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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":240,"instructions":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch4\u003E\u003Cstrong\u003EBefore you begin \u003C/strong\u003E\u003C/h4\u003E\n\u003Cul\u003E\n\u003Cli\u003EYou\u2019ll need a few sessions to plan how you\u2019ll do the questionnaires and more time to carry them out and use what you\u2019ve learned.\u003C/li\u003E\n\u003Cli\u003EDecide whether you\u2019ll do the questionnaire online or with paper copies.\u003C/li\u003E\n\u003Cli\u003EThere are pros and cons to both approaches: paper copies aren\u2019t so great for the environment, but you can keep track of the data you collect and you don\u2019t need expensive devices or signal (or to worry about battery). If you do it online, you won\u2019t be able to separate out the data your group collects, and you\u2019ll need plenty of devices \u2013\u00A0but you won\u2019t have to carry paper copies and you\u2019ll save the trees.\u003C/li\u003E\n\u003Cli\u003EDecide whether you want to run the \u2018\u003Cspan\u003E\u003Ca href=\u0022https://scouts.org.uk/activities/what-do-you-believe/\u0022\u003EWhat do you believe?\u003C/a\u003E\u003C/span\u003E\u2019 activity before you get stuck in. It\u2019s a good chance for people to think through the questionnaire and get used to the questions.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch4\u003E\u003Cstrong\u003EPrepare to questionnaire \u003C/strong\u003E\u003C/h4\u003E\n\u003Col\u003E\n\u003Cli\u003EEveryone should split into groups of three or four people.\u003C/li\u003E\n\u003Cli\u003EEach group should think about different places in their community they could have conversations for change. For example, outside a supermarket, in the library, at a community event, or at school.\u003C/li\u003E\n\u003Cli\u003EEach group should think about how they could make sure the people answering their questionnaire will represent their local community. They should think about how they\u2019ll reach people of all ages, ethnicities, and backgrounds.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EPeople could think about which days of the week (and which times of day) are likely to be the busiest.\u003C/p\u003E\n\u003Col start=\u00224\u0022\u003E\n\u003Cli\u003EEach group should take it in turns to call out their suggestions and someone should write them on a big piece of paper.\u003C/li\u003E\n\u003Cli\u003EEveryone should work together to choose two or three places to set up questionnaire bases. They should choose places that are likely to be busy (and where they\u2019ll be allowed to do their questionnaires). They may want to think about how easy it\u2019ll be to get there, too.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EIt\u2019s worth thinking about a wet weather plan, too. Do you have gazebos you could set up, or will you need to choose locations that provide cover?\u003C/p\u003E\n\u003Col start=\u00226\u0022\u003E\n\u003Cli\u003EEveryone should split into groups so there\u2019ll be the same number of people at each of the locations.\u003C/li\u003E\n\u003Cli\u003EEach group should think about how they\u2019ll be friendly and engage members of the public. They should think about how they\u2019ll make their stall attractive, interesting. and informative.\u003C/li\u003E\n\u003Cli\u003EEach group should make a list of things they\u2019ll need, for example, copies of the questionnaire and plenty of pens, some posters, and a table or two.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EYou may want to put some time aside to make posters \u2013 perhaps you could advertise what you\u2019re doing so people don\u2019t feel nervous about approaching you?\u003C/p\u003E\n\u003Col start=\u00229\u0022\u003E\n\u003Cli\u003EEveryone should practice introducing themselves and the questionnaire, and going through all of the questions. Are they confident that they can read all of the questions?\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003ERemember that there are plenty of other roles that don\u2019t need reading, such as chatting to people and encouraging them to engage.\u003C/p\u003E\n\u003Ch4\u003E\u003Cstrong\u003EOn the day \u003C/strong\u003E\u003C/h4\u003E\n\u003Col\u003E\n\u003Cli\u003EEveryone should arrive in plenty of time to set up their bases as they planned.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EAs always, make sure there are enough adults to supervise young people.\u003C/p\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003EEveryone should get talking with the community. It may work best for one person to read the questions as someone else notes down the answers \u2013 people could swap roles each time they complete it.\u003C/li\u003E\n\u003Cli\u003EOnce everyone\u2019s finished chatting to members of the community, collect up all the finished questionnaires and put them somewhere safe and dry.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch4\u003E\u003Cstrong\u003ECrunch the numbers\u003C/strong\u003E\u003C/h4\u003E\n\u003Col\u003E\n\u003Cli\u003ENext time they meet, everyone should go through their questionnaires and pull out some statistics.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EFor example, they could make a \u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://thirdspacelearning.com/gcse-maths/statistics/tally-chart/\u0022 target=\u0022_blank\u0022 title=\u0022Tally Chart (Third Space Learning)\u0022\u003Etally chart\u003C/a\u003E\u003C/span\u003E to show how many people chose each number on the scale of how big of a problem homelessness is in the UK. They could also make a tally chart to show how many people said \u2018yes\u2019 or \u2018no\u2019 for each of the homelessness scenarios.\u003C/p\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003EEveryone should make posters, graphs, and graphics.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EPeople could make \u003Cspan\u003E\u003Ca href=\u0022https://www.bbc.co.uk/bitesize/guides/zrg4jxs/revision/2\u0022\u003Ebar charts\u003C/a\u003E\u003C/span\u003E, \u003Cspan\u003E\u003Ca href=\u0022https://www.bbc.co.uk/bitesize/guides/zrg4jxs/revision/4\u0022\u003Epictograms\u003C/a\u003E\u003C/span\u003E, or \u003Cspan\u003E\u003Ca href=\u0022https://www.bbc.co.uk/bitesize/guides/zrg4jxs/revision/5\u0022\u003Epie charts\u003C/a\u003E\u003C/span\u003E for example.\u003C/p\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003EEveryone should look over their data. What does it show? Are there any common themes? What does it tell people about their area\u2019s attitude to homelessness?\u003C/li\u003E\n\u003Cli\u003EEveryone should decide how they\u2019ll use the data to make a difference. Would it be helpful to display their posters, graphs, and graphics? Are there any negative beliefs they could change by sharing accurate information?\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"singleColumn","areas":[{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/4829/scouts-for-sdgs-artwork_h.png","width":1200,"height":214,"altText":"Logo containing the words Scouts for SDGs. The O in Scouts is made up of 17 coloured segments, representing the 17 goals.","caption":"","link":null},{"gridType":"RichTextBlock","content":"\u003Cp\u003EThis activity helps contribute towards some of the UN\u0027s Sustainable Development Goals. \u003Ca href=\u0022https://sdgs.scout.org/\u0022\u003EFind out more about the SDGs, and how Scouts across the world are getting involved.\u003C/a\u003E\u003C/p\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"threeColumn","areas":[{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/m5gppabd/e_web_01-1.png","width":1500,"height":1500,"altText":"1 No Poverty - an image of a group of people","caption":"","link":null}]},{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/4833/e_web_02.png","width":1500,"height":1500,"altText":"","caption":"","link":null}]},{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/4835/e_web_04.png","width":1500,"height":1500,"altText":"","caption":"","link":null}]}],"config":null},{"type":"threeColumn","areas":[{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/4845/e_web_10.png","width":1500,"height":1500,"altText":"","caption":"","link":null}]},{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/4846/e_web_11.png","width":1500,"height":1500,"altText":"","caption":"","link":null}]},{"items":[]}],"config":null}]},"ownerAuthor":null,"porRules":null,"id":45275,"nodeName":"Questions for change","title":"Questions for change","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":13372,"url":"/media/6153/questions-for-change-questionnaire.pdf","caption":"Questions For Change Questionnaire","type":"pdf","size":214952}],"headerOptions":{"headerTitle":"Questions for change","headerSubTitle":null,"headerCta":null,"headerCtaText":null,"headerCtaLink":null,"headerBackgroundColour":null,"showSEOImage":false,"headerBackgroundImage":null,"quickLinks":null},"searchDescription":"Start conversations in your local community and discover people\u2019s perceptions about homelessness.","subHeader":"Start conversations in your local community and discover people\u2019s perceptions about homelessness.","browserTitle":null,"silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC80NTI3NSJ9","canonicalUrl":"https://www.scouts.org.uk/activities/questions-for-change/"}