{"alias":"contentPage","byline":null,"standfirst":null,"content":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"type":"Promo","cta":"","body":"\u003Cp\u003EThis module was updated in August 2026 to reflect changes to the safety and safeguarding content. Please ensure you review the updated module before proceeding and use this revised content moving forward.\u003C/p\u003E","link":null,"colour":"#f1f1f1","title":"Content Update \u2013 August 2026","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Cp\u003E\u003Cstrong\u003EThis module must be completed within three months of becoming an ESYL\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EAim: \u003C/strong\u003EThis module aims to give you the essential information you\u0027ll need to perform your ESYL role safely. It will provide you with the immediate skills needed to assist another section, and to understand your role. You\u0027ll also discover how the Scheme works, and find out how to access further learning opportunities.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives: \u003C/strong\u003EBy the end of this module, you\u0027ll be able to:\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain your role as an ESYL for the section you\u0027re supporting.\u003C/li\u003E\n\u003Cli\u003EExplain how local Scouting is organised.\u003C/li\u003E\n\u003Cli\u003ESummarise the purpose and methods of Scouting.\u003C/li\u003E\n\u003Cli\u003EExplain how adults keep children and young people safe from harm in Scouts and understand your responsibilities as an ESYL to help keep other young people and yourselves safe.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EExplain the importance of \u003Ca rel=\u0022noopener\u0022 href=\u0022/por/\u0022 target=\u0022_blank\u0022 title=\u0022POR Rule Book\u0022\u003EPolicy, Organisation and Rules (POR)\u003C/a\u003E and access the information within it.\u003C/li\u003E\n\u003Cli\u003EShow that you understand how POR affects your actions.\u003C/li\u003E\n\u003Cli\u003EExplain why it\u2019s important to run activities safely and why it\u0027s necessary to carry out risk assessments.\u003C/li\u003E\n\u003Cli\u003EExplain the awards that you\u0027ll be able to work towards as an ESYL. These include \u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/top-awards-for-young-people/the-duke-of-edinburghs-award/\u0022 target=\u0022_blank\u0022 title=\u0022The Duke of Edinburgh\u0027s Award\u0022\u003EDuke of Edinburgh\u0027s Awards\u003C/a\u003E\u00A0and\u00A0\u003Ca rel=\u0022noopener\u0022 href=\u0022/explorers/awards/\u0022 target=\u0022_blank\u0022 title=\u0022Explorer Awards\u0022\u003EScouts Top Awards\u003C/a\u003E, as well as your \u003Ca rel=\u0022noopener\u0022 href=\u0022/explorers/awards/young-leader-award/\u0022 target=\u0022_blank\u0022 title=\u0022Young Leader Award\u0022\u003EYoung Leader award\u003C/a\u003E.\u003C/li\u003E\n\u003Cli\u003EUnderstand how the Scheme works and how to access further learning.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003E\u003Cstrong\u003EOutcomes:\u003C/strong\u003E The benefit of this module provides all the key information ESYLs need to know to carry out their role safely and effectively as; presentation, understanding, following rules and regulations, safety and safeguarding and idea creation. All skills worthy of any CV.\u202F\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EYou can download a \u003Ca rel=\u0022noopener\u0022 href=\u0022https://prod-cms.scouts.org.uk//media/3ghlgccf/module-a-2026-update.docx\u0022 target=\u0022_blank\u0022 title=\u0022Module A - 2026 update\u0022\u003Esession plan\u003C/a\u003E and \u003Ca rel=\u0022noopener\u0022 href=\u0022https://prod-cms.scouts.org.uk//media/2qoftbh3/module-a-3.pptx\u0022 target=\u0022_blank\u0022 title=\u0022Module A - PPT\u0022\u003EPowerPoint\u003C/a\u003E to help deliver the module.\u003C/strong\u003E\u003C/p\u003E","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Ch3\u003EPart 1: Warm-up\u003C/h3\u003E\n\u003Cp\u003EBegin this session by introducing the module and explaining why it\u2019s compulsory. Take the ESYLs through the aims of the module, and what they should expect to achieve by the end of it. Make sure you cover the following points:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EESYLs are in a unique position in scouting. They will get to develop leadership skills while still being able to experience the youth programme as an Explorer Scout. Make it clear that ESYLs are eligible to be working towards \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/top-awards-for-young-people/the-duke-of-edinburghs-award/\u0022 title=\u0022The Duke of Edinburgh\u0027s Award\u0022\u003EDuke of Edinburgh\u0027s Awards\u003C/a\u003E and Scouts\u0027 \u003Ca href=\u0022/explorers/awards/\u0022 title=\u0022Explorer Awards\u0022\u003ETop Awards\u003C/a\u003E while being a Young Leader.\u003C/li\u003E\n\u003Cli\u003EIt\u2019s important to remember that the young people ESYLs are supporting will consider them to be in a position of leadership, just like the other leaders.\u003C/li\u003E\n\u003Cli\u003EThis is why ESYLs take part in the same essential training similar to adult leaders. Like adult volunteers, they have a responsibility to look after the welfare of young people and look after themselves.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 15 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Printed out or hand-written dominoes from \u003Ca href=\u0022/media/3ghlgccf/module-a-2026-update.docx\u0022 title=\u0022Module A - 2026 update\u0022\u003Ethe session plan\u003C/a\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E All\u003C/p\u003E\n\u003Cp\u003EThis activity provides a quick introduction to the session. It can be done with a group of any size and is designed to encourage ESYLs to talk to each other and work together.\u0026nbsp;\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EPlace the hand-written or printed dominoes around the room, jumbled up. On each card is a question and an answer. The answer matches another question.