South Gully. At this point they decided to retrace their steps. Unfortunately, on their way down the ridge they drifted too much to the west and ended up above the Milestone Buttress. One of them felt unable to go up or down, so they rang 999.

25/02/2007 Afon Wen 20:45 A mild but wet night. OVMRO called at about 20.45 with a report of four male Irish Scouts benighted on the west side of Carneddau (Afon Wen below Foel Grach). Three were 17yrs old with a slightly older Leader. They had been part of a 30 strong group, which had left the Ogwen valley at 09.00 to go over the Carneddau and camp at Llyn Dulyn. In the low cloud and heavy showers they had become separated. They decided to pitch the two man tent on a steep slope high above the Afon Wen. All their kit was wet through and one lad was shivering due to the wet conditions. The team drove up to the pumping station above Gerlan to deploy. When the team arrived at the gas site, there was a state of disarray. Wet kit strewn on the hillside. No one prepared for a walk out. No boots on. The team did not want to carry on and one team member was acting abnormally and responding very slowly when speaking.

01/09 Pen-Yr-Olewen The well-organized group were ascending Pen-yr-Olewen and near the summit, the casualty tried to catch up with a person near the front of the party and slipped on the wet path injuring her lower leg. The group called for help and sheltered awaiting support.

08/04 Tryfan Call for woman with leg injury high upon Tryfan. During the ascent, the woman banged her knee. She persevered but having stepped over into the amphitheatre of the North Gully decided that assistance was required.

Eight team members made their way up through the fresh snow to the reported location. Members set up ropes to assist the woman up North Gully. With the aid of analgesics and a human crutch, she was roped down out of Western Gully.

05/07 NE Foel Goch Team called for a 16yr old girl on DoE practice run with fractured ankle. She and five school friends were en route from Nant Gwynant to Dolwyddelen. She was crossing a small stream when she slipped on a wet rock, thus damaging her ankle. The Supervisor who was shadowing the group came to her aid. At first she tried to walk/hobble. Then the supervisor tried to carry her. By about 1300hrs they called for assistance.

teRm 2 DIsAbIlIty AWARenessAlIDADenIGHt HIKebAn boRInG fooDWIsH yoU WeRe HeRepole ClImb RelAy> moUntAIn ResCUe



ACtIvIty 8: UnIteD nAtIons pAnel

The United Nations Security Council (UN) is regularly in the news whenever there is a big international issue. This activity allows the Explorer Scouts to develop some understanding of where the UN came from, what they do and how decisions are made. Explorer Scouts explore a current topical, international issue and then role-play themselves as the United Nations to begin to understand:

a the role of the UN

b a bit more about the issue

c some of the things which are taken into account when decisions are made by the UN.


Methods Discussion

Preperation Time Information sheets on a topical international news issue, e.g. humanitarian crisis, imminent war (Darfur/Ethiopia crises at the time of writing)

Information sheets on the role of the UN Security Council

Information sheets on some of the fifteen countries represented on the UN Security Council, not attached as a) ten of the countries change every two years, and b) the notes shouldrefertocurrentpolicyandevents–goodinformationcanbefoundattheUNwebsite, www.un.org

Location Indoors

Duration 120

DetAIls

Explain to the Explorer Scouts that during this meeting they are going to be exploring the work of the UN and find out what they already know about the UN and the UN Security Council. Give out the background information on the UN Security Council (see You will need).

Introduce the topical issue you plan to discuss. Again, find out what the Explorer Scouts already know about the issue and if they have any views on it. Give out the topical info sheets and allow time for reading and discussion.

Explain that when there is a large issue like this, the UN Security Council will discuss it and decide what, if anything they are going to do. Explain that fifteen of them (Explorer Scouts) are going to be acting as member states of the UN Security Council, any others can either spectate, or take the role of chairman, secretary etc. If there are fewer than fifteen Explorer Scouts in your Unit, then you should choose the countries that they represent, but include the five permanent member states (US, UK, France, China and Russian Federation). Give the Explorer Scouts some brief information about the countries that they will represent. It might be a good idea to do this part of the activity one evening and allow a week for research before running the rest of the activity.

Encourage the Explorer Scouts to role-play delegates from member states and to explore some of the issues which might surround decisions by the UN Security Council.

Afterwards, encourage them to discuss what they have learned and what they think about the UN Security Council and the process.

You will need

• InformationSheets(visitwww.un.org)

teRm 2

ACtIvIty 9: A-fRAme RACes

This programme gives an opportunity to undertake a pioneering activity, in which teams construct A-frames using square lashings and guy ropes, and then race them around a course.

Programme Zones Physical Recreation, Skills, Outdoor and Adventure

Methods Games

Preperation Time -

Location Outdoors

Duration 45 minutes

DetAIls

Groups of at least five young people construct a standard A-frame, using square lashings:

• AttachfourguyropestothetopoftheA-frame.

• Oneyoungpersonischosentobethepassengerandstands on the crossbar of the A-frame. The other four take a guy rope each.

• Usingacombinationofthepassengershiftingtheirweight and the other four co-ordinating the guy ropes, the A-frame is made to stand alternately on one leg whilst the other is swung around.

• TheA-framecanbewalkedquitequicklyaroundadesignated course and teams can race against one another under supervision.

• Itisadvisedtohavesomeadultsstandingbyaroundthe course to assist where needed.

You will need

• Rope(thick)

• Rope(thin)

• Pioneeringpoles-Threeperteam

• Havingphotosofhowtodosquarelashingsisa sensible idea

teRm 2 DIsAbIlIty AWARenessAlIDADenIGHt HIKebAn boRInG fooDWIsH yoU WeRe HeRepole ClImb RelAymoUntAIn ResCUe

> UnIteD nAtIons pAnel> A-fRAme RACesARe All sCoUts tHe sAmeCARDboARD CAstle bAttle CommUnIty pRoGRAmme :pollUtIon In my CommUnIty


ACtIvIty 10: ARe All sCoUts tHe sAme?

An exploration of the values held by Scout Organisations around the World, based upon the examination of the membership policies of the UK and other Scout Organisations.

Programme Zones Outdoors and Adventure

Methods Discussion

Preperation Time 20-30minutes maximum to get the map set up properly and the scenarios out

Location Indoors

Duration 60

DetAIls

• Askeachpersontowritedowngroupsofpeoplewho they think are allowed to be Scouts and groups of people they think aren’t. Give them a short time of two to three minutes.

• Askeachpersontoreadoutonegroupeachandlistthem on a board or flip-chart.

• Askthegrouptodiscussandcomeupwithanequalopportunities policy for Scouting.

• ReadoutordistributeTheScoutAssociation’sEqualOpportunities and Religious Policies and see how many common points there are.

• Haveadiscussionaboutthedifferencesbetweenthepolicies and what the young people have come up with.

• NowaskthemiftheythinkalltheScoutOrganisations around the World have the same policies.

• Pickanumberofpoliciesfromotherorganisationsaround the world and contrast them with both the official policies and the one that the young people have come up with. For example:

• Girlguiding UK only accepts female youth members.

• Boy Scouts of America forbid atheist, homosexual and female members.

• European countries such as Belgium, Slovenia, and Germany have both mainstream and exclusively Catholic Scout Associations.

• UK Scout Association Groups, which can be single-faith for religious or cultural reasons.

This is ideally suited to small groups of 5-6.

The Leader running this event must be careful in his/her role as a facilitator not to influence the opinions of the young people.

The overall aim of this exercise is for the young people to openly discuss their opinions not to accept those of their Leaders or the majority.

Providing a framework for open discussion is the aim of this exercise, not the development of any overall conclusion as to the appropriateness of any given policy.

Try to avoid the conversations getting too heated.

Remind everyone at the end that though we are a worldwide family, just like any other family we will have differences of opinion on many matters both between our Unit Members as well as between our national organisations.

The religious Policy

The Scout Movement includes Members of many different forms of religion. The following policy has received the approval of the heads of the leading religious bodies in the United Kingdom.

All Members of the Movement are encouraged to:

• makeeveryefforttoprogressintheunderstandingand observance of the Promise to do their best to do their duty to God

• belongtosomereligiousbody

• carryintodailypracticewhattheyprofess.

You will need

• Flipchart

• Paper

• Pens

teRm 2

Attendance at services

If a Scout Group, Explorer Scout Unit or Scout Network is composed of members of several denominations or religions, the young people should be encouraged to attend services of their own form of religion.

Chaplains

Chaplains may be appointed as Advisers in Scout Groups, Districts, Counties, Countries and Nationally. A Chaplain may be a Minister of Religion or a lay person.

In a Scout Group sponsored by a religious body the religious leader may be appointed Group Chaplain.

National Chaplains may be appointed for religious bodies represented in Scouting.

tHe eQUAl oppoRtUnItIes polICy

Young People

The Scout Association is part of a worldwide educational youth movement. The values, which underpin and inspire its work, are embodied in the Scout Promise and Law and in the Purpose of the Association.

