{"content":{"layouts":[{"type":"sidebar","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003E\u003Cspan\u003ELearn how to run the Green Champion programme with the section you support, and become a Green Young Leader in the process.\u003C/span\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EWe\u2019ve created resources to help you navigate each of the following areas:\u003C/strong\u003E\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003E\u003Ca href=\u0022#thegcprogramme\u0022 data-anchor=\u0022#thegcprogramme\u0022\u003EThe Green Champions programme \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022#5pathways\u0022 data-anchor=\u0022#5pathways\u0022\u003EThe five pathways to nature connectedness \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022#planningyourprogramme\u0022 data-anchor=\u0022#planningyourprogramme\u0022\u003EPlanning your Green Champion programme \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022#communityimpact\u0022 data-anchor=\u0022#communityimpact\u0022\u003ERunning a community impact project \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022#managinggroupsoutdoors\u0022 data-anchor=\u0022#managinggroupsoutdoors\u0022\u003EManaging groups outdoors \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022#deliveringsessions\u0022 data-anchor=\u0022#deliveringsessions\u0022\u003EDelivering a great session \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022#managingsafety\u0022 data-anchor=\u0022#managingsafety\u0022\u003EManaging safety \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022#behaviourandinclusion\u0022 data-anchor=\u0022#behaviourandinclusion\u0022\u003EBehaviour and inclusion \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca href=\u0022#reviewing\u0022 data-anchor=\u0022#reviewing\u0022\u003EReviewing, evaluating and, feeding back \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EYou can also download all of this information from the \u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.scoutadventures.org.uk/programme-ideas\u0022 target=\u0022_blank\u0022 title=\u0022Programme ideas (Scout Adventures)\u0022\u003EScout Adventures website\u003C/a\u003E.\u00A0\u003C/p\u003E","gtmId":"","gtmClass":""}]},{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/14328/green-champions-illustrations-9-2000x2000-crop-01-01.png","width":1597,"height":1700,"altText":"An illustration of people observing and engaging with the environment.","caption":"","link":null}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Chr /\u003E\n\u003Ch3 id=\u0022thegcprogramme\u0022\u003EThe Green Champions programme\u003C/h3\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"twoColumnWide","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Ch4 class=\u0022rte-center\u0022\u003EThe project at a glance\u003C/h4\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EGeneration Green is a project funded by the Department for Environment, Food \u0026amp; Rural Affairs (Defra) through the Heritage Lottery Fund. It\u2019s being delivered by organisations working together \u2013 you\u2019ll hear this called a consortium. YHA (England \u0026amp; Wales) is hosting the project on behalf of the partners: The Outward Bound Trust, Scouts, Girlguiding, Field Studies Council and the 10 English National Parks\u003C/p\u003E\n\u003Cp\u003EPeople must complete the project by 31 of March 2022. By then, the project aims to engage 100,000 young people in activities that help them connect with nature, with at least half of its opportunities reaching young people who are traditionally underrepresented in the outdoors. This includes young people who:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Elive in communities that are relatively more deprived (communities that are in levels one, two, and three of the government\u2019s Index of Multiple Deprivation)\u003C/li\u003E\n\u003Cli\u003Eare Black, Asian or from another ethnic minority group\u003C/li\u003E\n\u003Cli\u003Elive in urban and coastal communities\u003C/li\u003E\n\u003Cli\u003Eare disabled.\u003C/li\u003E\n\u003C/ul\u003E","label":"What is Generation Green?"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EGreen Champions are young people from Scout or school groups who have completed a five-step programme that makes a positive impact in their community. As part of the programme, they\u2019ll improve habitats for birds, bugs, and bees; learn about the importance of trees and plants; or take positive steps towards recycling and reducing waste.\u003C/p\u003E\n\u003Cp\u003EParticipants take part in a programme led by our green volunteers.\u0026nbsp;After this, they have three months to complete a short project that will have a positive impact in their community. We\u2019ll support you to help them achieve this. When it\u2019s done, we\u2019ll award them a certificate and stage one of their Community Impact Staged Activity Badge to recognise their efforts to improve the place they live.\u003C/p\u003E","label":"Who are Green Champions?"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EA Green Young Leader is an Explorer Scout Young Leader who has completed a two night residential course that gives them the skills to lead the Green Champion programme for a section they support.\u003C/p\u003E","label":"How do I become a Green Young Leader?"}]}]},{"items":[{"gridType":"RichTextBlock","content":"\u003Ch4 class=\u0022rte-center\u0022\u003EA deep dive into the programme\u003C/h4\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EBirds, bugs and bees\u003C/strong\u003E is about understanding how wildlife works together with plants, the weather, and the landscape to form a bubble of life called an ecosystem. In this theme, you\u2019ll explore why animals are useful and what they need to live.\u003C/p\u003E\n\u003Cp\u003EYou\u2019ll get stuck in by improving local habitats (places that animals and plants live) to make sure lots of different plants and animals can live there happily.\u003C/p\u003E\n\u003Cp\u003EYou can focus on birds, bugs, or bees \u2013 it may depend on where you do your sessions.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EGrowing green\u003C/strong\u003E is about understanding how plants work with animals, the weather, and the landscape to form a bubble of life called an ecosystem. In this theme, you\u2019ll explore which plants are good for nature. You\u2019ll also find out about invasive species: when people introduce new plants or animals that harm an ecosystem.\u003C/p\u003E\n\u003Cp\u003EYou could get stuck in by planning, growing, and caring for your own plants, or you could help out at a local nature reserve.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EPlastic pollution\u003C/strong\u003E is about understanding how the items we use in everyday life affect the world. In this theme, you\u2019ll explore what happens to items after they stop being useful to us.\u003C/p\u003E\n\u003Cp\u003EYou could get stuck in by finding out about recycling in your local community, taking part, and encouraging others to get involved.\u003C/p\u003E\n\u003Cp\u003EThis may be a good theme to choose if you want to stay close to home but don\u2019t have a lot of green space nearby. You\u2019ll still get to spend time outdoors as much as possible.\u003C/p\u003E","label":"The Green Champions programme has three themes to choose from"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Col\u003E\n\u003Cli\u003E\u003Cstrong\u003EIdentify need.\u003C/strong\u003E Investigate what issues and challenges exist in your chosen community \u2013 it could be local, national or international.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EPlan action.\u003C/strong\u003E Decide what issue your section should take action on and what you want to change. Talk to your section about what actions you would like to take.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ETake action over three months.\u003C/strong\u003E You should:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli style=\u0022list-style-type: none;\u0022\u003E\n\u003Cul\u003E\n\u003Cli\u003Espend at least four hours personally taking action on your chosen issue. You can achieve more impact by spreading your time out over a month, instead of doing it all in one go.\u003C/li\u003E\n\u003Cli\u003Einvolve others in the action. Work in a team with your section and preferably people in the community you are trying to help.\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00224\u0022\u003E\n\u003Cli\u003E\u003Cstrong\u003ELearn and make more change.\u003C/strong\u003E Discuss with your section what you\u2019ve learned, how you have made people\u2019s lives better, how taking action has developed you, and what you could do to help even more people in your chosen community.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ETell the world. \u003C/strong\u003EHelp other people to understand why the issue you took action on is important, what you did and how they can help.\u003C/li\u003E\n\u003C/ol\u003E","label":"Each theme has five steps, which line up with the five steps of stage one of the Community Impact Staged Activity Badge"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EYou can access them as digital resources and they\u2019re also available as PDF files.\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/running-your-section/programme-guidance/take-part-in-generation-green/birds-bugs-and-bees/\u0022 target=\u0022_blank\u0022 title=\u0022Birds, bugs and bees\u0022\u003EBirds, bugs and bees \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022#\u0022 target=\u0022_blank\u0022 title=\u0022Growing green\u0022\u003EGrowing green \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003Cli\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022#\u0022 target=\u0022_blank\u0022 title=\u0022Plastic pollution\u0022\u003EPlastic pollution \u0026gt;\u003C/a\u003E\u003C/li\u003E\n\u003C/ul\u003E","label":"There are at least ten activities for each theme (two for each step)"}]}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Chr /\u003E\n\u003Ch3 id=\u00225pathways\u0022\u003EThe five pathways to nature connectedness\u003C/h3\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EWe are part of nature. As humans, we have a special relationship with the natural world: our actions affect the \u0026nbsp;health of our planet, and nature is really important for our wellbeing too.\u003C/p\u003E\n\u003Cp\u003EConnecting with nature can make us feel good, give us the chance to exercise, and let us breathe fresher air.\u003C/p\u003E\n\u003Cp\u003EWhen we talk about connecting with nature, it\u2019s not just about being outdoors \u2013 it\u2019s about how you engage with nature while you\u2019re there. What you do is more important than how long you spend doing it. It\u2019s a bit like being in a hospital \u2013 it\u2019s not the fact that someone\u2019s spending time there that makes them better, it\u2019s the activities that happen and the things they do during that time.\u003C/p\u003E\n\u003Cp\u003EWhen we look at key mental wellbeing outcomes, connecting with nature brings greater benefits than just being in contact with it. In fact, studies found that the time people spent in nature wasn\u2019t significant. The sense of connection and feeling part of nature were more important.\u003C/p\u003E\n\u003Cp\u003EWhen the University of Derby did some research, they came up with ways that people can build a better relationship with nature \u2013\u0026nbsp;a relationship that helps themselves and the planet. They suggest \u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022https://www.derby.ac.uk/blog/5-ways-closer-nature/\u0022 target=\u0022_blank\u0022 title=\u0022Five ways to be closer to nature (Derby University)\u0022\u003Efive ways to be closer to nature\u003C/a\u003E\u003C/span\u003E and improve wellbeing:\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003ESensory\u0026nbsp;\u003Cstrong\u003Econtact \u003C/strong\u003Ewith the natural world.\u003C/li\u003E\n\u003Cli\u003ETaking time to appreciate the\u0026nbsp;\u003Cstrong\u003Ebeauty \u003C/strong\u003Eof nature.\u003C/li\u003E\n\u003Cli\u003EThinking about the\u0026nbsp;\u003Cstrong\u003Emeaning \u003C/strong\u003Eand signs of nature.\u003C/li\u003E\n\u003Cli\u003EFinding an\u0026nbsp;\u003Cstrong\u003Eemotional \u003C/strong\u003Ebond with, and love for, nature.\u003C/li\u003E\n\u003Cli\u003EShowing\u0026nbsp;\u003Cstrong\u003Ecompassion \u003C/strong\u003Eand care for nature.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EWhen you\u2019re introducing this topic to others, you could start by asking everyone to think about why nature is important to the planet and to themselves. You could:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EHost a group discussion outdoors, maybe around a campfire or in a sunny, grassy area.\u003C/li\u003E\n\u003Cli\u003ECreate a graffiti wall. Encourage people to write or draw their ideas on big pieces of paper, a whiteboard, or sticky notes stuck on a wall.\u003C/li\u003E\n\u003Cli\u003EMake paper planes and write ideas on them. Encourage everyone to throw their paper plane to someone else so they can read out the idea.