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THE WORLD SCOUT ENVIRONMENT PROGRAMME

Introduction The World Scout Environment Programme seeks to create an awareness of personal responsibility for the environment. The badge encourages Scouts to connect with nature, think about how we interact with the environment and take action to protect it. The environment is a global subject and the badge focuses on learning about local and global issues and how taking local action can help both of these. The Programme is based on the principles and aims for environment education in Scouting. The badge is carried out in two stages: Explore and Reflect and Take Action. For the first stage each aim is explored through a variety of experiential activities that enable the participant to connect with the subject, learn about it and think about how we interact with it. For the second stage, a need to take action is identified and an environmental project is planned and executed. This should be related to the learning achieved in the exploring stage and the local environmental conditions. The purpose of the badge is for the Scouts to identify personal responsibility for the environment. This should not stop once they have finished the badge. It is hoped that achieving the World Scout Environment Badge is the first step in awakening enthusiasm for the natural world and creating a generation of Scouts who care about the environment and are prepared to take action to protect it.

Principles The environment is central to the Scout Programme and a key element of developing good citizens of the world. Scouting provides opportunities to experience and connect with the natural world. Scouts actively engage in educational programmes to make informed choices about the environment, people and society - choices that reflect the Scout Promise and Law.

Aims Scouts are working towards a world where: 1. 2. 3. 4. 5. People and natural systems have clean water and clean air. Sufficient natural habitat exists to support native species. The risk of harmful substances to people and the environment are minimised. The most suitable environmental practices are used. People are prepared to respond to environmental hazards and natural disasters.

- World Scout Bureau Guidelines

The World Scout Environment Badge


Requirements The World Scout Environment Badge is awarded to any Scout who successfully completes the exploration of the five aims of the World Scout Environment Programme and completes an environmental project. It can be worn on the Scout uniform and the recipient will also be presented with a World Scout Environment Badge Certificate.

Stages of Award To show progress of youth members earning the World Scout Environment Badge and to encourage them to earn the badge in the next section, the World Scout Environment Badge is available in three stages:

Stage 1: Cub Scouts (under 11) Stage 2: Scouts (11-15) Stage 3: Venture and Rover Scouts (15+) *

Only the badge of the highest Stage achieved may be worn.

Method of Delivery The Framework is designed to allow for flexibility in the implementation of the Programme at unit-level. Adult Leaders and facilitators can decide to what extent they will offer support in the delivery of the suggested activities, and they are also free to design their own activities. External instructors or activity supervisors may be engaged where appropriate. The responsibility for deciding whether a Scout has successfully achieved the exploration of an aim may vary. For some activities, active participation as part of a group is required. Others require the Scout to personally meet set requirements (ie. drawing up a personal checklist). These guidelines, among others, are expressed in the symbols used thus:

Key

Activities that are to be attempted individually Activities that may be attempted as part of a group Refer to Programme Activity Resource sheet (included in the WSB WSEP Kit) Activities that require facilitation

Adult Leaders and facilitators are encouraged to use their judgement. Where appropriate it is permitted recommend a Scout for the award of the World Scout Environment Badge if the individual has consistently displayed high levels of pro-environmental attitudes and behaviours and has done his/her absolute best in pursuit of the five aims of the Programme.

* The World Scout Environment Programme can support the delivery of the Scouts of the World Award. The World Scout Environment Badge, completed by the senior section, can complement the educational content of the Scouts of the World Award.

THE WORLD SCOUT ENVIRONMENT BADGE FRAMEWORK


A. 1. EXPLORE and REFLECT People and natural systems have clean water and clean air

Clean water and clean air are vital to all forms of life and natural systems yet their availability is diminishing. Scouts need to understand the sources of clean water and clean air in their local environment and how these sources are threatened. They need to feel empowered to take action to ensure that clean air and clean water are available for people and natural systems.

Stage 1 Educational Objectives: Explore the sources of clean water and clean air in the local environment. Understand the ways water and air are naturally cleaned. 1 2 3 Complete Activity A1 1: Sticky Leaves. Draw up a chart explaining the water cycle and where freshwater comes from. Draw up a chart explaining the oxygen, carbon or nitrogen cycles and the role that plants and trees play.

Stage 2 Educational Objectives: Explore the sources of clean water and clean air in the local environment. Identify threats to clean water and clean air in the local and global environment and be able to suggest solutions. 1 2 3 Complete Activity A1 2: Water Exploring. Visit the Envision Gallery at the Environment Building. Visit the NEWater Visitor Centre.

Stage 3 Educational Objectives: Explore the sources of clean water and clean air in the local environment. Demonstrate the relationship of personal actions to the availability of clean water and clean air in the local and global environment. 1 2 3 Complete Activity A1 3: Life of a River. * Participate in a river/coastal clean-up event with a local environmental group. Design a practical activity that would support the Educational Objectives of Stages 1 and 2 of this aim, and is appropriate to the age group of that section.