\u003C/li\u003E\n\u003Cli\u003EStart by giving the team the first domino. Ask them to read the question aloud. The team need to work together to find the corresponding answer on another domino, to match up with the question.\u00A0\u003C/li\u003E\n\u003Cli\u003EThey should read the question on the new domino and search for the relevant answer.\u00A0\u003C/li\u003E\n\u003Cli\u003EThe game ends once they have got all the way around and created a chain with the first and last domino meeting.\u00A0\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EAlternative delivery: If running this during an online session, you could use a quiz method and ask ESYLs to answer each question in the chat or as part of a discussion.\u003C/p\u003E","label":"Part 1 activity: Dominoes Treasure Trail"}]},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cbr\u003EPart 2: An introduction to the Scheme\u003C/h3\u003E\n\u003Cp\u003EThere are three activities in part 2.\u003C/p\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 15 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Plain A4 or A3 paper and pens or pencils\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 2. Explain how local Scouting is organised\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain that there are lots of people in Scouting who can help ESYLs succeed at every step\u0026nbsp;of their journey. Sometimes, the hardest thing is knowing where to go and who to approach.\u003C/li\u003E\n\u003Cli\u003EGive out some pieces of A4 or A3 paper and ask the ESYLs to draw a large tree. On the branches\u0026nbsp;of the tree, they should draw or write down the names of all of the people who are part of\u0026nbsp;their ESYL family. These are the people who can help, support and influence them. They\u0026nbsp;should include their fellow peers, members of their Explorer Teams, their Section Teams, the group\u0026nbsp; leadership Team, the 14-24 team, and the District and County\u0026nbsp; leadership Teams as appropriate. Alternatively, you could run this activity by placing printed words of the relevant people on the wall, and asking the ESYLs to match the names and roles to the pictures. How do these roles link up?\u003C/li\u003E\n\u003Cli\u003EEncourage the ESYLs to fill out the front page of their logbook, or to record the relevant\u0026nbsp;contact details somewhere safe. They should now know exactly who to turn to for support.\u003C/li\u003E\n\u003C/ol\u003E","label":"Part 2 activity: Your Scouting family tree"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 20 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Paper and pens\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 1. Explain your role as an ESYL for the section you\u0027re supporting\u003C/p\u003E\n\u003Ch4\u003EStation 1: Rank it\u003C/h4\u003E\n\u003Col\u003E\n\u003Cli\u003EOn strips of paper, write down some of different reasons why a young person might want\u0026nbsp;to complete the Scheme. Examples could include: \u2018using the Scheme to complete my Duke of Edinburgh\u0027s Award and Scouts\u0027 Top Awards\u2019, \u2018developing new skills\u2019, \u2018giving back to my community\u2019, \u2018improving my employability\u2019, \u2018making new connections and friends\u2019.\u003C/li\u003E\n\u003Cli\u003EAsk the ESYLs to rank their reasons in order of what\u2019s most important and motivating to\u0026nbsp;them personally. Make sure they know there are no right or wrong answers.\u003C/li\u003E\n\u003Cli\u003EThe activity demonstrates that there are lots of reasons to complete the Scheme, and shows\u0026nbsp;how each individual\u2019s journey is unique. Do your ESYLs have the same motivations for being\u0026nbsp;here? Did they know about all of the positive benefits of doing the Scheme? Are they\u0026nbsp;surprised by any of these benefits? Asking questions will help you to kick-start a wider\u0026nbsp;discussion.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch4\u003EStation 2: Role outline\u003C/h4\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk ESYLs to brainstorm responsibilities they might hold in their new role as a Young\u0026nbsp;Leader.\u003C/li\u003E\n\u003Cli\u003EPrompt questions could include: What might they be in charge of? How will their new role\u0026nbsp;change their dynamic with the young people and adult volunteers in the section?\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch4\u003EStation 3: Worries box\u003C/h4\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk ESYLs to write down any worries they may have, and to post them into the box.\u003C/li\u003E\n\u003Cli\u003EReassure the group that it\u0027s fine to have worries when you\u0027re embarking on a new\u0026nbsp;adventure, and let them know that you\u0027ll be opening the box during the group feedback\u0026nbsp;session, talking through any concerns together. This can be a great opportunity to link to\u0026nbsp;other modules that may cover some of the areas they feel unsure about.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch4\u003EGroup feedback\u003C/h4\u003E\n\u003Cp\u003EGo over the feedback received from the ESYLs at each station. Talk through any worries or\u0026nbsp;differences in opinion. What experiences have the ESYLs had so far in their Scouting journey? Did\u0026nbsp;you have an ESYL when you were in a younger section? What do they remember about them?\u003C/p\u003E\n\u003Ch4\u003EWhat did they do?\u003C/h4\u003E\n\u003Cp\u003EIf you\u0027re using the ESYL Logbook, point out the page that contains a breakdown of ESYL\u0026nbsp;responsibilities. Go over anything your young people don\u2019t understand or are unsure about.\u0026nbsp;Conclude this activity by giving ESYLs a more in-depth explanation of the Scheme and where they\u0026nbsp;fit within the organisational structure of Scouting.