{"alias":"contentPage","byline":null,"standfirst":null,"content":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003E\u003Cstrong\u003EAim: \u003C/strong\u003EThis module will teach you how to create an environment that is inclusive and welcoming for all young people in the section. It will give you an understanding of some different additional needs a young person might have, and show you how to make reasonable adjustments to make the programme more inclusive for all.\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\u003EUnderstand that every young person is different.\u003C/li\u003E\n\u003Cli\u003EUnderstand that everyone is welcome in Scouting.\u003C/li\u003E\n\u003Cli\u003EUnderstand your role in contributing to a positive and inclusive environment.\u003C/li\u003E\n\u003Cli\u003EState a range of additional needs that young people in a section may experience.\u003C/li\u003E\n\u003Cli\u003EUnderstand how additional needs may affect participation in the Programme.\u003C/li\u003E\n\u003Cli\u003EExplain how to adapt programmes to meet the needs of all young people within the section.\u003C/li\u003E\n\u003Cli\u003EExplain where to go for further information and guidance.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003E\u003Cstrong\u003EOutcomes:\u003C/strong\u003E The benefit of this module provides diversity in scouting and a welcome environment for all. All skills worthy of any CV.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EYou can download a \u003Ca rel=\u0022noopener\u0022 href=\u0022https://prod-cms.scouts.org.uk//media/n35pzmbg/module-f.docx\u0022 target=\u0022_blank\u0022 title=\u0022Module F - Session Plan\u0022\u003Esession plan\u003C/a\u003E and \u003Ca rel=\u0022noopener\u0022 href=\u0022https://prod-cms.scouts.org.uk//media/bwgazocj/module-f.pptx\u0022 target=\u0022_blank\u0022 title=\u0022Module F - PPT\u0022\u003EPowerPoint\u003C/a\u003E to help deliver the module.\u003C/strong\u003E\u003C/p\u003E\n\u003Ch3\u003EModule F activities\u003C/h3\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"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 None\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E1. Understand that every young person is different\u003Cbr\u003E2. Understand that everyone is welcome in Scouting\u003Cbr\u003E4. State a range of additional needs that young people in a section may experience\u003C/p\u003E\n\u003Cp\u003EStart the session by introducing the topic of the module: inclusion and accessibility in Scouting. Discussing what the terms \u2018inclusion\u2019 and \u2018diversity\u2019 mean.\u003C/p\u003E\n\u003Ch4\u003EWhat is diversity?\u003C/h4\u003E\n\u003Cp\u003EPromoting diversity in Scouting means that we welcome members from all and any backgrounds and celebrate what makes every person different.\u003C/p\u003E\n\u003Ch4\u003EWhat is inclusion?\u003C/h4\u003E\n\u003Cp\u003EWhen we talk about inclusion in Scouting, we are talking about the act of ensuring that Scouting is open to all and supporting anyone to overcome any barrier to participating in the Scouting programme.\u003C/p\u003E\n\u003Cp\u003EAs part of being inclusive, we need to ensure that our programme and meeting place is appropriate and that we have considered any additional needs members might have.\u003C/p\u003E\n\u003Cp\u003EAsk the ESYLs if they have come across additional needs before. They will have done at school. Explain that everyone is different and that everyone has needs in some way. This is what makes the world interesting. What do the ESYLs understand by the terms \u2018special educational needs\u2019 and \u2018disability\u2019?\u003C/p\u003E\n\u003Ch4\u003EAdditional needs and disabilities\u003C/h4\u003E\n\u003Cp\u003EAdditional needs and disabilities may be visible or invisible, and the needs of each young person will be unique. Some may occur for a limited period of time. For example, a broken arm, an illness, or some emotional needs due to a family break-up, are all temporary needs.\u003C/p\u003E\n\u003Cp\u003EHowever, many additional needs are permanent conditions. These include conditions such as asthma, ASD (Autism Spectrum Disorder), dyslexia or physical disabilities.\u003C/p\u003E\n\u003Cp\u003ESome additional needs can fluctuate and may be affected by a range of different factors, such as stress. Additional needs and disabilities should not prevent a young person from being able to participate in Scouting. By making reasonable adjustments (doing things differently or providing additional support), most young people can access Scouting and develop to their full potential.\u003C/p\u003E\n\u003Cp\u003EIn Scouting, adults need to be aware of any allergies, medical needs, and faith-based or cultural needs a young person may have. You may need to cater for vegetarian, Halal and Kosher diets, for example. Or, you may need to cater to a young person who is coeliac or has a nut allergy. It\u0027s important to ensure\u0026nbsp;that everyone\u2019s needs are incorporated into section meetings and camps.