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EPeople might suggest that nature is important because being outside can improve people\u2019s wellbeing or encourage them to be more active. Others might talk about how biodiversity keeps our planet healthy.\u003C/p\u003E\n\u003Cp\u003ENext, encourage everyone to think about why people might be less connected to nature these days. People might mention the industrial and technological revolutions that have enabled more jobs or tasks to be done remotely or by machinery. They might also think about how technology means there\u2019s lots of competition for people\u2019s attention, or how there are now more entertainment options available indoors. People spend time inside in their own homes (with televisions, laptops, phones, or books) and in local spaces (like shopping centres, cinemas, or community centres).\u003C/p\u003E","label":"What\u2019s this all about?"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EThe pathways to nature connectedness are about people noticing and appreciating nature, recognising how important it is, and caring for it.\u0026nbsp;\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003EYou can explore each of the five pathways (contact, beauty, meaning, emotion, and compassion) by doing the following:\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EContact: use your senses to tune into the sights, smells, sounds, tastes, and textures of nature.\u003C/li\u003E\n\u003Cli\u003EEmotion: feel joy, wonder, and calm when interacting with the natural world.\u003C/li\u003E\n\u003Cli\u003EBeauty: use the art and music of nature to inspire creativity and celebrate what nature means to you.\u003C/li\u003E\n\u003Cli\u003EMeaning: notice how nature appears in songs and stories, poems, and art, and celebrate the mystery, signs, and cycles of nature.\u003C/li\u003E\n\u003Cli\u003ECompassion: take action to look after the natural world.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EYou could explain the five pathways by playing a matching game. Write the names of each pathway and their definitions on different pieces of paper hidden around a space; teams can then work together to find the pieces and match them up. You could change things up by swapping definitions for actions you could take, for example, writing \u2018go on a litter pick\u2019 instead of \u2018take action to look after the natural world\u2019. You could also play your own versions of charades, get people to draw the names of the pathways for others to guess, or ask people to explain each pathway without using certain keywords.\u003C/p\u003E\n\u003Cp\u003EWe\u2019ve included some ideas below, which you can use to help everyone put each pathway into practice.\u003C/p\u003E\n\u003Cp\u003EYou can use these ideas when you\u2019re running the Green Champions programme (you\u2019ll find some specific ideas in the activities), as well as when you\u2019re planning and running other outdoor sessions.\u003C/p\u003E","label":"How can I put the pathways into practice?"}]}]}],"config":null},{"type":"twoColumnWide","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EWhen you\u2019re outdoors, encourage everyone to use all their senses \u2013 what can they see, hear, smell, feel and taste?\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EDo trees or plants have a smell? What do they smell like?\u003C/li\u003E\n\u003Cli\u003EAre there things that they can touch? Make sure it\u2019s safe to do so and won\u2019t cause any harm.\u003C/li\u003E\n\u003Cli\u003EWhat do things feel like? Are they soft, hard, smooth, or prickly? Different things have different textures. Can people feel the difference between bark on a tree, a smooth blade of grass, and a cool pebble?\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EGet everyone to pause what they\u2019re doing for a minute, and just take in what\u2019s around them. They may want to close their eyes to help them tune into their other senses.\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003ECan they hear any birds singing?\u003C/li\u003E\n\u003Cli\u003ECan they feel any breeze on their skin?\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EYou might not be able to taste things, unless you\u2019ve got an adult who knows their stuff with foraging who can identify safe things to eat, like blackberries and wild garlic. Even if you don\u2019t have a foraging expert, you could try to help everyone to tune into this sense in other, safe ways.\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003ECan they taste the air outdoors, or does it have no taste?\u003C/li\u003E\n\u003Cli\u003EDoes the air feel different to breathe?\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cstrong\u003EMake it accessible: \u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EIf you or anyone in your group can\u2019t use (or has difficulty using) any of their senses, for example, if they have hearing loss or sight loss, think about how you can make sure they\u2019re included and comfortable. How do they experience nature?\u003C/li\u003E\n\u003Cli\u003ESome people might not be comfortable touching or smelling new or different things, and that\u2019s OK. Everyone can go at their own pace \u2013 they don\u2019t have to do anything they\u2019re not comfortable with.\u003C/li\u003E\n\u003C/ul\u003E","label":"Contact"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003ETalk about what it feels like being outdoors in nature. Everyone will be different, but it might make them feel joy, calm, wonder, or awe. How does it affect people\u2019s energy levels?\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EHow did people feel before going outside? How do they feel now? Did they notice a change?\u003C/li\u003E\n\u003Cli\u003EAsk people to imagine a calm, wonderful, or awe-inspiring place \u2013 was it somewhere in nature?\u003C/li\u003E\n\u003Cli\u003EWhat does it feel like to watch wildlife? Did people enjoy watching anything in particular? Do some plants and animals bring more joy than others?\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003ETalk about how everyone feels about damage to the environment.\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EHow do people feel when they see litter or learn about ways humans are damaging the planet?\u003C/li\u003E\n\u003Cli\u003EWhat does it feel like to take action to help?\u003C/li\u003E\n\u003C/ul\u003E","label":"Emotion"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EEncourage everyone to take their time when they\u2019re spotting and identifying nature. Can they notice different colours and shapes? Can they spot any patterns? People could notice the pattern of veins on a leaf or the different colours on an insect, for example.\u003C/p\u003E\n\u003Cp\u003EPhotos can be a great way to capture the beauty of nature. The group could take some photos while they\u2019re exploring. They could try to capture something from a new angle, or do some close-up photography that brings out hidden details.\u003C/p\u003E","label":"Beauty"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003ETalk about what nature means to everyone.\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EDo they have a favourite place or a favourite view? Does anyone have a favourite memory of time they\u2019ve spent in nature? If people haven\u2019t spent much time in nature before, they may be making their favourite memory right now!\u003C/li\u003E\n\u003Cli\u003EThink of a famous painting or poem \u2013 is it about nature?\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003ETalk about the seasons when you\u2019re doing your activities.\u00A0\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhat season is it now? Look around \u2013 what clues does nature give people?\u003C/li\u003E\n\u003C/ul\u003E","label":"Meaning"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EA lot of the activities in the Green Champions programme are about how people can care for the natural world and take action to help nature.\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EMake sure everyone is involved with your project and understands what they\u2019re doing and why.\u003C/li\u003E\n\u003Cli\u003ETalk about how a big part of being a Scout is being kind and helpful \u2013\u00A0this goes for the planet as well as people.\u003C/li\u003E\n\u003Cli\u003EWhen you\u2019ve finished the programme, help everyone to think about the difference they\u2019ve made. How they can continue to care for nature?\u003C/li\u003E\n\u003C/ul\u003E","label":"Compassion"}]}]},{"items":[{"type":"Promo","cta":"","body":"\u003Cp\u003EIf you\u2019re smashing your way through your missions, think how you can put a green twist on them. There\u2019s a great chance to do this in mission four, when you\u2019re organising part of your section programme and can really make it your own.\u003C/p\u003E\n\u003Cp\u003EIn and beyond the Green Champions programme, encourage everyone to:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Ethink of different ways to bring the pathways into your sessions\u003C/li\u003E\n\u003Cli\u003Ebuild better relationships with nature\u003C/li\u003E\n\u003Cli\u003Eexplore how classic Scout activities that are outdoors and adventurous can bring people closer to nature.\u003C/li\u003E\n\u003C/ul\u003E","link":null,"colour":"#f1f1f1","title":"What\u2019s next?","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Chr /\u003E\n\u003Ch3 id=\u0022planningyourprogramme\u0022\u003EPlanning your programme\u003C/h3\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"twoColumnWide","areas":[{"items":[{"type":"Image top","cta":"","body":"\u003Cp\u003E\u003Cspan\u003ENot sure what theme to choose? Play \u2018Go green\u2019 to learn about each theme and vote for your favourite.\u003C/span\u003E\u003C/p\u003E","link":{"name":"Run this activity","id":null,"url":"/activities/go-green/","newWindow":false,"target":"_blank"},"colour":"#f1f1f1","title":"Choose your theme","image":"/media/14123/pawprints-and-tracks-01.png?width=800\u0026height=450\u0026v=1d9bece5beadf80","imageFocus":"","imageId":27275,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""}]},{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003EFirst things first, you need to decide which of the three Green Champions themes your group is going to work towards. It\u2019s important that:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EEveryone gets involved in deciding what you do.\u003C/li\u003E\n\u003Cli\u003EThe theme is suitable for your location (for example, if you don\u2019t have access to lots of outdoor space to interact with animals or grow plants, you may choose to focus on tackling pollution).\u003C/li\u003E\n\u003Cli\u003EYour programme makes an impact in your local area.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EThere are lots of ways to discuss and decide on a theme. We\u2019ve provided one idea (\u2018Go green\u2019) to get you going.\u003C/p\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003ETo help young people get the most from their experiences, you should begin by considering what you\u2019d like them to learn or achieve. You can then work backwards from your desired outcomes when you\u2019re designing your plan \u2013\u00A0which will help everyone to achieve those outcomes throughout their adventure.\u003C/p\u003E\n\u003Cp\u003EIf you don\u2019t focus on outcomes from the beginning, it\u2019s easy to end up planning a programme that\u2019s just full of activities that you think young people would like to do \u2013 these won\u2019t necessarily teach them new skills.\u003C/p\u003E\n\u003Cp\u003EThe outcomes you plan for can be hard or soft.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EHard outcomes \u003C/strong\u003Eare the practical things you\u2019re doing, like:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u00ADCooking a meal\u003C/li\u003E\n\u003Cli\u003EPitching a tent\u003C/li\u003E\n\u003Cli\u003EUsing tools\u003C/li\u003E\n\u003Cli\u003EReading a map\u003C/li\u003E\n\u003Cli\u003EPacking a bag\u003C/li\u003E\n\u003Cli\u003ELighting a fire\u003C/li\u003E\n\u003Cli\u003ETying a knot\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cstrong\u003ESoft outcomes\u003C/strong\u003E are the skills, knowledge or experience you\u2019re developing. Every activity on the Scouts website has two soft learning outcomes associated with it, from a list of 22 (you can find the complete list of these under \u2018outcome\u2019 in the \u003Ca rel=\u0022noopener\u0022 href=\u0022http://www.scouts.org.uk/activities\u0022 target=\u0022_blank\u0022 title=\u0022Activity Finder (Scouts)\u0022\u003EActivity Finder\u003C/a\u003E).\u003C/p\u003E\n\u003Cp\u003EStart by identifying the specific outcomes you\u2019d like to achieve (instead of making a general statement of intent). For example, instead of saying \u2018We want to go on a canoeing camp\u2019, start by saying \u2018We want to plan a canoe journey, improve our paddling skills, and camp overnight\u2019. This way you can break the adventure down into chunks of skills.\u003C/p\u003E\n\u003Cp\u003EWhen you do this, you make use of valuable opportunities for learning. You\u2019ll be more prepared and you won\u2019t end up doing things for people when they could do them for themselves. It also helps you plan opportunities to use the Scout method, for example, by working in small teams, learning by doing, taking responsibility, and developing leadership skills.