* Activity not entirely appropriate to Singapores biogeographical characteristics, but may be worth attempting where the opportunity to do so presents itself

2.

Sufficient natural habitat exists to support native species

Natural habitats play a vital role in maintaining balance and supporting life. There are many threats to habitats and native species in todays world. When Scouts are provided with opportunities to connect with nature and understand how natural systems work, develop an appreciation for native species and given the tools to support these, we are working towards ensuring that sufficient natural habitat exists to support native species.

Stage 1 Educational Objectives: Explore a local natural area. Discover some of the local native species of plants and animals and their habitat needs. Demonstrate knowledge of some contrasting natural habitats. 1 2 3 Complete A2 1: Sense Nature. Visit a nature reserve and participate in a guided tour. Know six different species of bird, insect or other wildlife found in Singapore and what types of habitats they are found in.

Stage 2 Educational Objectives: Explore a local natural area. Understand the ecosystem connections of native species of plants and animals and their habitat needs. Be aware of global conservation issues affecting biodiversity. 1 2 3 Complete Activity A2: 2 Nature Art. Visit a nature reserve and participate in a guided tour; take part in one of its activities or programmes offered. Keep a record (of at least 3 weeks worth of observations), in pictures, sketches or photographs, of bird and/or insect life in their garden or local area/park. Explain the types of threats they and their habitats face. Participate in conservation field work (eg. reforestation, invasive species management) and explain the significance of this activity.

Stage 3 Educational Objectives: Explore a local natural area. Understand the ecosystem connections of native species of plants and animals and their habitat needs. Demonstrate the relationship between personal actions and the availability of sufficient natural habitat to support native species. Be aware of global conservation issues affecting biodiversity. 1 2 3 3 Complete Activity A2 3: Creatures Conference. Volunteer as a nature guide and conduct tours for the public in our nature areas Plan or assist in the coordination of, and participate in, a conservation field work activity (eg. reforestation, invasive species management). Design a practical activity that would support the Educational Objectives of Stages 1 and 2 of this aim, and is appropriate to the age group of that section.

3.

The risk of harmful substances to people and the environment are minimised

Substances harmful to people and the environment are present within the natural and built environment. The majority of these substances are released into the environment by human action. Scouts need to be aware of harmful substances in the environment and understand how the risk of these substances to people and the broader environment can be reduced.

Stage 1 Educational Objectives: Be aware of harmful substances in the local environment. Explain ways to reduce the risk of harmful substances to people, plants and animals. 1 2 Complete Activity A3 1: Catch the Carbon Dioxide. Make and present a list of pollutants that can be found in the air or water. Explain how they are harmful to the environment.

Stage 2 Educational Objectives: Be aware of harmful substances in the local environment and identify their source. Demonstrate what personal action can be taken to reduce the risk of harmful substances to people and the broader environment. 1 2 Complete Activity A3 2: Food Chains and Chemicals. Design a poster showing the various harmful and polluting substances and their sources. Illustrate how personal action can reduce the risk of harmful substances to people and the broader environment.

Stage 3 Educational Objectives: Explain the local impact of harmful substances to people and the broader environment and what can be done by individuals, groups and the community to reduce the risk. Understand the global impact of harmful substances and how local actions can change the global environment. 1 2 Complete A3 3: My Carbon Footprint. Undertake a presentation showing the various harmful and polluting substances and their sources. Illustrate how personal action can reduce the risk of harmful substances to people and the broader environment. Design a practical activity that would support the Educational Objectives of Stages 1 and 2 of this aim, and is appropriate to the age group of that section.

4.

The most suitable environmental practices are used

Our actions as individuals, as groups, as communities and as countries have an impact on the planet. By looking critically at our day-to-day act ions and considering the direct and indirect impacts these have on the environment, Scouts can make informed choices about the environment, people and society so as to ensure the most suitable environmental practices are used.

Stage 1 Educational Objectives: Show awareness of how our actions affect the environment and alternative ways to make a smaller impact. 1 2 Complete A4 1: What have I done today?. Design a checklist of 12 actions or practices that individuals can carry out to promote a more sustainable lifestyle.

Stage 2 Educational Objectives: Recognise how we are connected with the environment and how we can make informed choices about our actions that can minimise the impact on the environment. Identify potentially better environmental practices for your local area. Demonstrate how local solutions can impact global issues. 1 2 3 5 Complete A4 2: Garbage Bag Challenge. Visit the Envision Gallery at the Environment Building. Visit the Pulau Semakau Landfill. Design a poster that illustrates the impact of exploitation of natural resources due to human activities like fishing, logging, mining and how we can help reduce this through our consumption habits.

Stage 3 Educational Objectives: Explain how our choice of action and responsibility as an individual, group, community and country can affect the environment. Understand how we can change our actions to improve our impact on the environment. Demonstrate how local solutions can impact global issues. 1 2 3 Complete A4 3: Quick Energy Debate. Visit the Pulau Semakau Landfill and make a short presentation on key points learnt. Undertake a presentation (slideshow, scrapbook, You-tube film clip, etc.) on one of the following topics and how they relate to it on a personal level: resource management, waste management, climate change. Design a practical activity that would support the Educational Objectives of Stages 1 and 2 of this aim, and is appropriate to the age group of that section.

