le 1 - the scout association · 2012-08-30 · to make adults aware of the purpose, principles and...

MODULE 1Essential information

scouts.org.uk/appointment

Note: Although in some parts of the British Isles Scout Counties are known as Areas or Islands – and in one case Bailiwick – for ease of reading this publication simply refers to County/Counties. In Scotland there is no direct equivalent to County or Area and Scouting is organised into Districts and Regions, each with distinct responsibilities. Some ‘County’ functions are the responsibility of Scottish Regions, whilst others lie with Scottish Districts. The focus of responsibility is outlined in Scottish Variations from POR.

Criminal Records check: All adults in Scouting must go through a series of safeguarding checks to ensure they are safe to work with children and young people. The safeguarding checks are known in different countries by different names:

England and Wales: Criminal Records Bureau (CRB)

Scotland: Disclosure Scotland (DS)

Northern Ireland: Access Northern Ireland (Access NI)

More information on issues relating to Criminal Records checks can be found at www.scouts.org.uk/appointmentMore information on issues relating to child protection can be found at www.scouts.org.uk/childprotection

EditorsSamantha Marks Rosie Shepherd

ContributorsAdrian AustinVicki ClareAndy CooperIrene FisherJoan GoldsmithRosie ShepherdDavid Stemp

Copyright © 2011 The Scout AssociationRegistered Charity Numbers 306101 (England and Wales) and SC038437 (Scotland)

Essential information 1

CONTENTs

IntroductIon to essentIal InformatIon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

IntroductIon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

fundamentals – sessIon 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

structure and support – sessIon 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

safety – sessIon 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

safeguardIng – chIld protectIon and antI-bullyIng – sessIon 4 . . . . . . . . . 23

close . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

appendIx 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

InformatIon on the promIse and law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

appendIx 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

appendIx 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

appendIx 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

appendIx 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

appendIx 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

worksheet 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

2 Module 1

WhO is EssENTial iNfOrmaTiON fOr?Essential Information is a mandatory module for nearly all adults in Scouting. It provides the basic information required to ensure that adults involved in Scouting do not put themselves and others at risk due to a lack of knowledge, skills or confidence. It makes adults aware of the purpose, principles and method of Scouting and outlines the management and support structures in Scouting.

WhaT dOEs This maTErial CONTaiN?The module contains approximately 3½ hours of learning that may be managed in a variety of ways.It may be delivered, for example, as one evening session, as part of a Getting Started day or other event, or as a series of individual sessions.

hOW is This mOdulE validaTEd?Validation is based on the individual’s ability to meet the validation criteria as set out in the Training Adviser’s Guide and the Adult’s Personal File. This means the adult will be required to demonstrate an understanding of the fundamentals and structure of The Scout Association, and safety and safeguarding practice.

WhaT iNfOrmaTiON is prOvidEd?The module contains objectives relating to understanding the adult’s role in Scouting, and basic knowledge that they need to ensure that they do not put themselves or others at risk. The objectives for the module are given followed by suggested methods of training. The content is provided in outline with the key points expanded. Trainer’s notes are also given to provide guidance on methods or other key points. However the information is not a script for the session. Prior knowledge and/or detailed research of the subject matter by the trainer will be required before it can be delivered.

sEssiON dETailsIntroduction (10 minutes)1. Fundamentals (35 minutes)2. Structure and support (45 minutes)3. Safety (40 minutes)4. Safeguarding (1 hour 20 minutes)

Depending on the number and experience of the participants, trainers and facilitators, these sessions may need to be preceded by introduction and/or integration sessions. Ideas can be found on www.scouts.org.uk/trainersresources

plaNNiNg CONsidEraTiONslearners’ needsThe learners for this module will have varying roles and different levels of experience within Scouting. Some will be taking on a leader or manager appointment. Others will be helping out occasionally at a camp. Essential Information is a mandatory module for nearly all adults in Scouting. It is compulsory for all appointed adults who have unsupervised access to young people. Those with administrative roles such as Group Chairman, Treasurer and Secretary also need to complete this module.

iNTrOduCTiON TO EssENTial iNfOrmaTiON


This module is the first part of Getting Started and should be completed within five months of an individual receiving their provisional appointment. It should be remembered that this is likely to be the first exposure some adults have to The Scout Association’s Adult Training Scheme. One of the objectives of the module requires the explanation of the learning opportunities available to adults in Scouting. The sessions are designed to give adults an overview of the basics of Scouting. Participants may have different levels of existing knowledge, and some pre-session work should be done to identify the needs of participants. The findings should be incorporated into the planning of the session.

topic contentAs the module covers a number of different topics, the trainer may need to do some pre-session work to ensure that they are competent in the areas of safeguarding (child protection), support and structures of The Scout Association, safety and the fundamentals. It is important that the content of this module is relevant to the learners present. Module 1 is designed to be completed by a wide variety of people, and as such the materials given here are designed to be relevant to most people. However, they should be tailored where appropriate to local or individual circumstances.

training methodsWhen considering what methods to use, trainers should take into account the nature of the location, number of participants, and the need to appeal to learners with different learning styles. Where methods suggested in these notes are adapted it is advisable to consider the balance of all methods used. The number of participants on the course will determine your ways of working. If you have a large number of participants it is recommended that you use facilitators to provide greater support in smaller group work.

geographical differencesThe flexible nature of Scouting’s structure results in a number of geographical differences across the UK. For example:• in some parts of the UK, Scout Counties are known as Areas or Islands• Scottish Regions have a distinct responsibility, which differs from that of English Counties• English Regions exist at a different structural level to Scottish Regions• Not all Counties/Areas are subdivided into Districts• Roles such as Deputies and Assistants vary in function from place to place.

When delivering the structure session of this module it is important to ensure that the information given is relevant to participants. Due to the flexible nature of Scouting’s structure, and the numerous ways that it has been implemented across the UK, it is impossible for these trainer’s notes to cover every geographical eventuality. Care should be taken to tailor these materials to reflect local set ups, whilst also ensuring that participants understand how it might vary from other instances across the UK (for example, national publications will use the word ‘County’ to include Areas, Islands, Bailiwick and Scottish Regions).

aimTo provide the basic information required to ensure that adults involved in Scouting do not put themselves and others at risk due to a lack of knowledge, skills or confidence.

To make adults aware of the purpose, principles and method of Scouting and the management and support structures in Scouting. Relevant parts of these structures are covered in detail.

ObjECTivEs1. Outline the purpose, principle and method of The Scout Association.2. State the Promise and Law and explain how they relate to the fundamentals of The Scout Association.3. Explain that Scouting is open to all young people and operates an equal opportunities policy.4. Know and understand the importance of The Scout Association’s child protection code of behaviour.

