{"activityType":null,"activityCategory":"Activity","completionTime":"30","cost":"\u00A3","energy":"Focusing","equipmentList":[{"id":38253,"name":"Food colouring","description":"","type":"general"},{"id":38275,"name":"Bowls","description":"","type":"general"},{"id":38287,"name":"Spoons","description":"","type":"general"},{"id":38315,"name":"Access to a sink","description":"","type":"general"},{"id":38312,"name":"Access to water","description":"","type":"general"},{"id":38313,"name":"Tables","description":"","type":"general"},{"id":38327,"name":"Paper plates","description":"","type":"general"},{"id":0,"name":null,"description":"Icing sugar","type":"specific"},{"id":0,"name":null,"description":"Round sweets, such as smarties or M\u0026Ms","type":"specific"}],"adjustments":"\u003Cul\u003E\n\u003Cli\u003ETo make this activity harder, why not ask groups to write a message using the braille alphabet, then swap the message with another group for them to work out and read?\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","firstProvidedBy":"","flexibilityStatement":"\u003Cul\u003E\n\u003Cli\u003ECheck for any dietary requirements or allergies within your group before you begin and adjust the ingredients as needed, such as using gluten free biscuits and sweets. Make sure you have suitable areas for storing and preparing food.\u003C/li\u003E\n\u003C/ul\u003E","groupSize":"Individuals","guide":null,"meetsRequirements":[{"notes":"\u003Cp\u003EExamples include British Sign Language (BSL), Irish Sign Language (ISL), Makaton, the block alphabet, interpreters, hearing aids, Braille, or communication keyrings.\u202F\u003C/p\u003E","subRequirementsToQualify":0,"numberOfTimeToComplete":0,"subRequirements":null,"tips":null,"optional":false,"id":46184,"nodeName":null,"title":null,"type":"","image":null,"assets":null,"headerOptions":null,"searchDescription":null,"subHeader":null,"browserTitle":null,"silktide":null,"canonicalUrl":null}],"countsTowardsBadges":[{"title":"Disability Awareness","sections":["Beavers"],"supportedBy":null,"badgeType":{"id":39282,"name":"Activity"},"activityTypes":[],"settings":[],"browserTitle":"Beavers Disability Awareness Activity Badge","url":"/beavers/activity-badges/disability-awareness/","id":40938,"nodeName":"Disability Awareness","type":"badge","image":{"url":"/media/n0bjdppj/option-b-beaver-scout-1.png","caption":"Activity Be Disability Awareness - updated","type":"png","size":34563,"width":474,"height":474,"altText":"Round badge featuring a line illustration of a wheelchair user and the Hidden Disabilities Sunflower icon"},"assets":null,"headerOptions":{"headerTitle":"Disability Awareness","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"","subHeader":"","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80MDkzOCJ9","canonicalUrl":"https://www.scouts.org.uk/beavers/activity-badges/disability-awareness/"}],"outcome":null,"preparation":null,"preparationTime":"\u003C5","reflection":"\u003Cdiv class=\u0022OutlineElement Ltr SCXW259947866 BCX4\u0022\u003E\n\u003Cp class=\u0022Paragraph SCXW259947866 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW259947866 BCX4\u0022\u003EThis activity was all about braille. What can you remember about tactile features and braille code? According to the Royal National Institute of Blind People (RNIB) there are around 20,000 braille users in the UK. These are mostly people who have had sight loss from birth or an early age.\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003C/div\u003E\n\u003Cdiv class=\u0022OutlineElement Ltr SCXW259947866 BCX4\u0022\u003E\n\u003Cp class=\u0022Paragraph SCXW259947866 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW259947866 BCX4\u0022\u003EWhat was it like making the biscuits? Did you find it easy to copy the braille alphabet and make the letters using the sweets? How did you work as team to make sure everyone could have a fair share of the sweets and icing? How did you choose which sweets to use, for example, did you use only one colour of sweet per letter?\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003C/div\u003E\n\u003Cdiv class=\u0022OutlineElement Ltr SCXW259947866 BCX4\u0022\u003E\n\u003Cp class=\u0022Paragraph SCXW259947866 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW259947866 BCX4\u0022\u003EWhy do you think it\u2019s even more important to have it on things like safety signs or medicines? Do you think there\u2019s anywhere that should have braille that doesn\u2019t? How could we improve that as a group, such as by writing to a company, asking for change in our local area or making our own Scout meeting place better?