Within this framework, the Association is committed to equality of opportunity for all young people. Accordingly::

a The Scout Association is committed to extending Scouting, its Purpose and Method to young people in all parts of society.

b No young person should receive less favourable treatment on the basis of, nor suffer disadvantage by reason of:

• class

• ethnic origin, nationality (or statelessness) or race

• gender

• marital or sexual status

• mental or physical ability

• political or religious belief.

All Members of the Movement should seek to practise that equality, especially in promoting access to Scouting for young people in all parts of society. The Scout Association opposes all forms of racism.

Note: With reference to gender, Membership of the youth Sections of the Association is open to girls and young women of the appropriate ages subject to the rules set in 3.6, 4.6 and 5.6.

Leaders and other volunteers

To carry out its work the Association seeks to appoint effective and appropriate Leaders, and to involve other volunteers in supporting roles, all of whom are required to accept fully the responsibilities of their commitment.

The overriding considerations in making all appointments in Scouting shall be the safety and security of young people, and their continued development in accordance with the Purpose of the Association.

Accordingly, all those whom the Movement accepts as volunteers must be ‘fit and proper’ persons to undertake the duties of the particular position to which they have been appointed (including, if relevant, meeting the requirements of the Sponsoring Authority) and, where appropriate, the responsibilities of Membership.

In making an appointment to a particular leadership or support position it may be appropriate to consider the gender and/or ethnicity of the potential appointee, in particular to ensure appropriate composition of leadership or supporting teams.

The physical and mental ability of a particular potential appointee to fulfil a particular role will always be a relevant factor to consider.

Within these constraints, and those imposed by the need to ensure:

• thesafetyandsecurityofyoungpeople

• thecontinueddevelopmentofyoungpeople;and

• equalopportunitiesforall

• nopersonvolunteeringtheirservicesshouldreceiveless favourable treatment on the basis of, nor suffer disadvantage by reason of:

• age

• class

• ethnic origin, nationality (or statelessness) or race

• gender

• marital or sexual status

• mental or physical ability

• political or religious belief.

Note: Paedophilia is a bar to any involvement in the Scout Movement.

Note: With reference to religious belief, the avowed absence of religious belief is a bar to appointment to a Leadership position.


UnIteD nAtIons pAnelA-fRAme RACes> ARe All sCoUts tHe sAmeCARDboARD CAstle bAttle CommUnIty pRoGRAmme :pollUtIon In my CommUnIty


ACtIvIty 11: CARDboARD CAstle bAttle

Involves constructing a cardboard box wall at opposing ends of a meeting place then ‘battling’ (by throwing items) to destroy the opposing team’s ‘castle wall’.


Methods Games and Networking Activities

Preperation Time -

Location Indoors

Duration 60

DetAIls

Before this activity collect a large number of cardboard boxes. Local shops (supermarkets in particular) can probably help with this:

• SplittheUnitintotwoteamsofequalnumberifpossible.

• Askthemtoconstructacardboardboxwallacrosseither end of a room, using cardboard boxes and Sellotape/parcel tape. Teams can decorate them if they wish using marker pens. It is best to set a time limit for this, giving at least half an hour.

• Leaderscangivemarksforthecastleusingcriteriasuch as appearance, design, how well the team worked etc. and note these down for later.

• Supplyeachteamwithanumberof‘missiles’.Examples might include sponge footballs, beanbags, old teddy bears or even wet sponges. Make sure that the missiles are not too hard, for obvious safety reasons.

• Theteamsnowhavetobombardeachother’scastlewalls by throwing these missiles from behind their wall.

• OnlyLeaders/helperscanreturnthemissilestotheteams from the area between the walls. Again it is advisable to set a time limit.

• Whenthebattleisover,givemarksdependingon how well their castle wall withstood the bombardment.

fURtHeR InfoRmAtIon

• Youcangettheteamstotakeitinturnstoselectone box at a time from an initial stockpile of boxes, or teams can be selected a few weeks before and made responsible for collecting their own boxes prior to the activity.

• Itisgoodtolimittheteamstoafewrollsof(cheap!)Sellotape and parcel tape each.

• Beawareofdamagethattapemightdotoflooring.

• Toextendthisactivity,youcouldgetthemtobuildcatapults to launch their missiles and/or get them to create medieval costumes and armour for the battle.

You will need

• Lotsofboxes

• Lotsoftape

• Lotsof‘missiles’(softobjects)

teRm 2

Time Activity Additional information run by

Before Explorer Scouts arrive Leader

19:00 Opening game - The Cork Game

19:15 Game–Dodgeball

Activities

Group 1 Group 2 Group 3 Group 4

19:30 Rubbish Survey Rubbish Survey Rubbish Survey Rubbish Survey

20:00Analysing the results

Art recycling Analysing the results

Art recycling

20:15 Art recycling Analysing the results

Art recyclingAnalysing the results

20:30 Game - Dodge Ball All

20:40 Unit discussion

20:58 Notices and events

CommUnIty pRoGRAmme: pollUtIon In my CommUnIty

This programme evening is designed to make the Explorer Scouts think about their community and the ways that their actions can help or hinder the local environment.

Programme Zones Community Service

Methods Outdoor Activities and Discussion

Preperation Time 20-30 minutes to get the locations sorted out and to get the survey sheets printed off

Location Outdoors

Duration -

DetAIls

The Cork Game - Get a number of corks or a similar object. You will need enough for one per person. Put the corks in a line, so that they are standing on their end, with a chair at either end of the line. The Explorer Scouts must walk around the outside of the chairs and when the Leader blows the whistle they must dash to a cork and pick it up. After the first go, remove one or two of the corks and then blow the whistle again. The Explorer Scouts who have not managed to get a cork are out.

You can make the game slightly more interesting by adding in additional rules. These could be the instruction to ‘FREEZE’, perhaps catching some members off guard.

rubbish survey - This activity involves the whole Unit going out into the community and picking a small area. They must keep a record of all the rubbish that they see on a specially designed survey sheet. Get them to do this in several areas to build up a picture of the community. Don’t let any of the groups use the same area.

Analysing the results - Get the Explorers to discus what they find as a group. Ask them to create five flash cards that put across the final results of what they have found.

Art recycling - Bring in items of domestic waste, such as old plastic bottles and newspaper. In a set time (15-20

minutes is ideal) ask them to create a piece of artwork that represents their community.

unit discussion - Get the Unit to feed back their findings from the survey. You might want to put a map of the local area and put it up on the wall and plot what results they have found. Put this all together into one report or presentation. You could ask members of the local community to come and see their findings or maybe get them to feedback at the AGM.

You will need

• Enoughcorksforoneperperson

• Whistle

• Fivepiecesofcardpergroup

• Stationary

• Oldplasticbottlesandnewspapers

• Amapofthelocalarea.

tIm

etA

ble


UnIteD nAtIons pAnelA-fRAme RACesARe All sCoUts tHe sAme> CARDboARD CAstle bAttle > CommUnIty pRoGRAmme : pollUtIon In my CommUnIty


WIDe GAme 1: tIme bomb

This is an escape and evasion game in which the team that are catching is constantly changing. This programme allows Explorer Scouts to work in teams, in outdoor settings, and enjoy a fun, active wide game.


Methods Games and Outdoor Activities

Preperation Time 10 to 15 minutes to make and set up the time bomb

Location Outdoors

Duration -

DetAIls

Split the players into a number of teams with three to four players. When this has been done ask one player from each team to stand in a circle so they are looking in to the middle. Whilst this is going on, all the other players must be looking the other way so as not to see which team has the bomb. When they are standing in a circle ask them to close their eyes. Walk around the back of the circle and tap one of the players on the back. The team that this player is from has the time bomb. Each player must also have a piece of paper and a pen to record all the people that they have caught.

The players then leave the main base area and the team that was given the time bomb takes it on the way out. The teams then have five minutes to prepare for the game. Blow a whistle once to signify the start of the

game. During the game the players must avoid getting the time bomb but must catch as many of the other players as possible. During the game if you are caught you must sign a piece of paper held by the other player. However, if either of the two players have the time bomb it is passed between players. If somebody is given the bomb they are then out of the game for two minutes therefore giving all players a chance to get away.

The game ends with two blasts of a whistle. As they come in ask them to place the pieces of paper in an area that is specifically for their team, as well as the time bomb if they have it. The team that has the time bomb looses the game and then the team who has caught the most number of players is the winner.

You will need

• Astopwatch

• Awhistle

• Paper

• Anobjecttoresembleatimebomb.



Leaders

20:02 Go through the rules with those playing the game

Leaders

20:15 Game time Have some Leaders patrolling the playing area. Explain that when the whistle blows once this signifies the start of the game. When it blows twice this is the end of the game and they should come back.

Leaders

21:45 Bring everybody back and count the scores

Leaders


Leaders

tImetAble

teRm 2

WIDe GAme 2: CAtCH tHe ColoURs

This is a traditional wide game involving team tactics, escape and evasion. Each team must capture the other team’s colours whilst losing as few players as possible and capturing the opposition’s flag.




Location Outdoors

Duration -

DetAIls

Before the game give each team 100 lives each, different colours of card (one colour for each team) signify these. You must also give them a flag each. They then go to their base to await the start of the game. Before the game starts mark an area of 10 meters by 10 meters, in which the opposition team must not go. If a player steps into the opposition safety area they must go back to their own base and collect 10 lives. These are then surrendered to the referee at the other end.

