Session Pack (APE) (LC To POC) Duplex

2013 Edition
ADVANCED
PEER EDUCATOR
LEADING to PETTY OFFICER CADET
Session Plans
202 Lambeth Road

London SE1 7JW
Telephone
020 7654 7006 Patron: HM The Queen
A charity registered in England and Wales
www.ms-sc.org 313013 and in Scotland SC037808
Advanced Peer Educator
Leading Cadet to Petty Officer Cadet

Advanced Peer Educator Content
Day One
AP01 The role of Advanced Peer Educator
AP02 Communication Skills
AP03 Team working and ‘121’
AP04 Motivating and encouraging your peers
AP05 Health and safety in the classroom
AP06 Making learning assessable to all
Day Two
AP07 Applying leadership skills to peer educator
AP08 Using your subject knowledge
AP09 What next and evaluation
Leading to Petty Officer Cadet
Suggested timetable for Advanced Peer Educator Course

The Advanced Peer Educator course is design to equip potential Petty Officer Cadets with the tools,
knowledge and skills needed to become effective and engaging peer instructors. Participants will return to
their units and hone skills learnt by putting into practice what they learnt over the duration of the course.
Whilst the timetable below is a suggestion variations can be made if the circumstances change.
Day One
Ser Time Ref Duration Description
001 0800 – 0810 N/A 10 min Ice breakers
002 0810 – 0940 AP01 90 min Role of Advanced Peer Educators
003 0940 – 1040 AP02 60 min Communication Skills
004 1040 – 1100 N/A 20 min Standeasy
005 1100 – 1230 AP03 90 min Team Work and 1-2-1
006 1230 – 1330 N/A 60 min Lunch
007 1330 – 1415 AP04 45 min Encouraging and motivating your peers
008 1415 – 1500 AP05 45 min Health and Safety in the classroom
009 1500 – 1530 N/A 30 min Standeasy
010 1530 – 1700 AP06 90 min Making learning inclusive to all
Day Two
Ser Time Ref Duration Description
011 0800 – 0810 N/A 10 min Ice breakers
012 0810 – 0940 BP07 90 min Using subject specialist knowledge
013 0940 – 1055 BP08 75 min Applying leadership skills to Peer Educator
014 1055 – 1115 N/A 20 min Standeasy
015 1115 – 1215 BP09 45 min Evaluation and what comes next (assessment task)
016 1215 – 1315 N/A 60 min Lunch
017 1315+ N/A N/A Debrief, cleaning stations and depart for home
2013 Edition
ADVANCED
PEER EDUCATOR
Day One – Session Plans
202 Lambeth Road

London SE1 7JW
Telephone
2013 Edition
SESSION PLAN
ADVANCED PEER EDUCATOR
Day One – Session One
Role of the advanced peer educator
202 Lambeth Road

London SE1 7JW
Telephone
Preparation
Course Peer Educator – Advanced Peer Educator
Subject Roles and responsibilities of a peer educator.
Reference Number AP01

AP01 WS01
Duration 1 x 90 minute session
References
Training Format Classroom based group work
Training Aids Computer and data projector

Flip chart paper
Flipchart pens
Sticky notes
Pens
A4 pieces of paper or card cut down the middle
Giant dice
Participant Needs Check if participants have any special requirements you should be aware of
Introduction
Welcome/Name of To be delivered by an in-date Peer Educator Instructor
Trainer
Safety Aspects Consider unit risk assessment and your duty of care to participants
Interest To introduce participants to the roles that they will be taking on as an

advanced peer educator and to explore some of the skills and qualities
needed to fulfil these roles.
Objectives By the end of the session participants will know:
 What the role of an advanced peer educator is
 How to use their existing skills to deliver specialisation training
Development
Method Participants will have an understanding of what it is to be a peer educator. Now
that they have developed and honed the skills, the natural progression will be
to an advanced peer educator.
Draw the following on to a piece of flip chart paper:
Difference
between a
BPE & APE
Using the giant dice, get each partipant to throw it. The person that scores the
highest will have to add to the brain storm and write down what they think is
the difference between being a peer educator and advanced peer educator.
These can be good or bad. Encourage discussion between group members
and list all differences.
As with all senior cadets be they peer educators or advanced peer educators,
they continue to act as role models for younger cadets. This should always be
at the forefront of a peer educator’s thoughts. Remember the vast majority of
behaviour is imitated.
Becoming an advanced peer educator will mean that as well as delivering