\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003Cdiv class=\u0022OutlineElement Ltr SCXW17380987 BCX4\u0022\u003E\n\u003Cp class=\u0022Paragraph SCXW17380987 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW17380987 BCX4\u0022\u003EHow do you think technology is making it easier for people who are blind or partially sighted? Technology, such as audiobooks and screen-readers, means that blind and partially sighted people have access to things like websites or texts, without the need for braille, but braille\u2019s still commonly found around the world. Why do you think it\u2019s important for places to still have braille copies or use braille?\u003C/span\u003E\u0026nbsp;\u003Cspan class=\u0022NormalTextRun SCXW17380987 BCX4\u0022\u003E\u003C/span\u003E\u003C/p\u003E\n\u003C/div\u003E\n\u003C/div\u003E","relatedActivities":null,"setting":[{"id":38381,"name":"Indoors"},{"id":38384,"name":"At camp"}],"supportedBy":null,"takingItFurther":"\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW205420147 BCX4\u0022\u003EAfter making your biscuits, why not see if people can go on a tactile treasure hunt and see what they can find that has tactile features or uses braille around the meeting place?\u0026nbsp;\u003C/span\u003E\u003C/p\u003E","whoIsItFor":"","youthShapedGuidance":"\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW14052633 BCX4\u0022\u003EYou could let young people choose the word they want to spell out.\u003C/span\u003E\u0026nbsp;\u003C/p\u003E","activityTags":null,"roles":null,"sections":[{"name":"Beavers","id":39273,"logo":"","colour":null,"ageRange":""},{"name":"Cubs","id":39274,"logo":"","colour":null,"ageRange":""},{"name":"Scouts","id":39275,"logo":"","colour":null,"ageRange":""},{"name":"Explorers","id":39276,"logo":"","colour":null,"ageRange":""}],"themes":null,"searchEngineDescription":"Learn about tactile features, then spell out a word in braille, which is a tactile code, using biscuits and sweets.","plannerTimeSlot":45.000000,"safetyAlerts":[{"title":"Food","alert":"\u003Cp\u003ERemember to check for allergies, eating problems, fasting or dietary requirements and adjust the recipe as needed. \u003Cspan\u003EMake sure you\u2019ve suitable areas for storing and preparing food and avoid cross contamination of different foods. Take a look at our\u00A0\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/keeping-safe-at-camp/guidance-for-food-safety/\u0022 title=\u0022Guidance for food safety\u0022\u003Eguidance on food safety and hygiene\u003C/a\u003E.\u003C/span\u003E\u003Cspan\u003E\u003C/span\u003E\u003C/p\u003E"}],"safetyAlert":"","safetyTags":[],"deliveryMethods":"","permitRequired":false,"scoutLedQualifications":[],"guidance":null,"aalaRequired":false,"externalQualifications":[],"exceptions":[],"listingVideoUrl":"","disableBasicSafetyChecklist":false,"likes":0,"activitiesAdditionalInfo":{"inclusivityStatement":"\u003Cp\u003EAll Scout activities should be \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/badges-and-awards/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance on flexibility\u0022\u003Einclusive and accessible.\u003C/a\u003E\u003C/p\u003E","standardSafetyAlert":"\u003Cp\u003EAll activities must be safely managed. You must complete a thorough \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u0026nbsp;and take appropriate steps to reduce risk. Use the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/staying-safe-leaders/\u0022 title=\u0022Staying Safe - Leaders\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. Always get\u0026nbsp;\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval for the activity\u003C/a\u003E, and have suitable\u0026nbsp;\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u0026nbsp;and an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process.\u003C/p\u003E\n\u003Cp\u003EYou must run your activities in line with the \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report any concerns to the UK HQ Safeguarding Team.