A Leader is positioned in each of the safety areas and they hold onto the lives. If a player is caught during the game they must hand over their life as well as any other lives they have and take them back to the referee in their safety area. During the game the teams have their flag somewhere in the playing area, but not in the safety area (the only flag that is allowed into their safety area is the opposition flag). If a player is caught with a flag they must hand it over straight away. Once a team has captured the flag they must then get it safely back to their own safety area.

fURtHeR InfoRmAtIon

• Foreachlifeateamhasleftattheendofthegamethe team is awarded 10 points.

• Iftheteamcapturestheflagandgetsitbacktotheir safety area they are awarded 1000 points.

• Ifateamcapturestheopposition’sflag,butdoesnot get it back to their safety area they are awarded 500 points.

You will need

• Astopwatch

• Twodifferentcoloursofcardtomakeinto‘lives’

• Cones

• Twodifferentcolouredflags

• Whistle


19:00 Arrive and start the evening Leaders

19:02 Explain the rules Leaders

19:20 Send the teams off to the base Leaders

19:30 Start the game Have some Leaders patrolling the playing area. Explain that when the whistle blows once this signifies the start of the game. When it blows twice this is the end of the game and they should come back.

About 10 minutes before the end of the game start to get a hot drink and a snack to warm them up after the game.

Leaders

20:30 Bring everybody back and count the scores. Give everybody a hot drink and a snack and give out the scores

Leaders


Leaders to supervise each obstacle as per risk assessment. Leaders

tImetAble



> WIDe GAme 1 : tIme bomb> WIDe GAme 2 : CAtCH tHe ColoURsWIDe GAme 3 : smUGGleRWIDe GAme 4 : sAve tHe RHIno WIDe GAme 5 : tHe UnDeRGRoUnD GAmeWIDe GAme 6 : bomb DIsposAl

WIDe GAme 3: smUGGleR

This game is a traditional wide game, but has been transported into a modern setting. The theme is set around a group of terrorists trying to get enriched uranium into the country to use as a dirty bomb. This game can be used as a basis with which to start sensible discussions about the broader issues of terrorism.

Programme Zones Physical Recreation, Outdoor and Adventure, Global, Community Service

Methods Games, Outdoor Activities


Location Outdoors

Duration -

DetAIls

At the start of the game, split the Explorer Unit into two teams. One team will be the smugglers and one customs. Before the game even starts, you must brief each team with various bits of information, as they must not know how much information the other team knows. It is important that you only give out the information set out on the briefing cards (see page 43). During the briefing you must give out the counterfeit passports and customs passes to the relevant teams.

The playing area is set into two parts. One area is the open play area and the other is the customs control home area. During the game the terrorists must get into the customs home area without being detected and drop the object at the location disclosed at the briefing. If they get this through then the smugglers win; if they fail then the customs team win.

Following the briefing the Explorers must go out into the playing area. They must then get out to their starting positions. The game starts with a blast of the whistle. During the game the smuggling team must get the object from a pre-disclosed location and get it past the customs control. The team that are the customs control must stop the smugglers from getting in.

You will need

• Enoughofthecounterfitpassportsandcustom passes for one per team (See Appendix 3 p72)

• Awhistle

• Astopwatch

• Aboxtocarry

• Missionbriefingpapers.

teRm 2

smUGGleRs’ bRIefInG CARD

The game will last approximately 40 minutes and will start with the blast of one whistle. Once this goes you can be apprehended at any time. If you are apprehended you must hand over any information about the game that you have.

Before the game you have been given your counterfeit passport. This must be handed over immediately. If you have already had this removed you must leave the game and report to the home office, based in the customs area home area.

You have been asked to smuggle some enriched uranium that a terrorist organisation want to use to build a dirty bomb. You must pick this up from

who can be located at . Once this has been collected you must deliver it to your contact over the border who is . The drop off will take place at . You must have completed this within forty minutes of the start, you will know when your time is up as you will hear two blasts of a whistle. Succeed and you will be paid

a $2million US reward.


19:00 Arrive and start the evening. Leaders

19:02 Split the Explorers into two teams and send them off to their briefing.

Leaders

18:10 Team One- The smugglers

Team Two- Customs

Get one Leader to brief each team. Leaders

Brief the team Brief the team

19:20 Send the teams off to the base. Leaders

19:30 Start the game. Have some Leaders patrolling the playing area. Explain that when the whistle blows once this signifies the start of the game. When it blows twice this is the end of the game and they should come back.

About 10 minutes before the end of the game, start to prepare a hot drink and a snack to warm everyone up.

Leaders

20:30 Bring everybody back and count the scores. Give everybody a hot drink and a snack (especially if you have been playing in cold weather.) and give out the scores.

Leaders

21:00 End the evening with notices and a short meditation.

Leaders

CUstoms’ bRIefInG CARD

There has been an anonymous tip off that a group of smugglers will be dropping a shipment of enriched uranium to a terrorist organisation in a period of 40 minutes on the

There is a forty minute window, in which it will be safe for the smugglers to get into your country and make the drop off. This will be signified, at the start by a blast of a whistle and at the end by two blasts of a whistle.

Intelligence suggests that they will be making a pick up at either of the following locations:

•

•

The Intelligence service also believes that the drop will be made at one of the following locations:

•

•

It is also believed that the smugglers will be carrying counterfeit passports and so will easily be able to get across the border without detection.



WIDe GAme 1 : tIme bombWIDe GAme 2 : CAtCH tHe ColoURs> WIDe GAme 3 : smUGGleRWIDe GAme 4 : sAve tHe RHIno WIDe GAme 5 : tHe UnDeRGRoUnD GAmeWIDe GAme 6 : bomb DIsposAl

WIDe GAme 4: sAve tHe RHIno

This game’s aim is to show some of the problems faced by conservationists. Before or after the game you should talk to the players about the black rhino and give them the hand out. During the game the Leaders take the part of the black rhino.

Programme Zones Community Service and Physical Recreation

Methods Games, Outdoor Activities and Discussion

Preperation Time 15 to 20 minutes to get information about the animals they are protecting

Location Outdoors

Duration -

DetAIls

There are three groups in this game - the conservationists, the poachers and the black rhinos. The Explorer Scouts are split into two teams and are either the conservationists or the poachers. The Leaders are the black rhinos and will start off with something resembling ivory. At the beginning of the game each player is issued with a life and once they have lost this life they are out for the rest of that half of the game. Before the game, give each player a life. This should be represented by coloured pieces of card, one colour for each group. If a member of the other team catches a player they must hand their life over, as well as any other lives or ivory that they have on them.

The playing area is split into three areas, these are the animal’s home area: where the black rhinos live; the poachers’ camp and the conservation area. The rhinos are not allowed out of their home area; and the conservationists must protect the rhino’s home area from the poachers camp. They must not go into the rhino’s home area, as to do so will disturb the endangered species. If one of the conservationists goes into the rhino’s home area they automatically loose their life. The conservationists can only go into the poacher’s camp after the start of the game. The poachers can go anywhere in the playing area.

The size of the playing area will depend on the number players on each team.

During the game each team in the game has different objectives:

The conservationists: This team must stop the poachers from getting too close to the rhinos. They can do this

by taking the life of them that they were given at the beginning of the game.

The poachers: This team must try and get past the conservationists and get into the rhino’s home area; once there they must take their ivory from them. This will be an object that each of the Leaders will have. They must then get it back to their camp or somewhere safe within the playing area. If the conservationists apprehend them they must had over all their ivory and their life. They can only take one piece of ivory at a time.

The black rhinos: The Leaders are the black rhinos and must stay within their home area.

Swap the conservationists and the poachers half way through the game.

You will need

• Astopwatch

• Awhistle

• Twodifferentcoloursofpapertomakeintolives

• WhitePapertoresembletheivory.

sCoRInG tHe GAme:

At the end of each part of the game:

• Thepoachersget1000pointsforeachpieceofivorytheyhave.

• Theconservationistsget1500pointsforeachrhinothattheysave.

• Theconservationistsget100pointsforeachpoacherthattheyapprehend.

• Thepoachersget150pointsforeachconservationisttheyget.

• Theconservationistsgets200pointsforrecapturingivory.

teRm 2



20:02 Split the Explorer Unit into teams and then give them some information about the animals they are protecting. Once you have done this, explain the rules and the areas in which each team is allowed.

Leaders

20:20 Players take up their position. Make sure that the players go to the correct starting position.

Leaders

20:30 Team one Team two Have some Leaders patrolling the playing area. Explain that when the whistle blows once this signifies the start of the game. When it blows twice this is the end of the game and they should come back.

All

Conservationists Poachers

21:00 Poachers Conservationists

21:45 Bring everybody back and count the scores. Give everybody a hot drink and a snack (Especially if you have been playing in cold weather) and give out the scores.

Leaders


Leaders

bACKGRoUnD InfoRmAtIon on tHe blACK RHInoCeRos

The black rhinoceros, diceros bicornis, is a mammal in the order perissodactyla, native to the eastern and central areas of Africa including Kenya, Tanzania, Cameroon, South Africa, Namibia and Zimbabwe. Although the Rhino is referred to as a ‘black’ creature, it is actually more of a grey-white color in appearance.