\u003C/p\u003E","label":"Part 2 activity: Station stops"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 15 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Printed out or hand-written Scout Fundamentals words and definitions and post-it notes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 2. Explain how local Scouting is organised\u003C/p\u003E\n\u003Cp\u003EStick the following words and definitions around the room:\u003C/p\u003E\n\u003Cp\u003EIntegrity - We act with integrity; we are honest, trustworthy and loyal.\u003Cbr\u003ERespect - We have self-respect and respect for others.\u003Cbr\u003ECare - We support others and take care of the world in which we live.\u003Cbr\u003EBelief - We explore our faiths, beliefs and attitudes.\u003Cbr\u003ECooperation - We make a positive difference; we cooperate with others and make friends.\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EDiscuss the words. What do they mean to the ESYLs as individuals? The ESYLs may need\u0026nbsp;a more in-depth explanation of the words. You could offer alternatives if needed.\u003C/li\u003E\n\u003Cli\u003EGive the ESYLs some post-it notes.\u003C/li\u003E\n\u003Cli\u003EAsk them to go around the room, jotting down some activities they have tried inside and\u0026nbsp;outside of Scouting. Do any of these activities match with the words and their meanings?\u003Cbr\u003EFor example, they might write down some examples of how they have shown respect for\u0026nbsp;others, or explored their faiths through their activity choices.\u003C/li\u003E\n\u003Cli\u003EExplain how these keywords relate to the values of Scouting, using examples. Then, discuss\u0026nbsp;the ESYLs own experiences, and show them how taking part in a wide variety of activities\u0026nbsp;can help them embody the values of Scouting. Often, young people express these values in\u0026nbsp;their everyday lives, without even realising they are doing so.\u003C/li\u003E\n\u003Cli\u003EConclude by giving some other examples of methods used to fulfil the values of Scouting.\u003C/li\u003E\n\u003C/ol\u003E","label":"Part 2 activity: Scout fundamentals"}]},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cbr\u003EPart 3: Safeguarding\u003C/h3\u003E\n\u003Cp\u003EBefore this session, consider the needs of the young people in the group and whether there have been any previous safeguarding concerns about them. \u0026nbsp;You may not be aware of all previous concerns but must be mindful that any young person might be experiencing abuse and this session might bring up past or current experiences of harm. \u0026nbsp;\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EIf you feel you need additional adult support when delivering this session, speak to your Volunteer Safeguarding Lead, County Safeguarding Adviser or District Lead Volunteer. It\u2019s essential that all parts of this content are delivered in full, so ask if you feel you need support.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EIf you have concerns about a young person when delivering this module, you must follow the \u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 target=\u0022_blank\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/a\u003E and report it to the UK HQ Safeguarding Team.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EAt the start of the session, explain to the young people that this can be a difficult subject to talk about. Remind them to be sensitive to each other\u0027s needs and respectful when others are speaking. \u0026nbsp;Explain that what is said in the session is confidential, but that if any young person says anything which makes the adults present worried about their welfare, they will need to share it with someone else to help keep them safe.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EAims:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EUnderstand what safeguarding is and what safeguarding is in Scouts.\u003C/li\u003E\n\u003Cli\u003EUnderstand what safeguarding responsibilities ESYLs have.\u003C/li\u003E\n\u003Cli\u003EUnderstand how to report a safeguarding concern.\u0026nbsp;\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EAll activities are compulsory.\u003C/p\u003E\n\u003Cp\u003EThe following resources are required for these activities and are available free of charge from the\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022https://shop.scouts.org.uk/search/safeguarding\u0022 target=\u0022_blank\u0022 title=\u0022Scout Store Safeguarding Resources\u0022\u003EScout Sto\u003C/a\u003Er\u003Ca href=\u0022https://shop.scouts.org.uk/search/safeguarding\u0022 title=\u0022Scout Store Safeguarding Resources\u0022\u003Ee\u003C/a\u003E:\u0026nbsp;\u003C/p\u003E\n\u003Cdiv class=\u0022ListContainerWrapper SCXW35182375 BCX0\u0022\u003E\n\u003Cul\u003E\n\u003Cli class=\u0022Paragraph SCXW35182375 BCX0\u0022\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 target=\u0022_blank\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW35182375 BCX0\u0022\u003ESafeguarding Code of Conduct for Adults (Yellow Card)\u003C/span\u003E\u003Cspan class=\u0022NormalTextRun SCXW35182375 BCX0\u0022\u003E\u0026nbsp;\u003C/span\u003E\u003C/a\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW35182375 BCX0\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW35182375 BCX0\u0022\u003EYellow Card poster\u003C/span\u003E\u003Cspan class=\u0022NormalTextRun SCXW35182375 BCX0\u0022\u003E\u0026nbsp;\u003C/span\u003E\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW35182375 BCX0\u0022\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-young-leaders-orange-card/\u0022 target=\u0022_blank\u0022 title=\u0022Safeguarding Code of Conduct for Young Leaders (Orange Card)\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW35182375 BCX0\u0022\u003ESafeguarding Code of Conduct for Young Leaders (Orange Card),\u003C/span\u003E\u003C/a\u003E- one copy for each ESYL.\u0026nbsp;\u003C/li\u003E\n\u003Cli class=\u0022Paragraph SCXW35182375 BCX0\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW35182375 BCX0\u0022\u003EOrange Card poster\u003C/span\u003E\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/div\u003E\n\u003Cdiv class=\u0022ListContainerWrapper SCXW35182375 BCX0\u0022\u003E\u003C/div\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 5 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 4. Explain how adults keep children and young people safe from harm in Scouts and understand your responsibilities as an ESYL to help keep other young people and yourselves safe.