4 Module 1

5. Explain the role of protecting young people from harm.6. Give practical examples of how the code of good practice Young People First (shown on the Yellow Card)

should be implemented by themselves and other adults in Scouting.7. Explain the steps to take where child abuse is suspected or alleged.8. List the four categories of abuse and describe the factors that make young people more vulnerable to abuse.9. Describe approaches to identify and prevent bullying.10. Explain the requirements of the Safety Policy and the arrangements that are in place to ensure the

requirements of the Safety Policy are met.11. Explain The Scout Association’s approach to risk assessment and how to find out about the relevant rules/

guidance for Scouting activities.12. Describe the actions to take following an accident/incident (or the report of one) during a Scouting activity.13. Describe the structure of the Group/District/County and identify the support available.14. Explain how the Scout Information Centre may be contacted and the type of support and information it offers.15. Describe the learning opportunities available to adults in Scouting.16. Answer the questions on the Adults in Scouting model prompt card which explain the type of support they

should receive in their role.17. Explain how Policy, Organisation and Rules is relevant to their role and the role of others in Scouting.

mEThOdsa series of sessionsThis module may be delivered as a series of training sessions in a variety of time allowances. It could be run during an evening, as part of a day’s provision, or as a series of individual sessions.

one-to-one trainingThis module may be delivered on a one-to-one basis by a trainer, or someone with sufficient experience to coach a candidate through the subject areas. In this case the timings and methods will need to be reviewed and revised to suit the learner.

dVdThis training is available as a DVD which can be used in a variety of ways: to help in the delivery of a course, in a one-to-one training setting or as a standalone package.

e-learningThis module is also available as an e-learning package online at www.scouts.org.uk/learnersresources

rEsOurCEsTo carry out the training in its entirety, you may need the following:• Laptop• Projector• Coloured card, paper, sticky tape, pliable adhesive• Pins• Pinboard• Flipchart, paper and pens• PowerPoint presentation from www.scouts.org.uk/trainersresources• Post-it notes• Index cards• Dried pasta• Sticky dots• Sticky labels or name tags• Copies of relevant handouts and worksheets for each participant.


You may choose to create a CD for each participant with handouts such as factsheets on it rather than handing them out in paper format.

The following resources can be downloaded from www.scouts.org.uk and are available to order from The Scout Information Centre:• Copies of Policy, Organisation and Rules• Key Policies card (one for each participant)• Welcome prompt card (one for each participant,• Purple emergency prompt card (one for each participant)• Young People First – code of good practice cards (Yellow Cards) (one for each participant)• A3 Young People First – code of good practice cards (Yellow Cards)• Let’s Stamp Out Bullying Together booklet and poster• Keys to Success for County Commissioners, District Commisioners, Group Scout Leaders, County Training Managers• Supporting the Group chairman, secretary, treasurer, supporter• Appointment Process support materials• Adult Training support resources• Youth Programme resources• Adult’s Personal File

Factsheets:• FS322016: The Promise• FS140099: Background to the purpose and principles of Scouting• FS140004: Fundamentals of Scouting• FS500005: Key policies of The Scout Association• FS120084: Scout led activities Index• FS330086: ‘Emails and text messaging guidance for Leaders’• FS120075: InTouch

Resources by session are summarised at the start of each set of trainer’s notes for the session.

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KEy ObjECTivEs• Describe the learning opportunities available to adults in Scouting

TraiNEr iNpuT Welcome participants to the training session. Explain that this module is designed as a basic introduction to Scouting giving the essential information that adults need to get started in their role. It is designed for all adults in Scouting, whatever role they are in. Even those who have been a member of the Movement as a young person will find that this training introduces them to new things, as it looks at Scouting from an adult’s perspective.

Explain that we are committed to supporting adults in Scouting in the best way possible to enable them to have an enjoyable, fulfilling and effective role within the Movement and to make a real contribution to the development of our young people. Part of that support includes an adult’s commitment to complete the learning appropriate to the role that they have taken on, and the time and effort that adults put into this learning is very much appreciated.

Explain that The Scout Association has a modular training scheme, which means that adults only have to do the training that is relevant to their role. This module is the first in the scheme, and in many ways is a ‘taster’ which introduces adults to subjects that they may cover in more depth in other modules.

There are four areas of Scouting that Module 1 will explore:• The fundamentals of Scouting• The structure of Scouting• Safety• Safeguarding

This module gives adults the basic information in each of these areas that they need to get started in their role. Throughout the training, signposts will direct learners to where they can find out more on a subject, and which subjects are covered in more detail in other parts of the training scheme.

Explain that there are two aspects to adult training in Scouting: learning and validation.

Learning is about gaining the knowledge and skills that an adult needs to do their role. Sometimes this will be through a course like this, at other times an adult may watch a DVD, complete e-learning or a workbook, or have a one-to-one session on a particular topic. If someone already has the knowledge and skills for a particular module (for example they may have gained them at work), they may not need to do the learning again.

iNTrOduCTiON

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Validation is simply about putting knowledge and skills into practice learned. It involves showing that an adult can apply what they have. It shouldn’t involve doing anything extra to what they would do in their role anyway – there are no projects to complete. Adults need to validate every module that they are required to do, whether or not they complete the learning.

It is a good idea to talk more specifically about validation at the end of the session.

8 Module 1

sEssiON 1 KEy ObjECTivEs• Outline the purpose, principle and method of The Scout Association• State the Promise and Law and explain how they relate to the fundamentals of The

Scout Association• Explain that Scouting is open to all young people and operates an equal opportunities policy• Explain how Policy, Organisation and Rules is relevant to their role and the role of others

in Scouting.

rEsOurCEsFor this session you require:• Copies of Policy, Organisation and Rules• Key Policies card• Depending on your chosen method: laptop, projector, coloured card, pliable adhesive, pins,

pinboard, flipchart• PowerPoint Slides 1-3 from www.scouts.org.uk/trainersresources

Factsheets:• FS322016: The Promise• FS140099: Background to the Purpose and Principles of Scouting• FS140004: Fundamentals of Scouting• FS500005: Key policies of The Scout Association

iNTrOduCTiON Explain that Scouting is a worldwide, values based, educational movement. Scouting believes that the world is a better place when people:• are trustworthy, self-controlled and self-confident• have self-respect and respect for others• work together to serve other people and to improve society• show responsibility towards the natural world• have proper respect for possessions and property• have an active religious faith.

Membership of the Movement is voluntary and available to all who accept its fundamental values.

Explain that when we talk about the fundamentals of Scouting we are referring to:• The purpose – What we do• The principles – Why we do it • The method – How we do it

fuNdamENTals

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These are the underlying pillars on which the Scout Movement is founded. Our Founder, Lord Baden-Powell, laid down these fundamentals more than 100 years ago, and while the expression may modify to reflect changes in society, the essence remains the same. Although associate members and non-members are not required to make the Promise, they are still required to accept the values and policies of the Association. It is important that all adults in Scouting are working together to contribute to the development of our young people.

TraiNEr iNpuT purpose – what we doDisplay the purpose of The Scout Association, so that all participants can refer to it throughout the session. You may wish to do this as a large poster, on a flipchart, by using a PowerPoint slide 1, or any other suitable visual method.

The purpose of Scouting is to contribute to the development of young people in achieving their full physical, intellectual, social and spiritual potential, as individuals, as responsible citizens of their local, national and international communities. This purpose articulates what Scouting sets out to do.

methodExplain that Scouting achieves its purpose and works well when young people enjoy learning by doing in partnership with adults. This is the Scout Method – it is the programme and activities that Scouting offers, and is likely to be the part of Scouting that people are most familiar with. Scouting uses a method, which is young people, in partnership with adults: • enjoying what they are doing• learning by doing• participating in varied and progressive activities• making choices for themselves• taking responsibility for their own actions• working in groups• taking increasing responsibility for others• taking part in activities outdoors• sharing in prayer and worship• making and living out their Promise.

The Balanced Programme covers everything that young people do in Scouting from age 6 to 25. It gives them the opportunity to learn by doing, and is based around helping them to develop knowledge, skills and attitudes.

TasK Ask the participants, in small groups, to think about some Scouting activities and what young people might get from them. During their discussion they should also think about where those activities and outcomes fit into the purpose of Scouting.