\u003C/p\u003E","label":"Start with the outcomes"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EThere are many different learning models and methods that you could use to structure a learning experience. Teachers and coaches often use quite advanced models, but even a simple structure where you plan, do, and review can be effective.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EThe cycle\u003Cbr /\u003E\u003C/strong\u003EYou can use the plan, do, and review structure for a whole adventure (like an overnight expedition). At the same time, you can apply the structure to specific tasks or problems within the experience (for example, cooking dinner or pitching a tent).\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EPlan \u003Cbr /\u003E\u003C/strong\u003EWhen you plan, you consider all the relevant information you have and decide what you\u2019re going to do. You can use open questions to help you make a working plan.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EDo \u003Cbr /\u003E\u003C/strong\u003ENow it\u2019s time to follow the plan and adapt it where needed. You can see the plan, do, and review structure within the adventure itself\u2013 especially if an adventure is made up of lots of smaller challenges and decisions to be made.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EReview \u003Cbr /\u003E\u003C/strong\u003EYou review by considering what\u2019s happened and actively reflecting on it \u2013 you\u2019re re-viewing the experience by looking at it again from a different perspective. Think about what worked and what didn\u2019t work, any changes you had to make during the adventure, and why things happened as they did. Then it\u2019s time to think about how you\u2019ll apply everything you\u2019ve learned next time.\u003C/p\u003E\n\u003Ctable border=\u00221\u0022 cellpadding=\u00225\u0022 width=\u0022100%\u0022\u003E\n\u003Ctbody\u003E\n\u003Ctr\u003E\n\u003Ctd colspan=\u00222\u0022\u003E\n\u003Cp\u003E\u003Cstrong\u003EPlan\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EDo\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd colspan=\u00222\u0022\u003E\n\u003Cp\u003E\u003Cstrong\u003EReview\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd colspan=\u00225\u0022\u003E\n\u003Cp\u003EProblem to be solved \u2013 increasing the number of bees in your local area.\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EStructure the session\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EPlan\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EDo\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EReview\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EReflect on the session\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EWho?\u003C/strong\u003E \u003Cbr /\u003EThe people.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhat?\u003C/strong\u003E \u003Cbr /\u003EThe activity.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhen?\u003C/strong\u003E \u003Cbr /\u003EThe timings.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhere?\u003C/strong\u003E \u003Cbr /\u003EThe location.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhy?\u003C/strong\u003E \u003Cbr /\u003EThe outcomes.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EHow?\u003C/strong\u003E \u003Cbr /\u003EThe processes.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003EChoose where to put your bee hotels.\u003C/p\u003E\n\u003Cp\u003EDecide on the materials you\u2019ll use to create them.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003EBuild a bee hotel.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003EEvaluate the success of the hotels. Did they increase the number of bees?\u003C/p\u003E\n\u003Cp\u003EDiscuss what you could change to make a bigger impact on the bee population next time.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003EWhat worked well?\u003C/p\u003E\n\u003Cp\u003EHow would change the plan next time?\u003C/p\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd colspan=\u00223\u0022\u003E\n\u003Cp\u003EDuring the activity\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd colspan=\u00225\u0022\u003E\n\u003Cp\u003EBefore, during, and after the activity\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003C/tbody\u003E\n\u003C/table\u003E","label":"Set a simple structure"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003ETo create an effective plan, you need to identify what you need to know before you get stuck in. Asking open questions can help you figure out what you need to know before you begin your adventure. It doesn\u2019t matter whether you\u2019re an instructor teaching a specific skill, a group planning an adventure, or a person tackling a challenge that\u2019s popped up in the middle of an experience \u2013\u00A0you\u2019ll ask similar questions.\u003C/p\u003E\n\u003Cp\u003EFor example, if you were working on the growing green theme and creating planters from recycled materials, you might think about:\u003C/p\u003E\n\u003Ctable border=\u00221\u0022 cellpadding=\u00225\u0022 width=\u0022100%\u0022\u003E\n\u003Ctbody\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EWho?\u003C/strong\u003E \u003Cbr /\u003EThe people.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cul\u003E\n\u003Cli\u003EWho\u2019s leading the group?\u003C/li\u003E\n\u003Cli\u003EWho are the group members?\u003C/li\u003E\n\u003Cli\u003EDoes anyone have any allergies, medical conditions, or additional needs that you need to consider?\u003C/li\u003E\n\u003Cli\u003EDoes anyone have any contacts who could donate recycled materials, gardening equipment, soil, seeds, or craft items for decorating?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhat?\u003C/strong\u003E \u003Cbr /\u003EThe activity.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhat type of planters will the group create?\u003C/li\u003E\n\u003Cli\u003EWhat equipment will they need to make each planter?\u003C/li\u003E\n\u003Cli\u003EWhat should people wear? What should they bring with them?\u003C/li\u003E\n\u003Cli\u003EWhat does everyone want to grow in each planter?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhen?\u003C/strong\u003E \u003Cbr /\u003EThe timings.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhen will people create the planters? Does what you\u2019re planning to grow thrive in a particular season?\u003C/li\u003E\n\u003Cli\u003EHow long will this activity take? When will you finish building the planters?\u003C/li\u003E\n\u003Cli\u003EWhen do people need to revisit the planters to feed and water them?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhere?\u003C/strong\u003E \u003Cbr /\u003EThe location.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhere should you build the planters?\u003C/li\u003E\n\u003Cli\u003EWhere should you put the finished planters?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhy?\u003C/strong\u003E \u003Cbr /\u003EThe outcomes.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhy are people growing plants?\u003C/li\u003E\n\u003Cli\u003EWhy are people using recycled materials to grow plants in?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EHow?\u003C/strong\u003E \u003Cbr /\u003EThe processes.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cul\u003E\n\u003Cli\u003EHow will you make sure this activity is safe? How will you effectively manage any risks?\u003C/li\u003E\n\u003Cli\u003EHow can people prepare for this activity?\u003C/li\u003E\n\u003Cli\u003EHow will you action each element of the activity? You\u2019ll need to think about gathering items of recycling, crafting them into planters, and growing flowers or vegetables in them.\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003C/tbody\u003E\n\u003C/table\u003E","label":"Answer the questions"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EBudgeting is an important and useful life skill. When you get your head around budgeting, you\u2019ll be able to manage money and make the most of every penny. At Scouts, being able to budget is helpful for planning and running programmes, activities, and events. When budgeting for your Green Champions project, think about:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EHow much money do you have available for the programme?\u003C/li\u003E\n\u003Cli\u003EAre you able to fundraise?\u003C/li\u003E\n\u003Cli\u003EDo you already have free access to any resources or equipment ?\u003C/li\u003E\n\u003Cli\u003ECould you get any resources or equipment through donations?\u003C/li\u003E\n\u003Cli\u003EWhat are the core, non-negotiable costs of running each activity? For example, if you have to purchase peat-free soil, this is a core cost.\u003C/li\u003E\n\u003Cli\u003EWhat things are just nice to have? These are things that you could complete the activity without.\u003C/li\u003E\n\u003C/ul\u003E","label":"Budget like a pro"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EWe can\u2019t predict the future, so it\u2019s always possible that something beyond your control might disrupt your programme (for example, a sudden change in weather or a surprising number of young people turning up).\u003C/p\u003E\n\u003Cp\u003EAt the same time, you can plan how you\u2019ll handle things that might happen. If you don\u2019t know what the weather will do, for example, you could make different plans for bright sunshine and pouring rain. This will make running your session less stressful, and will help make sure that your programme is brilliant \u2013\u00A0even if the unexpected happens.\u003C/p\u003E\n\u003Cp\u003EWhen planning sessions:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EAlways plan more activities than you think you\u2019ll need. If people begin to lose concentration, or if they finish the activities quicker than you expected, you\u2019ll have something else to go.\u003C/li\u003E\n\u003Cli\u003EThink about your setting. If you plan to spend a session outside, keep an eye on the weather and have an indoor plan ready just in case there\u2019s a sudden rainstorm.\u003C/li\u003E\n\u003Cli\u003EPlan ways to change the level of challenge of each activity. People learn and pick things up at different rates. If you\u2019ve planned adjustments, you\u2019ll know how to support anyone who\u2019s finding it tricky and keep anyone who whizzes through engaged.\u003C/li\u003E\n\u003Cli\u003ERemember that repetition can be good. It\u2019s important to run a balanced programme and introduce young people to as many new activities as possible \u2013\u00A0but people like routine and are likely to enjoy repeating their favourite games or activities.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EIt might help to structure your sessions in a table like this:\u003C/p\u003E\n\u003Ctable border=\u00221\u0022 cellpadding=\u00225\u0022 width=\u0022100%\u0022\u003E\n\u003Ctbody\u003E\n\u003Ctr\u003E\n\u003Ctd colspan=\u00223\u0022\u003E\n\u003Cp\u003E\u003Cstrong\u003EKey information\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003ESession theme\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd colspan=\u00222\u0022\u003E\n\u003Cp\u003E\u003Cem\u003EFor example: Growing green \u2013 take action\u003C/em\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003EDate\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd colspan=\u00222\u0022\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003EStart time\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd colspan=\u00222\u0022\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003EEnd time\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd colspan=\u00222\u0022\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003ELeaders\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd colspan=\u00222\u0022\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003EYoung people\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd colspan=\u00222\u0022\u003E\n\u003Cp\u003E\u003Cem\u003EUse this space as a register to write down the names of all young people who attend the session\u003C/em\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd colspan=\u00223\u0022\u003E\n\u003Cp\u003E\u003Cstrong\u003ESession plan\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003ETime\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EActivity\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EEquipment\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cem\u003EFor example, 6.45pm to 7pm\u003C/em\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cem\u003EFor example, people arrive. Play chair football as everyone enters.\u003C/em\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cem\u003EFor example, footballs and chairs \u003C/em\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003C/tbody\u003E\n\u003C/table\u003E\n\u003Cp\u003EOnce you\u2019ve planned your session, you can risk assess it. You should also be risk assessing throughout the session. Follow the \u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/risk-assessments/\u0022 target=\u0022_blank\u0022 title=\u0022Risk assessments\u0022\u003Eguidance about risk assessments on our website\u003C/a\u003E\u003C/span\u003E and refer to the \u2018managing safety\u2019 section of this resource pack.