\u0026nbsp;\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk young people what they think safeguarding is. Brainstorm key words which come to mind.\u0026nbsp; \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EExplain that safeguarding as the action you take to look after children\u2019s wellbeing and to protect them from harm.\u0026nbsp; \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EA safeguarding issue or concern is anything that might impact on children and young people\u0027s safety or welfare, cause them harm, or put them at risk of harm.\u0026nbsp; \u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EThis could include a child or young person telling someone about (sometimes this is referred to as \u2018disclosing\u2019) harm, abuse or neglect. Or it could involve an adult volunteer not following the Safeguarding Code of Conduct for Adults (\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 target=\u0022_blank\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E).\u0026nbsp; \u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E","label":"Part 3 activity: What is safeguarding? "},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 5 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources\u003C/strong\u003E: Safeguarding Code of Conduct for Adults\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-adults-yellow-card/\u0022 target=\u0022_blank\u0022 title=\u0022Safeguarding Code of Conduct for Adults - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E and Yellow Card Poster\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 4. Explain how the Safeguarding and Safety policies apply to you\u003C/p\u003E\n\u003Cp\u003EExplain that keeping children and young people safe is The Scouts\u2019 number one priority. It is the policy of the Scouts to protect children and young people from harm and to prioritise their welfare\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EOne way Scouts does this is by having a Safeguarding Code of Conduct for Adults (Yellow Card). \u0026nbsp;Ask young people if they have ever heard of this or seen a Yellow Card poster. \u0026nbsp;Explain that all adults in Scouting must follow the Safeguarding Policy and this is simplified in an easy to follow card \u0026nbsp;The Yellow Card is a Code of Conduct; it outlines what adults must and must not do to keep children and young people safe in Scouts, and gives rules for adult behaviour which must be followed at all times. \u0026nbsp;The Yellow Card also explains what adults must do if they are concerned about a child or young person, or about the actions of another adult. \u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EESYLs will be familiar with the Yellow Card because every Scout HQ should have a Yellow Card poster displayed for everyone to see. It\u2019s important that we share it with young people, parents and carers so they know what\u2019s expected of adults in Scouts, and so everyone knows what to do if they\u2019re concerned about something.\u0026nbsp;\u003C/p\u003E","label":"Part 3 activity: What is safeguarding in scouts?"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 20 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Copies of \u2018Safeguarding Code of Conduct for Young Leaders\u2019 (\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-young-leaders-orange-card/\u0022 target=\u0022_blank\u0022 title=\u0022Safeguarding Code of Conduct for Young Leaders (Orange Card)\u0022\u003EOrange Card\u003C/a\u003E) for each ESYL, Orange Card poster, Printed out or hand-written \u0022Do\u0027s and Don\u0027ts\u0022 sign.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 4. Explain how adults keep children and young people safe from harm in Scouts and understand your responsibilities as an ESYL to help keep other young people and yourselves safe\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EAs ESYLs are taking on leadership responsibilities, there is a Safeguarding Code of Conduct specifically for them to follow. It mirrors the Yellow Card for adults and is instead an Orange Card. \u0026nbsp;This is called the Safeguarding Code of Conduct for Young Leaders (Orange Card)\u2019.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW262677406 BCX0\u0022\u003EFull guidance is laid out in \u2018\u003C/span\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/young-people-first-orange-card/\u0022 target=\u0022_blank\u0022 class=\u0022Hyperlink SCXW262677406 BCX0\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW262677406 BCX0\u0022 data-ccp-charstyle=\u0022Hyperlink\u0022\u003EYoung People First Code of Practice for Young Leaders (Orange Card)\u003C/span\u003E\u003C/a\u003E\u003Cspan class=\u0022NormalTextRun SCXW262677406 BCX0\u0022\u003E\u2019.\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EThis Code of Conduct is about:\u0026nbsp;\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Eensuring young people are kept safe\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003Ebeing a role model to other young people and behaving appropriately at all times\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003Ereporting any concerns you have about a child or young person\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col\u003E\n\u003Cli\u003EPrepare two signs, one which says \u2018do and one which says \u2018don\u2019t\u2019. Stick these on the wall, on opposite sides of the room.\u003C/li\u003E\n\u003Cli\u003ETell ESYLs that you\u0027ll read a statement from the\u202FSafeguarding Code of Conduct for Young Leaders Orange Card. They must decide whether it\u0027s something that they must do or not do, and then go and stand at the sign they think is correct. Ensure you cover all do\u2019s and don\u2019ts so that ESYLs have a full understanding of their responsibilities and the expectations for their conduct.