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These could include:• Playing a wide game• Planting a local flowerbed• Tasting food from another country• Learning how to light a fire• Taking part in a sponsored run

trainer’s notesThis exercise is designed to get participants thinking about the many different ways in which a simple activity can contribute to a young person’s development. Participants should be encouraged to think of a simple activity which they know about, and look at the outcomes of it in a wider context than just ‘having fun’.

Depending on the group of participants, you may wish to specify activities to be discussed, or you may choose to have a short brainstorm first, and then allow each group to choose one.

TraiNEr iNpuT Explain that young people can get a lot out of one simple activity – they view it as having fun, we also view it as personal development. One activity may cover any aspects of the Scout method (as above).

TraiNEr iNpuT principlesExplain that the purpose and method of The Scout Association are what we do and how we do it. They are underpinned by the three principles – why we do it:• Duty to self – encouraging people to develop their own gifts and talents, and to be

responsible for who they become and what they do.• Duty to others – encouraging people to share in the development of society (local, national

and international), to respect others and to protect the natural world around them.• Duty to God – helping young people seek a spiritual dimension to life, and to explore and

value their personal faith.

Explain that these three principles are embodied in the Promise and Law that young people and adults take in order to become Members of the Association. All Members required to make the Promise, from the Scout section through to adult membership, make the same Promise. You may wish to display the wording using a poster, PowerPoint slide 2, or any other suitable visual method.

the promiseOn my honour, I Promise to do my best, to do my duty to God and the Queen, to help other people, and to keep the Scout Law.

When an individual makes the Promise, the Scout Sign is used and the three fingers kept upright remind us of these three principles.There are three versions of the Promise and the Law. Each version is written to be appropriate to the level of understanding of each of the age groups within the Movement:• for Beaver Scouts• for Cub Scouts• for Scouts, Explorer Scouts, Scout Network, and adult members.

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TasK Introduce Policy, Organisation and Rules (POR) to the participants. POR contains information on Scouting and its structure, as well as rules on various aspects including operation of the Group, District, County and Region, activities, and complaints. It is a document which participants are likely to use regularly throughout their role so they should become familiar with its contents. The first chapter of POR is about the fundamentals of Scouting.

Participants should be split into small groups, and each group given a copy of POR. Each should use POR to find out about the Promise and Law for the different sections, and guidance on variations to the wording of the Promise.

The three groups should think about the words in the Promise, and how they relate to the principles of Scouting. Each group should have a copy of the word jigsaw in appendix 1, which can be rearranged to create the Scout Promise and Law. They should then mark the parts of the Promise and Law which relate to the Principles of Scouting (duty to self, duty to others and duty to God).

trainer’s notesAs groups are working on their jigsaws it is a good idea to go round and check whether they have any questions, or need any help. Ensure that they understand the differences between the three versions, in particular that there is no formal Beaver Scout Law, and that ‘On my honour’ is omitted from the Cub Scout Promise.

More information about how the principles relate to the promise and law for each section is available in the factsheet Background to the Purpose and Principles of Scouting (FS140099).

As an alternative version of this task, or if you have a large number of participants, groups could be asked to complete jigsaws based on the wordings for different sections, and for different faiths, and consider how those variations are relevant. This option would be particularly suitable if your participants are likely to have the opportunity to work with people from a variety of cultures and/or faiths.

Another alternative would be to give time for discussion and then ask three participants to read out the different versions of the Promise. A discussion could focus around how to discuss the Promise and Law with young people in the different sections, or how to put them into practice. Care should be taken to ensure that the balance of methods across the whole module is stimulating and engaging. Further information on the Promise and Law can be found on page 31.

TraiNEr iNpuT Explain that the Promise and Law are something that marks a Scout because it is not just something that we say but it is demonstrated through what we do. They help young people and adults turn our fundamentals from a theory into a practical reality and a code for living.

Remind participants that membership of the Scout Movement is voluntary and is available to all who accept its Fundamental values. By taking the Promise an individual becomes a Member of the Scout Movement. Adults who do not wish to take the Promise may become associate members.

Explain that, within the framework of the Fundamentals of Scouting, The Scout Association is committed to equality of opportunity for all young people and adults. Display the Equal Opportunities Policy (using PowerPoint slide 3, or any other suitable method), and explain its extent:

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12 Module 1

Our equal opportunities policy states that no young person should receive less favourable treatment on the basis of class, ethnic origin, nationality (or statelessness) or race, gender, marital or sexual status, mental or physical ability or political or religious belief. The Scout Association opposes all forms of racism.

trainer’s notesThe subject of religious belief in Scouting can be emotive for some people. It is important not to get drawn into discussion about particular issues or individual circumstances here. Remind participants that they can cover the fundamentals in more depth later in the training scheme, and that they can talk through any particular questions with their District or County Commissioner, or with the Scout Information Centre.

ClOsE More information on the key policies of The Scout Association, including the equal opportunities policy and religious policy can be found in POR chapter 2, and in the factsheet FS500005 Key Policies of The Scout Association. This may be a good time to hand out the key policies card to participants.

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sEssiON 2 KEy ObjECTivEs• Describe the structure of their Group/District/County and identify the support available• Explain how the Scout Information Centre may be contacted and the type of support and

information it offers• Answer the questions listed on the Adults in Scouting model prompt card which explain the

type of support they should receive.

rEsOurCEsFor this session you require:• Appendix 2 – structure cards• Depending on your chosen method: laptop, projector, card, pliable adhesive, pins, pinboard• PowerPoint slides 4-6 from www.scouts.org.uk/trainersresources• Post-it notes or index cards• Welcome prompt card• Examples of printed resources (could include Keys to Success, youth resources, Supporting

the Group…, Appointment Process support materials, Adult Training support resources)

TraiNEr iNpuT Explain to participants that The Scout Association is the largest co-educational youth movement in the UK.

Ask participants to guess how many Members we have in the UK.

In total, The Scout Association has over 500,000 members. This is made up of over 100,000 adults and 400,000 youth members. Around the world nearly 30 million people are members of Scouting across 216 countries and territories (numbers as of 2011).

TasK In order for an organisation of this size to be successful, it needs a structure. They are now going to take a look at what that structure is like.

The participants should be divided into small groups. Each group will be given a set of cards (Appendix 2) which they can use to build up a picture of the basic structure of The Scout Association. The items on the cards represent different aspects (for example ‘Group’) as well as extra information (for example a number representing the number of Groups in the UK).

Each group should arrange their cards by fixing them to a wall, pinboard, whiteboard or other surface to show the structure of The Scout Association. The structure that they build up will be required for the next task.

sTruCTurE aNd suppOrT

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14 Module 1

trainer’s notesThe level of difficulty of this task can be easily adapted to take into account the needs of your participants. The above task assumes that the groups are made up of people in a mix of roles, at different levels, with a variety of prior knowledge about Scouting. This means that they will be able to draw on the different knowledge they each have to build a collective picture.

The task can be made easier by:• colour coding the cards – printing all of the titles of the sections on one colour card• ‘drip feeding’ the task – giving groups only the main headline level cards first, then adding

the sections and numbers when they have the first part correct• assigning a facilitator to each group to give guidance• providing a blank ‘pro forma’ for each group to fit the cards into (an example is given in

Appendix 4).

This task can also be adapted to different environments, for example by creating smaller cards that can be stuck onto a flipchart, or by recreating the task as a worksheet.

rEpOrT baCK Go through the structure with participants, providing a brief explanation at each stage. Ensure that at least one correct version is displayed. You may also like to display PowerPoint slide 4, which shows the completed chart. PowerPoint slide 5 shows the structure for Areas/Island/Bailiwick, and PowerPoint slide 6 shows the structure in Scotland.