\u003C/p\u003E","basicChecklist":"\u003Cul\u003E\n\u003Cli\u003EComplete a \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EHave the right \u003Ca href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 title=\u0022Adult to Young People ratios\u0022\u003Eratios\u003C/a\u003E of number of adults to provide suitable\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/guidance-for-supervision-of-activities/\u0022 target=\u0022_blank\u0022 title=\u0022Guidance for supervision of activities\u0022\u003Esupervision\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003ESet up an \u003Ca href=\u0022/volunteers/running-your-section/intouch/\u0022 title=\u0022InTouch\u0022\u003EInTouch\u003C/a\u003E process\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EKnow what to do in an emergency\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Cspan\u003EShare information with parents and carers with an\u003C/span\u003E \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/general-activity-guidance/activity-information-form/\u0022 title=\u0022Activity information form\u0022\u003E\u003Cspan\u003Eactivity information\u003C/span\u003E\u003Cspan\u003E form\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003EGet \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/general-activity-guidance-a-z/approving-activities-guidance-for-lead-volunteers/\u0022 title=\u0022Approving Activities - Guidance for Lead Volunteers\u0022\u003Eapproval from your Lead Volunteer.\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","scoutLedAvailable":"\u003Cp\u003EThis activity can be led by you or someone else in Scouts:\u003C/p\u003E","permitRequired":"\u003Cp\u003EThe activity leader must have an \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/activity-permit-scheme/adventurous-activity-permit-scheme/\u0022 title=\u0022Adventurous Activity Permit Scheme\u0022\u003Eadventurous activities permit\u003C/a\u003E with the right level and permissions for your group.\u003C/p\u003E","externallyLedAvailable":"\u003Cp\u003EYou can go to a centre or use an activity leader who\u0027s not part of Scouts:\u003C/p\u003E","aalaRequired":"\u003Cp\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.hse.gov.uk/aala/index.htm\u0022 target=\u0022_blank\u0022 title=\u0022AALA licence\u0022\u003EAn AALA licence is required\u003C/a\u003E.\u003C/p\u003E","aalaExempt":"\u003Cp\u003EIf the provider is exempt from the AALA licence.\u003C/p\u003E","publicLiabilityInsurance":"\u003Cp\u003EThe provider must have public liability insurance.\u003C/p\u003E","actvityLink":"/activities/"},"duration":45,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cdiv class=\u0022SCXW239855485 BCX4\u0022\u003E\n\u003Cdiv class=\u0022OutlineElement Ltr SCXW239855485 BCX4\u0022\u003E\n\u003Ch3\u003E\u003Cstrong\u003EBefore you begin\u003C/strong\u003E\u003C/h3\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the\u00A0\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safety-checklist-cards/safety-checklists-for-team-members/\u0022 target=\u0022_blank\u0022 title=\u0022Staying Safe - Section Volunteers\u0022\u003Esafety checklist\u003C/a\u003E to help you plan and risk assess your activity. There\u0027s also more guidance to help you carry out your \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 title=\u0022Risk assessments\u0022\u003Erisk assessment\u003C/a\u003E, including examples.\u003C/li\u003E\n\u003Cli\u003EMake sure all young people and adults involved in the activity know how to take part safely.\u003C/li\u003E\n\u003Cli\u003EMake sure you\u2019ll have enough adult helpers. You may need some parents and carers to help.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch3 class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003ESetting up this activity\u003C/span\u003E\u00A0\u003C/h3\u003E\n\u003C/div\u003E\n\u003Cdiv class=\u0022ListContainerWrapper SCXW239855485 BCX4\u0022\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EYou may want to make the icing and separate out the sweets into bowls before starting this activity.\u003C/span\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EPrint out or write out copies of the braille alphabet for people to use.\u003C/span\u003E\u00A0\u003C/li\u003E\n\u003Cli\u003ECheck for any dietary requirements or allergies within your group before you begin and adjust the ingredients as needed, such as using gluten free biscuits and sweets. Make sure you have suitable areas for storing and preparing food.\u003C/li\u003E\n\u003Cli\u003ERemember to ask everyone to wash their hands regularly at the start and throughout this activity. Follow our \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safety/safe-camping-residentials-and-outdoor-skills/guidance-for-food-safety/\u0022 title=\u0022Guidance for food safety\u0022\u003Efood preparation guidelines\u003C/a\u003E to avoid the cross contamination of different, or raw and cooked, foods.\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/div\u003E\n\u003Cdiv class=\u0022OutlineElement Ltr SCXW239855485 BCX4\u0022\u003E\n\u003Ch3 class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003ERun the activity\u003C/span\u003E\u003C/h3\u003E\n\u003C/div\u003E\n\u003Cdiv class=\u0022ListContainerWrapper SCXW239855485 BCX4\u0022\u003E\n\u003Col\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EGather everyone in a circle and ask if anyone knows what a tactile feature is.