\u003C/li\u003E\n\u003Cli\u003EAfter each answer, discuss with ESYLs any questions arising from answers being incorrect and address any misconceptions.\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW43660912 BCX0\u0022\u003EEnsure all ESYLs have their own\u202F\u003C/span\u003E\u003Cspan class=\u0022NormalTextRun SCXW43660912 BCX0\u0022\u003Ecopy of\u003Cspan\u003E\u0026nbsp;\u003C/span\u003Ethe\u003Cspan\u003E\u0026nbsp;\u202F\u003C/span\u003E\u003C/span\u003E\u003Cspan class=\u0022NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW43660912 BCX0\u0022\u003ESafeguarding\u003Cspan\u003E\u0026nbsp;Code of Conduct for Young Leaders\u003C/span\u003E\u003C/span\u003E\u003Cspan class=\u0022NormalTextRun SCXW43660912 BCX0\u0022\u003E\u003Cspan\u003E\u0026nbsp;\u003C/span\u003E(Orange card)\u003C/span\u003E\u003Cspan class=\u0022NormalTextRun SCXW43660912 BCX0\u0022\u003E\u202Fafter this activity.\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cspan class=\u0022NormalTextRun SCXW171934008 BCX0\u0022\u003EJust as there is a Yellow Card poster to remind everyone of the Safeguarding Code of Conduct for Adults (Yellow Card), there\u2019s an Orange Card poster which can be used during this training and displayed in your Scout HQ, if you wish, as a reminder to your ESYLs (these are available free of charge from Scout Store).\u003C/span\u003E\u0026nbsp;\u003C/p\u003E","label":"Part 3 activity: Understanding the \u2018Safeguarding Code of Conduct for Young Leaders (Orange Card)"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 10 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Copies of \u2018Safeguarding Code of Conduct for Young Leaders\u2019 (\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-young-leaders-orange-card/\u0022 target=\u0022_blank\u0022 title=\u0022Safeguarding Code of Conduct for Young Leaders (Orange Card)\u0022\u003EOrange Card\u003C/a\u003E) for each ESYL, Orange Card poster.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 4. Explain how adults keep children and young people safe from harm in Scouts and understand your responsibilities as an ESYL to help keep other young people and yourselves safe\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EIt\u2019s important to remember and to reinforce that ESYLs are still young people, and they are not expected to deal with a safeguarding concern themselves. \u0026nbsp;If an ESYL is concerned about the following, they must report it:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Ethe actions of an adult or young person, inside or outside of Scouts;\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003Ethe way an adult or child is behaving towards another child or young person, inside or outside of Scouts; or\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003Ethe wellbeing of a child or young person.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cdiv class=\u0022OutlineElement Ltr SCXW165030814 BCX0\u0022\u003E\n\u003Cp class=\u0022Paragraph SCXW165030814 BCX0\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW165030814 BCX0\u0022\u003EESYLs must either tell an adult leader or the UK HQ Safeguarding Team if they are worried.\u0026nbsp;\u003Cspan\u003E\u0026nbsp;\u003C/span\u003EIf\u003Cspan\u003E\u0026nbsp;\u003C/span\u003Ethey\u2019re\u003Cspan\u003E\u0026nbsp;in any doubt about what to do, they can contact the UK HQ Safeguarding Team\u003C/span\u003E.\u0026nbsp;\u003Cspan\u003E\u0026nbsp;\u003C/span\u003EThey\u2019re\u003Cspan\u003E\u0026nbsp;there to listen and will help\u003C/span\u003E.\u003C/span\u003E\u003Cspan class=\u0022NormalTextRun SCXW165030814 BCX0\u0022\u003E\u0026nbsp;\u0026nbsp;\u0026nbsp;\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003C/div\u003E\n\u003Cdiv class=\u0022OutlineElement Ltr SCXW165030814 BCX0\u0022\u003E\n\u003Cp class=\u0022Paragraph SCXW165030814 BCX0\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW165030814 BCX0\u0022\u003EIf they have concern about an adult they are working with, they may report this to their ESLYL or to another adult outside the group, or to the UK HQ Safeguarding Team.\u003C/span\u003E\u003Cspan class=\u0022NormalTextRun SCXW165030814 BCX0\u0022\u003E\u0026nbsp;\u0026nbsp;\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003C/div\u003E\n\u003Cdiv class=\u0022OutlineElement Ltr SCXW165030814 BCX0\u0022\u003E\n\u003Cp class=\u0022Paragraph SCXW165030814 BCX0\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW165030814 BCX0\u0022\u003ERecognise that ESYLs might find it challenging to report concerns about an adult \u2013 many even adults find it challenging to report concerns about other adults - but they have\u003Cspan\u003E\u0026nbsp;\u003C/span\u003Ean important role\u003Cspan\u003E\u0026nbsp;in helping to keep children and young people safe\u003C/span\u003E.\u0026nbsp;\u003Cspan\u003E\u0026nbsp;\u003C/span\u003EThey should feel confident in challenging and reporting behaviours that are not\u003Cspan\u003E\u0026nbsp;\u003C/span\u003Eappropriate.\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003C/div\u003E\n\u003Cdiv class=\u0022OutlineElement Ltr SCXW165030814 BCX0\u0022\u003E\n\u003Cp class=\u0022Paragraph SCXW165030814 BCX0\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW165030814 BCX0\u0022\u003EESYLs can report a concern to the UK HQ Safeguarding Team by using the\u003Cspan\u003E\u0026nbsp;\u003C/span\u003E\u003C/span\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scouts.org.uk/volunteers/staying-safe-and-safeguarding/reporting-a-concern-to-safeguarding/\u0022 target=\u0022_blank\u0022 class=\u0022Hyperlink SCXW165030814 BCX0\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW165030814 BCX0\u0022 data-ccp-charstyle=\u0022Hyperlink\u0022\u003EOnline Safeguarding Reporting Form\u003C/span\u003E\u003C/a\u003E\u003Cspan class=\u0022NormalTextRun SCXW165030814 BCX0\u0022\u003E.\u0026nbsp;\u0026nbsp; They can also speak to one of the team on the phone or can make contact by email.