{"alias":"contentPage","byline":null,"standfirst":null,"content":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003E\u003Cstrong\u003EAim: \u003C/strong\u003EThis module aims to make you aware of the importance of different communication styles and the impact that the way you communicate has on others. It will look at how you can adapt your style to suit your audience, whether you\u2019re in section meetings or leader meetings. It will also look at how to talk about the skills you\u0027re gaining through Scheme whenever talking to other people both inside and outside of Scouting.\u0026nbsp;\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 how important effective communication is between leaders and young people in the section\u003C/li\u003E\n\u003Cli\u003EAdapt your communication style to suit the activity or situation\u003C/li\u003E\n\u003Cli\u003EExplain how tone and body language can affect how you communicate with others\u003C/li\u003E\n\u003Cli\u003ECommunicate how what you\u0027re learning and the experiences and skills you\u0027re gaining through completing the Scheme can be used in other Scouting and non-Scouting activities.\u0026nbsp;\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003E\u003Cstrong\u003EOutcomes:\u003C/strong\u003E The benefit of this module helps develop communication and presentation skills, all vital to growth and improvement within any sector of the working world. 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/fhzjsvyt/module-j.docx\u0022 target=\u0022_blank\u0022 title=\u0022Module J - Session Plan\u0022\u003Esession plan\u003C/a\u003E and \u003Ca rel=\u0022noopener\u0022 href=\u0022https://prod-cms.scouts.org.uk//media/dycieb3k/module-j.pptx\u0022 target=\u0022_blank\u0022 title=\u0022Module J - PPT\u0022\u003EPowerPoint\u003C/a\u003E to help deliver the module.\u003C/strong\u003E\u003C/p\u003E\n\u003Ch3\u003EActivities for Module J\u003C/h3\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration: \u003C/strong\u003E20\u0026nbsp;minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u0026nbsp;\u003C/strong\u003EBlindfold\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives this activity links to: \u003C/strong\u003E1. Understand how important effective communication is between leaders and young people in the section\u003Cbr\u003E2. Adapt your communication style to suit the activity or situation\u003Cbr\u003E3. Explain how tone and body language can affect how you communicate with others\u003Cbr\u003E4. Be able to communicate how what you\u0027re learning and the experiences and skills you\u0027re gaining through completing the Scheme can be used in other Scouting and non-Scouting activities\u003Cstrong\u003E\u003Cbr\u003E\u003C/strong\u003E\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EChoose one person to play the role of the seeker, who is blindfolded, and one to play the role of the instructor. Have the rest of the group line up at the end of the room.\u003C/li\u003E\n\u003Cli\u003EThe instructor should stand in the middle of the room facing them. The instructor is not allowed to turn around.\u003C/li\u003E\n\u003Cli\u003EThe seeker stands with their back to the instructor and the rest of the group in the top half of the room.\u003C/li\u003E\n\u003Cli\u003EPlace a treasure object somewhere in the seeker\u2019s area of the room. Everyone other than the instructor and seeker should see where it\u0027s located.\u003C/li\u003E\n\u003Cli\u003EThe rules of the game are:\u003Cbr\u003E\u2022 the instructor can speak but cannot use gestures or see where the treasure is hidden\u003Cbr\u003E\u2022 the rest of the group can see where the treasure is hidden but cannot speak\u003Cbr\u003E\u2022 the seeker can neither see the treasure nor speak\u003C/li\u003E\n\u003Cli\u003EThe aim of the game is to get the seeker to find the treasure. The group should use gestures so the instructor can tell the seeker where to go (ie left, right, back or forward).\u003C/li\u003E\n\u003Cli\u003EFollow the seeker to make sure they stay safe throughout the game.\u003C/li\u003E\n\u003Cli\u003EAfter the game, ask the ESYLs to feedback on what was difficult about the task for each of the roles. How did body language/gestures affect the game? Why are clear instructions important?