modules from the CTP, they will also be able to deliver training in their own
area of specialist area.
Ask paricipants about why they chose their specific area of interest. Does it
have any specific or unique training requirements (e.g. Marine Engineering
needs engines)
The role of the advanced peer educator is to ensure that they assist in the
delivery of training in their specialist area. They should encourage cadets to
participate and aim to ensure that sessions are both informative and fun
Task
Imagine a cadet has joined the unit and has asked about the different
specialisations. Give participants five minutes to think of what they would say
and how can they ‘sell’ it to the cadet.
Go through all role plays and get participants to ask questions that they have
or indeed a cadet might have. Repeat this until all participants have spoken.
Support
Whilst young and keen instructors should be encouraged to come up with their
own ideas, there is support out there. Many people are drawn to a particular
area because they have a genuine interest in that area.
The best place to start is your District Staff Officer if you have one, or even
your Area Staff Officer who can give you some support and guidance. They
may have some ideas or resources that you can use.
Remember the support system works both ways. If you think you have a good
idea then don’t be afraid to pass it on to the relevant DSO or ASO, you never
know, it might be adopted as a new way of doing that particular session
throughout the whole Sea Cadet Corps.
You can also share your ideas with the Training Department at HQ who are
always happy to receive new ideas about how we can instruct our syllabus.
You can contact them at:
trainingdept@ms-sc.org
Remember don’t be afraid to try new things, if they don’t work you can
always retry, use your own experiences to help develop your own sense of
instructional style.
Remember if we don’t use we lose it, remember the writers stores

specialisation? No, well we used to have one. The same applies for your own
knowledge and skills, your brain will write over any information deemed as
obsolete.
Consolidation
Summarise Key Points
2013 Edition
SESSION PLAN
Saturday – Session Two
Communication skills
202 Lambeth Road

London SE1 7JW
Telephone
Preparation
Subject Communication skills
References AP02 LR01

AP02 WS01
Training Aids Flip chart paper,

Flipchart pens
Lego pieces
Pens
Introduction
Trainer
Interest To look at communication skills and how to communicate appropriately as

an advanced peer educator
Objectives By the end of the session participants will have:
 Listed the different ways of communicating which take place at a unit
 Discussed appropriate and inappropriate methods of communication
 Devised a list of communication rules to follow as an advanced peer
educator
 Practised effective communication techniques
Development
Method Ways of communicating at the unit
Split the group into three smaller groups. Give each group some flip chart
paper and a pen. Allow the groups five minutes to list the many ways there are
of communicating within a unit. Answers could include:
 Boatswains call
 Oscars (Semaphore Flags)
 Radio
 Bugle
 Orders
 Written orders
 Ship’s bell
 Verbal messages
 Text message
 Facebook
 Chatting to friends
Once everyone has completed their lists, the groups should share their
answers with the others.
Ask each group to choose one method of communication from their list, write it
on a piece of paper and pass it to the team on their right.
Explain that the groups have two minutes to discuss whether there are any
appropriate and inappropriate times for this type of communication to take
place.
After the two minutes discuss the answers with the other groups. (15 minutes)
Explain that as peer educators they need to be aware of how they

communicate to others, particularly those that they are peer educating.
There will be appropriate and inappropriate ways of communicating.
Positive and Negative Activity

Pin the positive and negative symbols on the wall at opposite ends of the
room. Read from the series of statements on APE LR01 and ask the group to
stand at the appropriate ends of the room depending on whether they think the
way something has been communicated is either positive or negative.
If they think something has been negatively communicated, cadets should

suggest a better way of communicating the point.
When completed ask cadets to collectively come up with a list of rules to follow
when communicating positively with peers. (15 -20 minutes)
Lego Communication Activity

Before you run this activity, you will need to use the Lego provided. You will
need to build a relatively simple model and also make a duplicate pile of the
Lego bricks used to build the model.
The un-built Lego bricks need to go into a poly wallet. Place the finished model
behind a screen to hide it from the cadets.
If possible, you should have two rooms for this activity.

Explain that the cadets will need to be split into three groups.
You will have one group that will stay with the model and another group in a
separate room who will rebuild the model.
The third group will need to relay between the groups, getting information from
the group sitting with the model, to pass information to the group building the
model about how it looks, what goes where etc.
The idea is that group in the second room rebuild the model based on the
information given from the “go between” group. The group with the already
completed model need to think carefully about how they are going to give
information to the “go between” group.
Advise the group to think carefully about their own skills and what team they
would be best suited in before they split themselves into groups.
They should bear their communication rules they devised previously when
completing the activity.
Give them 20 minutes to complete the activity before the completed model is
brought in and compared with the original model.
Conclude the session and activity by discussing the following points.