\u0026nbsp;\u003Cspan\u003E\u0026nbsp;\u003C/span\u003EAll the details are on the Safeguarding Code of Conduct for Young Leaders (Orange Card).\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003C/div\u003E\n\u003Cdiv class=\u0022OutlineElement Ltr SCXW165030814 BCX0\u0022\u003E\n\u003Cp class=\u0022Paragraph SCXW165030814 BCX0\u0022\u003E\u003Cspan class=\u0022NormalTextRun SCXW165030814 BCX0\u0022\u003EIf\u003Cspan\u003E\u0026nbsp;\u003C/span\u003Ethere\u2019s\u003Cspan\u003E\u0026nbsp;something worrying an ESYL and they just want to talk to someone, they can contact Childline on 0800 1111 or get advice from their website at childline.org.uk\u003C/span\u003E.\u0026nbsp;\u003Cspan\u003E\u0026nbsp;\u003C/span\u003EThese details are also on the Safeguarding Code of Conduct for Young Leaders (Orange Card).\u003C/span\u003E\u003Cspan class=\u0022NormalTextRun SCXW165030814 BCX0\u0022\u003E\u0026nbsp;\u0026nbsp;\u003C/span\u003E\u0026nbsp;\u003C/p\u003E\n\u003C/div\u003E","label":"Part 3 activity: Reporting a concern"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 10 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Copies of the \u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safeguarding-code-of-conduct-for-young-leaders-orange-card/\u0022 target=\u0022_blank\u0022 title=\u0022Young People First - Orange Card\u0022\u003EOrange Card\u003C/a\u003E for each ESYL\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 4. Explain how the Safeguarding and Safety policies apply to you\u003C/p\u003E\n\u003Cp\u003ERefer ESYLs to the section of\u202Fthe Safeguarding Code of Conduct for Young Leaders\u0026nbsp;(Orange Card) which says \u2018If a child or young person tells you about something that\u2019s concerning them, or you\u2019re worried about their safety or wellbeing\u201D\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EExplain that they must:\u0026nbsp;\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003ELet them speak without interruption, and accept what they say.\u003C/li\u003E\n\u003Cli\u003EBe understanding and reassuring, but don\u2019t give them your opinion.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ETell them you\u2019ll try to help, but that you must pass on what they\u2019ve told you to help keep them safe.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EWrite down what was said using the actual words used.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003ETell an adult leader, or the UK HQ Safeguarding Team, as soon as you can.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EMake sure you cover the following points in your group discussion:\u0026nbsp;\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EESYLs should keep their own copy of the \u2018Safeguarding Code of Conduct for Young Leaders (Orange Card)\u2019 with them at all times.\u003C/li\u003E\n\u003Cli\u003EChildren and young people in younger sections are closer in age to ESYLs than to adult leaders and they\u2019re more likely to relate to them. ESYLs are also more likely to overhear or pick up on things that adults might not notice.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EIf ESYLs have a concern, they must report it immediately. They should never keep things to themselves or rely on someone else to take action. \u0026nbsp;If ESYLs are ever worried about a young person, they must report it.\u0026nbsp;\u003C/li\u003E\n\u003C/ul\u003E","label":"Part 3 activity: Listening to young people"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 30 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Printed out or hand-written safeguarding scenarios available from the\u0026nbsp;\u003Ca rel=\u0022noopener\u0022 href=\u0022/media/3ghlgccf/module-a-2026-update.docx\u0022 target=\u0022_blank\u0022 title=\u0022Module A - 2026 update\u0022\u003Esession plan.\u003C/a\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 4. Explain how adults keep children and young people safe from harm in Scouts and understand your responsibilities as an ESYL to help keep other young people and yourselves safe\u202F\u00A0\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain that ESYLs are young people themselves and they have a right to be kept safe. Even though they have leadership responsibilities, they are still under 18 and adults have a responsibility to keep them safe and to follow the Safeguarding Code of Conduct for Adults (Yellow Card).\u00A0\u003C/li\u003E\n\u003Cli\u003ERemind ESYLs of the Safeguarding Code of Conduct for Adults (Yellow Card) and that there is a rule for adults in Scouts which says \u201CDo not plan to be alone with a child or young person in Scouts, either online or in person\u201D. Highlight that although ESYLs are a key part of the leadership team, they are still young people and adults must not be on their own with them. This includes online communication. \u00A0\u00A0\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EThis part of the session gives ESYLs the chance to apply what they\u2019ve learned to certain situations.\u00A0\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain that part of keeping young people safe is being able to spot if something is wrong or concerning, and knowing what to do if you\u2019re worried.\u003C/li\u003E\n\u003Cli\u003ESplit the group into small teams. Give each team a scenario from the Safeguarding Scenarios in Appendix C. Give them time to consider the question \u2018what would you do?\u2019 for their scenario.\u003C/li\u003E\n\u003Cli\u003EOnce they\u2019ve discussed their scenario, ask each group for feedback and facilitate discussion with the whole group about each scenario using the points for discussion from\u202FSafeguarding Scenarios\u202Ffor guidance.