The name of the species was chosen to distinguish it from the white rhinoceros (Ceratotherium simum). This is very misleading, as those two species are not really distinguishable by colour. The word ‘white’ in the name ‘white rhinoceros’ deriving from the Afrikaans word for ‘wide’ rather than the colour white.

The World Conservation Union (IUCN) announced on 7 July 2006 that one of the four subspecies, the west African black rhinoceros (diceros bicornis longipes), has been tentatively declared as extinct.

For most of the 20th century the continental black rhino was the most numerous of all rhino species. Around 1900 there were probably several hundred thousand living in Africa. During the later half of the 20th century their number severely reduced from an estimated 70,000 in the late 1960s to only 10,000 to 15,000 in 1981. In the early 1990s the number dipped below 2500, and in 1995 it was reported that only 2,410 black rhinos remained.

According to the International Rhino Foundation, the total African population has since then slightly recovered to 3,610 by 2003. According to a July 2006 report by the World Conservation Union, a recent survey of the west African black rhino, which once ranged across the savannahs of western Africa but had dropped to just 10, concluded the subspecies to be extinct. The northern white is soon to join the western black rhino on the extinction list as its last noted numbers were as few as 4. The only rhino that has recovered somewhat from the brink of extinction is the southern white whose numbers now are estimated around 14,500, up from only 50 a century ago. The black rhinoceros has been pushed to the brink of extinction by illegal poaching for their horn and by loss of habitat. The horn is used in traditional Chinese medicine, and is said by herbalists to be able to revive comatose patients and cure fevers. The purported effectiveness of the use of rhino horn in treating any illness has not been confirmed by medical science. In June of 2007, the first-ever documented case of the medicinal sale of black rhino horn in the United States (confirmed by genetic testing of the confiscated horn) occurred at a TCM supply store in Portland, Oregon’s Chinatown. It is used in the Middle East to make ornately carved handles for ceremonial daggers called jambiyas. Demand for these exploded in the 1970s causing the black rhinoceros population to decline 96% between 1970 and 1992.



WIDe GAme 1 : tIme bombWIDe GAme 2 : CAtCH tHe ColoURsWIDe GAme 3 : smUGGleR> WIDe GAme 4 : sAve tHe RHIno WIDe GAme 5 : tHe UnDeRGRoUnD GAmeWIDe GAme 6 : bomb DIsposAl

WIDe GAme 5: tHe UnDeRGRoUnD GAme

This game is based on the London Underground. It is an orienteering exercise where the team need to find each objective in the right order. There are a number of bases that all have the names of stations on the circle line.

Programme Zones Physical Recreation, Outdoor and Adventure, Skills


Preperation Time 20-30 minutes to place all the points and set out all the sheets of paper

Location Outdoors

Duration -

DetAIls

Copy the answer sheets below, filling in the relevant information. The card should have the name of a station and the bearing of the next station that they need to go to. As you put them out decide where each of the boxes are going to be, as you will need to put a bearing on the answer sheet and a distance to the next station. You may also want to give them some extra information, depending on how competent you feel they are at orienteering.

As each team goes to each station they must write down the station name on their answer sheet. They must have each of the station names and the bearings that they found them on the sheet. The winning team is the team that has all the station names in the right order on their answer sheet. If no team has this then it is the team with the most number of stations in the right order, regardless of whether they have finished the course or not.

You will need

• Scorecards(SeeAppendix5p75)

• Stationcards(SeeAppendix4p73-74)

• Compass

• Pens

• Paper

AnsWeRs

1. Embankment 2. Temple

3. Blackfriars 4. Mansion House

5. Cannon Street 6. Monument

7. Tower Hill 8. Aldgate

9. Liverpool Street 10. Moorgate

11. Barbican 12. Farringdon

13. King’s Cross, St Pancras 14. Euston Square

15. Great Portland Street 16. Baker Street

17. Edgware Road 18. Paddington

teRm 1

WIDe GAme 6: bomb DIsposAl

This game is a team game that involves Explorer Scouts travelling around the playing area trying to find and dispose of balloons. The game is made more interesting because the balloons are filled with water and so, if popped, will go over all those in the surrounding area.



Preperation Time 20-30 minutes to blow up the balloons and have time for all those who need to hide to hide.

Location Outdoors

Duration -

DetAIls

Split the Explorer Unit into two teams, Team Alpha and Team Beta. During the game they will have to take the role of either bomb detectors or bombers. Simply put, the bomb detectors must find as many bombs as possible in the time allowed and get them back to their Headquarters area (which is run by the Leaders) without it being burst.

At the beginning of the game explain that Team Alpha must only bring back Red Balloons that are not burst and blue balloons that have been burst. When Team Alpha is the bomber team they will hide with the blue balloons (See the scoring table below). Explain that any player who bursts a balloon, regardless of whether it is accidental or not, must bring the remains back with them.

Tell them that the start of each part of the game is signalled by one blast of a whistle and two blasts signal the end of the game. Before you start make sure that everyone is clear with the rules.

Half way through the game the roles will be swapped. These roles are fulfilled in the following way:

The bombers - The bombers are split into two groups. The first group have the bombs; they must hide from the bomb detectors. However, if they are caught they must hand the balloon over and are not allowed to drop it or make it burst in any other way. The second group of bombers have to detonate the bomb. This means they have to find those from the people who are carrying a balloon and burst them. They must then keep the remains of the balloon and hand it in at the end of the game to score. Once a Bomber has lost their balloon they then become a detector for the rest of that section of the game.

The Bomb Detectors- This group must find the group of bombers who have a balloon and then get them back to the Headquarters without the balloon bursting. If it does burst they must take it back and hand it in at the end of that part of the game for scoring.

The winning team is the team that has the most points. You can work this out from the table on page 48.

You will need

• Redballoons

• Blueballoons

• Whistle

• Stopwatch.


UnIteD nAtIons pAnelA-fRAme RACesARe All sCoUts tHe sAmeCARDboARD CAstle bAttle CommUnIty pRoGRAmme::pollUtIon In my CommUnIty

WIDe GAme 1 : tIme bombWIDe GAme 2 : CAtCH tHe ColoURsWIDe GAme 3 : smUGGleRWIDe GAme 4 : sAve tHe RHIno > WIDe GAme 5 : tHe UnDeRGRoUnD GAme> WIDe GAme 6 : bomb DIsposAl



20:02 Go through the rules with those playing the game. Leaders

20:15 Activities and training - bases. Have some Leaders patrolling the playing area. Explain that when the whistle blows once this signifies the start of the Game; and when it blows twice this is the end of the game and they should come back.

Leaders

Team Alpha Team Beta Leaders

Get into place ready for start of the game.



20:30 Bombers Bomb detectors At Headquarters or patrolling the playing area.

21:00 Bring all the teams in and take the scores.

Bring all the teams in and take the scores.

Bring all the teams in and take the scores.

21:15 Bomb detectors Bombers At Headquarters or patrolling the playing area.

21:45 Bring everybody back and count the scores. Give everybody a hot drink and a snack (especially if you have been playing in cold weather) and give out the scores.

Tidy up bases while playing.

Leaders

22:00 End the evening with notices and a short meditation. Leaders to supervise each obstacle as per risk assessment.

Leaders

tImetAble

Balloon colour Balloon colour Not burst Total points

Red -2 Points 3 Points

Blue 2 Points 0 Points

Balloon colour Balloon colour Not burst Total points

Red 2 Points 0 Points

Blue -2 Points 3 Points

sCoRInG tAble

teAm AlpHA- seARCHInG foR ReD bAlloons

teAm betA- seARCHInG foR tHe blUe bAlloons

Any teAm tHAt leAves A bAlloon tHAt tHey HAve bURst WIll HAve 10 poInts tAKen off tHeIR sCoRe.

teRm 2



WIDe GAme 1 : tIme bombWIDe GAme 2 : CAtCH tHe ColoURsWIDe GAme 3 : smUGGleRWIDe GAme 4 : sAve tHe RHIno WIDe GAme 5 : tHe UnDeRGRoUnD GAme> WIDe GAme 6 : bomb DIsposAl

teRm 3

You will need

• Clipboards

• Pencils

• Alocalstreetmap

• Printedoffquizsheets

ACtIvIty 1: CUb lInK WAlK

Programme Zones Skills, Values and Relationships

Methods Games, Discussion and Networking Activities

Preperation Time -

Location Outdoors

Duration 60 mins

This gives Explorer Scouts a sense of responsibility for other people’s enjoyment and safety, while creating a fun programme item that also allows the Cub Scout Leaders to have an evening’s break from developing the Programme for the Cub Scouts. It is also an excellent way of raising the profile of Explorer Scouting among the younger Sections in the District and reminds them to take some notice of the environment that surrounds them every day.

DetAIls

Explain the task to the Explorer Scouts and divide them into groups of three or four (mixed ages). Make sure that they understand that they will be taking Cub Scouts out on this walk so that they will need to think about safety, risk assessment, the distance the Cubs will happily walk in an hour, items of interest to the Cubs, and other similar things.