5.

People are prepared to respond to environmental hazards and natural disasters

Environmental risks, hazards and natural disasters are a reality, affecting people around the world in various forms. They demonstrate how the natural environment can harm people. Their frequency and impact is likely to increase as a result of environmental change brought about by human actions. Scouts can be prepared for environmental risks, hazards and natural disasters by understanding how to recognise, respond to and recover from them. Singapore may be free from most forms of major natural disasters, but it is not free from environmental risks and hazards such as diseases borne by biological/environmental entities and health pandemics. Exploring this aim encourages Scouts to develop a global perspective and think about the value and fragility of our urban environments and livelihoods.

Stage 1 Educational Objectives: Be able to recognise different types of environmental hazards and natural disasters. Demonstrate how to be prepared and react to environmental risks, hazards and natural disasters. 1 2 Complete A5 1 What disaster am I?. Name and describe various types of environmental hazards and natural disasters, and how Singapore is at risk from these.

Stage 2 Educational Objectives: Be able to recognise different types of environmental hazards and natural disasters and explain why they occur. Demonstrate how to help other people to be prepared to respond to environmental risks, hazards and natural disasters. 1 Complete A5 2: Prepare for Disaster.

Stage 3 Educational Objectives: Be able to recognise different types of environmental hazards and natural disasters and explain why they occur. Demonstrate how to help other people to be prepared to respond to environmental hazards and natural disasters in the local area. Explain how changes to the environment can influence environmental risks, hazards and natural disasters. 1 3 Complete Activity A5 3: A Natural Disaster Story. Design a practical activity that would support the Educational Objectives of Stages 1 and 2 of this aim, and is appropriate to the age group of that section.

B.

TAKE ACTION

Do an environmental project The project or activity can be undertaken as a team or as an individual, in Singapore or overseas.

Stage 1 Participate in a local environmental project. Understand the benefits to the local environment of the project. Be aware of the local to global link of the project. 1 Participate in an activity related to the five aims with a local non-government environmental organisation, or government-supported volunteer initiative, ideally with a minimum of 3 hours of involvement.

Stage 2 Identify local environmental issues and potential solutions. Plan and execute an environmental project. Understand the local to global connection of the project. 1 2 Organise a school-wide or community campaign to encourage others to adopt and practice proenvironmental actions ie. recycling, energy conservation. Organise a school-wide or community exhibition (ie. poster or photographic set display) that explores the main themes of environmental protection, sustainable development and climate change. Organise a Recycling Exercise for the school.

Stage 3 Identify local environmental issues and potential solutions. Plan and execute an environmental project. Understand the local to global connections of the project. Evaluate the results of the project for the Scouts, the community and the environment.

APPENDIX 1 LIST OF ORGANISATIONS AND USEFUL WEBSITES

World Scout Environment Programme in Singapore

http://www

Environmental/Conservation government agencies Ministry of the Environment and Water Resources Envision Gallery National Environment Agency Programmes for schools National Parks Board Public Utilities Board NEWater Visitor Centre Centre for Liveable Cities Clean and Green Singapore Website http://app.mewr.gov.sg/ http://www.envision.sg/ http://www.nea.gov.sg/ http://app2.nea.gov.sg/programmes_prisch.aspx http://www.nparks.gov.sg/ http://www.pub.gov.sg http://www.pub.gov.sg/newater/visitors/ http://www.clc.org.sg/ http://www.cgs.sg/

Environmental/Conservation organisations Nature Society (Singapore) Environmental Challenge Organisation Blue Water Volunteers Singapore Environment Council Waterways Watch Society Raffles Museum Toddycats! http://www.nss.org.sg/ http://www.eco-singapore.org/ http://www.bluewatervolunteers.org/ http://www.sec.org.sg/ http://wwws.org.sg/ http://rmbr.nus.edu.sg/toddycats

Other useful sites

WORLD SCOUT ENVIRONMENT BADGE RECORD CARD

Name: NRIC: Address: Email: Present School/Institution: Stage of Award: Stage 1

Date of birth: Nationality: Tel (H): Tel (M):

Gender: M / F

Present Group: Stage 2 Stage 3

A.

EXPLORE and REFLECT Aim Date validated


Name and signature of Leader/Facilitator

1. 2. 3. 4. 5.

People and natural systems have clean water and clean air. Sufficient natural habitat exists to support native species. The risk of harmful substances to people and the environment are minimised. The most suitable environmental practices are used. People are prepared to respond to environmental hazards and natural disasters.

B.

TAKE ACTION (ENVIRONMENTAL PROJECT) Name & description of project Duration/Date completed Name and signature of Leader/Facilitator

Date requirements completed:

Date WSE Badge awarded: