Training

Every volunteer role at the Scouts needs to complete training. Follow these three easy steps to get started with your training journey.

Welcome to the training page at 6th Gosport Scout Group. Here you will find all your training needs to get you started on your learning journey to fulfilling your new role within Scouting.

To help you along the way there are many people who can, and will help you. 6th Gosport pride ourselves on our team spirit and you will always be welcome to chat and ask questions. One of the ways we do this is the use of social media, in the format of a closed Facebook group and also a WhatsApp group. You will be invited to join both of these when you join. These are both good places to ask for any help or assistance.

Within the group our training advisor is Nigel Fleetwood. Nigel is the Scout Leaders at the group and he will be the main point of contact for training related queries, and the person that you will need to liaise with regarding all your training and validation requirements. He can be contacted by the WhatsApp group or by emailing Training@team6th.org.

Depending on the role you have undertaken the training you are required to complete will vary. Please identify your training role from the family trees or by looking on your compass profile. You can then use this to see what training you are required to complete using the table below. 

You can click on the module title in the table below, to open the online e-learning if available or to take you to the module page on Scouts.org.uk.

Modules Section & Assistant Section Leader Section Assistant Occasional Helper
Mandatory Ongoing Learning
DBS - Disclosure and Barring Service
SAFE - Safeguarding
Recommended
SFTY -Safety
Recommended
Getting Started Modules
GDPR - Data Protection
Module 1 - Essential Information
Module 3 - Tools for the role
Wood Badge Modules
Module 10 - First Aid
Recommended
Recommended
Module 2 - Personal Learning Plan
Module 12A - Delivering a Quality Programme
Module 5 - Fundamentals of Scouting
Module 7 - Scouting for All
Module 11 - Administration
Module 12B - Programme Planning
Module 17 - Running Safe Activities
Module 18 - Practical Skills
Module 16 - Introduction to Residential Experiences
Module 19 - International
Module 14 - Supporting Young People
Module 15 - Promoting Positive Behaviour
Module 13 - Growing the Section
Module 09 - Working with Adults
Module 08 - Skills of Leadership

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Safety

You’ll learn about your responsibilities for keeping young people and adults safe, what to do in an emergency and how to report incidents.

 

Doing things safely is fundamental to everything we do in Scouting. The Safety training ensures that you understand your responsibilities for keeping everyone in Scouts safe and how to assess and manage risk.

Getting Started is a collection of e-learning modules that help new volunteers settle in their role.You can complete them in any order, at a time that suits you, within the first five months of volunteering. 

 

Safety training is one of the Getting Started modules.

 

Validation is the process of confirming you’ve completed your training, understood the content and are able to apply what you’ve learned.   

 

To validate this module, all you need to do is to complete the assessment, download the certificate (or take a screenshot), and send it to your volunteer line manager or Training Advisor, if you have one.  

 

If you’re not sure who you should email the certificate to, send it to the Training Compliance Volunteer Team at training.compliance@scouts.org.uk  

 

You don’t need to wait for this module to be validated to start other Getting Started training modules.

This module is for all new volunteers in their first 5 months and must be renewed every 3 years.

 

If you are not sure if you need to do this module, check the Roles Tables. 

 

You can also ask your volunteer line manager or Training Advisor, or contact the Info Centre.

You can access our e-learning courses on desktops, mobiles and tablets. It also works well on all browsers, such as Safari, Internet Explorer, Firefox, Google Chrome and Edge.   

 

On mobile and tablet, some of the boxes don’t show all of the words. Turning to landscape from portrait helps with this.   

Please don't hit refresh on your browser (particularly if you get a question wrong on the assessment) as this will prevent you from being able to generate the certificate at the end.  

You will be able to re-take the assessment at the end.  

 

Don’t forget to download or take a screenshot of your certificate. It will be lost if you refresh or close the webpage.  

 

To report any technical errors please contact the Info Centre.

The accessibility tools guide provides some hints and tips on how to build accessibility features into your device. 

 

If e-learning doesn't suit your needs, talk to your line manager or Training Advisor. They can provide one-to-one support or advise you to use the Safety training workbook.

 

When using alternatives to e-learning you won’t be automatically given a certificate, so you will need to agree with your line manager or Training Advisor how to validate the module. 

The Safe Scouting Cards provide guidance for making sure everyone is safe. 

Safeguarding

You’ll learn how to keep young people and adults at risk safe, how to recognise abuse and how to report a concern.

 

You’ll also learn about our Safeguarding Policy and our Code of Practice, known as the Yellow Card.