\u003C/li\u003E\n\u003C/ol\u003E","label":"Part 3 activity: ESYLs safeguarding responsibilities and scenarios they may face"}]},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cbr\u003EPart 4: Safety\u003C/h3\u003E\n\u003Cp\u003EExplain that a sense of adventure lies at the heart of Scouts and doing things safely is fundamental to everything we do. The Safety Policy says that it\u2019s everyone\u2019s responsibility to make sure that they do things safely, giving people clear instructions and information in relation to supervising young people, running activities and managing buildings.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EIt\u2019s equally important to all of the other policies within Scouts and applies to everyone in Scouting. There are \u003Ca href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safety-checklist-cards/\u0022 title=\u0022Staying Safe - Safety Checklist\u0022\u003ESafety Checklists\u003C/a\u003E (small white cards) which help to identify hazards and take leaders through a simple risk assessment process.\u003C/p\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 25 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Pens and post-it notes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 4. Explain how adults keep children and young people safe from harm in Scouts and understand your responsibilities as an ESYL to help keep other young people and yourselves safe and 7. Explain why it\u0027s important to run activities safely and why it\u0027s necessary to carry out risk assessments\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003ESplit ESYLs into two groups and ask them to imagine that they are running an activity. For example, one group could pretend that they are building bird boxes with Beaver Scouts, and another could pretend they are running an obstacle course with Scouts. Give each group a stack of Post-it notes. Ask them to walk around your meeting place looking for anything that could be a potential hazard. Explain that a hazard is anything that could cause harm. Every time they spot something, they should label it. Remind ESYLs to consider whether the activity they are running is suited to both the young people taking part, and to the area they are working within.\u003C/li\u003E\n\u003Cli\u003EAsk ESYLs to think about the different levels of risk associated with the various hazards. Which hazards could they deal with themselves? Explain that risk is the chance of someone being harmed by the hazard. Which permanent, long-term hazards do they need to be aware of, regardless of the space or context? You could discuss everyday hazards such as the road traffic outside, or the steps to the kitchen facilities, for example. Ask ESYLs to go back to their Post-it notes and mark with an X those which they think could cause the most harm.\u003C/li\u003E\n\u003Cli\u003EThe next step is working out how to control the risk: this is how we reduce it and make activities safer. For at least 4 of their Post-it notes ESYLs should discuss and agree ways to reduce the risk. Before they start, give ESYLs some examples of how we reduce risk and some questions they can ask themselves to help:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003ECan the hazard be removed entirely?\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EIs there a less risky option?\u003C/li\u003E\n\u003Cli\u003EWhat can be done to reduce the risk of people being in contact with the hazard?\u003C/li\u003E\n\u003Cli\u003EWhat instructions and supervision are needed?\u003C/li\u003E\n\u003Cli\u003EIs protective or safety equipment available to reduce risk?\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp style=\u0022padding-left: 40px;\u0022\u003E4. Ask each group for feedback about how they would reduce the risk for their hazards. Explain that they have just carried out a basic risk assessment. Explain that this is what adult leaders do for every activity to identify and reduce risks, and encourage EYSLs to support Leaders with risk assessment. Explain that Leaders must also communicate this to all involved, including young leaders and young people and they must review risk assessments regularly.\u0026nbsp;Highlight to ESYLs that they should make sure they always understand what measures have been put in place to keep an activity safe. Remind them that they have a key part to play and that they should never be afraid to stop or change an activity if they feel it\u0027s not safe, or to tell an adult leader. If they have concern about an adult they are working with, they may report this to their ESLYL or to another adult outside the group.\u003C/p\u003E","label":"Part 4 activity: Risk Assessment"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 25 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Soft ball\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 4. Explain how the Safeguarding and Safety policies apply to you and 7. Explain why it\u0027s important to run activities safely and why it\u0027s necessary to carry out risk assessments\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk ESYLs to set up a game of dodgeball. Before they start, ask them to carry out a risk assessment. Remind them they need to:\n\u003Col style=\u0022list-style-type: lower-alpha;\u0022\u003E\n\u003Cli\u003EIdentify the hazards\u003C/li\u003E\n\u003Cli\u003EDecide who might be harmed and how. Remind them to consider the individual needs of the young people in the group. Who is playing? What is being played?\u003C/li\u003E\n\u003Cli\u003EThey should then agree how they can control the risks. Do they need to introduce some additional rules?\u003C/li\u003E\n\u003C/ol\u003E\n\u003C/li\u003E\n\u003Cli\u003EOnce they have agreed how they will play the game to keep it as safe as possible, they should play the game.\u003C/li\u003E\n\u003Cli\u003EAfter playing dodgeball, ask them to review their first risk assessment. Did they miss anything? What would they do differently next time? Who will be responsible for carrying out or managing any controls they put in place, and what is the most effective way to communicate this? Does everyone understand their role? Explain that this process is one which adult leaders go through every time they do an activity. Remind them of their importance in ensuring that activities are as safe as possible.