\u003C/p\u003E","label":"What is inclusion and accessibility in Scouting?"},{"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 None\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E1. Understand that every young person is different\u003Cbr\u003E2. Understand that everyone is welcome in Scouting\u003Cbr\u003E3. Understand your role in contributing to a positive and inclusive environment\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk ESYLs to introduce themselves, using their preferred name and preferred pronoun (eg \u2018my name is Matthew, I like to be called Matt, and I use the pronoun \u2018he.\u2019)\u003C/li\u003E\n\u003Cli\u003EAlthough this seems really simple, explain that it ensures everyone knows how everybody else would like to be referred to, and sets the scene for a positive and safe environment.\u003C/li\u003E\n\u003C/ol\u003E","label":"Introductions"},{"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 None\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E1. Understand that every young person is different\u003Cbr\u003E2. Understand that everyone is welcome in Scouting\u003Cbr\u003E3. Understand your role in contributing to a positive and inclusive environment\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EHave a discussion with the ESYLs about what we mean by creating a positive and inclusive environment. Re-emphasise the fact that Scouting is open to all.\u003C/li\u003E\n\u003Cli\u003EAsk ESYLs to draw a rough picture of where their section meets. What might a positive and inclusive environment might look like?\u003C/li\u003E\n\u003Cli\u003EHow would young people say their current meeting place makes them feel? Do they think their meeting place is currently a positive and inclusive environment? Are there any changes they could make?\u003C/li\u003E\n\u003C/ol\u003E","label":"A safe place"},{"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 Coloured paper\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E3. Understand your role in contributing to a positive and inclusive environment\u003Cbr\u003E4. State a range of additional needs that young people in a section may experience\u003Cbr\u003E5. Understand how additional needs may affect participation in the Programme\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EGive each member of the group a piece of paper with different colour on it eg yellow, blue, red, and green. There should be two or more pieces of paper representing each colour, except the green.\u003C/li\u003E\n\u003Cli\u003EOnce everyone has received a piece of paper, ESYLs should keep the colour to themselves. They should not share details with each other.\u003C/li\u003E\n\u003Cli\u003EAsk ESYLs to set out and find the other person/people who have been given the same colour paper as them, using actions only. For example, they might point to the relevant colour if it\u0027s represented in the room, or they might do an action to represent a colour (such as mimicking waves to represent the colour blue). Once they have found other people with the same colour, they should stand together as a group. Once everyone (except the green person) have found their groups, stop the activity.\u003C/li\u003E\n\u003Cli\u003EAsk the green person how they feel. Do they feel sad? Isolated? What did people say when they approached their group? Did they turn them away? How did this make them feel?\u003C/li\u003E\n\u003Cli\u003EHow did the other members of the group feel when they found a colour match? Did they feel relieved?\u003C/li\u003E\n\u003Cli\u003EThe activity highlights the experience of someone who might feel they are somehow different to others. People are naturally drawn to others who \u2018are like them\u2019, but this does not lead to diversity, creativity or innovation. This also mirrors how a new young person might feel when joining an established section.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003E\u003Cstrong\u003ENote:\u003C/strong\u003E before you hand out the coloured cards, give some thought to the person who will play \u2018the green\u2019 character. The activity will inevitably lead to this person feeling temporarily isolated and \u2018left out\u2019. This can be a frustrating and unsettling experience. It\u0027s therefore important to choose an ESYL who you know will respond well to this.\u003C/p\u003E\n\u003Ch4\u003EActivities about special educational needs and additional needs\u003C/h4\u003E\n\u003Cp\u003EThere are lots of different types of Special Educational Needs (SEN) that ESYLs may come across in their role. It\u0027s really important not to label people. Instead, they should get to know individuals, as discussed in the previous activity. Different needs can present\u0026nbsp; differently in different people, so it\u0027s important not to generalise or stereotype. That said, there are often some commonalities within different SENs. Understanding these commonalities will help them to best support young people to have a fun and rewarding time in Scouting.