Professional Documents
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Manual
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THE PROGRAMME CYCLE
“Patience has more to do with success than almost any other quality
Boys can see adventure in a dirty old duck-puddle... Without adventure, life
would be deadly dull”
…. Robert Baden-Powell
The Scouts are involved in all three phases in a manner which is appropriate to their
age.
PLANNING
Planning will begin with the Scouts deciding on the Adventure, this will be the big event
that the Group will work towards for the year.
They will then propose Activities and Events which will help them prepare for the
Adventure. Activities are generally short in duration, having a particular focus or
purpose.
Events are longer in duration, they may take a few hours (such as a weekly gathering of
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the Section or Patrol) several hours (such as a hike or sail training day), or a few days
(such as a camp or regatta). Each Event will usually incorporate a number of Activities.
Each of the Activities carried out during the Event may have different objectives and
provide different experiences for those involved.
DOING
Activities should be fun and give everyone involved a sense of achievement. They should
be challenging and provide opportunities for each Scout to achieve their Learning
Objectives and to develop their Adventure Skills. It is important that there is a
practical application when learning skills, otherwise the relevance of the skill is lost,
and much of what is learned will be forgotten.
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The Scout Method will be used in all Sections:
• Young people will achieve their Learning
Objectives and develop their Adventure skills
through practical activity; Learning by Doing.
• Where practical, all of the Youth Programme will
incorporate Nature and the Out of Doors.
• The Scout Law and Promise Law will form the code
of behaviour we apply to everything we do.
• The Youth Programme will create a unique age-
relevant identity, designed to increase the young
person’s sense of adventure. This is called the
Symbolic Framework.
• Scouts will work in small groups so that everyone
can share responsibility and develop leadership
skills.
• The Scouter provides advice, support and guidance so that each Scout is able
to play an active part in planning, running and reviewing their Programme
experience.
• Carefully selected Activities and Events will be used to foster a spirit of
Service.
REVIEWING
Review is a fundamental part of the Youth Programme, and will be done on a regular
basis and in every Section. Scouts will be involved in the Review in a manner appropriate
to their Age Range.
Each Activity will be reviewed in a brief and simple way, as it finishes. In reviewing the
activities we evaluate them both informally and formally.
Informal evaluation is most useful to indicate how the Scouts feel about the level of
participation, activity, inclusion, enjoyment, etc. This can be done in many creative ways,
using smiley faces, arts and crafts, movement, games, quizzes, etc.
Formal evaluation is used to enable us to assess how the objectives have been met and
what lessons have been learnt. To be effective this will take more preparation and more
time. It can be in the form of an artistic display, drama, music or even a game or
discussion, but must have a concrete outcome. It is important to be aware that
individuals will experience different levels of understanding and achieve different
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learning outcomes from the same Activity.
Evaluation should review each individual’s Personal Progress. It should cover their
progress with the Learning Objectives and the Adventure Skills. Each Scout will
consider their own Personal Progress and will have their conclusions confirmed by
another Scout or a Scouter. The purpose of the review is to give each Scout a
realisation of what they have achieved and to encourage them to challenge themselves
further. Reflection is the name we give to the Scouts own assessment of their Personal
Progress. Acknowledging achievement is a very important part of the Programme Cycle.
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ELEMENTS OF THE SCOUT METHOD & THE GROUP LIFE
Self-education, that is, what a boy learns for himself, is what is going to stick by him and guide
him later on in life . .… Robert Baden-Powell
Taken individually,
many of the
educational tools
which make up the
Scout Method are
used in other forms
of education –
working in teams on
projects, for
example.
In Scouting,
however, these
different tools are
referred to as
elements of the
Scout Method – as
each one is only one
part of the whole.
The fact that all of these elements form a whole and are used as a system is part of
what makes Scouting unique.
The fact that Scouting’s method is referred to as the Scout Method (capital “M”) is
because it is composed of several different educational tools.
The Scout Method is what it is because the elements that make it up are coordinated
and balanced. If some instruments are missing from an orchestra, or out of tune or too
loud, the orchestra will never sound tuneful and harmonious. The same applies to the
Scout Method, we must use all of its elements.
TO provide the best Scouting experience, Scouters must be able to understand the
interactions between the various elements of the Scout Method, adapting them to
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every situation and to each individual.
• The Scout Law is a code of conduct, and it sets out the principles that guide us in
language that can be readily understood by the young people in each Scout Troop. The
Scout Law gives Scouts and Scouters alike the values which must become the
cornerstones of our lives if we are to be Scouts. The Promise is a voluntary and
personal commitment to do our best at all times to live in accordance with the Scout
Law. Each Scout has the same rules to guide their behaviour and their interaction with
each other. Each has a common goal; ‘To do my Best’ and to be the best that they can
be.
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“The Scout Law is the foundation on which the whole of scout training rests.” “It invites the young
person to make a commitment concerning his/her own personal development.” … Robert Baden
Powell
• The Symbolic Framework sets the scene for life in the Patrol and in the Troop. It
creates an atmosphere of adventure and discovery. It is emphasised by use of
terminology, tradition, ceremonies, stories, games, etc. Even in the name they give
themselves and their Patrol, they have already developed a bond. In the names, titles,
themes and identities that make up their Activities and their life in the Patrol they
create an atmosphere where everyone has a place. In the stories they create to make
the Activities better, they build a world where everyone plays a character, and can
learn from the role they play as much as from the task completed. It is of vital
importance to create a Framework that is appropriate to the age of the Young People
involved. The Symbolic Framework created in the section is perhaps the most powerful
tool for effective programme delivery. It brings life and excitement to everything
Scouts do.
• The Patrol System (small team system). Within each Patrol, the Scouts organise their
life as a group and decide on, organise and carry out their activities. This is done with
appropriate adult guidance according to the age range of each Section. Each Scout has
a specific responsibility, which he or she carries out for an agreed length of time. In
this way each Scout can contribute to the life and welfare of the Patrol and the
success of their Activities. Involvement in this way is important to the development of
each Scout. One person will have the role of the Patrol Leader, and must be
acknowledged by the others to be the leader of the Patrol. In some circumstances
Patrol Leaders may be appointed by the Scouter, but it is usually better if they are
chosen by their peers. They will assume a general coordinating role and ensure that
everyone is plays their part. They will ensure that each Scout has the opportunity to
take part in the decisions and to be fully involved in the life of the Patrol.
“The object of the Patrol system is mainly to give real responsibilities to as many of the boys as
possible, with a view to develop their character” …. Robert Baden Powell.
• Service to others is fostered by the habit of individual good turns and simply helping
each other out. This encourages teamwork within the Patrol, as together the team can
achieve so much more. It also enables the Patrol to work together to help others.
Service to others in Scouting is often the first real interaction that Scouts have with
people in their community, outside of their homes and schools. It consists of Activities
and projects which bring the Scouts closer to those most in need. It generates a
permanent willingness to help others. It encourages community awareness and
involvement, leading to active citizenship.