Your explanation should pick up these key points:

sectionsSection is the generic name used for Beaver Scout Colonies, Cub Scout Packs, Scout Troops, Explorer Scout Units and Scout Networks. All young people in Scouting belong to a section, and take part in activities within them. A number of adults lead each section.

groupThe Group is the structural body which is responsible for Beavers, Cubs and Scouts. A Group may have only one section in it (such as just one Cub Pack), or it may have a number of sections (two Beaver Colonies, two Cub Packs and one Scout Troop, for example).

districtA District is made up of a number of Groups. It is also responsible for Explorer Scouting. Some Explorer Scout Units will have a partnership agreement with a Group that they work closely with.

countyA County is made up of a number of Districts. It is also responsible for the Scout Network. Scout County boundaries roughly correspond to geographical Counties, but due to changes over the years do not always align perfectly.

executive committeesEach Group, District and County also has an Executive Committee. This is a group of adults who are responsible for supporting the Group Scout Leader, District Commissioner or County Commissioner in meeting the responsibilities of their appointment; for example maintaining property and equipment, fundraising and financial administration, insurance, public occasions and assisting with the recruitment of Leaders and other adult support.

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geographical differencesAround the UK ‘Counties’ are known by a variety of names, including ‘Area’ (in Wales and Northern Ireland), Island and Bailiwick. All of these terms have the same meaning.

In Scotland the structure is slightly different. Rather than Counties, there are Scottish Regions. Within a Scottish Region will be several Districts, and within a District there will be several Groups. However, some responsibilities lie at different levels – for example in England, Wales and Northern Ireland Explorer Scouts are supported at District level and the Scout Network at County level. In Scotland both Sections are supported at District level.

All Scout publications refer to ‘County’, to make it simpler.

trainer’s notesIt is important that the structure used in the task reflects the location that the participants Scout in, while also recognising that Scout Association publications all refer to ‘County’. See the Planning Considerations section of these notes for more guidance. If you are running this module in an Area, Island, Bailiwick or Scottish Region you should use the appropriate adaptation of the ‘County’ card – for example County/Area (found in Appendix 3).

TraiNEr iNpuT Explain that this is a simplified version of the structure. Within this there are thousands of adults in many different roles – either delivering Scouting to young people, or providing support for the adults that work with young people (such as Managers and those on Executive Committees). The structure would not work without the input of these adults.

TasK Ask the participants to think about their own role, and where they fit into this structure.Everyone needs to write their role title (for example ‘Scout Leader’), their own name, and a brief description of what their role means (some of their key tasks or responsibilities) onto a Post-it note or index card. They should then stick their card on the structure chart created in the previous task, at the level where they feel that their role belongs. Note: Everyone should use the same structure chart.

Encourage participants to look at the other roles that have been placed on the chart, in particular identifying those that sit at a different level to them and looking at what the key responsibilities of those roles are.

trainer’s notesDepending on the participants there may be many with the same role, and there may be some missing. The trainer should check that participants have placed their roles at the right level, and should add any key ones that are missing. You may also wish to expand on the detail of some roles. When adding extra roles, including the names of the people in those roles will make this task more personal and relevant to the participants. Details for these roles are given in Appendix 5:• Section Assistant• Section Leader• Assistant Section Leader• Group Scout Leader• District Explorer Scout Commissioner• District Commissioner• County Scout Network Commissioner

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• County Training Manager• County Commissioner• Executive Committee Member• Scout Active Support Member• Assistant District Commissioner• Assistant County Commissioner• District Appointments Secretary

You may wish to add other roles as applicable to your area.

If all or most participants hold the same role this task can be adjusted by giving out pre-prepared cards covering all of the roles to place on the structure chart.

TraiNEr iNpuT Point out that all of the people now on the chart are the people that fill the structure and make Scouting happen. All of the people on this chart are volunteers. This list is not exhaustive, and there are many who take on specialist roles such as County Duke of Edinburgh Adviser, or District Explorer Scout Administrator. They are also amongst the people who are there to support you in your role. List and explain some different places that participants can get support from, whilst pointing out where on the chart these sources sit. Ensure that the following sources are included:

line manager (group scout leader/district commissioner)Your line manager is responsible for ensuring that you are comfortable in your role, and is one of the first points of call if you need any help or support.

others doing the same roleFor example other leaders in your section, or someone doing the same role but in a different Group or District. Many Districts organise meetings or social events to give adults the chance to meet.

assistant district/county commissionersAssistant District Commissioners and Assistant County Commissioners are there to provide support for a particular area within their District or County. For example they may support the Cub Section, Activities or Development.

scout active support unitScout Active Support Units are groups of adults whose role is to support Scouting in some way. It is a flexible way of volunteering, and members often have a variety of skills and experience. Some Scout Active Support Units have specialisms – for example a climbing activities team – but many are more general and will provide support including leader cover at section meetings, District events etc. when needed. It is always worth asking for their support.

scout Information centreThe Scout Information Centre can help with any query – from where a particular badge goes on the uniform, to how to join Scouting, or how to motivate your leaders. If they don’t know the answer, they will pass you on to the person who does. You can also purchase resources and factsheets, and order free resources, either over the phone, by email or through the online catalogue.

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regional development serviceThe Regional Development Service is a staff team based around England, whose main focus is the development and growth of Scouting in local communities. They may be able to provide support with ‘health checks’ and development planning, recruitment and retention ideas, workshops, and assistance with specific development projects. In Wales, Scotland and Northern Ireland, people can access this and other support from their Country headquarters, which include a number of different staff and volunteers.

training adviserYour Training Adviser is there to support you through your adult training. Different Counties organise Training Advisers in different ways, so you may have one Training Adviser or there may be a group of them available. They will be able to help with any questions about the training scheme and what training you need to do, as well as validate your modules with you.

This may be a good opportunity to let participants know how Training Advisers are organised in their location, and what contact they should expect.

printed resourcesThese contain detailed and practical information and advice to support you in more depth than can be covered in a training session, and are often a useful reference point. Some relevant ones may be:• Keys to Success (for Group Scout Leaders, District Commissioners, County Commissioners

and County Training Managers)• Youth Resources – Colony/Pack/Troop/Unit Essentials, Programme and Programme Plus for

each section• Supporting the Group… Supporter/Chairman/Treasurer/Secretary (for Executive Committees)• Appointment Process support materials• Training support resources at www.scouts.org.uk/learnersresources • Programmes Online.

trainer’s notesIt may be worth having examples of these resources, and any others that you think are applicable, available for participants to browse during a break or after the training session.

TasK Hand out the Welcome Prompt card, and explain that this is designed for adults new to Scouting, to highlight the support that they can expect. Either individually or in groups, participants should consider the questions inside the cards. These are about the support that they should receive – if they can’t currently answer them, they should consider who they will need to talk to to find out more.

Also highlight that this card includes the contact details for the Information Centre.

ClOsE This is the end of our section on structure and support. They have looked at the structure of The Scout Association, where they fit into it, and some of the people and places that they can get support from. During their time in Scouting they will find that there are many others also available.

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18 Module 1

sEssiON 3 KEy ObjECTivEs• Explain the requirements of the Safety Policy and the arrangements that are in place to

ensure they are met• Explain the Scout Association’s approach to risk assessment and how to find out about the

relevant rules/guidance for Scouting activities• Describe the actions to take following an accident/incident (or the report of an accident/

incident) during a Scouting activity.

rEsOurCEsFor this session you require:• Depending on your chosen method: laptop, projector, card, pliable adhesive, pins, pinboard,

dried pasta, sticky dots• PowerPoint slide 7 from www.scouts.org.uk/trainersresources• Flipchart, paper and pens• Purple emergency prompt card• Appendix – safety quiz• FS120084 Scout-led activities index• FS120075 InTouch

TraiNEr iNpuT Explain that during this session they are going to take a look at what safety in Scouting means, as well as the practical steps that should be followed to ensure safe Scouting.

Lead a brief discussion on what participants think that safety in Scouting means. Some questions to ask could be:• What do you immediately think of when you hear the word ‘safety’?• Why do you think a safety policy is necessary?

trainer’s notesWith a small number of participants this discussion can be held in plenary. If you have a very large number you may wish to choose another method in order to give everyone a chance to input. For example:• Split participants into smaller groups to discuss, then bring together to feed back• Get participants to write their ideas onto flipchart or white board, or to put their ideas on

Post-it notes and gather these on a wall. Summarise to the whole group.

TraiNEr iNpuT Explain that Scouting does have a safety policy, and its purpose is to ensure that Scouting is exciting but not dangerous, adventurous but not hazardous. You may wish to display this policy using PowerPoint slide 7, or any other suitable visual method.

safETy

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The policy is outlined on the Key Policies card (given out in session 1). In summary it is about providing activities without risk to health so far as is reasonabye practicable. It ranks equally with other policies of The Scout Association, and applies to everyone in Scouting – not just leaders and young people.

Ask participants who they think is responsible for safety in Scouting. Emphasise that everybody is responsible. Rule 2.3b in Policy, Organisation and Rules, states that ‘It is the responsibility of all persons to ensure that: They do not endanger the safety and health of themselves or others; they observe the rules established for the safety of those involved in Scouting activities.’

In addition, some roles have specific responsibilities (participants may have picked these up when asked who is responsible):

district commissioner/county commissionerEnsures that everyone is fully aware of the need to implement the safety policy.

group scout leaderEnsures that everyone is competent to carry out their allocated tasks.

group/district/county chairmanResponsible for the management of the safety policy.

Most Counties have a Safety in Scouting Co-ordinator, who can give advice on safety matters, or you can contact the Information Centre if you have any queries.

Emphasise that it is important to remember that the safety policy covers all activities in Scouting. This doesn’t just refer to adventurous or outdoor activities, it also includes equipment and premises owned or used by Scouting, and meetings which take place on a regular basis.

TasK Explain that the main method of protecting people from harm involves thinking about the activity which you are planning, and identifying what the risks could be and what you should do about them.

Split the participants into small groups and ask each group to think about running a game of football with Cubs, inside a normal Scout meeting place. The group should note down in bullet points:• What risks there could be?• What they could do to minimise those risks?

rEpOrT baCK Ask each group to report back on the risks they noted, and the actions that could be taken to minimise those risks. Emphasise that many of these risks are everyday things, and accidents can be avoided by taking simple steps.

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trainer’s notesThis task can be easily adapted by choosing different scenarios for groups to think about. The scenario given is relevant to most adults in Scouting, either because they are working with young people, responsible for ensuring that those who work with young people are competent, or responsible for the buildings that are used in Scouting.

Your training session may be held inside a building which could be used as a Cub meeting place. If so, participants may find it beneficial to think about running a game of football with Cubs, inside the training room/premises. This may help them to better identify hazards that relate to location rather than just activity.

If you have a wide range of participants, you may choose to get each group to focus on a different scenario (which may highlight a range of risks at the report back stage). If you have a group of participants who all have very similar roles the scenario could be more tailored to specific situations that they would encounter.

When reporting back, if you have a large number of groups it may be quicker to ask each group to feed back one key risk, and what they would do to minimise that risk. Amongst the groups, a range of points will be covered.

TraiNEr iNpuT Explain that what participants have just done is a basic risk assessment. Many of the participants will have encountered risk assessment at work, where it is often a paper-based exercise. However, risk assessment should be practical and pragmatic, and does not always involve filling in lots of forms.

Judith Hackett, Chair of the Health and Safety Executive, wrote in 2009 that:

‘On its own, paperwork never saved anyone. It is a means to an end – action is what protects people. So risk assessments should be fit for purpose, acted upon and certainly not comprise made up risks to satisfy bureaucrats. For most, simple bullet points work very well indeed.’ (Source http://www.hse.gov.uk/press/record/dm070508.htm)

Risk assessment is mostly common sense. It involves identifying things that pose a risk to people, and implementing steps to reduce the likelihood or level of those risks. The risk assessment should be recorded – for example as a set of bullet points at the bottom of the evening’s plan. The main thing is that you have thought about the situation and taken any necessary action.In the task that you just completed it is likely that you will have followed the main steps of risk assessment without realising it, and you have planned how all participants can be protected from harm.

Finally, it is important to know that certain activities have specific rules which must be followed. These are listed in chapter 9 of POR, and in the factsheet FS120084: Scout-led activities index, and it is a good idea always to check these rules before you plan an activity.

trainer’s notesIt is important that participants can see that the most valuable part of completing a risk assessment is the analysis that is done and the action taken. Completing a form is not the most important part, and simply reading someone else’s risk assessment from a previous activity without considering whether it needs any amendment is not sufficient.

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TraiNEr iNpuT IntouchWhenever any activity or event is run within Scouting it is a requirement that an InTouch system is in place (POR 9.3). This is to ensure that everyone involved is aware of how communication will take place between leaders, participants and those not on the event The procedures put in place to ensure this are likely to vary at different types of events due to the differing circumstances and needs. To facilitate this, InTouch is a process that you should follow to define the procedures that will be put in place for your event. The process is laid out here in a simple flow chart with further guidance in the factsheet FS120075.

accidentsExplain that although the precautions that we take mean that Scouting is a safe activity, occasionally accidents do happen.

It is important to know what to do if an accident does happen. Any injury or illness which requires medical intervention by a doctor, dentist or at a hospital needs to be reported. This is the case irrespective of any subsequent diagnosis – for example if a young person is taken to hospital with a suspected broken arm which turns out only to be badly bruised the incident should still be reported.

Incidents should also be reported where emergency services (police, fire service, mountain rescue, coastguard etc.) have been summoned, irrespective of whether anyone was injured.

If the incident involves the loss of life, the prospect of loss of life (for example a party missing on a mountain) or serious injury (for example paralysis) the Duty Press Officer at Headquarters must be contacted. Headquarters will then take over responsibility for managing the incident and provide advice and support to those involved.

In all of these instances, the first call to make is to the Information Centre. They will send out an incident report form, and can give you help in how to complete it. Out of hours, the service will direct you to the Duty Press Officer if necessary.

This would be a good opportunity to give out the Emergency Prompt Card, which is a reminder of the steps to take in an emergency.

trainer’s notesAt this point participants may wish to see an example of the incident report form. Be aware, if this is available, that the form may seem daunting to some people and it is best explained and worked through either in a small group or one-to-one.Emphasise that help and advice is available from the Information Centre and from the line managers (in particular Group Scout Leaders, District Commissioners and County Commissioners) when completing this form.Options for showing the example form include:• Briefly holding an example up to the group, and letting them know that they can come to

see you later if they would like to know more about the form.• Having copies available for participants to browse during a break or at the end of the

session. If you choose this option, ensure that you are around to answer any questions.