\u003C/p\u003E","label":"On the outside"},{"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 A pack of cards for snap per group\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E3. Understand your role in contributing to a positive and inclusive environment\u003Cbr\u003E4. State a range of additional needs that young people in a section may experience\u003Cbr\u003E5. Understand how additional needs may affect participation in the Programme\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk ESYLs to get into pairs. One of them should remain in the room, and the other should step outside for a moment.\u003C/li\u003E\n\u003Cli\u003EExplain that those remaining in the room are going to be playing a game of snap with their partner when they return. However, as well as shouting \u2018snap!\u2019 when the cards match, they will add in an additional rule of their choosing, without telling their partner about it. For example, they could shout out a certain word every time a certain colour appears on the card.\u003C/li\u003E\n\u003Cli\u003EInvite the other partners back into the room, but do not tell them about the additional rule.\u003C/li\u003E\n\u003Cli\u003EStart playing snap with the additional rule included. The partner who is unaware will soon begin to feel confused and frustrated, as they don\u2019t feel they in control of what is happening.\u003C/li\u003E\n\u003Cli\u003EExplain that feeling a bit disorientated may be a common feeling for someone with an additional need.\u003C/li\u003E\n\u003Cli\u003EAsk the ESYLs how they could have helped their partner throughout. Could they have given clearer instructions, checked their understanding, or helped them when it was difficult?\u003C/li\u003E\n\u003C/ol\u003E","label":"Rule change"},{"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 Blindfold and music\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E3. Understand your role in contributing to a positive and inclusive environment\u003Cbr\u003E4. State a range of additional needs that young people in a section may experience\u003Cbr\u003E5. Understand how additional needs may affect participation in the Programme\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk an ESYL to volunteer for this activity. Please note: the volunteer will be made to feel disorientated, so it\u0027s important to take this into account when choosing someone.\u003C/li\u003E\n\u003Cli\u003EBlindfold the ESYL and sit them on a chair in the middle of a circle.\u003C/li\u003E\n\u003Cli\u003ENext, put on some music. Ideally, you should choose a frantic sample of music (with a fast tempo or multiple instruments, for example) or play some sound effects of a busy road. Place the source of the music at one side of the room.\u003C/li\u003E\n\u003Cli\u003EAt the other side of the room, play a different type of music or sound effect. If you don\u2019t have access to music, you could ask some of the ESYLs to mimic the noises of a busy road or to sing a song.\u003C/li\u003E\n\u003Cli\u003EAsk the other ESYLs to walk close to the blindfolded person, without touching them.\u003C/li\u003E\n\u003Cli\u003EThen, ask the blindfolded ESYL a series of simple maths questions with two steps. Could the ESYL solve them? How did they feel? Did the distractions become frustrating and stop them from concentrating?\u003C/li\u003E\n\u003Cli\u003EExplain that feeling distracted and overwhelmed can be a common experience for some young people. At some point in their lives, they may have felt like that themselves, as it\u0027s a very common experience. Everyone experiences things differently. We should always take that into consideration when supporting and leading sessions for others.\u003C/li\u003E\n\u003C/ol\u003E","label":"Distraction - sensory overload"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 10 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources: \u003C/strong\u003EPaper and pens\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E3. Understand your role in contributing to a positive and inclusive environment\u003Cbr\u003E4. State a range of additional needs that young people in a section may experience\u003Cbr\u003E5. Understand how additional needs may affect participation in the Programme\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk ESYLs to get into in small groups and invite one of them to volunteer to leave the room for a moment. Please note: the volunteer will be made to feel deliberately disorientated, so it\u0027s important to take this into account when choosing someone.\u003C/li\u003E\n\u003Cli\u003EThe rest of the group should decide on two questions they are going to ask the ESYLs when they re-enter the room. They should write each word featured in the question on a different piece of paper, so that when all the pieces are put together they make up the full sentence. The questions could be something like \u2018what\u2019s your favourite thing about being an ESYL?\u2019 or \u2018Why did you want to do the Scheme in the first place?\u2019\u003C/li\u003E\n\u003Cli\u003EScrew up the individual pieces of paper into small balls. Invite the ESYLs outside to come back in and explain you\u0027ll be asking them two questions.\u003C/li\u003E\n\u003Cli\u003EThe ESYLs should then throw the screwed up pieces of paper at the ESYL as they come back into the room, asking repeatedly \u2018what is the answer? Come on, what\u2019s the answer?\u2019\u003C/li\u003E\n\u003Cli\u003EThe ESYL should get attempt to make sense of the questions, by joining all of the pieces of paper together to form sentences. When they\u2019re ready, they should attempt to answer.\u003C/li\u003E\n\u003Cli\u003EAfter the activity has finished, ask the ESYL who left the room how they felt. Did they feel a bit overwhelmed and frustrated as they tried to piece together the questions? Did they feel pressured to answer quickly?\u003C/li\u003E\n\u003Cli\u003EExplain that this is how it can sometimes feel for some young people who find it harder to process instructions or information. Taking time to slow down and tackle things one step at a time can be much less confusing. Explain that this activity could also be challenging for a young person with dyslexia, or for someone who struggles with reading or writing.\u003C/li\u003E\n\u003Cli\u003EAsk the ESYLs to consider how they could deliver information to make sure everyone can understand it. To demonstrate, you could run this activity again, reducing the intensity by asking ESYLs not to shout, or to present the questions all on one piece of paper, rather than muddling them up. How much easier did they find it this time? Adapting our approach can really help young people to learn.\u003C/li\u003E\n\u003C/ol\u003E","label":"Come on, what\u2019s the answer?"},{"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 Paper and pens\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E3. Understand your role in contributing to a positive and inclusive environment\u003Cbr\u003E4. State a range of additional needs that young people in a section may experience\u003Cbr\u003E5. Understand how additional needs may affect participation in the Programme\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk one ESYL to volunteer to stand in the centre of the room, and ask four others to stand equal distance apart around them. They should each place a finger lightly on the arm or back of the ESYL in the centre.\u003C/li\u003E\n\u003Cli\u003EA further ring of ESYLs should form around these ESYLs, each placing a finger on the arms or back of the person in front.\u003C/li\u003E\n\u003Cli\u003EOnce everyone is linked, the person in the middle of the circle should start to turn around very slowly. The ESYLs touching that person should try and keep their finger in the same place. Everyone else should turn in time with the spinning circle. What you should observe is that the person in the middle of the circle turns very slowly, as it\u0027s easy for them. However, those within the outer layer of the circle will have to run or move much faster to keep up. The key message here is that whenever all ESYLs are given the same task, some of them will have to work much harder to accomplish the same thing.\u003C/li\u003E\n\u003Cli\u003EDiscuss what happens when someone can\u2019t keep up. Do they give up and let go? Do they keep running faster and faster? Does everyone have the same reaction when something is challenging?\u003C/li\u003E\n\u003C/ol\u003E","label":"Running to keep up"}]},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cbr\u003EMaking reasonable adjustments and programme planning\u003C/h3\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"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 Appendix I from the module \u003Ca href=\u0022https://prod-umbraco-core.azurewebsites.net/media/n35pzmbg/module-f.docx\u0022 title=\u0022Module F - Session Plan\u0022\u003Esession plan\u003C/a\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E6. Explain how to adapt programmes to meet the needs of all young people within the section\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain to the ESYLs that they will get to know their young people and should plan ahead with the rest of the leadership team for sessions. By doing this they can consider any additional needs before the meeting and ensure that the sessions are as inclusive as possible.