 How easy/difficult did you find the activity?
 What did you find difficult?
 How well do you feel you communicated during the activity?
 Was it easy to stick to your communication rules when you were under
pressure?
Consolidation
Summarise Key Points Ensure that participants:
 Realise that sometimes it can take lots of different ways to
communicate a point.
 Try to be patient if you don’t get it right the first time
Check Objectives Met Use questioning to check if achieved

2013 Edition
SESSION PLAN
Saturday – Session Three
Team working and „1-2-1‟ skills
202 Lambeth Road

London SE1 7JW
Telephone
Preparation
Subject Team working and one to one tutoring skills
References AP03 LR01- Card activity

AP03 LR02 maze
Training Aids Flip chart paper

Flipchart pens
Three packs of cards (LR01)
15 Blindfolds
Six bags of marshmallows
Three packs of spaghetti
Introduction
Trainer
Interest To look at the benefits of working as part of a team and how one to one
work can support cadets in sessions
 Listed the benefits of working as part of a team and on a one to one
tutoring basis
 Discussed the difficulties that working on a one to one basis can
present
 Created a presentation on how to work one to one with a cadet as an
advanced peer educator
 Listed the skills and attributes needed to be a good team member
 Practised working as a team on an activity
Development
Method Explain that being an effective team member and being able to work with
people individually are essential skills for a peer educator.
As a peer educator you will not be expected to work separately on your own
with peers, but you will provide support peers on a one to one basis in class or
activities.
Split the group into three smaller groups and hand out a pack of cards to each
group.
Ask the groups to split the cards into two piles. One pile should be the benefits
of working one to one with someone in the classroom and the other pile should
be the benefits of working as part of a team.
Once finished, you should discuss the answers as a group. (15 minutes)
Blind Maze
Explain that cadets will now take part in an activity that involves supporting a
person on a one to one basis. Cadets will need to get into pairs.
Hand each pair a blindfold and a flip chart pen.
Explain that one cadet will need to wear a blindfold and have use of the pen.
Hand out a blank maze to each pair.
Explain that the person not wearing a blindfold needs to guide the blindfold
wearer through the maze. They are only allowed to do this via instruction and
are not allowed to touch the person at all!
Once the person has completed the maze, they should swap over.
Once everyone has had at turn. Begin a discussion using the following points:
 How easy/difficult did you find that activity?
 What did you find frustrating in particular?
 What sorts of issues might you need to consider when working one to
one with someone in a class?
(15 minutes)
Presentation
Split the cadets into two groups. Ask them to imagine that they have been
asked to attend an area conference and deliver a five minute presentation to
staff members on how to work one to one with a peer in a session. They may
like to consider the following topics:
 The benefits of working one to one with a peer
 The do‟s and don‟ts of working one to one with a cadet
 What skills you need to work one to one with a cadet
They have 15 minutes to prepare and then cadets should deliver their
presentations to the other groups.
(30 minutes)
Marshmallow and Spaghetti Tower

Explain that as peer educators, not only will they work with younger cadets but
they will also have to work alongside staff members.
This is going to require the ability to work well a part of a team; cadets are
going to have to be adaptable to a variety of situations and the different ways
that people like to work.
Mind map briefly with the group the skills and attributes they feel they need to
work well as part of a team. Answers could include:
 Flexibility
 Listens
 Reliable
 Helpful
 Committed
 Problem solver
 Encourages and motivates others
 Patience
Write any answers down on a piece of flipchart paper and display it where the
group can see.
Ask the group “how good a team member are you?” Split the group into three
smaller groups and give each group a packet of spaghetti and two packs of
marshmallows.
Explain that they have 15 minutes to build the tallest tower using only the
materials provided. Once the 15 minutes are up, compare the towers and
declare the winner!
Discuss with the group the following points:

 How easy was it to work as part of a team during that activity?
 Did you make the best of peoples‟ skills?
 Was there a leader, planner etc?
 What skills and attributes did they manage to use from the list they
came up with previously?
 Can they explain how they used them?
 How can they use these skills/attributes in their role of a peer educator?
Consolidation
Summarise Key Points Summarise the benefits of both team working and providing one to one
support.
Emphasise that one to one work only applies to providing one to one
support in class, it is not working with a cadet on your own.
Check Objectives Met Use questioning to check if achieved.
2013 Edition
SESSION PLAN
Day One – Session Four
Encouraging and motivating your peers
202 Lambeth Road

London SE1 7JW
Telephone
Preparation
Subject Motivating and encouraging your peers
Reference number AP04
References AP04 LR01 – LR05

AP04 LR06
Training format Classroom based group work
Training aids Projector and laptop