• Life in nature is a special and vital part of the Scout Method for the Troop. It is a
special environment in which to carry out the many Activities of all the Sections in the
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Scout Group. The whole of the Scout Programme must be
structured around the outdoors. If this is not happening we are
losing an essential part of Scouting. Interaction with nature
enables young people to find and define themselves, their place in
the world and their relationships with others. Nature is where an
appreciation for the immensity of the world can truly be felt. It is
a real experience, even when controlled. It has risks and
consequences and is a tangible experience. As we interact with
nature we learn to understand its power, and also how fragile it is. These things help us
understand the forces of nature and how we must nurture and protect it. Interaction
with nature also offers us many opportunities to explore our own spirituality and to
appreciate the group life we have, it strengthens our bond with life.
“God has given us a world to live in that is full of beauties and wonders and He has given us not
only eyes to see them, but minds to understand them, if we only have the sense to look at them in
that light.” …. Robert Baden-Powell
• Learning by doing is attractive to young people. It facilitates their integration into the
group. It helps them to discover their abilities and it encourages an interest in
exploring, adventure and discovery. Learning by doing means that Scouts learn as part
of the Activity, They learn with and from each other, as a result of first hand
experiences. This part of the Scout Method allows each Scout to experience the
knowledge, skill or activity for themselves, and to progress to more challenging
activities as they learn. It is not only limited to ‘doing’ in the sense of learning practical
or manual skills. It also applies to other areas of development, such as responsibility,
leadership skills, interpersonal skills and planning. In this way ‘Games’ play an important
part in our Programme, because in Scouting all of the games we play have a purpose and
they usually promote some form of learning.
• Adults and Young People in Scouting operate in harmony with each other. The young
people and the adults share the same ideal and commitment; they are united by the
same Promise and observe the same Law. They are therefore partners, committed to
the same goal: the full development of the individual young person. For this partnership
to work there must be mutual listening and respect. The adult helps the young person to
learn by listening to the young person, being prepared to talk with them, valuing their
contributions, instilling confidence, reassuring them, and creating a safe environment in
which the young person can experiment and discover. The adult supports the young
person to help them achieve what they undertake, develop their confidence in
themselves, discover their limits, and face moving on to another stage in life. They need
reference points, including adults they can talk to. The adult should ensure that
incidents and events are evaluated and put into perspective, so that knowledge is
derived and skills are absorbed. The role of the adult in the organisation and
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presentation of the programme in Scouting Ireland is an ever decreasing one as the
young person develops through the sections. Equally the role of the adult as a ‘coach’
and ‘mentor’ rather than a leader comes more and more to the fore as we move through
the Sections. The adult is always responsible for ensuring there is an educational
content to the Programme, and for the safety and well-being of the Scouts.
• Personal Progression, and the stages our Scouts reach along their Personal Journey
should be celebrated in the group as a whole. There is no better motivation for a young
person than acknowledgement by their peers for what they have achieved. The
progression of all Scouts along their Personal Journey brings variety and challenge to
the Patrol as the individuals are pursuing different Learning Objectives, or at least
different Personal Challenges for the same Learning Objective. The Patrol can play an
important part in helping each other recognise some things about themselves, as well as
deciding on the best way forward for them. The Patrol can also play a very important
role in the review process.
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Scouting in the Troop:
• Adults supporting young people
• Adults learning from young people
• Young people contributing to their own development
• Young people receiving training
• Activities with the purpose of achieving Learning Objectives
• Activities organized and achieved in the frame of the Scout Method
• The Scout Method understood by everyone
• The Scout Method used in a balanced way
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• Scouts respect each other
• Scours have FUN
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THE SCOUT METHOD – A PROGRESSION – A JOURNEY
Discovery
Tracker Scout Explorer Scout Rover Scout General Notes
Scout
Personal • Directive • Exploratory • Challenging • No interpretation • Continuous
Progression of objectives personal learning
• Task-based • Guidance • Questions for
interpretation of regarding personal • Take ownership of • Establish personal
objectives objectives discovery of objectives goals
objectives
• Re-visit objectives • Developing • Take responsibility • Recognition of
Scout skills • Advanced for personal progress
• Review Challenges
Scout skills development
• Acknowledge
• Specialised Scout
achievement
skills
Introduction to
Scout skills
Skills allow for
more activity.
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Discovery
Tracker Scout Explorer Scout Rover Scout General Notes
Scout
Promise & Law • Agree rules of • Set rules • Develop code • Live the Promise & • Rules of the Game
behaviour together of behaviour Law
• Code for living
with universal
• Simple wording • Code of living • Develop charter
values • Personal
understood by all based on universal
• Growing commitment
• Young people values
• Activities to awareness of
develop • Do your best
strengthen values • Commitment on
awareness of
understanding Departure • Practical
• More relevance
application
• Not learning these involvement
• Commitment through activities
by rote
• Small for life
Knowing the
• Understand values community
• Understand meaning, more
projects
• Following the rules responsibilities important than
• Practical knowing the
applications in words by heart.
group
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Discovery
Tracker Scout Explorer Scout Rover Scout General Notes
Scout
Patrol
• Introduction to • Role of leader • Leader as • Adult as • Progressive,
System
self-governing is to support guide coach/mentor democratic self-
team and co-ordinate (resource) government
• Independent
• PL has a role in • Team system Patrol system • Task-based teams • Roles for each
direct leadership operates more Scout
• Teams of • Opportunities for
of Patrol. fully
friends. leadership for all • Regular Patrol
• High ratio of • Teams are Scouts Leaders Council’s
• Each Scout
leader involvement autonomous
takes • Troop is a • Troop Council
• Introduction to • More ownership of a community run by
• Youth-Adult
involvement in independent role in the Scouts
partnership
decision making and defined patrol, and
• Personal Challenges
for all members roles for all develops it. • Develop skills,
identified and
around activities, members, all talents through
• Scouts choose executed by
and personal with leadership experiences
their own individuals, often
challenges opportunities
Personal within Troop
• Members • Patrols agree on Challenges, and activities.
contribute to Personal Patrol chooses
Patrol identity Challenges and activities to
activities facilitate
them.
• PL’s council
organising • PL’s council
programme contribute to
running Troop
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• Troop Council
run by young
people
Responsibility
shared
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Tracker Scout Explorer Scout Discovery Scout Rover Scout General Notes
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Discovery
Tracker Scout Explorer Scout Rover Scout General Notes
Scout
Service
• Caring • Bigger and • Causes • Big projects • Contributing to
longer term society
• My house, my • Group projects • VSO (Voluntary
garden, my village, • Suggest service Service Overseas) • Caring for others
• Self-initiated
my estate projects type projects and the world
• Take around us
• Helping each other • My community • Global
responsibility
• Sense of
• Understanding • Together or as
• My country fulfilment
the significance individuals.