\u003C/p\u003E","label":"Draft a session plan"}]}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Chr /\u003E\n\u003Ch3 id=\u0022communityimpact\u0022\u003ERunning a community impact project\u003C/h3\u003E","gtmId":"","gtmClass":""},{"gridType":"RichTextBlock","content":"\u003Cp\u003EThe steps of the Green Champions programme match up with the requirements of \u003Ca rel=\u0022noopener\u0022 href=\u0022/staged-badges/community-impact/community-impact-stage-1/\u0022 target=\u0022_blank\u0022 title=\u0022Community Impact Stage 1\u0022\u003Estage one of the Community Impact Staged Activity Badge\u003C/a\u003E.\u003C/p\u003E\n\u003Cp\u003EAt Scouts, we believe that successful community impact projects are four things. They\u2019re:\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003ERelevant to communities. This means that the community affected by the project identify and recognise the issue the project tackles.\u003C/li\u003E\n\u003Cli\u003EThis means they make genuine changes to the lives of others and that people\u2019s actions contribute to societal change \u2013 they\u2019re not just an activity that\u2019s nice to do.\u003C/li\u003E\n\u003Cli\u003EGood for young people. This means that they help young people to develop skills through actions that are challenging and fun.\u003C/li\u003E\n\u003Cli\u003EEmbedded, progressive, and habit forming. This means that action isn\u2019t just a one-off thing \u2013\u00A0it\u2019s sustained over an extended period of time and gets more sophisticated as people grow and develop skills.\u003C/li\u003E\n\u003C/ol\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Col\u003E\n\u003Cli\u003E\u003Cstrong\u003EIdentify and understand the need.\u003C/strong\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EYou\u2019ll want to do activities that help everyone investigate the issues and challenges that exist in your chosen community. What needs to change for your chosen community?\u003C/p\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003E\u003Cstrong\u003EPlan action.\u003C/strong\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EYou\u2019ll want to do activities that help everyone decide which of the issues they want to take action on and how they plan to do it. What action will lead to the change the young people want to see?\u003C/p\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003E\u003Cstrong\u003ETake action\u003C/strong\u003E over 3, 6, 9 or 12 months (the time increases with each stage of the badge).\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003ENow it\u2019s time for everyone to roll their sleeves up and get stuck in. You\u2019ll want to follow your plan to take actions that make real change in response to the need that the young people identified. Just make sure what you\u2019re doing is challenging and fun \u2013\u00A0does it give everyone the chance to develop their skills?\u003C/p\u003E\n\u003Col start=\u00224\u0022\u003E\n\u003Cli\u003E\u003Cstrong\u003ELearn and make more change.\u003C/strong\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EYou\u2019ll want to do activities that help everyone reflect on what they\u2019ve achieved, how they\u2019ve grown as a result, and any further action they might take. What has everyone learned? Are they likely to take more action?\u003C/p\u003E\n\u003Col start=\u00225\u0022\u003E\n\u003Cli\u003E\u003Cstrong\u003ETell the world.\u003C/strong\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EYou\u2019ll want to do activities that help everyone shout about what they\u2019ve done. It\u2019s not just a chance to celebrate what people have achieved \u2013 it\u2019s a chance to tell others to encourage and inspire them to take action as well. How can you help rest of the world to see how impressive your project is? How can you show people that Scouts is relevant to modern society?\u003C/p\u003E\n\u003Cp\u003EAfter all that? It\u2019s time to award everyone with their \u003Ca rel=\u0022noopener\u0022 href=\u0022/staged-badges/community-impact/\u0022 target=\u0022_blank\u0022 title=\u0022Community Impact\u0022\u003ECommunity Impact Staged Activity Badges\u003C/a\u003E.\u003C/p\u003E","label":"The five requirements of every stage of the Community Impact Staged Activity Badge are:"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EYou can tackle most requirements in a single session, but requirement three (take action) needs to happen over several months.\u003C/p\u003E\n\u003Cp\u003EJust like with the other requirements, using a plan, do, review structure is a great way to approach your take action project. You just need to make sure you continue to review, then plan, then do, throughout your months of taking action.\u003C/p\u003E\n\u003Cp\u003EA great way to do this is by creating a stop, start, change document. This is as simple as it sounds \u2013\u00A0it\u2019s a place to record things to stop, start, and change. If you can, stick it somewhere in your meeting place so everyone can review their actions and plan new ones every time you meet.\u003C/p\u003E\n\u003Cp\u003EIn each of the three sections, identify what you should:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EYou\u2019ll want to stop anything that isn\u2019t helping your community impact project. For example, if you\u2019ve been handing out leaflets by a community centre and have found that not many people are using them, you might want to stop handing out leaflets there.\u003C/li\u003E\n\u003Cli\u003EYou\u2019ll want to start things that could have a positive effect on your project. For example, you might get more visibility or engagement by running an open evening for people to come and learn about what you\u2019re doing.\u003C/li\u003E\n\u003Cli\u003EYou\u2019ll want to change things that are working, but that you could do more efficiently (or to a higher standard). For example, if you\u2019ve set up planters in a park and one person is feeding and watering them every few days, you might recognise that\u2019s a lot of work for just one person! Why not create a rota instead, so this task is split between different people?\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EPeople can add suggestions to each section of your stop, start, change document. You can come together, consider all the possible actions, and make them happen as you keep learning and improving your project.\u003C/p\u003E","label":"Requirement three: the project"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EWhen you have a project plan in place, make sure it\u2019s challenging and relevant for the group taking part. Ask yourself:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EIs it age appropriate?\u003C/li\u003E\n\u003Cli\u003EIs it the right time of year for this project? You could think about the temperature, light, and whether people and places are available when you need them.\u003C/li\u003E\n\u003Cli\u003EIs there a mix of activities?\u003C/li\u003E\n\u003Cli\u003EHave you strayed too far from the original plan?\u003C/li\u003E\n\u003Cli\u003EIs it inclusive and accessible?\u003C/li\u003E\n\u003Cli\u003EIs it safe?\u003C/li\u003E\n\u003Cli\u003EWill people have fun?\u003C/li\u003E\n\u003C/ul\u003E","label":"Check the list"}]}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Chr /\u003E\n\u003Ch3 id=\u0022managinggroupsoutdoors\u0022\u003EManaging groups outdoors\u003C/h3\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"twoColumnWide","areas":[{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/14345/green-champions-illustrations-7-2000x2000.jpg","width":2000,"height":2000,"altText":"An illustration of a girl planting seeds by a tree, whilst a boy waters it.","caption":"","link":null}]},{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003EScouts is about adventure, fun, and building skills for life \u2013 and we try to do as much of this as possible outdoors. Running sessions outside brings another set of considerations, so we\u2019ve put together some handy tips to help you get the most of outdoor activities while managing risk.\u003C/p\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EMaking sure that you\u2019re keeping everyone safe starts with making sure everyone stays part of the group. When enjoying outdoor adventures, people can easily drift off \u2013\u00A0you need to keep everyone together so that they\u2019re supervised.\u003C/p\u003E\n\u003Cp\u003EIt\u2019s always a good idea to place a leader at the back of the group to give people encouragement and to make sure you definitely know where the back of the group is.\u003C/p\u003E\n\u003Cp\u003ESome other ways to avoid people drifting off include:\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003ERoll call or numbering off\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EGives each young person a number. When you should \u2018roll call!\u2019, the young people shout their numbers back in order.\u003C/p\u003E\n\u003Cp\u003EThis helps you to check that you have everyone, but also makes sure people are paying attention. You can make it more fun by challenging the group to see how loud or quickly they can complete the roll call.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EBuddy system \u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EGive each child in the group a buddy. Buddies stick together at all times and look after each other. You\u2019ll need to clearly explain what buddies do and make sure everyone understands \u2013\u00A0and you\u2019ll need to think carefully about the people in each pair.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EEasy identification \u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EIf you ever see Scouts out and about, they\u2019ll probably be wearing a brightly coloured scarf. This isn\u2019t just because they\u2019re proud to be Scouts \u2013 it makes it easier for leaders to identify the young people that are part of their group. You can apply this principle with hats, scarves, rucksacks, or waterproofs.\u003C/p\u003E\n\u003Cp\u003EHowever you use these different techniques, it\u2019s vital that you carry out regular headcounts to check that everyone is where they should be.\u003C/p\u003E","label":"The importance of numbers"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003ENo matter how detailed and considered your session plan is, there are likely to be moments of \u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safety/planning-and-assessing-risk/managing-free-time-activities-safely/\u0022 target=\u0022_blank\u0022 title=\u0022Managing Free Time Activities Safely\u0022\u003Eunscheduled free time\u003C/a\u003E. For example, unscheduled free time often happens when a group has finished an activity, but they have to wait for another group to finish before everyone can move onto the next task. When you have nothing to do, it\u2019s easy to get restless.\u003C/p\u003E\n\u003Cp\u003ESometimes there\u2019s nothing you can do about some people in the group taking more time than others. Sometimes you might want to slow down the people who are faster by giving them an extra challenge. It\u2019s up to you how you do this \u2013\u00A0you could give them something extra to carry on a hike or give them fewer helpful resources for a puzzle-solving challenge, for example. You could also give everyone a longer challenge that they can work on whenever they have time between other activities.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EGames and songs \u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EPlay a\u003Cstrong\u003E game \u003C/strong\u003Ethat keeps the group together. Here are a couple of five-minute fillers (some require props, but others can be played at a moment\u2019s notice): \u00AD\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003EMonster in the middle.\u003C/strong\u003E The group hold hands to form a ring \u2013 they\u2019ll pretend this is an electric fence. In the middle is a monster \u2013 you! The group move so that the monster never touches the fence. The monster carefully picks a path to the next destination (occasionally making strange noises and jumping towards unsuspecting members of the electric fence). \u00AD\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EKnights, dragons and shields.\u003C/strong\u003E Everybody is a knight. They secretly pick another person in the group to be a dragon, and a second person to be their shield. When the leader shout \u2018Go!\u2019, everyone should move to keep their shield between themselves and the dragon. Everyone has different dragons and shields, so people have to stay on their toes.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EZip, zap, boing!\u003C/strong\u003E In a circle, pass the word \u2018Zip\u2019 from person to person with an appropriate hand action (such as pointing). If someone says \u2018Zap\u2019 instead of \u2018Zip\u2019, then the direction changes and everyone should start passing \u2018Zip\u2019 the other way around the circle. If someone says \u2018boing\u2019 then the next person is missed out. Got that?\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EScavenger hunts.