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22 Module 1

TasK – safETy Quiz Run the safety quiz, which consists of six true/false questions based upon the material covered in this session. It is a good way of recapping what has been covered, and ensuring that participants understand the material. The questions and answers are found in Appendix 6.

trainer’s notesThere are many ways of running this quiz. The most appropriate method will depend on your venue, the participants, the time you have available, and the variety of methods used in the rest of the session. Methods could include:• Giving the quiz out as a worksheet for participants to complete in their own time• Asking people to raise hands in response to the questions• Placing the questions around the room and asking people to indicate – either with red and

green sticky dots, pieces of pasta etc. – whether they think the answer is true or false• Getting participants to move to an appropriate corner/end of the room to indicate true or false.

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sEssiON 4 KEy ObjECTivEs• Know and understand the importance of The Scout Association’s child protection code

of behaviour• Explain their role in protecting young people from harm• Give practical examples of how the Young People First code of good practice (shown on the

Yellow Card) should be implemented by themselves and other adults in Scouting• Explain the steps to take where child abuse is suspected or alleged• List the four categories of abuse and describe the factors that make young people

more vulnerable • Describe approaches to identify and prevent bullying.

rEsOurCEsFor this session you require:• Young People First – code of good practice cards (yellow cards)• A3 Young People First – code of good practice cards (yellow cards)• Factsheet FS330086 Emails and text messaging guidance for Leaders• Depending on your chosen method: laptop, projector, card, pliable adhesive, pins,

pinboard, flipchart• Worksheet – identifying and preventing bullying• Copies of the Let’s Stamp Out Bullying Together booklet and poster• PowerPoint slides 8-10 from www.scouts.org.uk/trainersresources

TraiNEr iNpuT Explain that this is the final session of Module 1. It looks at aspects of safeguarding and is designed to help adults in Scouting recognise and understand their responsibilities in implementing The Scout Association’s Child Protection and Anti-Bullying policies.

Adults should be reminded that they have been placed in a position of trust and need to carry out their roles in accordance with our policies and procedures.

The law defines a child (for these purposes) as anyone under the age of 18 years. The Child Protection Policy applies to all adults and primarily protects those under the age of 18. An Explorer Scout needs to be afforded the same standard of protection as a Beaver Scout, although the ways in which we provide that protection may differ.

The Young People First code of good practice (yellow card) contains the Child Protection Policy and a code of good behaviour for all adults in Scouting.

The code should be followed at all times, whenever adults have contact with youth members, not just at Scout meetings and activities.

safEguardiNg – Child prOTECTiON aNd aNTi-bullyiNg

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All adults in Scouting should have a copy to refer to. Larger copies can also be purchased for display. Read out the Child Protection Policy on the front of the yellow card, or from the Key Policies card, and explain that the yellow card is a code of good behaviour for adults.

At this point participants should be given a copy of the yellow card.

TraiNEr iNpuT Explain that in their role in Scouting they will be helping to protect young people from harm if they follow some simple guidance. They should ensure that:• In every respect the relationships they form with young people are appropriate• Their behaviour is appropriate at all times, not just on Scout activities, and cannot lead to

misinterpretation• They observe the rules established for the safety and security of young people• They follow the procedures following suspicion, disclosure or allegation of child abuse• They recognise the position of trust in which they have been placed• They keep and follow the advice and procedures on the yellow card• They listen to young people.

TasK Participants should work in pairs or small groups to discuss these scenarios. They should consider whether the scenario demonstrates safe practice, and whether there is anything that they should consider. They should also use the yellow card to identify any dos and don’ts which are particularly applicable.

scenario 1 – Sitting a distressed young person on your knee to comfort them.scenario 2 – Standing behind a young person to demonstrate the use of archery equipment.scenario 3 – Communicating with a young person outside of Scouting, such as chatting on social networking sites.You may wish to display these scenarios, using PowerPoint slide 8 or any other suitable visual method.

rEpOrT baCK Ask the groups to feed into a discussion on each of the scenarios. Ensure that the following points have been considered.

scenario 1Adults should carefully consider the way in which they offer comfort and reassurance to a distressed young person. This may include appropriate physical contact providing it is in open view of others, such as sitting next to the child with an arm around them. Adults should ensure that contact is not threatening, intrusive or subject to misinterpretation, and should write down and report any situation that may give rise to concern.

scenario 2Adults should avoid initiating physical contact with young people when demonstrating the use of equipment/first aid etc. Using young people to demonstrate how to give first aid or how to use equipment is not good practice. If the demonstration involves physical contact use another adult instead.

On occasions, where it is necessary, to support a young person so that they can perform a task safely, contact should be for the minimum time necessary and should take place within the view of others. Explain to the young person what is happening and why, and get their permission

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scenario 3Leaders need to be very conscious of the context in which these sites are used and ensure the public cannot view any personal information about our Members. Leaders need to be especially careful about those they accept as ‘friends’ on sites such as Facebook. These are essentially designed for peer-to-peer contact. It is vitally important to ask yourself ’Is the content of the messages and photographs available to be viewed on my profile suitable for young people (or their parents) in my section to see?’ If the answer is ‘no’ or even a hesitation then do not put it up. This is also applicable when sending emails or texts to young people.

More information on this can be found in factsheet FS330086 Emails and text messaging guidance for Leaders.

trainer’s notesThese scenarios are likely to generate a lot of discussion and questions. If possible it would be a good idea for the trainer and any facilitator to move amongst the groups and ensure that any particular questions or concerns have been captured (and possibly discussed) before the report back stage. Picking up concerns during the task ensures that anything which is a small concern, or easily answered, is not blown out of proportion.

There are a number of ways of getting groups to feed back into a plenary discussion. In this task, where each group is likely to have come up with a number of points, it is a good idea to get each group only to pull out one or two key points. Once everyone has had the chance to input, ask if there are any that have been missed. This reduces the amount of time spent feeding back, and acknowledges that groups are likely to have come up with similar answers.

TraiNEr iNpuT In summary:1. Remember, the wellbeing of the young person is your first priority.2. Always work in sight and sound of others.3. Ensure that your behaviour is appropriate and cannot be misinterpreted.4. Follow the ‘Young People First’ code of behaviour (yellow card).

TraiNEr iNpuT Outline and describe the four categories of abuse, and discuss what the possible signs could be. You may wish to pin up cards, show PowerPoint slide 9, or use any other suitable method to visually display the following points.

physical abuse:Physical abuse is when a young person is deliberately hurt or injured (by an adult or another young person). Examples include slapping, hitting with an object, biting, poisoning, or otherwise causing physical harm.Possible signs of physical abuse can be:• Unexplained bruises, injuries or marks• Old bruising or untreated injuries• Conflicting, improbable or uncertain excuses for injuries• A change in behaviour: being frightened, watchful or eager to please when the parent or

carer is around.

sexual abuseSexual abuse is when a young person is forced, tricked or persuaded (by an adult or young person), to take part in sexual activities, regardless of whether they understand what’s

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happening, are aware of, or consent to it. It can also include sexual talk, showing pornographic material or inappropriate touching.Possible signs of abuse can include the young person:• Behaving in a sexual way or having sexual knowledge inappropriate to their age• Hinting at secrets or sexual activity, through play or talk• Becoming reluctant to change clothes or take part in physical activities• Running away from home or playing truant.

emotional abuse:Emotional abuse happens when a young person is denied the love, praise or security they need. They may be told that they’re worthless; be frequently shouted at, belittled, teased or rejected; or given responsibilities beyond their years.An emotionally abused child may display some of the following signs:• Have low self-esteem and be unable to accept praise• Be withdrawn and socially isolated• Develop sudden speech disorders or repetitive and nervous behaviour• Signs of self-harm, such as cuts, burns or scratches.

neglectNeglect is when the physical and emotional needs of a young person are not being met, for example, if they do not receive appropriate food, clothing, warmth, protection, stimulation, attention or care.Possible signs of neglect include:• Being dirty, smelly or wearing unsuitable clothes for the weather• Often seemingly hungry, and begging or stealing food or money• Looking ill and/or having untreated medical problems• Often being absent from school• Hinting that they are left home alone without suitable carers, at an age where this may

expose them to danger.

note: it is important to remember that these categories can overlap, and young people who suffer from one type of abuse can also be subjected to another type.

TraiNEr iNpuTWe mustn’t forget that any young person may be subjected to abuse. But some young people maybe more vulnerable than others, including those with disabilities, low self-esteem, or other traits which may attract prejudice, for example because of their appearance, social class, race, religion or sexuality.

TraiNEr iNpuT Earlier we talked about different types of abuse. Now we are going to look at what you should do if you suspect that a young person is being abused. This could be because:• a young person tells you of abuse by someone else• an adult or young person expresses concerns for another young person• unexplained injury, or changes in behaviour, are observed which give cause for concern• you receive an allegation about another person, or about yourself.

In any of these situations, where there are concerns the adult should not intervene or investigate, they should just write down what is said and report it to their line manager (Group Scout Leader, District Commissioner or County Commissioner). If your line manager is themselves involved in the allegation or suspicion then you should refer to someone higher in the management chain, or to the Safeguarding Team at Headquarters.

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TraiNEr iNpuT We’re now going to spend some time looking at what bullying is, and how you can identify, tackle and prevent it.

Bullying is deliberately hurtful behaviour that may be repeated over a period of time. It doesn’t have to be a long-running series of incidents – it can be any occasion where someone deliberately intimidates or harasses another. Where and when do you draw the line between bullying and simply having some good-natured fun? Well, if the person who it’s aimed at doesn’t see it as fun, then it’s bullying.

Ask participants to suggest different types of bullying. Ensure the following are covered:• Being called names• Being teased• Having money or possessions taken• Being hit, pushed, pulled, pinched or kicked• Receiving abusive emails or threatening text messages, instant messages or emails• Being the subject of nasty rumours• Being ignored or left out• Being attacked or abused because of religion, gender, sexuality, disability, appearance,

intellect or interests• Being blackmailed into bullying someone else• Being the subject of inappropriate sexual advances

TasK Give participants a copy of Worksheet 1, which shows a collection of ideas related to what adults can do about bullying.

Participants should work in pairs or groups to decide which of the ideas could help to identify bullying, and which could help to prevent bullying.

Ask participants to report back where they have placed each statement, and allow discussion on any arising points.

The correct answers are:A. Develop observation and listening skills, and watch for early signs/changes in behaviour

– identifying.B. Adults should lead by example – preventing.

The way we talk to each other and young people is quickly picked up by them, and may be copied.

C. Improve young people’s self confidence – preventing. Young people are less likely to be bullied if they feel good about themselves and appear confident. Remind them that it’s OK to be different; if someone doesn’t like them because they are different, that’s the other person’s problem – not theirs.

D. Discuss different possible signs of bullying with the leadership team – identifying.E. Communicate and share information between leaders about concerning behaviour or

situations that may have occurred during the meeting – identifying.F. Work with the young people to create an Anti-Bullying Code that everyone signs up to and

display it in the meeting place for everyone to see – preventing. Encourage young people to talk about how they want to be treated, and how they should treat others. Also, young people are more likely to adhere to, and take ownership of, a code that they created.

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28 Module 1

G. Build effective relationships with parents/carers and encourage them to share information on situations outside Scouting that may affect the young person at Scouts – identifying. Situations such as a new baby, death of family member or pet, problems at school or changes in family relationships might result in changes of behaviour. Note: changes in behaviour may indicate other problems in the life of the young person other than bullying.

H. Get to know the young people in your section to help you recognise any signs of bullying/unusual behaviour – identifying.

I. Make sure everyone is aware of the consequences if the Anti-Bullying Code is broken – preventing. Make it clear that bullying is not acceptable and will not be tolerated. It’s important for the leadership team to agree on a strategy to deal with bullying to ensure a consistent message.

J. Familiarise yourself with the advice and support in the Let’s Stamp Out Bullying Together booklet and poster – identifying/preventing.

K. Help to create a friendly and respectful environment where bullying isn’t welcome, through programme ideas and activities – preventing. Go to Programmes Online at www.scouts.org.uk/pol for fun activities that encourage young people to talk about bullying, find out more about each other and help them realise that they share common interests.

L. Praise good behaviour and co-operation – preventing

trainer’s notesParticipants may place some of the approaches as both identifying and preventing bullying. This is perfectly acceptable, and participants should be encouraged to see that tackling bullying is just as much about ongoing behaviour and state of mind of leaders, parents and young people as it is about specific ‘anti-bullying’ actions.

summary In summary, The Scout Association’s Child Protection Policy applies to all members of The Scout Association, and all adults in Scouting have a part to play in protecting young people from harm. Whilst working in Scouting, develop good practice and communicate this to others.• Carry your yellow card – it contains good practice statements, and referral procedure.• Work to develop an anti-bullying culture and strategy in your section, remembering that it

applies to young people and adults alike.• You must refer all concerns. You must not investigate.• Remember – the wellbeing and safety of young people is your first priority.

You may wish to display these points, using PowerPoint slide 10 or any other suitable visual methods.

Ensure that participants are aware of the role and contact details of their Safeguarding Awareness Co-ordinator.

If learners are interested in increasing their understanding of the unique role they play in keeping young people safe from harm, they can complete the ‘Keeping Children Safe’ distance learning programme. This resource was developed by NSPCC, Girlguiding UK, St. John Ambulance and The Scout Association. Registration forms and more information are available from the Scout Information Centre at Headquarters.

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KEy ObjECTivEs• Describe the learning opportunities available to adults in Scouting

rEsOurCEsFor this session you require:• Adult’s Personal File

TraiNEr iNpuTThank participants for attending the training session, and for taking an active part.

Remind participants that attending the session is only part of completing their training for this module – they also need to validate their learning.

Explain that validation means showing that they can put what they have learned into practice in their role. For example, they could carry out a risk assessment for a Scout meeting place, or explain the Promise and Law, and how they relate to the fundamentals of Scouting to an adult new to Scouting. They will also need to have a discussion with their Training Adviser about some of the things that they have learned today.

You may wish to hand out the relevant module page from the Adult’s Personal File, which sets out the validation criteria for this module.

It may be necessary to explain the local process for validating the module at this point.

trainer’s notesYou may wish to give participants either a copy of the Adult’s Personal File or the module summary sheet from that resource for module 1 at this point.

Whether it is necessary to explain your local process for validation will depend on the situation of your participants, and how much information has been given to them before attending the training. It is important to ensure that by the time participants leave the session they should understand what they need to do to validate the module, and who they will be validating it with.

ClOsE

30 Module 1

prOmisE WOrd jigsaW

On my best Queen do and to

duty to God will my my

to do honour I keep to

I Promise and that the Scout

to the other people help Law

A Scout and is for others makes good

courage use of trusted and respect property

A Scout is to be considerate is loyal Scouts

A Scout is friendly to the has A Scout

in all difficulties A Scout belongs worldwide of

family of A Scout careful and

possessions and A Scout time has self-respect

appENdix 1


bEavErsThe Beaver section has no law, just a simple Promise that each Beaver Scout makes when he or she is invested, as follows:

‘I promise that I will be kind and helpful and to love God.’