• Understand • Understanding of
the joy of our place in the
giving world
• Appreciation of
others
• Active Citizens
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Tracker Scout Explorer Scout Discovery Scout Rover Scout General Notes
Learning by Doing • Taking part • Boundaries • Take responsibility • Know what and • Learning as a
within relaxed to for their own why learning result of
boundaries set allow more learning takes place first-hand
by Scouters active • Learn from • Understand experience
• New participation Activities (self- personal • Not just
experiences • Supported by evaluate) objectives and practical or
• New skills Scouter • Set their own rationale manual skills
• New boundaries • Take ownership • Taking on
adventures • Learning to learn • Facilitate others responsibility
• Learning • Passing on skills learning • Learn from
through • Facilitated by both
activities Scouter successes and
failures
• Learn through
practical
activities
• Project
method
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Tracker Scout Explorer Scout Discovery Scout Rover Scout General Notes
Nature • Introduction to • Hikes & treks • Increasing • Projects in out- • Nature and
(Out of Doors) Nature based • Outdoor challenge in of-doors the out-of-
on a project exploration patrols; monitored • Expedition doors is the
• Activities in • Extended by leader • Training setting for
the outdoors. camping • Increasing • Preservation Scouting
• Walks • Exploring challenges in • Conservation • Provides
• Camping nature Patrols • Appreciation physical
experience • Water • Backpacking • Understanding challenge
• Water Activities • Discover how • Spirituality • Connecting
experience • Supported by nature works with the
Scouter • Explore the skies universe
• Understand • Water challenges • Building
conservation • Discover their community
community • Responsibility
• Spirituality for the
• Scouter in environment
background • Fun
• Conservation
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Tracker Scout Explorer Scout Discovery Scout Rover Scout General Notes
Role of Adult • Manager/Guide. • Co-ordinator • Facilitator/mentor • Mentor/Coach • Partnership
• Encourages • Encourages • Support • Motivates the between young
ideas involvement involvement of all group person and
• Provides • Identify new Scouts • Aware of adult
resources and experiences • Facilitate new individual • Facilitate
activities to • Supports challenges and development self-
accommodate programming ideas • Helps Scout to development
personal on Personal • Provide stimulation identify and of the young
challenges and Challenges and for personal review Personal person,
adventure skills Adventure challenges and Challenges. through the
• Helps Scout to Skills adventure skills • Legal, Moral and identification
identify and • Helps Scout • Helps Scout to Safe and on-going
review Personal to identify identify and review of
Challenges. and review review Personal personal
• Provides safe Personal Challenges. challenges.
environment Challenges. • Ensure safe • Provide
• Enables young • Supports environment support to the
people to take young people young people
basic in taking • Fire
responsibility responsibility imagination of
• Encourages in all roles young people
young peoples • Ensures safe
involvement in environment
planning and
implementing
programme
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SYMBOLIC FRAMEWORK
“By Rovering, I don’t mean aimless wandering, I mean finding your way by pleasant paths with a
definite object in view, and having an idea of the difficulties and dangers you are likely to meet
with by the way.”
…..Robert Baden-Powell, “Rovering to Success”
BASIC CONCEPTS
Scouting’s Aim and Programme is all about the development of young
people.
How we deliver our Programme is through Fun, Adventure and Challenge.
How we package all this is through our Symbolic Framework.
The purpose of Scouting has always been about the development of the individual, but
even then, the packaging was important.
• Firstly, for the Scout Section. This was based on what he knew would be
attractive to young people, from his experience with the military. The idea that
military ‘scouts’ were the adventurous, ingenious, capable, daring, young lads;
grouped together for support, heading out to explore the surroundings before
the army advanced.
• To build a framework for the Cub Scout Section he chose ‘The Jungle Book’,
where all the characters lived together in quite a small area. All had very
different characters and attributes, they had to compromise their own needs
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to support each other. The stories of The Jungle Book were well suited to the
age of those he wanted to attract, and were an excellent tool for creating
exciting and imaginative programmes.
• Later came Rovers. The framework for this Section was based around a
journey; travelling and exploring; on land, along rivers and over lakes. All the
time moving forward, with purpose, choosing a direction, exploring new
territories, giving service, embracing spirituality, finding themselves.
A clear Symbolic Framework, with suitable names, symbols, roles, ideals and
terminology, can help create a much more creative and imaginative Programme. Each
symbol, theme, ceremony, award and special word we use in our Programme on a week-
to-week basis forms part of the overall Symbolic Framework of Scouting today. They
mix to ‘tell the story’ of Scouting
We have examples:
For instance, the Tracker Scout Section could be based on ‘Celtic Mythology’. Based on
our own heritage, it weaves a colourful, imaginative tapestry through the programme and
makes the everyday chores and tasks exciting and interesting.
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The Explorer Scout Section doesn’t have to look very far to be inspired. There are
many explorers and adventurers over land, sea and air. There are explorers alive today,
and some who lived century’s ago, all of whom conjure up ideas and imaginings of a
magical world.
For Discovery Scouts there are also many opportunities to focus their Scouting
Programme on many interesting and enlightening people. Those who discovered whole
continents, those who made medical or engineering breakthroughs,
Our Air Scouts and our Sea Scouts have aeronautical and nautical themes which they
use very successfully to ignite the enthusiasm, and imagination of their members.
For Rover Scouts, we propose a Symbolic Framework based on a Journey. This Section
is the completion of their Personal Journey in Scouting. Preparing them for their
journey through adult life, with symbols that represent the choices they will make and
the roads they will choose to travel.
AWARDS
Within each Section the Scout passes through a number of Stages of Development. At
the end of each Stage the Scout is awarded a badge. It is important to recognise not
only the fact that they have achieved something but that they are now moving on to the
next Stage. This recognition could be in the form of a token that they might take with
them to help them move forward. The Symbolic Framework can act as a useful source of
ideas for suitable awards. Here are some examples:
** This canvas sheet when brought on future activities can act as a shelter for the
Scout and when joined with other sheets can serve as a bivvy/shelter/tent… the sky’s
the limit.
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** These items would be made/crafted by the Scout’s own Patrol to symbolize the
moving on and to act as a reminder of friendships made and the impact the Scout has
had on the Patrol they have worked with.
Having adopted a particular Symbolic Framework for your Troop, it is important that it
is reflected in every aspect of the Programme. Terminology, symbols, flags, names,
totems, stories and games take on a new life. These contribute an important element to
the ‘group life’ you must create in your Section. Their place and importance must be
recognised.
Stories are used to create atmosphere, form the basis of a game, build an adventure, a
creative exercise, or a personal challenge. The normal, common or everyday terms for
places, people and things can all be adapted from the stories, to have new and increased
meaning.
Symbols are used to add to the adventure, mark progress, signify achievement, have
fun, be creative and for various type of ceremonies.
Ceremonies play a very important role, and can take on a life of their own through the
Symbolic Framework. Even simple things like the opening and closing of your meeting
should be marked with an appropriate ceremony. Each day of your camp should be
marked with a ceremony, to acknowledge the beginning of a new day, and to take the
time at the end to reflect on what has been achieved. Every activity should begin and
end with some ceremony where you acknowledge why it is you have come together and
what you have achieved by doing so. Ceremonies do not have to be formal affairs, and in
most cases should be led by the Scouts themselves, but they, and the symbols used in
them are special, because of the respect awarded to them.
HAVING A FOCUS
It has been shown that when a Scout Group has a specific focus, is much more likely to
be successful, both in delivering an attractive and exciting Programme, and in delivering
on the aim of Scouting. If the focus is a particular type of Activity, the success is
often because they simply ‘do as they say’, and the Scouts know that they will have
plenty of experiences with the activities they have chosen to participate in. When young
people work together with a collective responsibility, and a common understanding of
the task, their environment, and the requirements for reaching their goal they become
much more involved. If everyone is aware of their responsibilities, their importance in
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the team, their role, right down to the care and maintenance of the equipment, they
respond well.
Symbolic Framework is perhaps the most powerful tool for effective programme
delivery.
• It sets the tone
• it creates or dulls the initial excitement
• it fires or kills the imagination
• It communicates the vision or the lack of it
• It expresses the best of Scouting, or shows up the obsolete
• Get it wrong and Scouting withers
• Get it right and Scouting grows
• It is magic
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LEARNING OBJECTIVES - THE PERSONAL JOURNEY
Scouting is a non formal educational movement, and our Learning Objectives are a
fundamental element of our method.
Education is not the filling of a pail, but the lighting of a fire. ...William Butler Yeats
INDIVIDUAL DEVELOPMENT
The Learning Objectives for each of the Sections is therefore a proposal which offers
each individual Scout the opportunity to identify specific challenges which mark their
progress towards the Learning Objectives. We call these the Personal Challenges.
The interplay between the proposal and each young person’s aspirations never ceases:
the proposal is always there, the challenges are always personal (perhaps unique to the
individual) and the process is always directed at ensuring that each young person
becomes everything he or she is able to be.
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Scouting’s proposal of objectives takes two forms: the Final Objectives and the
Learning Objectives for each age range, or the Section Objectives.
The Final Objectives set out the kind of development that young
people might expect to have attained in each growth area by the
time they have completed the youth programme. They are also
the Section Objectives for the Rovers.
For the younger Sections PERSONAL CHALLENGES are presented in the Scout’s
Handbook for each Learning Objective for each age or Stage of Development within the
Section. These are suggestions for things each Scout can do to help them to see that
they are making progress towards the Section Objectives.
The Learning Objectives for the age group are presented to the young people in the
Scout’s Handbook. Each Scout must be involved in their own journey, and they should be
invited to choose the individual tasks and challenges that will help them make progress
towards the Section Objectives. The process is relatively easy, but it does require a
certain amount of focus. You can facilitate this in small groups. This process involves
the Scout him/herself, the Patrol Leaders Council and a Scouter. One Scouter can only
successfully do this for a small number of young people, perhaps a Patrol or a same-age
group Often it will be very helpful to draw out the issues related to the Section
Objectives to help the Scouts choose the most appropriate challenge for them. For
each Learning Objective they may choose one of the Personal Challenges suggested by
the handbook for their age or Stage of Development. They may also make-up their own
Personal Challenges instead, providing they do the job. They will also decide what
Activities they will organise to help them to carry out their Personal Challenge. These
may be Activities in the Patrol or Troop programme, or they may be something better
done at home or elsewhere outside of the Scouts Activities. The same Scouter who
helps a Scout select a Personal Challenge should help them to review how well they have
done at it and whether they feel that they have made good progress by doing it.
How the Scouts learn to assess their needs relative to each of the Learning Objectives,
and the imaginative, inquisitive and creative approach they take in deciding on Personal
Challenges will, be very much influenced by the Scouter, particularly in the younger
Sections. This process is a very important part of the Programme Cycle.
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Take for example, an objective that says: ‘Do your Best’. You
may instigate a discussion that challenges the young people to
think of anything they have done recently, how they approached
it, if they gave it the time and effort it deserved, thought about
what they were doing, and tried to do it as best they
could…Some of these things might have been successful, some
not – this doesn’t matter. This could cover a huge range of
things, from something small they have done at home, to something much bigger they
have done in the community. You should also encourage the Scouts to reflect on (or
think about) what they have learned from their different experiences and how they can
use this learning in other situations.
Area of
Educational Trail
Growth
Social • Having a sense of belonging in a group, through friendship
and interaction.
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• Having fun.
Physical • Understanding my body and my physical capabilities, while
developing skills through appropriate physical challenges.
Intellectual • Having the ability to create ideas, leading to a plan of
action and carrying it through to its conclusion using
common sense.
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Objective. Here are some examples:
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PROGRESSION AND UNITY
Objectives can be seen to have two features – progression and unity. They follow-on
from Stage to Stage and they are inter-related across the Growth Areas.
This means that we cannot leave aside or omit objectives, or choose to do some one year
and leave the rest for later. Young people “interact” with all the objectives set out for
their age Section, at their Stage. Their efforts to progress, their self-assessment and
their assessment by others are based on all the Learning Objectives.
ACKNOWLEDGEING ACHIEVEMENT
Baden Powell tells us that acknowledgement of their achievements by their peers is one
of the most important motivations to a young person to do more. This is why we have
Badges and other items to mark achievement. In each of Section we have a number of
stages of progression, which ensure that our Scouts will have visited each Learning
Objectives either 3 or 4 times while they were in that Section.
REVIEWING OBJECTIVES
See also chapter “Reviewing Personal Challenges”
When you are reviewing progress with a Scout it is important to realise that it is not
just a case of seeing that the tasks have been completed, it is more important to see
what development has taken place. Because the Learning Objectives all aspects of
personal development it is not enough to look at how the Scouts are progressing within
the confines of the Patrol or Troop. You also need to be aware of how they are
progressing in other areas of their lives.
The Learning Objectives are assessed by the Scouts themselves, by their peers and by
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the Scouters, who observe their progress over a long period of time. In practice, the
Patrol and the Scouter responsible for monitoring it are observing and assessing all the
time. At the end of a Programme Cycle everyone involved, including the Scout
him/herself, shares their opinions.
Tracker Scouts
• The Scouter guides the Tracker Scout in choosing the Personal Challenges that
they will attempt during the Programme Cycle.
• Tracker Scouts should achieve their Personal Challenges as much as possible by
participation in the Activities and Events. The choice of Personal Challenge may
be influenced by the programme that is planned, or the other way around.
However, ultimately each Tracker Scout decides for themselves what the
Challenge should be.
• Suggestions for Personal Challenges are provided in the Trackers Scout
Handbook. They may select one of the suggested options, or agree an
alternative one which suits them better. The Scouter helps the Tracker Scout
to choose/amend a challenge based on their needs and abilities. When the
challenge is chosen, the Scouter will clarify the link to the Learning Objective,
so that the Tracker Scout knows what they are trying to achieve by taking on
the challenge.
• The evaluation of the Personal Challenges for Tracker Scouts will be a simple
straightforward process. The Scouter will ask questions to determine whether
the Tracker Scout has made progress with the Personal Challenges e.g. What
did you learn about …? How do you feel about …?
Explorer Scouts
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is appropriate to achieving the Learning Objective.
• The Scouter will review the selection and may advise the Explorer Scout based
on their knowledge of the Explorer Scouts’ needs and abilities. The main thing
to keep in mind is the principle that the Explorer Scout should take ‘one step
forward’ in respect of the Personal Challenge. The Explorer Scout must be
aware that this is what they are trying to achieve by taking on the Personal
Challenge.
• In the latter part of the year, as there will be fewer Learning Objectives left
for the Explorer Scouts to complete, the Programme planning may need to be
more flexible and/or more focussed to enable each Explorer Scout to achieve
the remaining Learning Objectives.
Discovery Scouts
• The Discovery Scout will choose a Personal Challenge for themselves. The Patrol
may help with this choice.