\u003C/li\u003E\n\u003C/ol\u003E","label":"Instructor and seeker"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration: \u003C/strong\u003E20\u0026nbsp;minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u0026nbsp;\u003C/strong\u003EA fairy tale like Goldilocks and the Three Bears\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives this activity links to: \u003C/strong\u003E1. Understand how important effective communication is between leaders and young people in the section\u003Cbr\u003E2. Adapt your communication style to suit the activity or situation\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EPick out a number of \u2018trigger words\u2019 from a short story and write them up on a piece of flipchart paper. For example, if you were reading Goldilocks and the Three Bears, you could write \u2018bear\u2019, \u2018porridge\u2019, \u2018forest\u2019 and \u2018cold\u2019.\u003C/li\u003E\n\u003Cli\u003ETell the group that you\u0027ll be reading out a story. Every time the group hears one of these trigger words, they will need to perform a certain action. With the example above, every time they hear \u2018bear\u2019, they might have to stand up and sit down again. Afterwards, you\u0027ll be asking them questions about the story.\u003C/li\u003E\n\u003Cli\u003EAs you read the story, ESYLs will have to keep carrying out the action for each trigger word. Keep a relatively fast pace and see how focused the ESYLs are. How many of the words do they respond to?\u003C/li\u003E\n\u003Cli\u003EAt the end of the story, ask ESYLs a series of questions. How many did they get right? Was it hard to listen? If they struggled to concentrate, what distracted them? This exercise demonstrates how you need to stop what you\u2019re doing and give the other person full attention in order to listen properly.\u003C/li\u003E\n\u003C/ol\u003E","label":"Storytelling"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration: \u003C/strong\u003E15 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources: \u003C/strong\u003EAppendix L found in the module \u003Ca href=\u0022https://prod-umbraco-core.azurewebsites.net/media/fhzjsvyt/module-j.docx\u0022 title=\u0022Module J - Session Plan\u0022\u003Esession plan\u003C/a\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives this activity links to: \u003C/strong\u003E1. Understand how important effective communication is between leaders and young people in the section\u003Cbr\u003E2. Adapt your communication style to suit the activity or situation\u003Cbr\u003E3. Explain how tone and body language can affect how you communicate with others\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk the ESYLs to get into pairs and give them the scenarios from Appendix L. They should not share their scenarios with others.\u003C/li\u003E\n\u003Cli\u003EEach pair should act out their scenario whilst only using numbers to portray their emotions. They cannot use any other words but should count up instead of using words and they should use action, tone of voice and gestures to help them. They can be as dramatic as they wish.\u003C/li\u003E\n\u003Cli\u003ECan the others guess what scenario they had? What does this tell the ESYLs about tone and gestures/body language?\u003C/li\u003E\n\u003C/ol\u003E","label":"Number game"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration: \u003C/strong\u003E10 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources: \u003C/strong\u003ENone\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives this activity links to: \u003C/strong\u003E1. Understand how important effective communication is between leaders and young people in the section\u003Cbr\u003E2. Adapt your communication style to suit the activity or situation\u003Cbr\u003E3. Explain how tone and body language can affect how you communicate with others\u0026nbsp;\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain that open and closed questions can help to steer a conversation and can be very useful when working with young people to check for learning or understanding.\u003C/li\u003E\n\u003Cli\u003EGive an example of a closed question. Closed questions are questions that elicit a \u2018yes\u2019 or \u2018no\u2019 answer in the response (eg \u2018did you have a good day?\u2019, \u2018do you understand?\u2019).\u003C/li\u003E\n\u003Cli\u003EThen, ask the ESYLs if they can turn a closed question into an open question. How can they\u0026nbsp;encourage young people to give longer answers? For example, rather than asking \u2018did you have a good day? \u2018they could ask \u2018what did you do today?\u2019. Instead of asking \u2018do you understand?\u2019 they could ask \u2018can you explain the task to me?\u2019 What are the pros and cons of both question types?\u003C/li\u003E\n\u003C/ol\u003E","label":"The magic of questioning"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration: \u003C/strong\u003E15 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources: \u003C/strong\u003ENone\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives this activity links to: \u003C/strong\u003E1. Understand how important effective communication is between leaders and young people in the section\u003Cbr\u003E2. Adapt your communication style to suit the activity or situation\u003Cbr\u003E3. Explain how tone and body language can affect how you communicate with others\u00A0\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EAsk the ESYLs about whom they might have to communicate with in their roles. Ask them to think about how they want to come across to these different people. How could they use their body language and tone to help them come across well?\u003C/li\u003E\n\u003Cli\u003EAsk them to imagine that a Cub Scout is having a nosebleed. They are the first to notice. What should they do and who do they need to communicate with? For example, they may need to speak to the Cub Scout themselves, while also alerting the section team leader and keeping all of the other Cubs calm.\u003C/li\u003E\n\u003Cli\u003EIn this scenario, ask them about how their tone might change. Will they adapt it to suit each audience?\u003C/li\u003E\n\u003Cli\u003ETo develop this activity, you could encourage one of the ESYLs to take on the role of the Cub Scout and another to take on the role of the section team leader. Invite the others to react in different ways.\u003C/li\u003E\n\u003Cli\u003EAlthough this activity can get dramatic, it highlights the impact that your communication style has on others. Acting calm in a potentially stressful situation can help others to feel calm, which is very important when working with younger sections.\u003C/li\u003E\n\u003C/ol\u003E","label":"Adapting your style"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration: \u003C/strong\u003E20 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources: \u003C/strong\u003EPaper, pens, blue-tack and post-it notes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives this activity links to: \u003C/strong\u003E4. Be able to communicate how what you\u0027re learning and the experiences and skills you\u0027re gaining through completing the Scheme can be used in other Scouting and non-Scouting activities\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain that ESYLs will be looking at how they communicate what they are learning through the Scheme and how they talk about the Scheme with other people from inside and outside Scouting. Get some paper. On each piece, write down the name of a different \u2018audience\u2019 ESYLs might come into contact with. You could include:\u003Cbr\u003E\u2022 \u0026nbsp; \u0026nbsp;a friend at school\u003Cbr\u003E\u2022 \u0026nbsp; \u0026nbsp;a teacher\u003Cbr\u003E\u2022 \u0026nbsp; \u0026nbsp;a parent\u003Cbr\u003E\u2022 \u0026nbsp; \u0026nbsp; someone interviewing an ESYL for a job, apprenticeship or higher education opportunity (adapting as appropriate)\u003C/li\u003E\n\u003Cli\u003EPlace the pieces of paper up on the wall where everyone can see them.\u003C/li\u003E\n\u003Cli\u003ESplit ESYLs into pairs and ask them to think about how they would explain the Scheme to each different audience. Which information is most important to highlight and why?\u003C/li\u003E\n\u003Cli\u003EGather some post-it notes. Ask them to write down the three things they think are most important for each audience to know, and to stick them on the relevant wall. Does every pair come up with the same ideas?\u003C/li\u003E\n\u003C/ol\u003E","label":"Shout about your skills"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration: \u003C/strong\u003E20 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources: \u003C/strong\u003EA map of your meeting space and Appendix M from the module \u003Ca href=\u0022https://prod-umbraco-core.azurewebsites.net/media/fhzjsvyt/module-j.docx\u0022 title=\u0022Module J - Session Plan\u0022\u003Esession plan\u003C/a\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives this activity links to: \u003C/strong\u003E4. Be able to communicate how what you\u0027re learning and the experiences and skills you\u0027re gaining through completing the Scheme can be used in other Scouting and non-Scouting activities\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003ECut out the skills words and activities ideas featured on Appendix M into strips.