\u003C/strong\u003E Prepare a list of cryptic clues, then challenge everyone to find objects matching your descriptions and bring you the evidence.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EJuggling balls\u003C/strong\u003E. Hundreds of games can be played with a set of juggling balls. \u2018Team juggle\u2019 requires the whole group to pass the ball in a sequence. \u2018Object tag\u2019 is similar to normal tag but you become \u2018it\u2019 if the ball hits you, while in \u2018human chains\u2019, players have to pass the ball from one end of the chain to the other in the quickest possible time.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cstrong\u003ES\u003C/strong\u003E\u003Cstrong\u003Eongs\u003C/strong\u003E that are based on repetition are ideal for keeping a group together. The format is simple: you sing or shout a line, and the group sings or shouts it back at you. Try searching for songs such as The Crazy Moose or The Little Jeep. \u00AD\u003C/p\u003E\n\u003Cp\u003EYou could also try activities where everyone has to follow a leader \u2013 they can\u2019t follow the leader if they can\u2019t see them, which means everyone has to stick together.\u003C/p\u003E","label":"Managing unscheduled free time"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EYou\u2019ve split everyone into small groups, but there\u2019s a world out there for them to disappear into. You need to keep them safe, and you also need to get back on time. Boundaries, time limits, and recall will help.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EBoundaries \u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EUse boundaries to define the area a group is allowed to explore. You could set physical boundaries, for example, between this wall and that tree, without crossing any fences, or only outside. You could also use sight lines, for example, saying people can go anywhere as long as they can still see a rucksack, a set adult, or the picnic area.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003ETimekeepers\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EIt can be easy to lose track of time \u00A0when you\u2019re having fun! Choose one person in each group to act as a timekeeper \u2013\u00A0it\u2019s their job to make sure their group gets back on time. You could give them a stopwatch or a countdown timer, but a normal watch would work too.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003ERecall \u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EChoose a signal that everyone can recognise to mean that it\u2019s time to return. You could use a whistle, the chiming of a clock tower, or standing with your arms stretched out, for example. You might want to reward the first two groups to get back to encourage everyone to pay attention for the signal.\u003C/p\u003E","label":"Splitting up the group"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EMake sure everyone goes to the loo \u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EIf you\u2019re about to leave somewhere with toilets, take advantage of the facilities before you head off. It\u2019s much easier than stopping on the way or holding out until you arrive at your destination. Make sure everyone visits the toilet, even if they\u2019re not sure if they need it.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003ETake spare kit \u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EYou\u2019ll probably want to include essentials for doing group work (pencils, erasers, pencil sharpeners) as well as other extras. For example, think about taking bottles of water, a hat and gloves (depending on weather), emergency ponchos (a roll of bin bags can prove very adaptable), or spare snacks. If you\u2019re taking part in an adventurous activity, then hair bobbles are also useful.\u003C/p\u003E","label":"Don\u2019t forget\u2026"}]}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Chr /\u003E\n\u003Ch3 id=\u0022deliveringsessions\u0022\u003EDelivering a great session\u003C/h3\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"twoColumnWide","areas":[{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003ESometimes a leader (or two) will run activities, and sometimes a qualified instructor will deliver parts of your session \u2013 it\u2019ll probably depend on the activities you\u2019ve planned. Whoever\u2019s taking the lead, you should make sure you know what each person is responsible for.\u003C/p\u003E\n\u003Cp\u003EThe person delivering the session\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003ELeads the session\u003C/li\u003E\n\u003Cli\u003EProvides timings for the session\u003C/li\u003E\n\u003Cli\u003ETeaches or coaches participants\u003C/li\u003E\n\u003Cli\u003EManages safety of active participants\u003C/li\u003E\n\u003Cli\u003EMakes sure that active participants are engaged and on task\u003C/li\u003E\n\u003Cli\u003EDelegates roles to suitable people\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EThe people supervising the session (usually adult volunteers)\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003ESupervises group members not actively participating\u003C/li\u003E\n\u003Cli\u003EHandles any discipline issues that arise with the group\u003C/li\u003E\n\u003Cli\u003EDoes any specific tasks agreed with the person delivering the session\u003C/li\u003E\n\u003Cli\u003ETakes an overview of the safety of the activity\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EFor some activities, you\u2019ll have more adults to supervise young people (for example, when you do your risk assessment for an adventurous activity, you might decide you need more adults than you\u2019d need to supervise the same number of young people doing an indoors craft activity).\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EIn an archery session, another leader should supervise those in the waiting area.\u003C/li\u003E\n\u003Cli\u003EOn a sensory trail, another leader could supervise participants on a specific part of the course.\u003C/li\u003E\n\u003Cli\u003EIn a climbing session, another leader should make sure that people who aren\u2019t participating stay in the safety area and keep their helmets on.\u003C/li\u003E\n\u003Cli\u003EIf individuals are presenting challenging behaviour that\u2019s disrupting the session or causing a safety concern, another leader should deal with this. They\u2019re responsible for any disciplinary actions.\u003C/li\u003E\n\u003C/ul\u003E","label":"Who does what?"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EThe first 10 to 15 minutes of your session should be spent telling the group about your plan for the session.\u00A0 Tell them how the session will work and about the rules and safety precautions.\u003C/p\u003E\n\u003Cp\u003EIt\u2019s up to you how you communicate with your group. There are six core pieces of information you must make sure that the group understand; we refer to them as the 5 Ws and the H. The five Ws are who, what, where, when, and why, and the H is how. You should already have answers to each of these question words from the session plan you created. 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What do they need to have with them?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhere? \u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EThe location.\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhere will people be based throughout this activity?\u003C/li\u003E\n\u003Cli\u003EWhere are the boundaries?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhen?\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EThe timings.\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhen will each person have a go?\u003C/li\u003E\n\u003Cli\u003EWhen does the activity finish?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhy?\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EThe objectives.\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhy are the group doing this activity?\u003C/li\u003E\n\u003Cli\u003EWhat does each person want to get out of it?\u003C/li\u003E\n\u003Cli\u003EIs there more to this than just completing the activity?\u003C/li\u003E\n\u003Cli\u003EWhat are the session objectives?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EHow?\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EThe process.\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cul\u003E\n\u003Cli\u003EHow exactly do people do this activity?\u003C/li\u003E\n\u003Cli\u003EHow do they prepare for it?\u003C/li\u003E\n\u003Cli\u003EHow do they use the equipment?\u003C/li\u003E\n\u003Cli\u003EHow do they tell the instructor if they don\u2019t want to do it?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003C/tbody\u003E\n\u003C/table\u003E","label":"Introducing the session"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EWhen delivering a session, remember these five essential elements:\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003E\u003Cstrong\u003ESupervise the group\u003C/strong\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EGood supervision comes down to four things \u2013 just remember to \u003Cstrong\u003Eclap\u003C/strong\u003E:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003EC\u003C/strong\u003E Give clear instructions and check understanding.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EL\u003C/strong\u003Eine of sight. Try not to have your back to anyone and use boundaries.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EA\u003C/strong\u003E Stay away from obvious hazards or distractions, and give people with free time jobs to do to keep them engaged.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EP\u003C/strong\u003E Stand where you can minimise risk \u2013 for example, next to the trip hazard. Move so you can see what is happening.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Col start=\u00222\u0022\u003E\n\u003Cli\u003E\u003Cstrong\u003EUse effective demonstrations\u003C/strong\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EYou couldn\u2019t start building a house if you had no idea what a house was supposed to look like. Most people want to see something done before they have a go themselves. It helps the brain to see how the theory works in practice and means that fewer misunderstandings happen because of the language you use.\u003C/p\u003E\n\u003Cp\u003EA good demonstration has five stages that pass on information in three different ways: \u00A0\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003Evisual ways. This means showing learners how to do something by demonstrating or modelling it.\u003C/li\u003E\n\u003Cli\u003Eauditory ways. This means explaining or telling leaners how something works step by step.\u003C/li\u003E\n\u003Cli\u003Ekinaesthetic ways. This means giving people the chance to learn by doing and apply learning for themselves.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EThere\u2019s an easy way to remember these stages, you just have to effectively demonstrate your \u003Cstrong\u003Eideas\u003C/strong\u003E:\u003C/p\u003E\n\u003Ctable border=\u00221\u0022 cellpadding=\u00225\u0022 width=\u0022100%\u0022\u003E\n\u003Ctbody\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EWhat you\u2019re doing\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EFor example\u2026\u003C/strong\u003E\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EI\u003C/strong\u003Entroduce\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003EGive some context to help people understand what\u2019s happening.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003EYou could say: \u2018We\u2019re going to learn how to pick up and hold a bow, load an arrow and fire it at the target.\u2019\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003ED\u003C/strong\u003Eemonstrate\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003EShow the skills people will use from start to finish without talking. Emphasise your movements by making them slow and over the top.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003ECalmly and deliberately stand on the shooting line, pick up the bow, knock an arrow, draw, aim and release.\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EE\u003C/strong\u003Explain\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003ERepeat the same process but explain what you\u2019re doing at each step.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003ERepeat the same process but explain what you\u2019re doing as you show each step.\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003EA\u003C/strong\u003Epply\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003EGet the group to apply their knowledge to reinforce their understanding. You could ask them to tell you how to do it or do the same actions in the air, for example.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003EYou could say: \u2018Everybody find some space and copy what I do as if you were holding the bow.\u2019 or \u2018As a group, give me instructions on how to load and fire the bow.\u2019\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003Ctr\u003E\n\u003Ctd\u003E\n\u003Cp\u003E\u003Cstrong\u003ES\u003C/strong\u003Eummarise\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003ESum everything up and tell people what will happen next.\u003C/p\u003E\n\u003C/td\u003E\n\u003Ctd\u003E\n\u003Cp\u003EYou could say: \u2018Excellent, now you can have a go too. We\u2019re going to have two people at a time.\u2019\u003C/p\u003E\n\u003C/td\u003E\n\u003C/tr\u003E\n\u003C/tbody\u003E\n\u003C/table\u003E\n\u003Cp\u003E\u00A0\u003C/p\u003E\n\u003Col start=\u00223\u0022\u003E\n\u003Cli\u003E\u003Cstrong\u003EUse simple clear instructions\u003C/strong\u003E\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EPeople can only hold around five pieces of new information in their head at any one time, so it\u2019s important to break instructions down into clear simple stages. 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A leader should tell everyone:\u003C/p\u003E\n\u003Col style=\u0022list-style-type: lower-alpha;\u0022\u003E\n\u003Cli\u003ENow we\u2019re going to put on our harnesses.\u003C/li\u003E\n\u003Cli\u003EPut your left foot into the blue loop.\u003C/li\u003E\n\u003Cli\u003ENow put your right foot into the red loop.\u003C/li\u003E\n\u003Cli\u003EGrab the black waist band and pull it up like a big pair of pants.\u003C/li\u003E\n\u003Cli\u003EFind the buckle on your right.\u003C/li\u003E\n\u003Cli\u003EPull on the tab to tighten the waist.\u003C/li\u003E\n\u003Cli\u003EDo the same for your leg loops.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EIn contrast, talking at people and overloading them with information makes it difficult to follow along and understand.\u003C/p\u003E\n\u003Cp\u003EAvoid long, rambling explanations. 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Which colour line should you stand on?\u2019\u003C/li\u003E\n\u003Cli\u003EAsking deeper questions to engage the group with the information, like \u2018When do you think we should check our harnesses are still tight?\u2019\u003C/li\u003E\n\u003Cli\u003EGetting everyone to practise, like \u2018We\u2019re going to play a practice round of stuck in the mud \u2013 this one doesn\u2019t count.\u2019\u003C/li\u003E\n\u003Cli\u003EAsking people to summarise the information, like \u2018In pairs, summarise what you need to do in one sentence.\u2019\u003C/li\u003E\n\u003C/ul\u003E","label":"Be a ninja"}]}]},{"items":[{"gridType":"gridImageBlock","gtmId":"gtmId","gtmClass":"gtmClass","image":"/media/14342/green-champions-illustrations-2-batch-4-2000x2000.jpg","width":2000,"height":2000,"altText":"An illustration of people planting seeds and growing flowers and trees.","caption":"","link":null}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Chr /\u003E\n\u003Ch3 id=\u0022managingsafety\u0022\u003EManaging safety\u003C/h3\u003E","gtmId":"","gtmClass":""}]}],"config":null},{"type":"threeColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003ESafety doesn\u2019t have to be intimidating. To manage risk effectively, you just need to \u003Cstrong\u003Ebe prepared\u003C/strong\u003E. A large part of staying safe is about being organised, planning, asking the right questions, and doing things that promote safety. This doesn\u2019t take away from the group experiencing an appropriate sense of adventure.\u003C/p\u003E\n\u003Cp\u003EThis guidance will help you to put the Scout motto into practice before, during, and after sessions.\u003C/p\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EFirst things first, you need to make sure you have enough adults. The number of adults you\u2019ll need depends on your section and how many young people you have.\u003C/p\u003E\n\u003Cp\u003ERemember, these ratios are the minimum. Your risk assessment for the activity may show that you need more adults than the minimum to keep everyone safe.\u003C/p\u003E\n\u003Cp\u003EBefore you begin, it\u2019s a good idea to check you\u2019re using the \u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/running-your-section/adult-to-young-people-ratios/\u0022 target=\u0022_blank\u0022 title=\u0022Adult to Young People ratios\u0022\u003Emost up-to-date ratios\u003C/a\u003E.\u003C/p\u003E","label":"The right ratios"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EAll meetings, events, and activities must have an identified leader in charge who\u2019s responsible for overseeing the safety aspects. Their responsibilities include doing headcounts, completing registers, allocating specific roles to other leaders, and making sure other leaders are aware of their responsibilities.\u003C/p\u003E\n\u003Cp\u003EThe best way to do organise the leader in charge is for all of the leaders involved to agree on one person who\u2019ll step up and take on the role. In the context of safety, the leader in charge doesn\u2019t necessarily have to be the person running the event or activity. The idea is to have someone whose primary focus is the safety of everyone taking part.\u003C/p\u003E","label":"Leader in charge"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EThe InTouch system is designed to manage communications, including in the event of an emergency. It manages communications between leaders, lead volunteers, parents and carers, and young people at any Scouts event or meeting (including weekly section meetings). The InTouch system creates clear communication channels between the people at the event and people who aren\u2019t there. You should make sure everyone involved knows about the system in advance.\u003C/p\u003E\n\u003Cp\u003EIt\u2019s a good idea to give parents or carers the names of the membership team and a contact number for them. Often, parents and carers only know adult volunteers by the name they use at Scout meetings (for example, Akela at Cubs). This can make it really difficult to find contact information for leaders if parents and carers need it. Giving parents and carers contact details is especially important when you\u2019re meeting away from the usual meeting place or when there are changes to the programme.\u003C/p\u003E\n\u003Cp\u003EWhen working out the InTouch system for an event or activity, think about:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EHow the leaders at the activity will communicate with parents and carers at home (and vice versa).\u003C/li\u003E\n\u003Cli\u003EHow leaders will communicate with young people completing an activity independently using a passport (and vice versa).\u003C/li\u003E\n\u003Cli\u003EHow young people taking part in an activity will communicate with parents and carers (and vice versa).\u003C/li\u003E\n\u003Cli\u003EHow leaders present at the activity will communicate with lead volunteers (and vice versa).\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EMake sure everyone involved knows about your clear channels of communication before the event begins.\u003C/p\u003E","label":"Stay in touch"}]}]},{"items":[{"quoteText":"Never be afraid to change or stop an activity if risk increases.","attribution":"","gridType":"quote","gtmId":"","gtmClass":""},{"type":"Promo","cta":"","body":"\u003Cp\u003EIf in doubt, we have different coloured cards to support leaders in delivering a safe Scouts experience for everyone.\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EUse the\u00A0\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/\u0022 target=\u0022_blank\u0022 title=\u0022Staying Safe - Safety Checklist\u0022\u003E\u003Cspan\u003Esafety checklist \u003C/span\u003E\u003C/a\u003Eto help you plan and risk assess your activity.\u003C/li\u003E\n\u003Cli\u003EOur code of practice for adult leaders is the \u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/young-people-first-yellow-card/\u0022 target=\u0022_blank\u0022 title=\u0022Young People First - Yellow Card\u0022\u003EYellow Card\u003C/a\u003E\u003C/span\u003E.\u003C/li\u003E\n\u003Cli\u003EFor young people and Young Leaders, the code of practice is set out in the \u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/young-people-first-orange-card/\u0022 target=\u0022_blank\u0022 title=\u0022Young People First - Orange Card\u0022\u003EOrange Card\u003C/a\u003E\u003C/span\u003E.\u003C/li\u003E\n\u003Cli\u003EIf you want safety guidance and emergency procedures, refer to the \u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/safe-scouting-and-emergency-procedures/\u0022 target=\u0022_blank\u0022 title=\u0022Safe Scouting and Emergency Procedures\u0022\u003EPurple Card\u003C/a\u003E\u003C/span\u003E.\u003C/li\u003E\n\u003Cli\u003ETo learn about our policies on alcohol, use the \u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/scouting-and-alcohol/\u0022 target=\u0022_blank\u0022 title=\u0022Scouting and alcohol\u0022\u003EGreen Card\u003C/a\u003E\u003C/span\u003E.\u003C/li\u003E\n\u003C/ul\u003E","link":null,"colour":"#ffe627","title":"Keep your cards close","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""}]},{"items":[{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003ERisk assessments should be a useful overview and assessment of the potential hazards for an activity. They should consider the environment, equipment, and resources you\u2019ll use.\u003C/p\u003E\n\u003Cp\u003ERisk assessments should be useful, practical procedures for minimising risk. The whole point of completing a risk assessment is to make sure that you\u2019re aware of any potential risks and that you\u2019ve considered ways to reduce these risks. You must then communicate your risk assessment, in the most appropriate way, to all those involved or taking part. Risk assessment shouldn\u2019t be filed away somewhere \u2013\u00A0keep them around so you can share them with everyone taking part.\u003C/p\u003E\n\u003Cp\u003EUse the five steps of risk assessment:\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003E\u003Cstrong\u003ELook for the hazards\u003C/strong\u003E. Think about any objects or conditions that could cause harm.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EConsider who might be harmed and how\u003C/strong\u003E. Don\u2019t forget to consider people outside your planned activity, like members of the public.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EEvaluate the risks\u003C/strong\u003E. What controls and safety measures are in place? What additional controls do you need?\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ERecord and communicate your findings\u003C/strong\u003E. You\u2019ll probably need to share rules or instructions with volunteers and young people. You may want to write up a checklist, as this is likely to be useful for other activities in the future too.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EReview\u003C/strong\u003E. During the activity, check whether conditions that might affect risk have changed. After the activity, talk about what could have been safer or better.\u003C/li\u003E\n\u003C/ol\u003E","label":"Assess the risk"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EA\u00A0\u003Cstrong\u003Ehazard \u003C/strong\u003Eis\u003Cstrong\u003E\u00A0\u003C/strong\u003Eanything that could cause harm. Hazards can be unsafe conditions, like cables across the floor, a slippery or uneven surface, or the weather. Unsafe acts could be a hazard as well.\u003C/p\u003E\n\u003Cp\u003EYou should look at all your activities, including non-routine tasks. Look at what actually happens rather than what should happen. Look for the hazards that are really obvious, not every single little thing.\u003C/p\u003E\n\u003Cp\u003EYou can use the\u00A0\u003Cspan\u003E\u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/staying-safe-and-safeguarding/safe-scouting-cards/staying-safe-safety-checklist/\u0022 target=\u0022_blank\u0022 title=\u0022Staying Safe - Safety Checklist\u0022\u003Esafety checklist\u003C/a\u003E\u00A0\u003C/span\u003Eas a starting point \u2013\u00A0it includes a long list of common hazards. Add to this list as you talk with other leaders involved in the activity.\u003C/p\u003E","label":"Look for the hazards"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EFirst, consider \u003Cstrong\u003Ewho\u003C/strong\u003E is involved in the activity. There might be young people, adult volunteers, and visitors. What could happen to cause them harm?\u003C/p\u003E\n\u003Cp\u003EConsider if some people are less likely to recognise a hazard. This may include \u003Cstrong\u003Eyounger members\u003C/strong\u003E (like Beavers), those with \u003Cstrong\u003Eadditional needs\u003C/strong\u003E, or \u003Cstrong\u003Eteenagers\u003C/strong\u003E who are more likely to take risks. Think about how you can adapt for your section \u2013 Beavers may need more supervision, while if you\u2019re working with Scouts you\u2019ll need to be aware of how they perceive risk to help keep them safe.\u003C/p\u003E\n\u003Cp\u003ESometimes, people may have got used to a hazard being present. This might mean that they know how to behave around it, but\u0026nbsp;\u003Cstrong\u003Evisitors\u0026nbsp;\u003C/strong\u003Emight not know that the hazard is present. Think about a heavy entry door, for example \u2013 people who come through it every week know how it closes, but new visitors won\u2019t be aware.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EAdult volunteers\u003C/strong\u003E are often great at identifying hazards which might hurt others, but they can sometimes forget to look after themselves. For example, adults sometimes do things that they\u2019re not used to, like lifting heavy things, which can result in injury.