CubsThe Cub Scout section has both a promise and a law, although the Promise is essentially the same for Cub Scouts, Scouts, Explorer Scouts, Scout Network and adults, the law is different. The Cub Scout promise is:

‘I promise that I will do my best, to do my duty to God and to the Queen, to help other people and to keep the Cub Scout Law.’

The Cub Scout Law is:

‘Cub Scouts always do their best, think of others before themselves and do a good turn every day.’

sCOuTs, ExplOrErs aNd adulTsScouts, Explorer Scouts and adults all make the same Promise and abide by the same set of seven Scout Laws. In essence they are basically the same as those originally formulated by Lord Baden-Powell, although they have been updated several times to reflect changes in society and the admission of girls as full members of the Movement. The Scout Promise is:

‘On my honour, I promise, that I will do my best, to do my duty to God and to the Queen, to help other people and to keep the Scout Law.’

The seven Scout Laws are:

A Scout is to be trusted.A Scout is loyal.A Scout is friendly and considerate.A Scout belongs to the worldwide family of Scouts.A Scout has courage in all difficulties.A Scout makes good use of time and is careful of possessions and property.A Scout has self-respect and respect for others.

iNfOrmaTiON ON ThE prOmisE aNd laW

32 Module 1

sTruCTurE Cards

appENdix 2

COuNTy

disTriCT


grOup

sCOuT NETWOrK

34 Module 1

ExplOrEr sCOuT uNiT

sCOuT TrOOp


Cub paCK

bEavEr COlONy

36 Module 1

agEd 10 ½ - 14 agEd 14-18

agEd 18-25 agEd 6-8

agEd 8-10 ½


300 2,000

8,000 6,800

7,800 6,600

89 1,000

38 Module 1

appENdix 3

alTErNaTivE COuNTy Cards

arEa /(COuNTy)

islaNd /(COuNTy)


bailiWiCK /(COuNTy)

rEgiONal (sCOTlaNd)/(COuNTy)

40 Module 1

appENdix 4

aNsWEr TO sTruCTurE TasK

This chart shows the answer to the structure task in session one. This is also shown in PowerPoint slide 4. PowerPoint slides 5 and 6 show the structural variations across the UK.

county89

district1,000

scout network

aged 18-25300

explorer scouts

aged 14-182,000

scoutsaged

10½-146,600

cub scoutsaged

10½-147,800

beaver scouts

aged 6-86,800

group8,000


appENdix 5

rOlEs iN ThE sTruCTurE

section leaderManage and leads a youth section, including providing a Balanced Programme, ensuring that the programme is delivered safely and that accurate records within the section are kept. Also responsible for making sure that every young person has the opportunity to go on a residential experience at least once a year.

assistant section leaderSupports a Section Leader in running a section, including planning and delivering a Balanced Programme, ensuring that the programme is delivered safely and supporting the Section Leader in promoting the Moving-On Award.

section assistantSupports the Section Leaders with the delivery of a Balanced Programme.

group scout leader (gsl)Responsible for the effective operation of a Scout Group, including managing and the team of Section Leaders, Assistant Section Leaders and Section Assistants, and ensuring that an exciting and challenging Balanced Programme is provided for young people in the Group.

district explorer scout commissioner (desc)Responsible for the effective operation and development of Explorer Scouting within a District. This involves managing adults involved in the provision of Explorer Scouting (including Explorer Scout Leaders and the District Explorer Scout Administrator), and ensuring the development of the Young Leaders’ Scheme.

district commissioner (dc)Responsible for leading the Scout District including ensuring that the District provides good quality Scouting for young people, developing Scouting in the District, promoting and maintaining the policies of the Association within the District and managing adults in the District.

county scout network commissioner (csnc)Responsible for the management of Scout Network within the County, including managing adults involved in the provision of Scout Network (for example Scout Network Leaders and the County Scout Network Administrator), and ensuring that Network Members are involved in managing their Section, and that they are trained to do this.

county training manager (ctm)Responsible for the provision of Adult Training within the County. This includes planning, and ensuring the delivery of, learning provisions so that all adults have access to a variety of learning methods, managing adults involved in the provision of Adult Training and recommending the award of Wood Badges to Headquarters.

42 Module 1

county commmissioner (cc)Responsible for leading the Scout County: ensuring that the County provides good quality Scouting for young people, developing Scouting in the County, promoting and maintaining the policies of the Association within the County and managing adults in the County.

executive committee memberExecutive Committee members are the trustees of their Group/District/County and exist to support the work of the GSL/DC or CC to meet the responsibilities of their appointment. The Committee members may, for example, act as the Secretary, Treasurer or Chair of the Committee and ensure the effective administration of the Group/District or County.

scout active support memberSupports Scouting in a flexible way, using their particular skills, knowledge and interests.

assistant district commissioner (section)Works in partnership with District Commissioner to support and develop an effective section provision across the District (may be an Assistant District Commissioner for each of the youth sections).

assistant county commissioner (activities)Supports County Commissioner and Leaders in the safe provision of activities.

district appointments secretaryAdministers the appointment process within a District, including registering adult applications on the online Members area, sending for references, arranging approval meetings, reviewing the progress of applications and issuing certificates of appointment.


appENdix 6

safETy Quiz – TruE/falsE

1. The Safety Policy is intended only to apply to all programme activities involving Young People FALSE – The Safety Policy applies to all Scouting activities and functions – whether or not young

people are involved. A good example of this would be a fundraising event run by the Group.

2. The Group Scout Leader has sole responsibility for ensuring that activities are undertaken in a safe manner. FALSE – It is the responsibility of all involved in Scouting to ensure activities are carried out in a safe manner.

3. Risk Assessments need only be carried out for activities listed in Chapter 9 of POR FALSE – An appropriate level of risk assessment should be carried out on all Scouting activities.

4. If a Scout chips a tooth on Scout Camp and subsequently visits a dentist then an Accident Report Form must be completed. TRUE – If a person is treated by a dentist as the result of an incident at a Scouting activity then an Incident

Report Form must be completed.

5. The purpose of Risk Assessment is to ensure that the legal obligations of The Scout Association are fulfilled. FALSE – The purpose of Risk Assessments is to protect all involved in Scouting from harm.

6. If a Scout is seriously injured then the Group Scout Leader is responsible for informing the parents and dealing with any press enquiries.

FALSE – All such incidents must be reported to the Duty Press Officer at Headquarters who will provide advice and support in the management of the incident.

44 Module 1

ApproAches to identifying And preventing bullyingThese ideas are all approaches which will help with either identifying or preventing bullying. Mark which ideas will help you to identify bullying, and which will help you to deal with or prevent it.

ideA identifying bullying

preventing bullying

a) Develop observation and listening skills and watch for... (see p29)

b) Adults should lead by example

c) Improve young people’s self confidence

d) Discuss different possible signs of bullying with the leadership team

e) Communicate and share information between leaders about concerning behaviour or situations that may have occurred during the meeting

f) Work with the young people to create an Anti-Bullying Code that everyone signs up to and display it in the meeting place for everyone to see

g) Build effective relationships with parents/carers and encourage them to share information on situations outside Scouting that may affect the young person at Scouts

h) Get to know the young people in your section to help you recognise any signs of bullying/unusual behaviour

i) Make sure everyone is aware of the consequences if the Anti-Bullying Code is broken.

J) Familiarise yourself with the advice and support in the Let’s Stamp Out Bullying Together booklet and poster

k) Young people should sign their code of behaviour

l) Praise good behaviour and co-operation

WorKsheet 1

Item number: 103016

le 1 - the scout association · 2012-08-30 · to make adults aware of the purpose, principles and...

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