Hand out the A4 street maps of the local area and, firstly, make sure that the Explorer Scouts are happy that they know where on the map the HQ is! Explorer Scouts should start off by planning the route they want the Cubs to walk on the map. Give the groups the quiz sheet along with a clipboard and send them out in their groups to plan the walk their Cubs will take, coming up with ten stages to the route with a question at the end of each. Remind them that they should stay together in their group while out walking. Give them a time to be back at the meeting place.

Collect in the sheets from each group, ensuring that they have marked it with their name and that they have also marked the route on the map. Before the next meeting, type up the instruction and question sheets (some with answers for Explorer Scouts and Leaders, some without answers for Cubs to fill in). Meet with the Cub Scout Leaders to explain the plan for the evening and carry out risk assessment.

Each Explorer Scout group will walk with a Cub Six and enough Leaders (Explorer Scout Leaders, Cub Scout Leaders and helpers) to satisfy Cub Scout ratios and ensure Cub Scout safety on the walk (Explorer Scouts do not count as adults for ratios). The Explorer Scouts should be reminded to allow the Cubs to follow the instructions and decide which way to go. Their role is to talk to the Cub Scouts, make sure that they are safe and having fun and help out if the Cubs get stuck following their instructions or understanding the question. The Leaders are there only to ensure safety.

At the end of the walk the Explorer Scouts should provide drinks and biscuits for the Cub Scouts and thank them for allowing them to create the walk.

Instructions Question Answer

E.g. Go out of the Scout Hut and turn right. Follow the road down to the zebra crossing, cross over and go down Whitchurch Street to the cinema. When you get there…

How much is a large bucket of popcorn?

£2.50

1

2

3

4

5

six Name Time started Time finished

CUb WAlK

teRm 3 > CUb lInK WAlKWHo neeDs fRIenDsoff yoUR tRolleyWoRlD CRIses mAnAGementmobIle InCIDent HIKeexpeDItIon WARmeRs

WHo ARe tHe lUCKy onesnIGHt-tIme oRIenteeRInG CHAllenGebACKyARD beAstIesnAvIGAtIon

WIDe GAme 1 : fRIenD oR foeWIDe GAme 2 : stAlK tHe leADeRCommUnIty pRoGRAmme : CommUnIty CARDs

teRm 3


Methods Team Building, Networking Activities and Discussion

Preperation Time -

Location Indoors

Duration 20 minutes

ACtIvIty 2: WHo neeDs fRIenDs?

This is an activity to help young people look at what friendship is and identify these characteristics in their friends, both within and outside the Unit. Friendship is one thing that Scouting undoubtedly helps to build. However, young people do need reminding of the importance of friendship and how they need to maintain and build relationships. This programme will help them to do that, whilst being an enjoyable and interesting activity for them to undertake.

DetAIls

• Duringthissection,theExplorerScoutsshouldbesplit up into small friendship groups of four at the most.

• Giveeachgroupasetofthefriendscards.

• Thecardsareplacedfacedowninthemiddleofthegroup of friends.

• Onepersontakesacard,readsitandthengivesitto an appropriate member of the group without speaking.

• Eachpersontakesitinturntotakeacard,readitand pass it to another person in the group.

• Thewholeactivityshouldbecompletedinsilence.

• Onceallthecardshavebeendistributed,eachperson takes it in turn to read the cards that he or she holds, describing their characteristics.

• Doeseveryoneagreewiththecardstheyhavebeengiven?

• Feedbacktothewholegrouponwhatwasfound.

Try doing this activity with the Unit as a whole to see if the results are the same.

Note. It is important that everyone in the group receives at least one card.

You will need

• Friendscards

Is KINDLIKes The sAMe

ACTIVITIes As MeshAres CONFIDeNCes

Is GeNerOus LIKes The sAMe MusIC LAuGhs AT MY JOKes

Is ThOuGhTFuL shAres JOKes Is LIKe A BrOTher Or sIsTer

LIsTeNs Is sYMPATheTIC Is LOYAL

Is FuN Is CArINGIs sOMeONe I ChOOse

TO Be WITh

Is TruThFuL Is hONesT Is CONsIDerATe

CAN Be TrusTeD Is GOOD COMPANY Is uNDersTANDING

fURtHeR InfoRmAtIon

fRIenDs CARDs

teRm 3 CUb lInK WAlK > WHo neeDs fRIenDsoff yoUR tRolleyWoRlD CRIses mAnAGementmobIle InCIDent HIKeexpeDItIon WARmeRs



ACtIvIty 3: off yoUR tRolley

Hold a shopping trolley ‘grand prix’. Set up a series of different events in pairs, teams and relays to test your driving skills. Use your imagination!

Programme Zones Physical Recreation

Methods Games

Preperation Time -


Duration 60

DetAIls

• Findasuitablelocation:Wherecanthisactivitytakeplace? Anywhere with space and without traffic! Your Scout headquarters’ car park or a playground would be ideal. Why not ask your local supermarket if you can use their car park?

• Sourceshoppingtrolleys.

• Setupthegames:

Relay - Why not try adding water as an extra challenge!

Obstacle course - Trolley requires to be negotiated around some obstacles.

Hurdles - Trolley should go over a course of ramps. Red Arrow’ formation

You will need

• Trolleysarethemainrequirement.Whynotask your local supermarket to donate or loan some retired trolleys?

• Youwillalsoneedsuitablesafetyequipment, traffic cones, ramps, bricks, planks of wood, obstacles and so forth.

• Youmightalsoliketotryoutshoppingtrolleys that are designed to attach to wheelchairs. How do they shape up in the grand prix?

teRm 3

ACtIvIty 4: WoRlD CRIsIs mAnAGement

A simulation game in which teams of Explorer Scouts represent countries that are facing a national disaster. This programme deals with complex issues, but in what should be an enjoyable manner. A follow-up discussion (even in weeks to come) can be very instructive and may encourage discussion that would not happen in a more formal environment.


Methods Games and Discussion

Preperation Time -

Location Indoors

Duration 90 minutes

DetAIls

• FirstasaGroupcreatesomecrisescards.GeteachExplorer Scout to think about one potential national crises (famine, civil war, strikes, earthquake, tsunami etc.) and write it down on a piece of card. Collect these together

• SplittheUnitintosmallteamsofapproximately4/5young people.

• Eachteamrepresentsacountry(e.g.UK,USA,Uganda). A sensible idea is to have the Leader assign countries per team the first time and then allow the groups to decide for themselves in subsequent games.

•Teammemberstakeontherolesofdifferentgroupsin each country (e.g. government, diplomats, industrialists).

InstRUCtIons

• OneteamtakesontheroleoftheUnitedNations(this could be the adults). This group runs the game, mediating between countries in cases of disputes and updating the countries from time-to-time about the crisis.

• OnecountrychosenbytheExplorerScoutLeaderwill suffer a national crisis which will be decided upon by them choosing a crisis at random.

• Thecountriestrytosolvethecrisisbynegotiatingthrough the diplomats, with decisions being taken by the government and using resources provided by the industrialists.

• Attheendoftheexercise,haveadiscussionabouthow it felt to be the country with the disaster, how it felt to be the country trying to help and whether the United Nations group helped or hindered the efforts.

Government Officials:People who make the decisions, want to be seen to help but also have to keep their own country running.

Diplomats:People who may speak to other countries and make deals on behalf of their government. They must keep the United Nations informed of their actions.

Industrialists: People who earn a living from running a business.

WItHIn eACH teAm tHeRe ARe

teRm 3 CUb lInK WAlK WHo neeDs fRIenDs> off yoUR tRolley> WoRlD CRIses mAnAGementmobIle InCIDent HIKeexpeDItIon WARmeRs



ACtIvIty 5: mobIle InCIDent HIKe

An incident hike that doesn’t require a dozen or so adults sitting around in the woods waiting for teams to find them! At least one responsible adult hikes around a short circular route with each team, carrying the instructions and equipment needed for the incidents. By varying the locations of the incidents for each team and having half the teams walk the route in reverse, each team should meet up with at least one other team during their hike, but no two teams should be at the same location attempting the same incident at the same time

Programme Zones Physical Recreation, Outdoor Activities and Skills

Methods Games, Outdoor Activities and Networking Activities

Preperation Time -

Location Outdoors

Duration

DetAIls

• Planashortcircularrouteandpreparetheroutecards for each team, with half the teams walking the route in reverse.

• Devisesuitableincidentsandwriteoutanequipment list and a set of clear instructions.

• Decidewhereeachteamistoattempteachincidentand mark the location on the route card for that team.

• Placetheinstructionsforeachincidentintoanenvelope and mark the outside with the team identifier, the incident number, the grid reference and any equipment needed.

• Gettheequipmenttogether,onesetforeachteam.

• Atthestartingpoint,giveeachteamleaderamap, compass, map case and the team route card; give the accompanying adults the equipment and incident instructions.

• Allteamssetoffatthesametimeandarrangetoreturn to the starting point by a set time - make it clear that, if time is running out, incidents should be dropped in favour of a prompt return.