\u003C/p\u003E\n\u003Cp\u003EOnce you\u2019ve identified who might be harmed, you need to think about\u0026nbsp;\u003Cstrong\u003Ehow\u003C/strong\u003E\u0026nbsp;they might be harmed. If someone falls from a wall, their injuries will be different depending on how high the wall is or what surface they land on \u2013 this is the \u003Cstrong\u003Ehow\u003C/strong\u003E.\u003C/p\u003E\n\u003Cp\u003ENow that you\u2019ve identified who might be harmed and how they might be harmed, you can think about what the risk is.\u0026nbsp;\u003Cstrong\u003ERisk\u003C/strong\u003E is the chance of someone being harmed by the hazard. For example, the risk of walking along a wall 30 cm from the ground is low, but walking along a wall that\u2019s two metres tall and has no railings has a high risk of harm.\u003C/p\u003E","label":"Consider who might be harmed and how"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EControls\u003C/strong\u003E\u00A0are ways of removing or reducing risk. When you\u2019re deciding how risks are going to be controlled, it\u2019s useful to work through the following questions, in this order:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003ECan you remove the hazard entirely?\u003C/li\u003E\n\u003Cli\u003EIs there a less risky option?\u003C/li\u003E\n\u003Cli\u003EWhat can you do 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\u003EThe controls on your risk assessment should keep everyone safe. Think about how you\u2019ll adjust your controls to keep people with inclusion requirements (for example, people with additional needs or religious requirements) safe.\u003C/p\u003E\n\u003Cp\u003EAlways start at the top of this list. Removing a hazard entirely is always the best option \u00AD\u2013 if this isn\u2019t possible, explore the other options in order\u003C/p\u003E\n\u003Cp\u003EWhen you\u2019re thinking about these questions, you should consider what you can reasonably do. Don\u2019t just go for the quickest or cheapest option, but think about what would be reasonable for you to put in place as a control in the setting you\u2019re in.\u003C/p\u003E\n\u003Cp\u003EIn the example of the heavy door, you might not be able to remove the door. Is there another, less risky entrance? If you need to use the door, think about you could keep it open safely. Could you also use signs to make people aware, or supervise the entrance?\u003C/p\u003E","label":"Evaluate the risks"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EThinking about a risk assessment isn\u2019t enough. You need to record\u0026nbsp;your risk assessments and communicate to share them with others. Recording a risk assessment means that you document it \u2013 it\u2019s usually on paper in a structured format, but you could also save it to a mobile device or use a notepad. Audio recordings are OK if you can\u2019t record your risk assessment in writing.\u003C/p\u003E\n\u003Cp\u003EDocumenting a risk assessment helps you to think it through. It also makes it easier to review it when you next do a similar activity, and helps make sure that what you\u2019ve decided to do is clear and well communicated.\u003C/p\u003E\n\u003Cp\u003EHowever you decide to record your risk assessment, the most important thing is that you document it so that you can share with others \u2013\u0026nbsp;and that you then communicate it with everyone involved.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EThink about:\u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EHow do\u0026nbsp;you\u0026nbsp;involve others (adults and young people) in doing and documenting your risk assessment?\u003C/li\u003E\n\u003Cli\u003EHow will you inform others (adults and young people) about the risks you\u2019ve identified and the controls you\u2019re putting in place to keep everyone safe?\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cstrong\u003EWays of recording a risk assessment\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EThere are lots of ways of recording your risk assessments. We have an online template, but you could also try annotating your activity instructions sheet, making notes on a phone, or using an online risk assessment tool. Audio recordings are OK if you\u2019re not able to record your risk assessment in writing. Whichever method you choose, put the date on your risk assessment, show who was involved in it, and include when it\u2019ll be reviewed.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003ECommunication\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003ENow you\u2019ve got a beautiful risk assessment, it\u2019s important that you don\u2019t keep the information to yourself! Tell others about what you\u2019ve done and what measures are in place to keep activities safe. Involve everyone in keeping activities safe. It doesn\u2019t matter who else is involved, every single person should feel that they can stop an activity if they feel it\u2019s unsafe.\u003C/p\u003E","label":"Record and communicate your findings"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EDocumenting your risk assessments isn\u2019t the end of the process \u2013 you also need to make sure they\u2019re regularly reviewed.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EDynamic risk assessment\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EThings may change during an activity, so you need to be able to respond and change the activity if needed. This is called a dynamic risk assessment. If you step back and look at what the activity is trying to achieve, it could lead you to do it a different way. You might make changes to the route, venue, people\u2019s training, the adult to young person ratio, and the equipment participants have.\u00A0\u003C/p\u003E\n\u003Cp\u003ERemember to record any changes you make. You may be able to do this at the time, adding them as notes to a copy of your risk assessment sheet, or you might need to add them later. The changes you made will contribute to your later review of this activity for next time. For example, you might have responded to:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003Echanges in weather\u003C/strong\u003E. Maybe you risk assessed for a walk, but it\u2019s started to rain, so you need to decide if you continue the walk or take shelter. This is vital, as if you don\u2019t notice and respond to the changes in weather, it\u2019ll create or increase risk.\u00A0You should be prepared at stop at certain points and ask yourself things like \u2018Should I continue with this activity?\u2019 or \u2019When do I need to do headcounts to make sure everyone is still OK?\u2019 Consider how you share any outcomes and changes to your plans.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003Echanges to the people attending\u003C/strong\u003E. Maybe you\u2019re running a game for Cubs or Beavers and more people than you expected turned up, or maybe people are finding the game trickier than you intended. You might change the rules slightly or decide to switch to a different game.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003Ethe environment\u003C/strong\u003E. Maybe you arrive at your meeting to find the access tower still up from the painting that\u2019s been going on. You need to think fast, as the young people are arriving soon. You might relocate outdoors (if the activities would work and the weather is OK) or you might adapt your programme to work around the ladders.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003Etimings\u003C/strong\u003E. Maybe your planned activity finishes early, leaving you with 15 minutes to fill. Don\u2019t worry \u2013\u00A0you can grab an active game from your games bank and run it using your generic active games risk assessment as long as you dynamically adapt the risk assessment to the specifics of the game.\u003C/li\u003E\n\u003C/ul\u003E","label":"Review"}]}]}],"config":null},{"type":"fullWidth","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Chr /\u003E\n\u003Ch3 id=\u0022behaviourandinclusion\u0022\u003EBehaviour and inclusion\u003C/h3\u003E\n\u003Cp\u003EInevitably, when you\u2019re managing a team, you\u2019ll come across people who you find it trickier to work with. Some people might talk over others, or not listen to instructions. It can be tempting to ignore people and hope that any challenging behaviour will just stop \u2013\u00A0but it\u2019s much better to promote positive behaviour to the group and lead by example. This can be challenging so we\u2019ve created some tips to help you deliver sessions which everyone can engage with and enjoy.\u003C/p\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EActivities should be an\u00A0enjoyable experience for everyone. Promoting positive behaviour is essential to help activities\u00A0run smoothly. It provides a\u00A0positive foundation and makes sure\u00A0that activities are fun, engaging and safe for everyone. Promoting positive behaviour can also help people cope with the situation they\u2019re in, which reduces\u00A0the chance of challenging behaviour.\u003C/p\u003E\n\u003Cp\u003EThe good news is that we\u2019re in the ideal place to expect and promote positive behaviour. Scouts\u2019 purpose and method is based on personal development, learning by doing, and enjoyment \u2013 and a key part of our Promise is being helpful to others.\u202F\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003ESimple\u00A0techniques to encourage positive behaviour\u00A0\u003C/strong\u003E\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EHave a routine for\u00A0sessions.\u00A0Make sure there\u2019s a clear\u00A0start and finish and set expectations for what young people, adults, and\u00A0leaders\u00A0need to do during that particular\u00A0session.\u00A0\u00A0\u003C/li\u003E\n\u003Cli\u003EGive people notice when you need them to listen or change what they\u2019re doing, for example, by counting down from five to zero. A leader could hold their hand out in front of them and start counting down from five, fold their fingers down with the countdown, and finish with a statement like \u2018And you\u2019re now quiet and listening\u2019. Alternatively, you could use an egg timer with an alarm \u2013\u00A0just make sure that everyone\u2019s OK with the noise the alarm makes.\u00A0\u003C/li\u003E\n\u003Cli\u003EUse signals so that you don\u2019t need to use your voice all the time. For example, a leader putting their hand in the air means that everyone should stop talking and pay attention.\u00A0\u00A0\u003C/li\u003E\n\u003Cli\u003EUse a red, amber, and green card system. You\u2019d use the amber card when a young person is causing danger or has hurt someone \u2013\u00A0it gives them five minutes out to go and think about what they did, and then encourage them to talk\u00A0to a\u00A0leader\u00A0about what happened. If their behaviour improves, show them the green card.\u00A0\u003C/li\u003E\n\u003Cli\u003EIn the long term, praising and rewarding appropriate behaviour is more than focusing on inappropriate behaviour. Get used to providing age-appropriate encouragement and praise.\u202F\u003C/li\u003E\n\u003Cli\u003ELead by example and remember that you\u2019re an influential role model for young people. If you shout, young people will often become louder. Talking very softly can be a good way to draw participants in, encourage them to listen carefully, and help them to calm down and re-focus.\u003C/li\u003E\n\u003C/ul\u003E","label":"Promote the positive"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EChallenging behaviour means different things to different people. It\u2019s important to create and agree on standards so that everyone understands what behaviours are (and aren\u2019t) acceptable.\u202F\u003C/p\u003E\n\u003Cp\u003EWhen it comes to behaviour, one size doesn\u2019t always fit all. People with additional needs may need a separate plan to help them manage \u2013\u00A0this would be part of making reasonable adjustments to make sure they can join in.\u003C/p\u003E\n\u003Cp\u003EWhen setting clear standards, make sure that:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EThey\u2019re created as a group where everyone has a say.\u003C/li\u003E\n\u003Cli\u003EThere aren\u2019t too many rules.\u003C/li\u003E\n\u003Cli\u003EThey\u2019re worded positively \u2013\u00A0instead of a long list of \u2018do nots\u2019, set expectations with phrases like \u2018We listen to each other\u2019.\u003C/li\u003E\n\u003Cli\u003EEverything is written in language that\u2019s easy to understand.\u003C/li\u003E\n\u003Cli\u003EEveryone is accountable to the same standards (including adult leaders).\u003C/li\u003E\n\u003Cli\u003EThere\u2019s a clear plan that everyone agrees on that explains what will happen if people don\u2019t meet these standards.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EFor more information, take a look at the \u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/\u0022 target=\u0022_blank\u0022 title=\u0022Supporting those with additional needs and neurodiversity\u0022\u003Esupporting those with additional needs\u003C/a\u003E guidance on our website.