\u003C/span\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EExplain that tactile features use the sense of touch to provide information to someone. This tactile feature helps blind and partially sighted people identify different things.\u003C/span\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EAsk if anyone can think of any tactile features that they may have seen or felt. Some examples are tactile pavements, when the pavement is textured or bumpier, as this can let people know where crossings and other road features are. Some banknotes, such as \u00A310 and \u00A320 notes, have different numbers of raised dots on them to help people tell them apart. The number \u20185\u2019 on keyboards often has a raised dot on it let people know where their fingers are on the keypad/keyboard too.\u003C/span\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EAsk if anyone has heard of Braille. Explain that Braille is a tactile code that enables blind and visually impaired people to read and write. It\u2019s nearly 200 years old, and it\u2019s based on a system of raised dots that are \u2018read\u2019 by people running their fingertips over them. There are 63 possible combinations of the six dots which are used to represent the alphabet and numbers.\u00A0\u003C/span\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003ESee if anyone has seen braille anywhere before. You might have noticed braille on the numbers in lifts\u003C/span\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003E or braille on medicine boxes from pharmacies.\u00A0\u003C/span\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EExplain that today you\u2019re going to spell out the word \u2018Scouts\u2019, or another chosen word, in braille and on biscuits.\u003C/span\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EEveryone should get into groups of six and assign each person a letter to make from the word \u2018Scouts\u2019 (or whichever word is chosen). \u003C/span\u003E\u00A0\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EThe group should take a copy of the braille alphabet, then get ready at a table or in a space with a plate, icing, a spoon or knife, some biscuits and sweets.\u003C/span\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EAsk everyone to put icing on the biscuits, then place it on the plate. Once it\u2019s nearly set, add the circular sweets to the biscuit to spell out the letter, making sure to carefully copy the braille alphabet. \u003C/span\u003E\u00A0\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW239855485 BCX4\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW239855485 BCX4\u0022\u003EWhen they\u2019re set, put the biscuits in the right order to spell out the world, then eat the biscuits. If each group is making a different word, first go round and see if groups can guess each other\u2019s words they\u2019ve made.\u003C/span\u003E\u00A0\u003C/li\u003E\n\u003C/ol\u003E\n\u003C/div\u003E\n\u003C/div\u003E","gtmId":"","gtmClass":""},{"gridType":"gridImageBlock","gtmId":"","gtmClass":"","image":"/media/hooaxvsw/braille-biscuits-spelling-out-scouts.png","width":2351,"height":2494,"altText":"Six biscuits on a white plate. They are in two rows of three. The biscuits have blue icing on them. Coloured sweets are placed on top of the icing to spell out the word Scouts in braille. Each biscuit has a different letter of the word on it. The plate is on a yellow background.","caption":"An example of braille biscuits, spelling out the word \u2018Scouts\u2019.","link":null}]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":78183,"nodeName":"Make braille biscuits","title":"Make braille biscuits","type":"activity","image":{"url":"/media/19839/fdl-02-01.png?width=800\u0026height=450\u0026v=1db165cc7fc61d0","caption":"FDL 02 01","type":"png","size":15417,"width":1902,"height":1100,"altText":""},"assets":[{"id":15999,"url":"/media/7396/generic-resources-braille-alphabet.pdf","caption":"Braille alphabet","type":"pdf","size":175109}],"headerOptions":{"headerTitle":"Make braille biscuits","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Learn about tactile features, then spell out a word in braille, which is a tactile code, using biscuits and sweets.","subHeader":"Learn about tactile features, then spell out a word in braille, which is a tactile code, using biscuits and sweets.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC83ODE4MyJ9","canonicalUrl":"https://www.scouts.org.uk/activities/make-braille-biscuits/"}