• The Personal Challenge will, as much as possible, be compatible with and
incorporated into the programme planned by the Patrol.
• If the Discovery Scout wishes, the Personal Challenge may be broad enough to
address more than one Learning Objective, but this must be agreed at the
outset.
• The Discovery Scout will record the Personal Challenge that they have decided
to do in their logbook.
• When the Personal Challenge is achieved and reviewed, this is also recorded in
their logbook.
• Personal Challenges will be reviewed by the Scout, and also by the Patrol, a
friend, a teacher or instructor, or the Scouter, where relevant.
• There is also a chart to record each Scout’s journey through their Learning
Objectives.
Rover Scouts
• The Rover Scouts will choose projects that enable them to achieve the Learning
Objectives. These are the Section Objectives for the Rover Scout Section and
also the Final Objectives that Scouting Ireland proposes.
• They may also plan sub-projects or challenges to achieve those Learning
Objectives not covered in the main project(s).
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• Shortly after the Rover Scout joins the Rover Scout Section, he/she will spend
some time developing a ‘Personal Plan’ which will encompass all of their Personal
Challenges which will help them to achieve their Learning Objectives. Each
Stage for the Rover Scout will involve him/her reviewing and revising their
individual ‘Personal Plan’.
• The Patrol will discuss the Learning Objectives that each member is working on
and agree how these will be incorporated into the projects which will be
undertaken.
• They will be recorded in the Rover Scout’s Logbook.
• The Rover Scout’s Personal Plan will lead progressively towards preparation of a
Personal Life Plan which will coincide with departure. Because their purpose is
the achievement of the Final Objectives, the personal plan should take in
consideration not only their life in the Rover Scout community but all aspects of
young people’s life.
“Why worry about individual training? ... Because it is the only way by which you can educate. You
can instruct any number of boys, a thousand at a time if you have a loud voice and attractive
methods of disciplinary means. But that is not training - it is not education”
….Robert Baden Powell - Aids to Scouting
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REVIEWING PERSONAL CHALLENGES
The object of education is to prepare the young to educate themselves throughout their lives.
.. ..Robert Maynard Hutchins
The aim of education is the knowledge not of fact, but of values ...Dean William R. Inge
Learning Objectives are a fundamental part of Scouting. We achieve them through Fun,
Adventure and Challenge. They are not an end in themselves, but the vehicle advised by
our founder, enabling us to achieve our Aim. The Personal Challenges our Scouts set for
themselves should then be fun, adventurous and challenging as well as being a way to
help them learn more, have a better understanding, or strengthen their values.
Reviewing Personal Challenges is a very important part of the Programme Cycle. It
acknowledges the individual’s achievement along their personal Journey, and helps them
take the next step. It should happen at regular intervals, perhaps every month or six
weeks, to contribute to the Programme Cycle for the next period.
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STAGES AND BADGES
It is worth remembering that each of the Section Objective for your Section should be
achieved while the Scout is in your Section. But they will visit each one either three or
four times, roughly once each year or so. So at each visit they only need to have
advanced or taken ‘one step forward’ towards achieving the Section Objective. During
their final year in your Section however, when the Personal Challenge is being reviewed
it should be obvious at this time that the Section Objective has been achieved. To
acknowledge the progress towards each of the Section Objectives, at each Stage a
badge (sticker) for the Scout’s Handbook is awarded. When the Scout has been
invested and is ready to begin working on the Section Objectives, the Stage Badge
(cloth badge) is presented to show to all the stage they are at, and to encourage them
to advance along their journey in Scouting. This is worn on the left arm for all to see,
and will be replaced by the next Stage Badge when all the Learning Objectives have
been visited at least once. This will be a great achievement and so the badge should be
awarded with appropriate ceremony.
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doesn’t agree that the Scout has made reasonable progress towards achieving the
Learning Objectives and the Scout feels that they have, then the Scout has the right
to determine that they have in fact made progress towards the Section Objective. This
follows the principle that it’s the Scouts own development and therefore he/she has the
last word.
QUESTIONS TO HELP
Each Scout is an individual with different abilities and needs. Also each Scouter and
every situation is different. So the task of helping Scouts to review their progress is
very much an individual thing. However the following questions, or some like them, may
help you and your Scouts to review their Personal Challenges.
• How did you decide on the ‘Personal Challenge’ you choose?
• Did you find it difficult to find something?
• Where did you get the idea from?
• What helped you choose?
• Did you have help deciding what your Personal Challenge should be?
• Where was the challenge for you in doing this?
• Did you have help you start your Challenge?
• Did you change along the way?
• Was it difficult to do in the beginning?
• Did it get easier as you went along?
• What helped?
• Did you look to anyone for help?
• Did some of the others do it also?
• Did you do it together?
• What part did you play?
• How do you think this helped you to (what the objective says)?
• What did you learn about (what the objective says)?
• Were you trying to do your best to complete the challenge?
• When things got difficult what did you do?
• When you weren’t sure what to do next, what did you do?
• Are you happy with how you completed the challenge?
• Would you be interested in taking your challenge further?
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• If you were doing it again would you change anything?
• How has this changed your view on ( ‘objective’)
• Are you happy that you know more about (what the objective says)?
What ever the questions you ask, it’s important to bear the following in mind. Your role
is to helping the Scout to understand what they have achieved. Sometimes with the
best intentions things do not turn out as planned. We can learn from all experiences. It
is most important to recognize the effort and to encourage them further.
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REVIEWING ADVENTURE SKILLS
Adventure Skills are a complementary part, but not an integral part of our Progressive
Scheme. However they have a valued place in the Scouting experience.
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OUTSIDE CERTIFICATION
A lot of preparation has been put in to aligning the Adventure Skills requirements with
those of outside bodies in the relevant skills areas, with the intention of making outside
certification easier to attain for the skills learned within Scouting. The requirements
must be reached and maintained for the programme to work.
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THE ACTIVITIES
In Scouting young people learn by doing. In the Section, this means that we do
everything in the form of Activities. The Scouts are the main actors in these Activities.
They are often the ones to propose and always the ones to choose them. They take an
active part in preparing, carrying out and assessing them.
The Activities help give the Scouts the personal experiences which enable them to
develop the behaviour patterns envisaged in the Learning Objectives. So the Activity is
one thing – something everyone does together; and the Experience is another –
something that each individual has during the Activity.
Anyone involved in Outdoor Education knows that what you gain from going on a hike has
a whole lot more to do with sociological and psychological development then with physical
exercise. Equally, in Scouting we know that building camp infrastructure is a good way
to learn about some of the laws of physics; planting a tree and helping it to grow is a
good way of coming to value nature; sharing what we have allows us to experience
solidarity; cooking our own food and cleaning the pots afterwards incorporates basic
everyday skills into the sum total of what we are like as people.
If the Activities give the Scouts personal experiences, then we must distinguish
between the Activity which everyone carries out and the Experience that each Scout
has during the Activity.
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Activity Experience
What is happening externally, the The internal part; it happens within each
action which involves everyone person. It is what each person gets from
the action.
A tool which generates different The outcome for each young person of
situations. being exposed to these different
situations
Usually carried out in the same Carried out in different ways and refer
way and generally relates to the to varied subjects depending on the
same subject. interests of the Scouts.