Flipchart paper
Flipchart pens
Chocolate bars
Participant needs Check if participants have any special requirements you should be aware of
Introduction
Welcome/name of To be delivered by an in-date Peer Educator Instructor
trainer
Safety aspects Consider unit risk assessment and your duty of care to participants
Interest To introduce participants to the importance of motivating and inspiring

peers in order to help produce results and increase confidence
Objectives By the end of the session cadets will have:
 Discussed how people may have inspired and motivated others
 Discussed whether any of these ways can be used with their peers
 Practised some of these methods with other cadets in the group
Development
Method On the previous peer educator course we talked about how peer educators
have a great deal to offer when teaching new skills as they are able to identify
and communicate with their peers in a way that perhaps adults can’t.
This session is going to look at the way we can present information and
inspire people to achieve.
Get the group to sit around one table and put all the cards with speeches and
photographs in the middle.
Explain to the group that there are five speeches that have been split into
different parts.
The aim of the activity is to match the correct parts of the speech up with the
photograph of the person who gave it.
They will need to work as a team to do this and may need to assign a leader.
Allow 20 minutes to complete the activity.
When finished, go through the speeches and discuss the following points as
a group.
 What was the point of the speech? Perhaps to get someone to do
something, to inspire, to motivate?
 What did they like about it?
 Remember speeches can persuade us to perform negative behaviour
(for example, Adolf Hitler)
You can use the reference sheet if needed. (25 minutes)
Ask the group to think for a minute about a time that they’ve been motivated
to do something by another person. Ask people to contribute to the group
how they did this. It could be something along the lines of
 they cheered me on
 they told me I did a good job
 they encouraged me to do something when I thought I would not be
able to do it.
 they listened to my problems
Discuss with the group whether they could use any of these methods in their
role as a peer educator(10 minutes)
Split participants into pairs. Give one of the pair a fun size chocolate bar.
Explain that the person without the chocolate bar has to convince their
partner to hand over the bar by using encouraging and motivating language.
After three minutes ask them to swap roles.
Once another three minutes are up, ask the cadets to review the activity by
asking the following the questions:
 how did their partner do?
 did they say anything that they thought was particularly convincing?
 did they find it difficult to persuade their partner?
 how did they feel when their partner was talking to them in an
encouraging and motivating way?
Conclusion
Summarise key points Summarise by saying that encouraging and motivating peers can have a
huge impact on their self confidence.
Inspiring someone to do something that they never thought they could

achieve can really give someone a boost and help them develop as a
person.
2013 Edition
SESSION PLAN
Day One – Session Five
Health and Safety in the classroom
202 Lambeth Road

London SE1 7JW
Telephone
Preparation
Subject Health and safety in the classroom
References AP05 LR01

AP05 LR02
Training Aids Flipchart paper

Flipchart pens
Pens
A4 pieces of paper or card cut down the middle
Introduction
Trainer
Interest To discuss health and safety in the classroom and in regards to their
specialist subjects and how they can minimise risks
 Discussed potential hazards and risks in the classroom
 List hazards and risks for specific subjects
 List ways of minimising risks for specific subjects
 Completed a risk assessment for their own specialist subject
Development
Method Whilst participants are at stand easy set up the classroom so it is an unsafe
working environment. Some ideas for doing this could include:
 Leaving some coats and bags in the middle of the floor
 Pulling chairs out or knocking a chair over
 Blocking a fire exit (for the purpose of this exercise only)
 Leaving scissors or other potentially dangerous tools out
When cadets come back after stand easy, observe whether anyone questions
the state of the room or whether anyone moves the upturned chair or bag/coats
that are in the way.
Once they’ve sat down ask the group “who is responsible for monitoring health
and safety in the classroom?” Hopefully at least one person will say “everyone”
Ask the group to point out the hazards with the classroom they are currently in
(congratulate anyone who had rectified a potential issue before the session even
started).
Ask participants to talk about any risks associated with the hazards. Once
cadets have pointed all the hazards, ask if they can think of any other potential
hazards in the classroom?
Introduce the concept of horse play and how messing about at cadets or on
activities could potentially cause harm.
Explain that everyone has a responsibility to make sure that the classroom is a
safe place to work. That means picking up coats and bags and putting them in
the corner of the room and cleaning up spillages when they happen.
However when they begin to instruct their specialisations they will need to
become more conscious of health and safety in the classroom.
Activity – What are the hazard and risks?

Summarise that a hazard is something that has the potential to cause harm and
risk reflects the likelihood of that happening and how severe the outcome would
be if something did happen.
Split the cadets into pairs. Ask each pair to choose one of the strips of the paper
you have in your hands (LR01 Cut into strips. Don’t show the cadets what’s on
the strips)
Cadets should then go and spend five minutes discussing the potential risks and
hazards that they may face whilst teaching that subject. They should consider
whether there is anything they can do to minimise the risk. Once the five
minutes is up, the pairs should share their ideas with the group (15 minutes)
Activity – Completing a risk assessment

Hand out a blank risk assessment sheet to each cadet. Ask them to complete
the classroom risk assessment in regards to their own specialist subject.
Consolidation
Summarise Key Points Ensure that participants:
Understand that health and safety is the responsibility of everyone.
If they see something that could be a potential hazard and it is something
they can deal with (ie a spilt drink on a floor) they should deal with it straight
away. If it is something that they cannot deal with (a broken step) they
should inform a member of staff.

2014 Edition
SESSION PLAN
Day One – Session Six
Making learning inclusive
202 Lambeth Road

London SE1 7JW
Telephone
Preparation
Subject Making learning inclusive
References AP06 PP01

AP06 LR01
Training format Classroom based group work
Training aids 7 black arm bands

Flipchart paper
Flipchart pens
Pens
Sticky notes
Introduction
trainer
Safety aspects Consider unit risk assessment and your duty of care to participants
Interest To introduce participants to the topic of equality and diversity and how it
applies in a Sea Cadet unit.
 Defined what equality and diversity is
 Listed examples of diversity
 Discussed what it feels like to be excluded from a group
 Defined bullying behaviour
 Discussed ways that they can deal with discriminatory or bullying
behaviour
Development
Method Black armband activity
Before this session takes place (perhaps over lunch), select five members
from the group, and ask them to wear a black armband (if possible choose the
most outgoing and confident members of the group). Do not explain to this
group why they are wearing black armbands.
Explain to the group who aren’t wearing the armbands that they are not to talk to
anyone wearing a black armband. They should go out of their way to avoid them
and if they are approached by a person wearing a black armband they should
turn away and ignore them.
Ask the students wearing the black armbands what they think the armbands
meant. Did they feel that they were treated differently? How did they feel when
people turned away from them? Isolated, left out or targeted perhaps?
Discuss with the group whether there have been times when they’ve felt lonely,
left out or targeted? Do they think that there are some groups in society that
might feel like this on a regular basis? Can they think of any groups that may
face discrimination?
Equality and Diversity

Introduce the PowerPoint, ask participants to think for a couple of minutes about
what they feel the right answer is.
Equality and diversity, although talked about together, mean different things.
Equality is about ensuring that all people are treated fairly and equally and that
everyone has access to the same opportunities. Diversity is about recognising
that we are all individuals with both visible and invisible differences. It’s about
recognising the value in these differences and how they can add to our culture,
whether it’s at cadets, school, work etc.
Hand out a couple of sticky notes and a pen to each cadet.
Ask them to think for a minute about everyone in their cadet unit, this can
include staff.
Ask them to write down on the sticky note anything that makes them different to
other people in the unit. E.g. I’m the only ballet dancer, I grew up in Hong Kong,
I’m the only female Leading Cadet in my unit.
When they’ve completed this ask them to come up and stick their notes to the
wall/whiteboard. When everyone has finished go through the responses as a
group. Discuss with the participants how their differences and different
experiences can contribute positively to the unit.
Card exclusion activity

You will need 15 sticky notes
 Five notes with the word “in” written on them
 Five notes with the word “out” written on them
 Five notes with a “?” written on them
Hand out one sticky note to each cadet. Participants should not look at their
sticky note or tell others what is written on their note.
Participants should then stick the notes to their foreheads with the words facing
outwards.
Explain that the word on the sticky notes determines the group they are in.
Those who have “in” will be in the ‘in crowd’.
Those who have “out” will be in the unaccepted group.
Those who have a “?” belong to neither group.
During the game, participants will move around the room looking for the ‘in
crowd’, when they see a cadet with “in” stuck to their forehead they can say
hello.
Cadets can only say hello back if the other person greeting them also has the
word “in” stuck to their head. Keep talking to a minimum.
If the person who says hello to them has “out” on their head they should turn
their back on that cadet and ignore them.
If the person who says hello to them has a “?” stuck to their head they can
choose to either accept or ignore them.
When everyone understands the instructions, have players begin moving around
the room.
Let the game go on for five minutes.
You should see the people with the “in” notes begin to form a group and the
people with “out” stuck to their heads standing to the side or forming smaller
groups.
The “?” group will most likely be mixed, with some being accepted by the ‘in
crowd’ and some being ignored.
When the groups have formed then the game is over. Ask everyone who
believes they were an “accepted” person to raise their hands.
Do this for the other two groups. Participants should then look at their sticky
notes to see if they guessed their number correctly.
Get participants to sit back down.
Discuss with the group the following points:

 When some people are excluded, what are the disadvantages? What are
the disadvantages to the group doing the excluding?
 What are the benefits of including others? (20 minutes)
Defining bullying behaviour

Excluding others on grounds of differences is called bullying.
Ask if they have experienced bullying either by witnessing it, hearing about it or
(if they feel comfortable sharing) personally experiencing it. What types of
bullying can they name? Write their answers on the board. Answers could
include:
 Name calling
 Excluding people
 Hazing (getting people to perform dangerous tasks with the promise that
if they do it, they can be part of a group)
 Physically attacking a person
 Cyber or online bullying
 Spreading rumours about someone
(15 minutes)
How do you deal with bullying behaviour as a peer educator?