\u003C/li\u003E\n\u003Cli\u003ENext, put five of the skills words into a small box. Fill three boxes. In this activity, the ESYLs will need to search for the boxes and bring back three of the five skills most relevant to the activity they have been given. For example, for the activity strip \u2018running a game with a section\u2019, you might put the skills of organisation, planning, dedication, time keeping and creativity in the box. The ESYLs would then have to think about which three skills are most prevalent.\u003C/li\u003E\n\u003Cli\u003EAsk the ESYLs to get into small groups of around 4-6.\u003C/li\u003E\n\u003Cli\u003EGive each of the small groups the first of the activity strips and a map with either an x marked on it or with coordinates for the first box.\u003C/li\u003E\n\u003Cli\u003EUsing the map, the small group should then find the pre-hidden box with the skills inside it.\u003C/li\u003E\n\u003Cli\u003EOnce they reach the box, they should take three of the five skills they think are most relevant for the activity they were given. They should bring the skills back to base camp and write them onto a flipchart.\u003C/li\u003E\n\u003Cli\u003EThey should then get the second activity strip to find the second box.\u003C/li\u003E\n\u003Cli\u003EOnce they have completed all three boxes, they will have a list of nine skills on their team\u2019s flipchart.\u003C/li\u003E\n\u003Cli\u003EThe different groups can compare their charts. Do they have the same ideas?\u003C/li\u003E\n\u003Cli\u003EThe aim of this activity is for the ESYLs to think about what skills they have gained and to have active discussions about how they have gained these. By using three examples of what they have done in the Scheme, they are able to draw out nine relevant skills.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003E\u003Cstrong\u003ETop tip:\u003C/strong\u003E You can do this as a relay race if you haven\u2019t got the space for a scavenger hunt.\u003C/p\u003E","label":"Skill builder"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration: \u003C/strong\u003E15\u0026nbsp;minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources: \u003C/strong\u003EAppendix N and O from the module \u003Ca href=\u0022https://prod-umbraco-core.azurewebsites.net/media/fhzjsvyt/module-j.docx\u0022 title=\u0022Module J - Session Plan\u0022\u003Esession plan\u003C/a\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives this activity links to: \u003C/strong\u003E4. Be able to communicate how what you\u0027re learning and the experiences and skills you\u0027re gaining through completing the Scheme can be used in other Scouting and non-Scouting activities\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EIn this activity ESYLs can practice selling their skills to each other.\u003C/li\u003E\n\u003Cli\u003EAsk them to get into pairs and ask one of the ESYLs to volunteer to go first.\u003C/li\u003E\n\u003Cli\u003EGive them one of the activities from Appendix N. They have one minute to talk about the activity and the skills it develops or demonstrates. They should think of as many links to different skills as they can.\u003C/li\u003E\n\u003Cli\u003EThe person who is not doing the talking should have the skills checklist from appendix O. Every time one of the skills is mentioned, they should tick it off.\u003C/li\u003E\n\u003Cli\u003EAt the end, ESYLs should reflect together on what they ticked off, and talk about the different skills each activity developed or demonstrated.\u003C/li\u003E\n\u003Cli\u003EThe ESYLs can then swap around so that they both have a go with a different activity.\u003C/li\u003E\n\u003C/ol\u003E","label":"Pitch your skills"}]},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cbr\u003EConclusion of Module J\u003C/h3\u003E\n\u003Cp\u003ESummarise the module by revisiting the objectives. Ask the ESYLs whether they feel they have covered all of the objectives satisfactorily.\u003C/p\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"searchDescription":"Discover Module J - Communicate it of the Explorer Scout Young Leader\u0027s Scheme.","pageType":null,"location":null,"browserTitle":"","versionDate":"30 August 2024","reviewDate":"01/09/2025","redirectUrl":"","id":81294,"nodeName":"Module J","title":"Module J","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 J - Communicate it!","headerSubTitle":"","headerCta":"","headerCtaText":"","headerCtaLink":"","headerBackgroundColour":"003982","showSEOImage":false,"headerBackgroundImage":null,"quickLinks":[]},"subHeader":"Discover Module J - Communicate it of the Explorer Scout Young Leader\u0027s Scheme.","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC84MTI5NCJ9","canonicalUrl":"https://www.scouts.org.uk/volunteers/running-your-section/running-an-explorer-unit/explorer-scout-young-leaders-scheme/the-modules/module-j/"}