The distance of the hike can be quite short - the idea is to separate the incidents to keep the teams apart. About four miles (6.5 km) should be enough for a two hour hike, about six miles (9.5 km) for a three hour hike.

Restrict this sort of hike to Terrain Zero.

Five or six incidents should be enough for a two hour hike; eight or nine for a three hour hike.

Remember to do a risk assessment for each incident and for the route.

Make sure the young people are dressed appropriately for the conditions and are carrying waterproofs, spare warm clothing, water, emergency rations, torches and personal first aid kits.

Make sure you have arranged for a home contact and informed the local police (in case concerned members of the public call them) in case of difficulties.

You will need

• Compass

• Mapoflocality

• Ordnancesurveymap(localarea)

• Routecards

• Mapcases

• Otherequipmentrequiredwilldependuponthe incidents.

teRm 3

fURtHeR InfoRmAtIon

Challenge hike incident ideas

Improvised hat

Time allowed: 10 minutes

equipment: None

Location: Any

Make an improvised hat for every member of your Unit. Each hat must be different. Real hats may not be used. You may use anything, other than hats, that you are carrying with you or that you can find within 10 paces of this location. The hats must stay on the wearer’s heads without being held and for at least 10 paces.

hot drink


equipment: Trangia stove, fuel (in fuel bottle), matches, water, tea, coffee, instant hot chocolate, sugar, instant creamer

Location: Any

Set up a trangia, heat water and make the whole team (including any adults) a hot drink. Clear up and pack away afterwards.

Lifting


equipment: None

Location: Any area providing safe climbing places.

Get everyone at least five cm off the ground.

Discover your pooh sticks champion


equipment: None; the Scouts will need to find themselves sticks of equal length.

Location: On a bridge over a running stream.

NOTe: Ban the use of torches, to allow night vision to develop, and this can be played in the dark very successfully.

Build a stable pile of wood as high as the tallest member of your team.


equipment: None

Location: Campsite woodpile

Decode the message and answer the question.


equipment: A question written in a simple code (e.g. number the letters of the alphabet A=1, B=2 etc., then write the numbers in place of the letters; or number them in reverse Z=1, Y=2 etc; or swap them round A=Z, B=Y etc.).

Location: Any

Find magnetic north


equipment: Silva compass

Location: Any

Immediately, before reading any further, hand the compass to the adult with you. Now, every member of the team estimate where magnetic North is.

use the stars to find north


equipment: None

Location: Any open area; cloud cover may make this impossible, but they can still try!

egg-carrying device


equipment: Ball of string, clean handkerchief, length of garden wire, hardboiled egg (but don’t let the Explorers know it is hardboiled!).

Location: Any

Make a simple device with which to carry an egg, unbroken and untouched by human hands, for the rest of the hike. You may use the equipment provided and anything you can find within 10 paces of this location, but nothing that you are carrying or wearing.

Improvised frying pan


equipment: Knife, foil, length of string

Location: Any area where a supply of green sticks can be found and cut.

Improvise a frying pan, big enough to fry an egg. Take it with you.

teRm 3 CUb lInK WAlK WHo neeDs fRIenDsoff yoUR tRolleyWoRlD CRIses mAnAGement> mobIle InCIDent HIKeexpeDItIon WARmeRs





Preperation Time 20 minutes to make sure all their equipment is ready

Location Outdoors

Duration

ACtIvIty 6: expeDItIon WARmeRs

This programme idea is designed for any Explorer Scout who is about to go on an expedition. It aims to get them ready for setting up an expedition camp as quickly as possible (as well as getting warm).

Preparation for an expedition is always done better during a meeting, as it allows the Explorer Scouts to learn and think about it in a controlled environment; and not when they are on the expedition, and subject to the vagaries of the weather, time and everything else that happens.

DetAIls

• Beforetheactivitybegins,splittheExplorerScoutsinto small teams of three to five. Once this is done, explain that during an expedition (and particularly at the end of the day) they are likely to get cold.

• Explainthattheyneedtogettheirequipmentset up and hot water boiling for a cup of tea, hot chocolate or squash and then get the equipment necessary for food ready.

• Tocompletethisactivitytheymustfirstlygetalltheir equipment on, as they would in an expedition. Then tell them where they are going to set up camp and get them to set everything up, as they would do normally on an expedition. Time the teams and the first team to be completely set up and have a hot drink in the hands of each member of the team is the winner.

• Tryanddothisindifferentconditions(don’tletbadweather put you off - on the contrary, it is the best time to learn about the conditions) and levels of light, as they will help the Explorer Scouts prepare the most effectively for when they come to going on an expedition.

fURtHeR InfoRmAtIon

• Thisprogrammewillideallybebuiltintoameetingthat deals with the broader preparation for an expedition. However, it will also work well as part of another meeting; particularly one in which you are based outside. Try using the games shown elsewhere in this resource to complement this programme.

• YouwillprobablyfindthatsomeofyourExplorerScouts (the older ones in particular) will have had experience of expeditions. Encourage them to teach the younger members the skills they have learnt and the experiences they have had.

• Itishelpfultoemphasizeatthestartofthisactivitythat Explorer Scout expeditions are likely to be different to the types of camps and other activities that your members may have experienced in the younger Sections, and Scouts in particular.

You will need

• Expeditionequipment

• Tent

• Expeditionstove

• Water

• Teabags

• Milk

• Astopwatch

• Tent

• Headtorch.

teRm 3

ACtIvIty 7: WHo ARe tHe lUCKy ones?

This is an activity to show the vast inequalities in the way resources are distributed in the world because of the way the economic systems work; and to encourage participants to realise that many people are poor not through lack of personal merit but because of the unjust way the world is organised. A key point that this programme teaches is that many people living in poverty do so because they have not had the opportunities that people in richer countries have.


Methods Games, Discussion and Networking Activities

Preperation Time -

Location Indoors

Duration 30 minutes

DetAIls

• Gettheparticipantstositinacirclearoundabowlof sweets (or similar treat).

• Explainthatthereareenoughsweetsinthebowlfor everyone to have two each, but that the number of sweets they will get depends entirely on the cards.

•Goaroundthegroupandgeteachpersontopickacard.

• Whentheygetacard,thepersonshouldstandupand read what it says aloud to the rest of the group.

• Askthegroupwhatcountrytheythinktheymightbe living in based on what has been read (For example, if there has been a flood they might be living in Bangladesh).

• Theymustthenfollowtheinstructionsonthecard;they must not eat the sweets at once unless it says so on the card. If a participant does not eat sweets tell them they may give them to a friend when the game is over.

• Dothisuntileveryonehashadaturnandthenaskwho got the most sweets.

•Thoseparticipantswhosecardinstructionsweretogive their sweets to the person who got the most must now do so.

•Askwasitfair?Ifso,why?Ifnotwhynot?Encourage discussion, but keep the atmosphere light and relaxed.

•Thechancecardsaresetupsothat80%oftheplayers get 20% of the treats and the other 20% of the players get 80% of the treats. This is approximately the way the consumption of the world’s resources is divided today.

•Inmanycountrieseducationisnotfreeandmanypeople are unable to escape the poverty trap because they are unable to pay for education.

DIsCUssIon poInts:

• Whatcouldbethepossibledownfallsofnotreceiving an education?

• Inwhichcountriesmightyouhavetopayforaneducation?

•Whyisthisnotfair?

• Whatcouldbedonetochangethis?

• Howwouldithelppeopleinthosecountries?

The activity can be further expanded for Explorer Scouts by getting them to design new cards for the game based upon their own circumstances.

You will need

• Bowl

• Sweetsorothertreats (minimum of two per person).

• Cards(Seeappendix6p76)

teRm 3 CUb lInK WAlK WHo neeDs fRIenDsoff yoUR tRolleyWoRlD CRIses mAnAGementmobIle InCIDent HIKe> expeDItIon WARmeRs

> WHo ARe tHe lUCKy onesnIGHt-tIme oRIenteeRInG CHAllenGebACKyARD beAstIesnAvIGAtIon


ACtIvIty 8: nIGHt-tIme oRIenteeRInG CHAllenGe

The night-time orienteering challenge has been designed to test and train the ability of Explorer Scouts to navigate in the dark. It is simply an orienteering course set out with glow sticks as control point markers.

Each glow stick has a letter written on it, which the teams have to collect. These letters make a word or phrase that needs to be figured out in order to complete the challenge.



Preperation Time 20 minutes to make sure all their equipment is ready

Location Outdoors

Duration

DetAIls

Firstly, plan or find an orienteering course. The Unit could, at a previous meeting, plan a sketch of the local area where the orienteering activity is going to be held:

• Idealareasinvolveamixofwoodlandandopenground.

•Controlmarkersaremadeupfromglow-stickswithletters painted on in black marker pen to make up a word or phrase.

• Aboutanhourbeforetheplannedstartsetoutthe markers activating the glow-sticks as you place them.

• Giveeachteamorindividualamapwithallthemarker’s locations shown, a compass, some paper and a pen.

• Explaintothemthattheyhavefiveminutestoplana route to locate all the markers and that after visiting all the markers they will have the letters needed to make up a word or phrase.