\u003C/p\u003E","label":"Respond to challenges"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EIf you know that some people in your session struggle with behaviour, someone should talk to their usual leaders or their parents and carers. Once you understand more about that young person, you\u2019ll be able to plan a session that\u2019s accessible for them.\u003C/p\u003E\n\u003Cp\u003ESensitively ask questions like:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EAre there any recognised triggers for the behaviour at school or Scouts?\u00A0\u003C/li\u003E\n\u003Cli\u003EAre there any situations where the young person will find it difficult to cope?\u00A0\u003C/li\u003E\n\u003Cli\u003EWhat methods and strategies have worked well at home, Scouts, and school to help people use alternatives to challenging behaviour?\u00A0\u003C/li\u003E\n\u003Cli\u003EWhat support strategies have worked well at home, Scouts, and school to encourage positive behaviour?\u00A0\u003C/li\u003E\n\u003Cli\u003EWhat do people do at home and school\u00A0when the behaviour occurs?\u00A0\u003C/li\u003E\n\u003Cli\u003EHow do you think our team can best support the young person to manage their\u202Fbehaviour?\u00A0\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EMake sure to look at our guidance about \u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/working-in-partnership-with-parents-and-carers/\u0022 target=\u0022_blank\u0022 title=\u0022Working in partnership with Parents and Carers\u0022\u003Eworking in partnership with parents and carers\u003C/a\u003E on our website.\u003C/p\u003E","label":"Plan ahead"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EABC reminds everyone that actions bring consequences. Make sure that everyone understands that if someone breaks the rules, there are clear consequences.\u003C/p\u003E\n\u003Cp\u003EWhen setting consequences, consider that:\u00A0\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EThe appropriate consequences will be different depending on the behaviour itself and the circumstances.\u00A0\u00A0\u003C/li\u003E\n\u003Cli\u003EYou may need to support everyone to understand that everyone is different \u2013\u00A0some people have individual plans to help them manage their behaviour (for example, if someone has additional needs there may be different consequences, they may have extra support, or adults may communicate with them in a different way).\u003C/li\u003E\n\u003Cli\u003EYou need to be consistent in\u00A0your\u00A0approach and\u00A0treat all young people fairly.\u00A0\u003C/li\u003E\n\u003Cli\u003EIt\u2019s best to use positive language and communication\u00A0whenever you can.\u003C/li\u003E\n\u003Cli\u003EYou should be assertive in your communication. Learn to project your voice so that everyone can hear, but don\u2019t continue to shout. Once you have people\u2019s attention, speaking quietly will eventually get them to be quiet and listen. Where necessary, speak firmly without shouting.\u00A0\u00A0\u003C/li\u003E\n\u003Cli\u003EIf you\u2019re talking about challenging behaviour, focus on the behaviour itself (not the young person). You may find the young person\u2019s behaviour challenging, but it isn\u2019t \u2018bad\u2019 \u2013 and the young person is not challenging or naughty.\u00A0\u003C/li\u003E\n\u003C/ul\u003E","label":"Know your ABCs"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003EScouts is all about inclusion. In most situations, we can adapt sessions or systems to allow everyone to participate, including people with additional needs. Our approach is to:\u00A0\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003E\u003Cstrong\u003EBe inclusive\u003C/strong\u003E. We do our best to provide access to adventure to all young people by making reasonable adaptations.\u00A0\u00A0\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EBe realistic and honest\u003C/strong\u003E. We recognise that we\u2019re not experts. In some situations, young people may need more specialised support. Discuss this with parents/carers to find out what this support could look like, and to make sure they are safe and have a meaningful experience.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EWhen planning and delivering sessions, use the four Cs to make sure they\u2019re inclusive and accessible:\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003E\u003Cstrong\u003ECommunicate. \u003C/strong\u003ETalk to people\u2019s parents and carers so that you fully understand the young person\u2019s needs.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003EChoices. \u003C/strong\u003EReview the planned programme of activities, focussing on what people can do \u2013 not on what they can\u2019t do.\u00A0Use this information to risk assess each activity in the programme and decide if you need to make changes or adjustments.\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ECoordinate.\u003C/strong\u003E Figure out what reasonable adjustments you can safely make \u2013 you could speak to other volunteers to explore this. Make sure that all of the leaders involved in the session understand what\u2019s going on and what reasonable adjustments you\u2019re making. Plan to provide additional leaders where needed.\u00A0\u003C/li\u003E\n\u003Cli\u003E\u003Cstrong\u003ECollaborate. \u003C/strong\u003EAsk parents and carers to prepare people in advance for any changes. It may be helpful to give them your session plan, so they can go through it with their young person before the session\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EYou should make reasonable adjustments that respond to the needs of the individual and remove or reduce any barriers (or support access), by making changes to the:\u00A0\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EPhysical environment (for example, how you set up an activity base or the location you choose)\u00A0\u003C/li\u003E\n\u003Cli\u003EWay things are done (for example, an activity system or the rules of a game)\u00A0\u003C/li\u003E\n\u003Cli\u003ESupport provided (for example, the number of instructors you have or the sheets you provide)\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u2018Reasonable adjustments\u2019 is a legal term that recognises that situations differ and that people in different settings have different practical resources to help meet someone\u2019s needs.\u003C/p\u003E\n\u003Cp\u003EWhat\u2019s \u2018reasonable\u2019 depends on how effective the adjustment is, whether it can actually be done, how much it will cost, and what resources are available. This means it\u2019s hard to give examples, because it\u2019s different in every situation. You can find out more about \u003Ca rel=\u0022noopener\u0022 href=\u0022/volunteers/inclusion-and-diversity/supporting-those-with-additional-needs-and-neurodiversity/reasonable-adjustments/\u0022 target=\u0022_blank\u0022 title=\u0022Reasonable adjustments\u0022\u003Ereasonable adjustments\u003C/a\u003E on our website.\u003C/p\u003E","label":"Scouts is for all"}]},{"gridType":"RichTextBlock","content":"\u003Chr /\u003E\n\u003Ch3 id=\u0022reviewing\u0022\u003EReviewing, evaluating, and feeding back\u003C/h3\u003E\n\u003Cp\u003EReflecting on what you\u2019ve done and learned is the most important part of a session, but we know it can also be the most difficult. Here are our top tips for reviewing, evaluating, and feeding back.\u003C/p\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":false,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cspan class=\u0022CmCaReT\u0022\u003E\u00A0\u003C/span\u003E\u003C/p\u003E\n\u003Cp\u003EReviewing (or debriefing) is the process of looking back at an experience, evaluating it, and learning lessons for the future. Doing an effective review will help you to be better at something next time. The lessons you learn in your review are often broad enough to apply to a wide range of other situations.\u003C/p\u003E\n\u003Cp\u003EWhen you analyse your own experience, you look at it from a different perspective and think about things you might have missed before. Reviews should usually spark some debate within the group, which helps everyone learn.\u003C/p\u003E\n\u003Cp\u003EOne way to lead a great review is to lead participants through a process with four Fs using the suits from a deck of cards:\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EFacts \u2013 diamonds\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EFirst, use facts that are as hard as diamonds to explore what happened. The diamond stage is often a bit like a memory exercise because people have to work together to remember the sequence of events and describe key moments or forgotten details. Some people may see a different side of the diamond that others didn\u2019t notice.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EFeelings \u2013 hearts\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003ENext, everyone should use their hearts to explore their feelings about the session. Encourage people to tune into their experiences and to express and share their feelings. If people don\u2019t really appreciate the nature of the experience and how it made them feel, the things they learn won\u2019t be well grounded in what they actually experienced.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EFindings \u2013 spades\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003ESpades are for digging and investigating, and it\u2019s time to dig deeper into the reasons and underlying causes as everyone asks \u2018why\u2019. There will never be time to dig the whole field in one go, so help everyone to make sure that most of their digging takes place in the most productive areas.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EFutures \u2013 clubs\u003C/strong\u003E\u003C/p\u003E\n\u003Cp\u003EClubs represent a choice of directions, so finally, it\u2019s time to decide which direction people\u2019s learning will take them in. You can use a variety of techniques to achieve this.\u003C/p\u003E","label":"Getting a helpful review"}]}]}],"config":null},{"type":"threeColumn","areas":[{"items":[{"type":"Promo","cta":"","body":"\u003Cp\u003EAll reviews should be linked back to the objectives that you agreed at the start of the session. Why not try some quick games to kick off or motivate reflective practice at the end of a session?\u003C/p\u003E","link":{"name":"Activities","id":null,"url":"/activities/","newWindow":false,"target":"_blank"},"colour":"#f1f1f1","title":"Make your reflection a game","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""},{"type":"Promo","cta":"","body":"\u003Col\u003E\n\u003Cli\u003EEveryone should spread out in the space.\u003C/li\u003E\n\u003Cli\u003EThe person leading the game should ask someone a question about the activity or game they\u2019ve just finished. Don\u2019t forget to use the 4Fs.\u003C/li\u003E\n\u003Cli\u003EThe person should say their answer out loud.\u003C/li\u003E\n\u003Cli\u003EEveryone that agrees with the answer should run and form a group around that person.\u003C/li\u003E\n\u003Cli\u003EThe person leading the game should choose someone who didn\u2019t join that group and ask them to give their own answer.\u003C/li\u003E\n\u003Cli\u003EAgain, anyone that agrees should run to form a group around the person who\u2019s just answered. Some people may move from one group to another because they agree with both answers \u2013 that\u2019s OK.\u003C/li\u003E\n\u003Cli\u003EThe person leading the game should keep asking people questions until there are no more new answers.\u003C/li\u003E\n\u003C/ol\u003E","link":null,"colour":"#f1f1f1","title":"The movement map","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""}]},{"items":[{"type":"Promo","cta":"","body":"\u003Cp\u003EIn small groups, people act out different parts of the session. Ask people what they enjoyed, found most challenging, learned the most from, and so on.\u003C/p\u003E","link":null,"colour":"#f1f1f1","title":"Replay the day","image":null,"imageFocus":"","imageId":0,"imageKey":"00000000-0000-0000-0000-000000000000","imageCrop":"","gridType":"card","gtmId":"","gtmClass":""},{"type":"Promo","cta":"","body":"\u003Col\u003E\n\u003Cli\u003ELay out one rope for each person in the group as if they were making the spokes on a bicycle wheel \u2013\u00A0if you don\u2019t have ropes, you could draw lines in another way or ask people to imagine the ropes.\u003C/li\u003E\n\u003Cli\u003EEveryone should stand at the outer point of their line \u2013 this is the start. Inside, where all the ropes meet, is the goal.\u003C/li\u003E\n\u003Cli\u003EAsk the group questions about the activity. Everyone can then rank themselves against the question by moving in or out along the spokes. For example, you might ask questions like:\n\u003Cul\u003E\n\u003Cli\u003EHow well did you listen to other people?\u003C/li\u003E\n\u003Cli\u003EHow hard was it to complete the challenge?\u003C/li\u003E\n\u003C/ul\u003E\n\u003C/li\u003E\n\u003Cli\u003EEveryone should discuss whether they believe people\u2019s self-assessments are correct or not.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EIt can be difficult for everyone to have eye contact with each other once they\u2019re in position. This often means that the people nearest the centre pay attention to each other (rather than to those further out). 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