Carried out continually to create Not repeated, unless the Scouts
the right atmosphere for the particularly want them, there are so
Scout Method. many more to explore.
Contributes in a general way to Contribute to achieving one or more
achieving the objectives. clearly defined Learning Objectives.
FIXED ACTIVITIES
Examples of Fixed Activities are the section ceremonies. Each ceremony is pretty much
the same however many times we hold it, and its repetition helps create a Scouting
atmosphere in the Section. The ceremonies are not intended to achieve any specific
Learning Objectives, but they are nevertheless related to
several aspects of the personality and thus contribute in a
general way to the achievement of Learning Objectives
across the Growth Areas.
Other examples of Fixed Activities are meetings, outings, the way the Patrols work,
looking after the den, the songs, games, stories, etc.
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In practice Fixed Activities tend to happen in a fairly standardised way and may not
vary much from one Group to another. However there are many variations in how they
are carried out, so we should continually review them to see if we can improve or vary
them to stop them becoming routine and losing their attractiveness and their
educational value. This is especially true in the case of songs, games and stories, each
Scouter should build up a collection over time so that a suitable song, game or story for
every occasion is close to hand.
VARIABLE ACTIVITIES
Variable activities can involve the most diverse things, depending basically on the
Scouts’ interests and sometimes the needs of the community in which the Section
operates. The content of the Activities is totally different each time and none of them
need be constantly repeated. The themes which appear among the Section’s Variable
Activities are limited only by imagination but may include skills, sports, arts, knowledge
and protection of nature, community service, family life,
intercultural understanding and learning about peace, human rights
and citizenship.
Variable Activities will target one or more specific Areas of Growth. In terms of timing
they can range between short duration activities which may take place within a meeting
and long duration activities which may last over a month or longer, and everything in
between. As a result, there will often be two or more Variable Activities running
alongside each other. Because of the potential variety of Activities to choose from, it
may be that the expertise or knowledge required is not available within the Section or
Group. In these cases it will be necessary to seek out the resources required to
undertake the Activity, be they skills or specialised equipment.
A BALANCED PROGRAMME
The key to a really varied and worthwhile programme of Activities lies in achieving an
appropriate balance between these two types of educational activities. Remember that
the young people should participate actively in this process.
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Can make for an ‘introverted’ group, Runs the risk of loosing the Scout
self-centred and isolated from the identity. Can be attractive and fun
world around it. but no ‘Scout flavour’.
May not prepare young people for Will jeopardise the cohesion and
life. sense of belonging.
In addition to variety and balance it should be clear that good quality Activities cannot
be improvised. They need to be chosen, prepared, developed and evaluated properly.
This is not to say that Activities can not, or should not be adapted. The only important
thing in adapting or ‘tweaking’ an Activity is that plenty of thought is given to what the
impact of the Activity should be, and how this can be preserved.
A good time to start this process is during the planning at the beginning of a Programme
Cycle.
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THE PATROL SYSTEM
“The main object of the Patrol System is to give real responsibility to as many of the young people
as possible with a view to developing their character. If the Scout Leader gives the Patrol Leaders
real power, expects a great deal from them, and leaves them a free hand in carrying out their
work, that Scout Leader will have done more for those young people’s character expansion than any
amount of school instruction could ever do.”
………Baden-Powell, Aids to Scoutmastership, 1919
BASIC CONCEPTS
ATTRIBUTES OF A PATROL
The Scout Method gives prominence to the informal dimension of the Patrol
Scouts join the Patrol voluntarily
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• The Patrol is a permanent and well-bonded group
• Not fewer than 5 members and not more than 8
• Patrols may be horizontal or vertical, depending on age
• The Patrol members need to have similar interests
• Activities and tasks must be appropriate
• The Patrol has its own identity
• The internal structure is flexible
• The Patrol has a single formal structure: the Patrol Council
• The status that the Scouts assign to each other helps to define internal roles
and tasks
• The Scout’s own agreed rules create the internal culture of the Patrol
• Patrol rules coincide with the Scout Law
• The Patrol Leader is elected and plays an important role
• The Patrol has symbols of belonging
• The Patrol is a place to enjoy being with friends
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THE PATROL AS AN INFORMAL GROUP
Each young boy or girl should have a free choice as to which Patrol they would join and
the Patrol should have the choice of accepting them. Young people prefer to be with
people they like, people they feel comfortable with, friends with similar interests. Every
Scout should be in the Patrol in which he or she feels accepted and able to operate.
This dynamic can prove uncomfortable for some Leaders. They may try to run Activities
from the perspective of the Troop, that is, from the overall viewpoint of the four or
five Patrols that comprise it. In doing this they may be inclined try to even out the
Patrols, to make them more or less the same as each other. But this is not compatible
with the Patrol System. What is important is that the Patrols should be genuine groups
of friends, not that the Troop looks balanced or evenly distributed. We must learn to
view the Troop as a federation of Patrols, each with its own identity and each working
well of itself.
HOW MANY?
There is no “ideal number” of members for a Patrol, but experience suggests that
between 5 and 8 is best.
Patrols do not operate better for having a certain number of members, but as a function
of the relationships they build together.
With a horizontal Patrol where young people are of similar ages, it is easier to find
activities that are attractive to all of them. However as all the members leave within a
relatively short period, it is more difficult to create traditions and ensure the
continuity of the Patrol with new members.
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sufficiently challenging and the tasks are minimal, then they will lack motivation. On the
other hand, if the Activities are beyond the Patrol’s ability or the tasks are very
demanding, they may end up feeling frustrated. Both feelings will affect the cohesion of
the Patrol and consequently its stability.
A FLEXIBLE STRUCTURE
All Patrols have a kind of spontaneous internal structure, which is constantly evolving.
Young people differ in age, experience and temperament. They all come to occupy and
adapt different positions in the group as they get to know each other, as they grow, and
as older members leave or new members join.
In the Patrol, the Scouts assign status among themselves according to age; length of
time in the group, experience, personal abilities and specific skills. This helps the Patrol
to work well and it ensures everyone has a constructive role. Here are some of possible
roles:
• Patrol Leader, who is responsible for the main leadership, coordinates the
Patrol and represents it at the Troop Council.
• Assistant Patrol Leader, who assists, and deputies for the Patrol Leader when
they are unavailable.
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• Secretary, who is responsible for the Patrol Book, keeping a record of
agreements and reminding all the members of their commitments and deadlines.
• Treasurer, who administers the Patrol’s finances.
• Quartermaster, who looks after the Patrol’s materials and distributes the work
of maintaining them among the other members.
• Cook, who ensures that the Patrol continually improves the quality and variety
of its meals.
• First Aider, who keeps the Patrol’s first aid kit and makes sure that everyone
knows the main rules of safety and first aid.
• Gamesmaster, who knows many games and always has a good one to propose.
• Arts Master, who is responsible for songs and for a good performance in all
things artistic.
• Campfire Leader, who understands the different elements in a good campfire.
• Other responsibilities that may arise from the needs of the Patrol organisation.
The Scouts should rotate these positions every so often although they may be re-
elected to the same ones if the Patrol Council is in agreement.
Practicing these roles, assessing them continually and making changes to them
constitutes a gradual learning process.