• Seteachteamorindividualoffat30-secondintervals.

• Recordthetimeatwhichtheyreturn.

Note: The time should not stop until they tell you the word or phrase that the letters make up.

Remember to go and pick up all the spent glow sticks afterwards (it’s easier to do while they are still glowing!).

Whilst many orienteering courses can be completed without a compass, it’s unlikely that during night-time in woodland this would be feasible, so this can be good practice for taking compass bearings.

If using a very public area, it may be prudent to hide the glow sticks out of the way so that they can only be seen from a very close range (although this makes the challenge much harder).

Green and yellow glow sticks can be seen much further away than red or pink ones. Points on open ground could use less intense glowsticks than those in the woodland.

Search the internet for small (4 inch) cheap glowsticks - you should be able to buy them for between 50-80p per stick, don’t use the large (6 inch), expensive 12 hour duration ones, as they only need to glow for 3-4 hours.

You will need

• Compass

• Mapoflocality

• Pens

• String

• Whitepaper

• Glowsticks

• BlackMarkerpen

teRm 3

ACtIvIty 9: bACKyARD beAstIes

Our gardens and parks are often still teeming with activity even after the people have left. So why not stay behind andwatch?Spendanightinahideandseewhatcomesouttoplay–aswellasbirdsandsquirrels,thefoxhasmadeurban Britain its home. There are also likely to be plenty of hedgehogs around.

You can do this activity in a local place close to your meeting place then try repeating it whilst at camp to compare the differences in results.

Try doing this activity during different seasons to compare the different species and numbers observed.

Programme Zones Skills, Global, Community Service, Outdoor and Adventure

Methods Outdoor Activities, Service, Visits and Visitors

Preperation Time -

Location Outdoors

Duration 1 hour

DetAIls

Organisations such as Wildlife Watch will be keen to hear about what you have seen. What about a visit to a city/urban farm? They provide a first hand view of farm life and of animals close up. Some may even let you help out if they’re not busy.

• Decideonavenueandmakesureyouhavepermission from the land owner (you need to plan this in advance). Local parks and your meeting place garden are great places to see local wildlife.

• AsktheUnittheweekbeforetowritealistofwhich‘beasties’ they think they might see, along with an estimate of how many.

•Takealongwildlifeidentificationbooks,whichcanbe borrowed from a local library.

• Leteveryoneknowthedateand,moreimportantly,the times - if it’s going to be a late night, avoid school nights. A Friday or Saturday night may well be the most appropriate time for this activity to take place.

• Getyourequipmentreadyandmakesuretheyoungpeople are ready and know what to look for.

• Havehotdrinksavailableifit’sacoolnight.Suggestthey take a flask with them for the evening.

• Produceareportofthefindings,includingthecomparisons between the initial estimation and what was actually recorded. Also, report back on what the comparisons of the two different sites were if you have repeated the activity at camp. The report could be done as a photographic exhibition. If you are doing this at night, watch that the flash on your camera doesn’t upset any ‘beasties’.

• Youmightwanttosurveywhateffectpollutionhas had on the local night wildlife by comparing the wildlife found in an urban park to that found in a rural park. There could be other reasons for this difference, which need to be taken into consideration.

Note: Research the area thoroughly beforehand to establish that it is both safe and suitable for a group of young people to spend time in.

You will need

• Deckchairsanddrinkswouldhelpmakethe experience more comfortable. If you can set up a hide to make sure the animals can’t see you then even better

• Forthoseclose-ups,don’tforgetacameraand binoculars

• Tryandboostyourchancesofseeinganimals by leaving out some food

• Ifvisitingafarmcomplex,makesuresuitable clothing is worn.

teRm 3 CUb lInK WAlK WHo neeDs fRIenDsoff yoUR tRolleyWoRlD CRIses mAnAGementmobIle InCIDent HIKeexpeDItIon WARmeRs

WHo ARe tHe lUCKy ones> nIGHt-tIme oRIenteeRInG CHAllenGe> bACKyARD beAstIes nAvIGAtIon


‘Beastie’estimated Number Observed.

(Tally mark)Actual Number Observed.

Fox

lllBadger

Hedgehog

l

Deer

Bat

llll

Rat

ll

Mouse

ll

Cat

l

Squirrel

lll

Pigeon

llll llll llll

Starling

llll llll llll llll llll lll

l l l

l l l l l

estImAteD obseRvAtIon lIst

teRm 3

ACtIvIty 10: nAvIGAtIon

Navigation is an essential skill for any Explorer Scout who wishes to take part in hikes and expeditions. This is a simple step-by-step worksheet exercise to demonstrate and train on how to read four and six figure grid references.

Programme Zones Outdoors and Adventure, Skills

Methods Games

Preperation Time -

Location Indoors

Duration 60 minutes

DetAIls

Part One

• SplittheUnitintosmallgroups.

• Explaintheprinciplesoffourfiguregridreference.

• Handoutactivitysheet.

• ExplorerScoutsworkthroughsheets,writinganswers to questions on the sheet.

• Next,explaintheprinciplesofsixfiguregridreferences.

• Handoutactivitysheet(Sixfiguregridreferences).

• ExplorerScoutsworkthroughsheet,writingtheiranswers on the sheet.

Part Two

• GiveeachExplorerScoutablankcopyofthesimpleroute card.

• Explainthatthetaskistocreatearouteoverfivemiles using the maps provided.

• Theroutecardsshouldbefilledinusingsixfiguregrid references and doesn’t need to indicate the timings.

fURtHeR InfoRmAtIon

Four figure grid references

Always give the number along the bottom first. Some people remember this by ‘along the corridor and up the stairs’. Find the square you want, find the eastings (across) value for the left side of the square, and then find the northings (up) value for the bottom of the square. Write down the numbers and you have a four figure grid reference. For example the letter A in the example below is 02 across and 51 up and therefore has the four figure grid reference is 0251.

The letters on the map opposite would have the following four figure grid references:

A = 02 51

B = 02 50

C = 01 50

D = 01 51

Now try these

Using a map set your Explorer Scouts the task of finding the four figure grid references for three pre-chosen places.

You will need

• Activitysheets(availablefrom Programmes On Line)

• Compasses

• Ordinancesurveymaps

D A

C B

01 02 03

52

51

50Rea

d t

his

sid

e se

con

d

Read this side first


WHo ARe tHe lUCKy ones nIGHt-tIme oRIenteeRInG CHAllenGe> bACKyARD beAstIes> nAvIGAtIon


six figure grid references

Start by working out the basic four figure grid reference. Then imagine the square is divided up into tenths. You can do this by eye or more accurately using a romer measure. A romer measure is a scale usually on a compass to help measure into ten by ten smaller squares. Using the example, below the blue circle is in the square 0150, although more accurately it is five tenths across and three tenths up within the grid square 0150 and therefore has the six figure grid reference 015503.

The shapes on the map above would have the following six figure grid references:

= 015503

= 017508

Now try these

Using a map set your Explorer Scouts the task of finding the six figure grid references for three pre-chosen places.

1

234

5

67

89

1 2 3 4 5 6 7 8 9

Rea

d t

his

sid

e se

con

d

Read this side first01 02

50

51

teRm 3

WIDe GAme 1: fRIenD oR foe? This game challenges the Explorer Scouts to use their knowledge of map reading and bearings, whilst avoiding being caught by the other team. It should be played over a large area of land, is better played over a period of several hours and works best at night.

Programme Zones Outdoor and Adventure, Community Service and Physical Recreation


Preperation Time 20 to 30 minutes as you will need to get everybody into position and to get messages written

Location Outdoors

Duration -

DetAIls

The timings of this game can be varied depending on the number of people and the size of the playing area. The game is played over a large area with the players having to get to certain objectives. The Leaders should not decide who is a friend or foe until after the start of the game.

The playing area is split into three areas. The first is the spies’ home office where they must get all information. The second is where the area the spies must travel to get home and the last area is the guards’ home territory. During the playing time the spies must retrieve pieces of vital information and get it back to the home office. This is a tent or an area in the spies’ home territory. Spies can go to any part of the playing area but the guards cannot go into the spies’ home.

During the game the Leaders are the local people and have all the information. However, some of the local people are on the spies’ side and others are not. To ascertain whose side they are on the spy must signal ‘friend or foe’, using Morse code. If they are a friend they will give the message over in Morse code. If they are a foe, once the spy has signalled this to the Leader, the Leader will blow a long sharp blast on a whistle to signal the presence of a spy. Once the spy has the message they must get back to their home office before being caught. If the spy is caught on the way home they should then return home to get a new life.

Halfway through the game the teams should swap roles.

sCoRInG system:

The following points are awarded throughout the game:

• 10pointsareawardedifguardscapturethelifeofaspy.

• 100pointsareawardedforeverypieceofinformation retrieved.

moRse CoDe:

A =

B =

C =

D =

E =

F =

G =

H =

I =

J =

K =

L =

M =

N =

O =

P =

Q =

R =

S =

T =

U =

V =

W =

X =

Y =

Z =

You will need

• Morsecodesheet

• Awhistle

• Messagestogiveout

• TorchesforteamstosignalMorsecode

• Answersheets(seeAppendix7p77)



> WIDe GAme 1 : fRIenD oR foeWIDe GAme 2 : stAlK tHe leADeRCommUnIty pRoGRAmme : CommUnIty CARDs

Time Table

Time Activity Additional Information run by


18:02 Make sure that all players have all the correct equipment and water for the game.