\u003C/li\u003E\n\u003C/ol\u003E","label":"Part 4 activity: Dodgeball"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 20 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E None, unless it\u0027s needed for their game of choice\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 5. Explain the importance of\u202F\u003Ca rel=\u0022noopener\u0022 href=\u0022/por/\u0022 target=\u0022_blank\u0022 title=\u0022POR Rule Book\u0022\u003EPolicy, Organisation and Rules (POR)\u003C/a\u003E\u202Fand access the information within it and\u003Cbr\u003E6. Show that you understand how\u202FPOR\u202Faffects your actions\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EStart by playing a game of your choice. This can be any game, as long as it has a number of set rules, and involves splitting players into two teams.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EChange or remove some of the rules so that the game becomes less controlled or predictable. For example, in football you could allow pushing, remove boundaries, add extra balls, or stop enforcing key rules.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003E\u0026nbsp;See how long it takes before the game becomes chaotic or someone feels uncomfortable or at risk of getting hurt. When this happens, stop the game and ask the ESYLs to write down their ideas about what it felt like when the rules were unclear or missing.\u0026nbsp;\u003C/li\u003E\n\u003Cli\u003EDiscuss some of the different rules ESYLs come across in their everyday lives. For example, you could discuss the rules of the law, rules at school and work, or rules of any sports they play.\u0026nbsp;Why do we need clear and consistent rules especially for Scouts? Think about some of the more adventurous activities you might do. Explain that the organisation has its own rulebook called POR, giving an overview of what it\u0027s, why we have it and where to find it.\u003C/li\u003E\n\u003C/ol\u003E","label":"Part 4 activity: Introduction to POR"}]},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cbr\u003EConclusion of Module A and next steps\u003C/h3\u003E\n\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 10 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E None\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 8. Explain the awards that you\u0027ll be able to work towards as an ESYL. These include\u202Fthe \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/top-awards-for-young-people/the-duke-of-edinburghs-award/\u0022 title=\u0022The Duke of Edinburgh\u0027s Award\u0022\u003EDuke of Edinburgh\u0027s Awards\u003C/a\u003E\u202Fand\u202F\u003Ca href=\u0022/explorers/awards/\u0022 title=\u0022Explorer Awards\u0022\u003EScouts\u0027 Top Awards\u003C/a\u003E\u202Fas well as their\u202F\u003Ca href=\u0022/explorers/awards/young-leader-award/\u0022 title=\u0022Young Leader Award\u0022\u003EYoung Leader Award\u003C/a\u003E.\u003Cbr\u003E9. Understand how the Scheme works and how to access further learning.\u003C/p\u003E\n\u003Cp\u003EEnd your final session by providing a roundup of what they have learned in the module. Link this back to the first activity you did, looking at the question: \u2018What is an ESYL?\u2019. Discuss what the next steps of the Scheme are, and explain that as well as carrying out a risk assessment, it\u0027s important to check for any policies or rules that also need to be followed. These can be found online.\u003C/p\u003E\n\u003Cp\u003ETake this opportunity to give a general overview of the modules and how they will be delivered. For example, would your young people prefer for shorter module sessions be run once a month, or during one long weekend?\u003C/p\u003E\n\u003Cp\u003EYou could also:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Etalk about how the ESYL Logbook can be used to track progress throughout the Scheme.\u003C/li\u003E\n\u003Cli\u003Eexplain it\u0027s possible to do further learning in this area, signposting where further information can be found.\u003C/li\u003E\n\u003Cli\u003Epresent each ESYL with their Module A badge and woggle, once each component is completed.\u003C/li\u003E\n\u003Cli\u003ERemind attendees that volunteering done as an ESYL counts towards other awards in Scouting including the \u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/top-awards-for-young-people/the-duke-of-edinburghs-award/\u0022 title=\u0022The Duke of Edinburgh\u0027s Award\u0022\u003EDuke of Edinburgh\u2019s awards\u003C/a\u003E and \u003Ca href=\u0022/explorers/awards/\u0022 title=\u0022Explorer Awards\u0022\u003EScouts\u0027 Top Awards\u003C/a\u003E.\u003C/li\u003E\n\u003C/ul\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"searchDescription":"Discover Module A - Prepare for take-off (essentials and expectations) of the Explorer Scout Young Leader\u0027s Scheme.","pageType":null,"location":null,"browserTitle":"","versionDate":"29 August 2024","reviewDate":"01/01/0001","redirectUrl":"","id":81273,"nodeName":"Module A","title":"Module A","type":"contentPage","image":{"url":"/media/1975/male-and-female-group-of-explorers.jpg?cc=0.0000000000000001263187085796,0.041952614379084964,0,0.14118157679738563\u0026width=800\u0026height=450\u0026v=1dae7ebc724f5f0","caption":"Group of Explorers look at a magazine","type":"jpg","size":59101,"width":790,"height":544,"altText":"A group of young people gathered to look at a magazine."},"assets":null,"headerOptions":{"headerTitle":"Module A - Prepare for take-off (essentials and expectations)","headerSubTitle":"","headerCta":"","headerCtaText":"","headerCtaLink":"","headerBackgroundColour":"003982","showSEOImage":false,"headerBackgroundImage":null,"quickLinks":[]},"subHeader":"Discover Module A - Prepare for take-off (essentials and expectations) of the Explorer Scout Young Leader\u0027s Scheme.","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC84MTI3MyJ9","canonicalUrl":"https://www.scouts.org.uk/volunteers/running-your-section/running-an-explorer-unit/explorer-scout-young-leaders-scheme/the-modules/module-a/"}