Explain that as a peer educator, they need to ensure that everyone is included in
activities and feels welcome within the Sea Cadets. Sometimes it is difficult to
know what to do in these situations.
Split the participants into three groups and hand out a case study to each group.
Allow each group 15 minutes to discuss and come up with answers to the
questions. When finished they should present their ideas to the other groups
(30 minutes)
Conclude by saying that incidents must always be reported to a member of staff

so that they can be dealt with effectively. It is not down to senior cadets to
discipline others, but as good role models they should not turn a blind eye to
discriminatory or bullying behaviour.
Conclusion
Summarise key points Equality and diversity is about treating everyone fairly, recognising that
people are different and recognising that these differences can add a
tremendous amount of value to our culture.
Diversity takes into account all differences not just obvious ones such as
race, religion and gender.
Incidents of bullying should always be reported to a member of staff.

2013 Edition
ADVANCED
PEER EDUCATOR
Day Two – Session Plans
202 Lambeth Road

London SE1 7JW
Telephone
2013 Edition
SESSION PLAN
Sunday – Session One
Applying your leadership skills to peer
educator
202 Lambeth Road

London SE1 7JW
Telephone
Preparation
Subject Applying your leadership skills to peer educator
References AP07 LR01 – LR04

AP07 LR05
Training Aids Flip chart paper

Flipchart pens
Sticky notes
Pens
Giant Jenga
Introduction
Trainer
Interest To look at leadership skills and how it relates to your role as an advanced
peer educator
 Re-capped on the leadership topics taught at unit
 Discussed how you should apply leadership skills to Peer Educator
 Answered questions on leadership skills and situations as a Peer
Educator
Development
Method Prior to beginning the session, place nine pieces of flipchart paper around the
room, each labelled with the titles of the leadership sessions as listed below.
Re-cap Bingo
Begin the session by splitting the group into four smaller groups.
Hand out a bingo card to each group. Explain that we are going to re-cap the
sessions on leadership that they will have covered within their unit.
They need to listen to the statements listed below as you read them out and
tick off the titles that correspond with the statements.
Play like bingo for one and two lines. You may like to hand out a prize for each
winning team, remember to check the answers.
Qualities of a leader
You should be trusted and respected, be a positive role model, be fair minded
and enthusiastic. Amongst many other things!
Leadership styles
In this session you covered authoritarian, participative and delegative methods.
Behaviour management
In this session you looked at Maslow’s Hierarchy of needs and how people can
misbehave in class for lots of different reasons.
Being a positive role model

In these sessions you looked at the importance of being a good one of these
and the effect it can have on younger cadets.
Reviewing a task
These sessions looked at how you can become better at doing things by
learning how to do this and included Gibbs Cycle to give you a method of how
to do this.
Difference between leadership and management

One of these roles is more focused with team building, motivating others and
communicating and the other role is focused with achieving targets, planning
and organising.
John Adair
This is one of the most well known models of leadership and focuses on task,
team and the individual.
Command, lead and management

This model is used in the RN as a way of ensuring that tasks are completed
effectively.
Roles and responsibilities

These sessions are about your job and how you need to behave at your rank.
When they’ve finished the game, briefly discuss as a group what they
remember from the sessions on leadership taught at unit.
(20 minutes)
Mind mapping activity
Hand out a minimum of 10 sticky notes to each cadet.
Explain to them that they need to think about how each of the sessions on
leadership will help them improve in their role as an advanced peer educator.
They should write their ideas on the sticky note and stick it to the relevant flip
chart sheet that you have previously stuck to the wall.
For example for qualities of a leader they could write something along the lines
of:
 You need to develop specific skills in order to be successful when
working with a group of people
 Developing the qualities of a leader will help me become a good peer
educator because it will help me become a good role model
When everyone has finished, get cadets to read out what they have written
from each poster. Discuss any points as necessary (20 minutes).
Leadership Jenga
Split up the group into four smaller groups and set up the giant Jenga.
Explain that in order to get a go at removing a block they will need to answer a
question on leadership (some of them have a definite right or wrong answer
and the others you can decide whether they’ve given a good enough answer,
use LR01 to help with this) (35 minutes)
Consolidation
Summarise Key Points Summarise the importance of developing leadership skills and the
importance of leading by example.
2013 Edition
SESSION PLAN
Sunday– Session Two
Using Specialist Subject Knowledge
202 Lambeth Road

London SE1 7JW
Telephone
Preparation
Subject Using specialist subject knowledge
Reference Number AP 08
References AP08 WS01
Training Format Classroom based group work, not necessary in the classroom
Training Aids Projector and laptop

Flipchart paper
Flipchart pens
Pens
Sticky notes
Various training aids
Introduction
Trainer
Interest To introduce participants to the knowledge needed when running sessions

and how they can overcome problems
 Listed some of the reasons why cadets receive training
 Have experience of making a session interesting using their own
subject knowledge
 Understand how to use their knowledge in a learning environment
Development
Method As potential Petty Officer Cadets you will be required to train in a specialisation
to an advanced level. But why is this?
Give participants a piece of flipchart paper and a pen. Ask them to list all the
advantages of training cadets to these levels.
Cadets with „Peer Educator‟ are able to deliver the „Cadet Training Programme‟
(CTP) sessions at their units.
Cadets with an advanced (First Class) specialisation and a full peer educator
qualification are potentially eligible to become cadet instructors of that
specialisation.
Remember this course is to give cadets the skills and tools to go away and
instruct in their areas of expertise.
Sessions in the Leadership Development Programme (LDP) have been set

aside for cadets to hone these skills ready for their assessment at their
advancement boards.
It is important that if we ask cadets to instruct their peers in subjects, we

need to ensure that they have been given the correct standard of training.
Encourage a discussion by asking the question:
“Can a person effectively instruct a subject without prior knowledge of it but

with use of a manual?”
Ask participants to explain their answers. If participants say yes, ask them to
explain their answers. Most will say something similar to no, because
although there is basic information in the manual, experience and
enthusiasm are needed to ensure that all topics are covered. Cadets may
also ask questions that are not answered in the book.
With this is mind, each cadet will have their own area of interest. Ask them
why they chose it and why it appeals to them.
Activity
Ask the cadets to create a practical five to ten minute session based on a
subject in the specialisation which they hold an intermediate or advanced
qualification.
They will have an hour to prepare this and will need to submit a plan of their
session. They are not allowed to use PowerPoint. It is perfectly acceptable to
refer back to manuals but they must not teach from them.
This doesn‟t need to be a full session plan, just a brief overview of what they
plan to do. DO NOT prompt them but they should include appropriate references
to health and safety regulations. Again, they do not necessarily need to write a
risk assessment, however they should make reference to it if needed.
The aim is to be as creative and as practical as possible.
For example, if they are teaching seamanship, they could use the mast for
instruction of belaying to a cleat or pin. The aim of this exercise is to encourage
cadets to think creatively, using resources that are available to them. Ideas
could include a song or a game; the only condition is that it must be fun. Try to
be as creative as possible.
Once the time is up cadets will then present their practical session. This must
not be someone simply standing at the front of a classroom reciting facts, it must
contain a practical element.
Once all the sessions have been completed, discuss what worked well and what
could be improved.
Support
Instructors are encouraged to use existing resources but shouldn‟t be afraid to
develop their own. Many people are drawn to a particular subject because they
have a genuine interest in it.
Ask your District Staff Officer (DSO) if you have one or even your Area Staff
Officer (ASO) who can give you more support and guidance. They may have
some ideas or resources that you can use.
Remember the support system works both ways. If you think you have a good
idea then don‟t be afraid to pass it on to the relevant DSO or ASO. It may be
adopted as a new way of doing that particular session throughout the whole Sea
Cadet Corps.
You can also share your ideas with the training department at Sea Cadet HQ
who are always happy to receive new ideas about the syllabus.
Email: trainingdept@ms-sc.org
Remember don‟t be afraid to try new things, if they don‟t work you can
always try again, use your own experiences to help develop your sense of
instructional style.
Conclusion
Summarise key points Summarise by saying that there are lots of ways we can use our knowledge
to make sessions interesting and appealing.
Encourage cadets to make sessions as fun as possible.

2013 Edition
SESSION PLAN
Day Two – Session Three
Introducing an assessment task, what next
and evaluation
202 Lambeth Road

London SE1 7JW
Telephone
Preparation
Subject Introduce an assessment task, what next and evaluation
References AP09 HO01

AP09 HO02
AP09 HO03
AP09 HO04
Training format Classroom based group work, not necessary in the classroom
Training aids Projector and laptop

Flipchart paper
Flipchart pens
Pens
Three chairs
Introduction
trainer
Interest To conclude the weekend and introduce the cadets to the work that they
need to do between now and their advancement board
 Received written instructions on what they need to do between now
and their board
 Discussed any questions they may have on this
Evaluated their time on the Peer Educator course.
Development
Method Introduction
Explain that between now and their boards they have plenty of work to be
getting on with. They will need to demonstrate that they have spent a minimum
of 13 hours working on advanced peer educator. This should include both a
mixture of time spent instructing in the classroom and time working on their
session that they will be delivering at the board.
The instruction session for POC boards

As part of their Petty Officer Cadet board, cadets will need to show that they can
develop and instruct a session. They will need to demonstrate that they can use
the knowledge gained over this weekend. The session that they come up with
will be delivered on the Saturday to Instructors and their peers. They will receive
feedback from both the Instructors and peers and will be required to reflect on
how they think the delivery of their session went.
Hand out the instructions (AP09 –HO01) of what they need to do for their
instruction session and go through it as a group.
Hand out the session plan (AP09 – HO02 and go through as a group.
Explain that they can contact their Unit Training Officers for advice and that the
session plan forms can be sent out via email if required.
Collecting evidence
Before cadets attend their Petty Officer Cadet board they will need to collect at
least 13 hours of evidence. This can be demonstrated through instructing a
session and completing a reflective practice sheet or working on their instruction
session and recording what they’ve done on the journal sheet. (NB make cadets
aware that they may need to spend more than 13 hours getting their instruction
session ready). They will need to bring this evidence with them to the Petty
Officer Cadet board.
Go through the reflective practice sheet (APE09 – HO03) and the journal
(APE09 – HO04) with the group so that they understand what it is they need to
do. (NB they only need to do one or the other, not both)
Evaluation
Place three chairs next to each other in a row. Label one chair “getting on”, the
middle chair “getting by” and the last chair “getting sacked” The “getting on”
chair is the chair that means you are doing fantastically well and you couldn’t get
any better.
The “getting by” chair means you are doing okay but there are some
improvements that could be made.
The “getting sacked” chair means that you are not doing very well at all or
haven’t learned anything at all.
Explain that each cadet will need to come up individually and put themselves on
one of the three chairs depending on how well they think they have done over
the weekend.
They will need to explain their reasons for putting themselves there. Once the
cadet has finished explaining their reasons, the rest of the cadets have a chance
to feedback to the cadet in the chair and either move them up or move them
down in some cases.
The aim is for the cadet to reflect on their efforts across the weekend and what
they need to improve on. It’s important that the feedback from the other cadets
is given constructively. This may need to be managed by the instructor.
Conclusion
Conclude the session by answering any questions that cadets may have to
ensure that they feel confident with what they are being asked to do.
Emphasise that cadets must remember to bring the completed paperwork as
discussed today or they will fail the board.
Conclusion
Summarise key points Ensure that participants:
 Understand what their tasks are between now and the board.
 Are aware of what completed documents they will need to bring with
them to the board.

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2013 Edition

202 Lambeth Road

Advanced Peer Educator

Suggested timetable for Advanced Peer Educator Course

Ser Time Ref Duration Description

001 0800 – 0810 N/A 10 min Ice breakers

002 0810 – 0940 AP01 90 min Role of Advanced Peer Educators

003 0940 – 1040 AP02 60 min Communication Skills

004 1040 – 1100 N/A 20 min Standeasy

005 1100 – 1230 AP03 90 min Team Work and 1-2-1

006 1230 – 1330 N/A 60 min Lunch

009 1500 – 1530 N/A 30 min Standeasy

010 1530 – 1700 AP06 90 min Making learning inclusive to all

Ser Time Ref Duration Description

011 0800 – 0810 N/A 10 min Ice breakers

012 0810 – 0940 BP07 90 min Using subject specialist knowledge

014 1055 – 1115 N/A 20 min Standeasy

016 1215 – 1315 N/A 60 min Lunch

202 Lambeth Road

202 Lambeth Road

Subject Roles and responsibilities of a peer educator.

Reference Number AP01

Training Format Classroom based group work

Training Aids Computer and data projector

Interest To introduce participants to the roles that they will be taking on as an

Draw the following on to a piece of flip chart paper:

Becoming an advanced peer educator will mean that as well as delivering

You can contact them at:

Remember if we don’t use we lose it, remember the writers stores

202 Lambeth Road

Subject Communication skills

Reference Number AP02

Duration 1 x 60 minute session

References AP02 LR01

Training Aids Flip chart paper,

Interest To look at communication skills and how to communicate appropriately as

Explain that as peer educators they need to be aware of how they

There will be appropriate and inappropriate ways of communicating.

Positive and Negative Activity

If they think something has been negatively communicated, cadets should

Lego Communication Activity

If possible, you should have two rooms for this activity.

Conclude the session and activity by discussing the following points.

Check Objectives Met Use questioning to check if achieved

202 Lambeth Road

Subject Team working and one to one tutoring skills

Reference Number AP03

Duration 1 x 90 minute session

References AP03 LR01- Card activity

Training Aids Flip chart paper

Hand each pair a blindfold and a flip chart pen.

Marshmallow and Spaghetti Tower

Discuss with the group the following points:

202 Lambeth Road

Subject Motivating and encouraging your peers

Reference number AP04

Duration 1 x 45 minute session

References AP04 LR01 – LR05

Training aids Projector and laptop

Interest To introduce participants to the importance of motivating and inspiring

You can use the reference sheet if needed. (25 minutes)

After three minutes ask them to swap roles.

Inspiring someone to do something that they never thought they could