The moment the members of a Patrol accept the Scout Law in their lives, the Patrol will
begin to play its dual role as a peer group and learning community. No matter what age a
Scout is, acceptance of the values of the Scout Law and a commitment to Scouting
through the Promise is vital.
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BASED ON FRIENDSHIP
For different reasons, a Patrol may take longer to attain the Learning Objectives than
we, the Scouters, expect it to. Indeed, its performance may even occasionally decline.
But if it continues to be a community of friends who are happy to be together, it will
always be possible to get it back on track. A Patrol cannot be expected to function as a
“learning environment” unless it is a “form of organisation” based on friendship.
On all these levels, learning within the Patrol provides for the response at the right
time, which means that instead of accumulating facts and data in their minds until they
may be needed later, young people put the information they learn to practical use at the
appropriate time.
Once learned, facts and information are easily forgotten if they are not used to deal
with real problems. In the Patrol, learning occurs when a fact, which is related to a
specific subject, is assimilated at the very time it is needed. If a young person is helped
by an older, more experienced Scout the first time they have to make the meal in camp,
learning to combine the different ingredients under the helpful observation of the
other, teaching and learning come together in a single act.
LEARNING TO LEARN
One of the advantages of this
cyclical learning is that the young
people do it almost without
realizing. If the Scouter gradually
encourages the Patrol Leader to
realise that their main role is to
keep this “wheel” turning, then this
will become a way of life for the
young people.
By becoming aware of this cycle, young people not only learn, but they also learn to
learn. This will benefit them in all aspects of their life.
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SCOUTING IN THE COMMUNITY
The Patrol encourages the Scouts to become involved in the local community. The local
environment offers a splendid opportunity for service. The Patrol can become involved in
many ways where an individual would find the challenge too great. Many local community
organisations never learn the purpose of Scout Groups, or they believe that Scouts are
fine in themselves but not much use to anyone else.
The Patrol is also interested in the wider community. The wider community begins
where the local community ends. By wider community we mean the city, region, country,
indeed even the world. In Scouting Ireland, this also means the Scout County, Scout
Province, the national association, the European Region and the World Organization of
the Scout Movement.
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THE SCOUT LAW & SCOUT PROMISE
A Scout is loyal.
A Scout makes good use of time and is careful of possessions and property.
Or
Reality’, to serve my community, to help other people and to live by the Scout Law
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WHAT ARE THEY?
The Scout Promise is a voluntary commitment made to ourselves in front of our peers to
do our best and to make the Scout Law an integral part of our lives. It is necessary that
a Scout understands fully the implications of this, before making the Promise.
The Scout Law is much more that an orderly arrangement of ideas. It is a code of
conduct that is offered to us as a way to choose or steer the course of our life. What is
more, it is an invitation to make those values part of their personality. If we are to be
consistent, we need to think and act in accordance with our values. Only in this way can
our values become instruments through which we observe, interpret and experience the
world.
The aim of Scouting is to develop the young person socially, physically, intellectually, in
character, emotionally, and spiritually ... so that they become integrated, responsible
The Scout Law and the Scout Promise and Law act as the fundamental blocks to achieve
this aim. In essence they promote: respect, commitment, achievement of personal goals,
integration into society, cultural understanding, intercultural understanding. They help
us to structure our development. They facilitate the interaction between individuals and
teams. Each Scout makes a voluntary commitment to become a better person by striving
to apply the elements of the Scout Law in their daily life.
ONE PROMISE
Scouting Ireland currently has one Scout Law and one Scout Promise for all ages. Steps
are being taken to introduce separate versions of the Scout Law and the Scout Promise
that suit the age range in each Section. In the interim the Scouters in the younger
Sections may have a greater role to play in ensuring that each Scout has a real
understanding of the essence of the Law, and the commitment asked of them in their
Promise.
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Children from about the age of 10 become capable of logical reasoning, and gradually
move towards moral autonomy. They are able to judge people on the basis of their
actions and pick out features of personal character. They no longer have blind faith in
authority. They begin to judge for themselves their own actions and the actions of
others.
Tracker Scouts
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• The programme should be adaptive to the young person’s individual needs.
• It should be progressive.
• Ensure nobody is excluded from the programme or activities.
“The boy is not governed by DON’T, but led by DO.” ….. Baden Powell – Aids to
Scoutmastership
Explorer Scouts
• The Scouts awareness of the Scout Law and Scout Promise is developed.
• The Scouts responsibility is increasing.
• The Activities become more challenging but still fun and exciting.
• More emphasis on the out of doors.
• The Scouts should be encouraged to identify methods of assessing learning.
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• The young person becomes more aware of their physical appearance.
• The pressure on the young person as they move school and look for new friends.
• Discipline may not be readily accepted.
“The boy is not governed by DON’T, but led by DO.” ….. Baden Powell – Aids to
Scoutmastership
Discovery Scouts
• The Scout should take a more active role in designing and implementing the
Programme.
• The Scouts responsibility is increased.
• The out of doors is more widely used as a tool of the Scout Law and the Scout
Promise.
• The Scout should be able to demonstrate and discuss how they implement the
Scout Promise into their lives and understand the benefits.
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Things to be aware of:
• There will be pressure on the Scouts due to external factors e.g. exams.
• The Scouts will be exposed to peer pressure.
• There is further emotional strain on the Scouts as they are starting to develop
relationships.
“The boy is not governed by DON’T, but led by DO.” ….. Baden Powell – Aids to
Scoutmastership
Rover Scouts
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Things to be aware of:
• Exams and external pressures will continue to be a pressure on the Scout due
to external factors e.g. exams
• Structured meetings may not always suit the needs of the Scout
• Relationships will play an important part in their development
• The Scout will probably enter third level education or employment
“The boy is not governed by DON’T, but led by DO.” ….. Baden Powell – Aids to
Scoutmastership
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ROLE OF THE SCOUTER
The role of the Scouter in relation to the Youth Pogramme is very similar through all of
the Sections, although your relationship with the Scouts will obviously be different. The
amount of direct responsibility you have in the Pogramme will also change. As we are a
non-formal educational movement, we have the responsibility to educate. As a youth
movement involved in the development of active citizens within the community, we have
a responsibility to that community.
Contributing to the development of a young person, and helping them reach their best
potential, is a real honour, and we must do our best at all times to facilitate this as best
we can. We can not expect to know everything ourselves and so we partake in the
training offered by our Association. We also learn as much as we can from other
Scouters, from the Scouts themselves, and from any number of things we find in our
everyday lives. When it comes to skills and Activities that demand more knowledge or
ability than we have, we get in touch with someone who knows and can help us. As the old
saying goes: ‘any job worth doing is worth doing right’. As scouts we know this to be
true. We also know as Scouters that working together we can achieve anything we set
our minds to.
• Educator:
• Knowing the Scouts in your Section.
• Responsible for development of each individual Scout.
• Ensuring the Scout Method is continually evident.
• Devolving skills and knowledge.
• Helping each Scout achieve their potential.
• Facilitator:
• Ensuring your Scouts understand their commitment to Scouting before
taking their Promise.
• Encouraging and enabling involvement of Scouts in deciding on their Personal
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Journey and the Programme Cycle for their Patrol and Troop.