Leaders

18:15 Explain the rules of the game to the Explorer Scouts.

18:30 Team one Team two Local Have some Leaders patrolling the playing area. Explain that when the whistle blows once this signifies the start of the game. When it blows twice this is the end of the game and they should come back.

Leaders

Spies Guards Leaders

18:45 Both teams swap

19:00 Guards Spies Leaders

19:45 Bring everybody back and count the scores.

Tidy up bases while playing. Leaders


Leaders to supervise each obstacle as per risk assessment.

Leaders

teRm 3

WIDe GAme 2: stAlK tHe leADeR During this game both teams must follow a given route without being stalked by the other team. Points are awarded for following the other team without being spotted. This game is better played over a longer period given that each team will have to travel to the start point.

Programme Zones Outdoor and Adventure, Community Service and Physical Recreation


Preperation Time 10 to 20 minutes to put down the checkpoints

Location Outdoors

Duration -

DetAIls

Each team is given a set of checkpoints that they must visit during the game; they are also given a start time. Team one is then taken to the start point where they must plan their route. Team two is left at the hall to plan a route that will intercept the other team. When the game starts, team one must go through all the checkpoints, taking down the relevant information as they go. If at any point they see the other team they must note down the grid reference of where they spotted them. They must also make a note of the area where they saw the team.

During the game, team two must stalk the other team as closely as possible. They must keep a record of the exact route that team one have taken as well as the times that they have passed through the check points.

sCoRInG system:

• Teamtwoget10pointsforkeepinganaccuratedescription of the route that they are following between each checkpoint.

• Teamoneget10pointsforspottingtheteambetween the checkpoints.

• Theteamscanonlybeawardedamaximumof10points per section of the route.

You will need

• Maps

• Compass

• Scoresheets(SeeAppendix8p78)

• Listofcheckpoints

• Routeplan



> WIDe GAme 1 : fRIenD oR foe> WIDe GAme 2 : stAlK tHe leADeRCommUnIty pRoGRAmme : CommUnIty CARDs



18:02 Make sure that all players have all the correct equipment and water for the game.

Leaders

18:15 Explain the rules of the game to the Explorer Scouts.

18:30 Team one Team two

Team is given the start time and check points of the other team. They must then plan their route.

Have some Leaders patrolling the playing area. Explain that when the whistle blows once, this signifies the start of the game. When it blows twice this is the end of the game and they should come back.

About 10 minutes before the end of the game start to prepare a hot drink and a snack to warm everyone up.

Leaders

Team is given the start coordinates and start time and then travels to the start point.

18:40 Game is played Game is played

20:30 Bring everybody back and count the scores. Give everybody a hot drink and a snack (especially if you have been playing in cold weather) and give out the scores.

Leaders


Leaders

Time Table

teRm 3

CommUnIty pRoGRAmme: CommUnIty CARDs This activity involves Explorer Scouts going out into the community and creating information cards about different aspects of their community. They should look at Community Services, Health and Leisure Services, Environmental Services and Wildlife.

Programme Zones Community Service

Methods Team Building Activities, Outdoor Activities and Networking Activities

Preperation Time 20-30 minutes to identify where the appropriate buildings are and to get the cards ready

Location Both indoors and outdoors

Duration -

DetAIls

The Stave Game - Get all the Explorer Scouts to stand in a circle so that their finger tips are just touching. Give each Explorer Scout a stave, the stave has one end on the floor and their index finger is lightly placed on the top. The Leader then shouts out an instruction, which the Explorer Scouts must follow. The instruction will tell them to move around the circle. However, if they do not make it to the next stave before it falls over they are then out of the game.

The instructions are:

1. ‘ONE CLOCKWISE’ - Every Explorer Scout must move one stave in a clockwise direction.

2. ‘ONE ANTICLOCKWISE’ - Every Explorer Scout must move one stave in an anticlockwise direction.

The players cannot move until the Leader has finished the command. The command can be changed gradually; the movement could progress to three clockwise moves. The winner is the player that is still in at the end of the game.

CommUnIty CARDs

Give each group five pieces of card and explain that they need to produce five cards based on their local community. Each group will look at a different aspect, which are Community Services, Health and Leisure Services, Environmental Services, Wildlife and Emergency Services. They should then identify where they are in the community and how they can be accessed. One of the cards should have a map of the local community which links into the rest of the cards.

You will need

• Enoughstavesforoneperperson

• Fivepiecesofcardpergroup

• Stationary

• Mapofthelocalcommunity.


Before Explorer Scouts arrive

19:00 Opening game- The Stave Game

19:15 Explorer Scouts sent off in their groups to gather information for their Community Cards

20:00 Explorers finish their information gathering

20:05 Refreshment break

20:10 Explorer Scouts go back into their groups to finish their cards off

20:55 Notices and go home

Time Table



WIDe GAme 1 : fRIenD oR foe> WIDe GAme 2 : stAlK tHe leADeR> CommUnIty pRoGRAmme : CommUnIty CARDs

Ap

pe

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:

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Activity d

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Ap

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Activity Plan

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lorin

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etween

legs, leave co

lum

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(f) blan

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time req

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to co

mp

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colu

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d en

ter brief d

etails of th

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colu

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meal tim

es in co

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rief details o

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pA

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Ap

pe

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Ix 3

:

Co

un

terf

eit

pas

spo

rts

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cu

sto

ms

pas

ses

AppenDIx 4

Station cards

Liverpool street

Bearing to next Station: Distance to next Station:

Aldgate


Tower hill


Monument


Cannon street


Mansion house


Blackfriars


Temple


embankment


Moorgate


King’s Cross, st Pancras


Farringdon


Barbican


euston square


Paddington


edgware road


Baker street


Great Portland street


teAm nAme: tIme to Complete CoURse:

Station names

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.

11. 12.

13. 14.

15. 16.

17. 18.


Station names

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.

11. 12.

13. 14.

15. 16.

17. 18.


Station names

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.

11. 12.

13. 14.

15. 16.

17. 18.

AppenDIx 5

Station cards

Ap

pe

nD

Ix 6

:

Car

ds

You

r fa

ther

has

bee

n

loo

kin

g f

or

a jo

b e

very

day

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ays

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ple

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ther

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as b

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ecid

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ore

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ther

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. Tak

e 12

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as m

any

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y as

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elve

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at

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ther

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rks

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a

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ple

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reat

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the

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st s

pen

t a

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ney

fo

r th

e fu

ner

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ran

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ther

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ou

ld

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e b

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nsi

der

ed

dis

resp

ectf

ul i

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ey h

adn

’t.

take

4 t

reat

s

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r p

aren

ts b

oth

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rk.

alth

ou

gh

th

eir

wag

es a

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t h

igh

, yo

u c

an h

ave

six

trea

ts. E

at a

s m

any

as y

ou

can

as q

uic

kly

as y

ou

can

.

take

six

tre

at

All

you

r fa

mily

’s in

com

e

this

yea

r w

as n

eed

ed

to c

ove

r th

e h

osp

ital

bill

s w

hen

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u h

ad

a b

roke

n le

g.

take

no

tre

ats

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r fa

mily

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just

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erit

ed a

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at d

eal o

f

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ney

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lth

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rela

tive

. Tak

e 12

tre

ats

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as m

any

of

them

as

qu

ickl

y as

yo

u c

an.

take

tw

elve

tre

at

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r fa

ther

wo

rks

on

a

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ing

bo

at, b

ut

the

fish

he

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hes

are

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ld t

o f

eed

the

pet

s o

f w

ealt

hy

peo

ple

.

Take

tw

o t

reat

s b

ut

on

ly

eat

1

take

2 t

reat

s

Alt

ho

ug

h y

ou

r fa

mily

is o

ne

of

the

rich

est

in t

he

villa

ge,

you

hav

e ju

st s

pen

t a

lot

of

mo

ney

fo

r th

e fu

ner

al o

f

you

r g

ran

dfa

ther

it w

ou

ld

hav

e b

een

co

nsi

der

ed

dis

resp

ectf

ul i

f th

ey h

adn

’t.

take

4 t

reat

s

You

r p

aren

ts b

oth

wo

rk.

alth

ou

gh

th

eir

wag

es a

re

no

t h

igh

, yo

u c

an h

ave

six

trea

ts. E

at a

s m

any

as y

ou

can

as q

uic

kly

as y

ou

can

.

take

six

tre

at

AppenDIx 7:

Answer sheet

Friend or Foe

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Ap

pe

nD

Ix 8

:

Sco

re s

hee

t

Leg

/Act

ivit

yLe

g/A

ctiv

ity

Leg

/Act

ivit

yLe

g/A

ctiv

ity

1 2 3 4 5 6 7 8 9 10 11 12 13 14

the unit programme plus - the scout association programme... · 2014-06-09 · scout award. the...

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