\u003C/li\u003E\n\u003Cli\u003ETo begin, split the ESYLs into small teams and give each team a scenario from Appendix I to consider. As a group, go over what adjustments the ESYLs have made to make sure their scenario is inclusive.\u003C/li\u003E\n\u003C/ol\u003E","label":"Planning ahead"},{"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 Appendix I from the module \u003Ca href=\u0022https://prod-umbraco-core.azurewebsites.net/media/n35pzmbg/module-f.docx\u0022 title=\u0022Module F - Session Plan\u0022\u003Esession plan\u003C/a\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E6. Explain how to adapt programmes to meet the needs of all young people within the section and 7. Explain where to go for further information and guidance\u003C/p\u003E\n\u003Cp\u003ESometimes ESYLs may find themselves in a situation where they have to adapt a game or activity they are running on the spot. An example of this might be if they are running an opening game and a young person turns up with a broken leg. This requires them to be able to adapt at speed, and to think creatively, so everyone can join in.\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003ETo begin, ask a couple of ESYLs to volunteer to run a game with the rest of the Unit. They can play any game they like. Something simple like \u2018North, South, East, West\u2019 or \u2018Duck, Duck, Goose\u2019 would work well.\u003C/li\u003E\n\u003Cli\u003EOnce they have been playing for a couple of minutes, give them a scenario to adapt to. You could pretend that a young person on crutches has arrived and wants to join in. How can they adapt to be inclusive?\u003C/li\u003E\n\u003Cli\u003ENext, imagine that there is also a person who is deaf within the group. How can they make sure that the game is suitably adapted this time?\u003C/li\u003E\n\u003Cli\u003EKeep going, asking ESYLs to further adapt their approach to suit someone with a different need, such as a visual impairment, or a difficulty following instructions, for example. Each time, ask the ESYLs to contribute their ideas as a group. How can they adapt the activity to make sure everyone can join in?\u003C/li\u003E\n\u003C/ol\u003E\n\u003Ch4\u003EResources to further support you\u003C/h4\u003E\n\u003Cp\u003EThere are some very useful resources to help ensure a scouting programme is inclusive for all. These\u0026nbsp;include:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/growing-scouts/furthering-reach-toolkit/tales-of-furthering-reach/welcoming-refugees/\u0022 title=\u0022Welcoming refugees\u0022\u003ERefugee resources\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/the-scout-promise/making-the-scout-promise-using-makaton/\u0022 title=\u0022Making the Scout Promise using Makaton\u0022\u003EMakaton promise\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022/volunteers/running-your-section/programme-guidance/information-for-volunteers/the-scout-promise/making-your-scout-promise/\u0022 title=\u0022Making your Scout Promise\u0022\u003EAlternative versions of the promise\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","label":"Thinking on your feet"}]},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cbr\u003EConclusion of Module F\u003C/h3\u003E\n\u003Cp\u003E\u003Cstrong\u003EDuration:\u0026nbsp;\u003C/strong\u003E20 minutes\u003C/p\u003E\n\u003Cp\u003ESummarise the module by revisiting the objectives. Ask the ESYLs whether they feel they have covered all of the objectives satisfactorily. Before they go, carry out a review or an evaluation of the session.\u003C/p\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"searchDescription":"Discover Module F - Making Scouting accessible and inclusive of the Explorer Scout Young Leader\u0027s Scheme.","pageType":null,"location":null,"browserTitle":"","versionDate":"30 August 2024","reviewDate":"01/09/2025","redirectUrl":"","id":81289,"nodeName":"Module F","title":"Module F","type":"contentPage","image":{"url":"/media/2923/young-leader-explorer-with-beaver-scout-jpg.jpg?cc=0,0.1316880537446079,0,0.02456194625539225\u0026width=800\u0026height=450\u0026v=1dafa1c845a0010","caption":"Explorer Young Leader with Beaver helping","type":"jpg","size":6087665,"width":5616,"height":3744,"altText":"An Explorer Young Leader helps a Beaver with an activity."},"assets":null,"headerOptions":{"headerTitle":"Module F - Making Scouting accessible and inclusive","headerSubTitle":"","headerCta":"","headerCtaText":"","headerCtaLink":"","headerBackgroundColour":"003982","showSEOImage":false,"headerBackgroundImage":null,"quickLinks":[]},"subHeader":"Discover Module F - Making Scouting accessible and inclusive of the Explorer Scout Young Leader\u0027s Scheme.","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC84MTI4OSJ9","canonicalUrl":"https://www.scouts.org.uk/volunteers/running-your-section/running-an-explorer-unit/explorer-scout-young-leaders-scheme/the-modules/module-f/"}