• Ensuring the correct atmosphere in the Troop to encourage Scouts to
express themselves freely, and facilitate challenging Activities.
• Enabling review of their progress with their Learning Objectives and
Adventure Skills.
• Ensuring that each Activity is evaluated, and the learning outcomes realised.
• Knowing how Activities should be run.
• Motivator:
• Providing encouragement to Scouts to achieve their full potential.
• Encouraging exciting and challenging Activities and experiences.
• Role model:
• Willing to learn and grow as a person yourself.
• Aware that young people look up to you and follow your example.
• Team member:
• Working as part of a team of Scouters in the Troop, in the Group, and in the
community.
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In all sections it is possible for your Scouts to have responsibility and be involved in the
decision-making process, but this will obviously differ depending on each Scout’s
abilities. This is not to say that the role of the Scouter is any less important, or
necessary, it just changes from being more of a ‘facilitator’ role to more of a ‘mentor or
coach’.
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• Scouter ensures PL’s Council works effectively.
• Scouter ensures everyone is happy with their role in the Patrol and Troop.
• Scouter ensures the Scout Method is evident at all times.
• Scouter motivates Scouts to challenge themselves, and ensure there is variety
in their Activities and Experiences.
For a Scout Group to be successful, the Scouters must work as a team, drawing on their
own strengths, and involving others when necessary.
Through all of our age sections, it is necessary to understand the importance of the
Scouter’s role as a mentor and facilitator. In the older Sections this has obviously
become increasingly more evident, but it should not be forgotten from the beginning.
This can be challenging for Scouters who are used to making plans and getting things
done. For some it will take a considerable amount of thought and planning, to achieve
this and assist, encourage and help the Scouts to achieve their Personal Challenges. If
we are to encourage active participation, at the appropriate level, the art of listening is
one we need to master. The challenges are great for the Scouter also, but the rewards
are plenty when you do step back to allow ‘learning by doing’ to work.
The Programme we have is one continuous programme, divided in to four age Sections.
It is necessary for the Scouters in your Group to work together, each understanding
their role in helping with the delivery of their part in the young person’s journey
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through Scouting. It is also useful for all Scouters to understand the Programme of
the other Sections, and it is necessary for everyone to understand the Final Objectives
that the whole programme is geared towards.
Playing your role as a Scouter, putting your stamp on what happens in your Section, and
helping develop the future of Ireland, through the development of active citizens is a
real challenge. It is also tremendously exciting and fabulously rewarding!!
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YOUTH INVOLVEMENT & LEADERSHIP
“Ask the Boy”; perhaps one of Paden-Powell’s most famous quotes, is indicative of the
founder’s opinion of the importance of Youth
Participation.
Active participation
• Which begins with active listening, allows all points of view to be shared and
explored, ensures that everyone is comfortable enough to say what they think.
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It means the young person is respected – strengthens responsibility & life skills.
Decision making
• Meaning that young people have a role in all the decisions made in the Patrol and
the Troop, appropriate to their age and ability. That they know their views will
be listened to and considered. That the Patrol Council plays a real role and their
decisions are respected. That they get to choose the Activities which are not
mysteriously replaced with others that the Scouter likes better.
Personal choices
• Challenging Scouts to make responsible choices, both in what they choose for
themselves for Activities, Events, or Personal Challenges, also in how they
interact with their communities, their environment, and their God. The idea of
service to others and working together to make a better should start from the
earliest Section, and be brought through to the end.
Right to participate
• To allow Scouts to participate in their own Youth Programme. Often we mistake
a Scout’s enthusiastic participation, or willingness to share their skills, as an
indication that they have finished with our Youth Programme and are ready to
become educators in our Association.
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• Make responsible choices about how to use their time.
• Participate as group members in making decisions that influence the larger
programme.
• Are given the opportunity to learn group leadership skills and to assume
leadership roles in planning Activities, Events, and Projects.
• Have the opportunity to “give back” by contributing to the Programme, to other
young people, or to the wider community.
• Experience a sense of belonging.
This graph shows the appropriate trend for the involvement of Scouters and Scouts in
the organisation and running of the Youth Programme
Youth Involvement is an integral part of the Scout Method in the area of ‘The Patrol
System’ and also in the ‘Role of the Scouter’. But we are not alone in recognising its
importance. Governments everywhere, including our own, recognise the importance of
active citizenship, and strive to develop programmes for young people to help achieve
this. In doing so, and in promoting youth participation, they challenge us to face some
facts if we are serious about this subject.
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IF WE ARE SERIOUS!
Shared values are the necessary foundation, but searching questions must also be
answered to ensure children and young people’s participation is safe, sound and
effective. A recent Task Force on Active Citizenship in Ireland, promotes youth
involvement as an important element, and suggests that adults ask themselves the
following questions:
Youth Involvement is possible when Scouters realise that Scouts should not only follow
in their tracks but also go further and improve society. Therefore, Scouters should be
convinced that their mission is to involve Scouts in decision making and to give them real
responsibilities, building leadership skills.
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YOUTH LEADERSHIP
When talking about young people in our Sections we sometimes confuse ‘leadership’ and
‘leadership training’ as being relevant only to Patrol Leaders or their Assistants. In fact
everyone in the Patrol should have a significant role, appropriate to their abilities, their
interests and their age. These roles should change and rotate regularly, so Scouts have
experience of different types of roles. Being part of a team, and working together for
the benefit of the team is one of the key points of good leadership.
In Scouting, we don't mean leadership in the sense of imposing one's will on others, but
conversely, in the sense of helping others to co-operate well: analysing and solving
problems, managing conflicts and making decisions together, setting-up and evaluating
objectives, organising and planning collective projects, establishing community rules,
progressing and enjoying life together.
Acquiring these skills is essential for future active and responsible citizens.
LADDER OF PARTICIPATION
This shows the many different stages and levels of participation. In Scouting we aim to
be standing on or near the top at all times.
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ORIENTATION IN THE SECTIONS
When joining a new Section it is important that each Scout is made to feel welcome, and
a part of the Patrol and Troop. For this they need to be involved. This is also the
Scouter’s opportunity to get to know the new Scout, while observing the young person’s
learning, their actions and reactions.
At all times, we should recognise the difference between those joining from another
Section, and those who are new to us. Those who are new will need help to understand
the concept of Scouting. Those who are new only to the Section will be able to help
them with this. Everyone also needs to learn about the new Section they have just
joined, this new environment, this part of their Personal Journey.
It is important that everybody understands all the terminology that is being used in the
Section, and understands everybody’s role, including their own.
The buddy system, where some of the current members of the Section choose to
‘buddy’ one of the new Scouts, will help to integrate and support the new Scout. If
possible the ‘buddy’ should be a friend, or someone they might know from school or
elsewhere. Choosing a Patrol for each new Scout can be difficult and the ‘buddy’ system
can help with this too.
A special effort should be made with the Programme at this time, to ensure there are
fun activities where skills are learned, and progress is noticeable.
There should be a further outdoor Activity within the following 3 weeks. All the young
people in the section - including the new ones - should be involved in planning and should
participate in the Activity.
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• The Scout Law
• The Personal Journey in Scouting (objectives)
• The Scout Promise
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