Getting Started is a collection of e-learning modules that help new volunteers settle in their role.You can complete them in any order, at a time that suits you, within the first five months of volunteering. 

Safeguarding training is one of the Getting Started modules.

Validation is the process of confirming you’ve completed your training, understood the content and are able to apply what you’ve learned.   

 

To validate this module, all you need to do is to complete the assessment, download the certificate (or take a screenshot), and send it to your volunteer line manager or Training Advisor, if you have one.  

 

If you’re not sure who you should email the certificate to, send it to the Training Compliance Volunteer Team at training.compliance@scouts.org.uk  

 

You don’t need to wait for this module to be validated to start other Getting Started training modules.

This module is for all new volunteers in their first 5 months and must be renewed every 3 years.

 

If you are not sure if you need to do this module, check the Roles Tables. 

 

You can also ask your volunteer line manager or Training Advisor, or contact the Info Centre.

You can access our e-learning courses on desktops, mobiles and tablets. It also works well on all browsers, such as Safari, Internet Explorer, Firefox, Google Chrome and Edge.   

 

On mobile and tablet, some of the boxes don’t show all of the words. Turning to landscape from portrait helps with this.   

Please don't hit refresh on your browser (particularly if you get a question wrong on the assessment) as this will prevent you from being able to generate the certificate at the end.  

You will be able to re-take the assessment at the end.  

 

Don’t forget to download or take a screenshot of your certificate. It will be lost if you refresh or close the webpage.  

 

To report any technical errors please contact the Info Centre.

The accessibility tools guide provides some hints and tips on how to build accessibility features into your device. 

 

If e-learning doesn't suit your needs, talk to your line manager or Training Advisor. They can provide one-to-one support or advise you to use the Safeguarding workbook.  

 

When using alternatives to e-learning you won’t be automatically given a certificate, so you will need to agree with your line manager or Training Advisor how to validate the module.

The Safe Scouting Cards provide guidance for making sure everyone is safe. 

The Yellow Card is our code of practice.

GDPR - General Data Protection Regulations.

To provide all adults in Scouting with an understanding of what the General Data Protection Regulations (GDPR) means for them, their Scout Group, District and County and how to effectively align with it.

  • Personal Data
  • Individuals‚Äô rights
  • Consent
  • Accountability & Governance
  • ¬†

To validate the Module the learner will need to:

  • Complete the check your knowledge section at the end of the eLearning module, this will generate a certificate, the certificate is the validation needed for this training module.

Module 1 - Essential Information

To provide all adults in Scouting with the essential information needed to get started in their role.

By doing this training you will:

  • Understand the basics of Scouts‚Äô volunteer training scheme.
  • Learn about our movement‚Äôs history.
  • Explore the fundamentals of Scouts and how to bring them to life.
  • Understand the importance of the Safety and Safeguarding policies in keeping people safe while in the Scouts.
  • Learn about our structure, and find out where you fit within Scouts and the support that‚Äôs available.
  • Understand the Equal Opportunities policy, and how to make sure every member feels included and able to fully participate in Scouts.

To validate the Module, you will need to:

  • Complete the assessment at the end of the eLearning module, this will generate a certificate, the certificate is the validation needed for this training module.

Module 3 - Tools for the Role

To provide Section Leaders and Section Supporters with basic information on the section they support, their role and area of responsibility, along with some practical help to get individuals started in their role.

  • Main features of the section they support and how it fits into Scouting
  • The roles and responsibilities of different people within their section
  • The use of a variety of programme ideas through different types of activities
  • Youth Shaped Scouting
  • Promoting positive behaviour in their section

This module does have an online E-Learning Course however this does not qualify you alone to validate this module. The E-Learning course needs to be back up with the following. 

 

To validate this module the learner will need to complete one of the following:

  • Plan and run, or assist in running a section meeting and reflect on this in a discussion with your Training
    Adviser.

You should include:

  • One activity or game appropriate to the section
  • One ceremony appropriate to the section

Remember to consider:

  • How the section leadership team will work together to deliver the meeting
  • The key ceremonies for the section
  • The key features of the section
  • Why different games and activities are an important part of the programme
  • Important considerations for activities and games in Scouting
  • Sources of relevant programme ideas
  • How to include the young people‚Äôs thoughts and ideas
  • Ways to promote good behaviour throughout the meeting

Evidence you could use may include one or more of the following: 

  • A visit from your Training Adviser,
  • A written or verbal statement to your Training Adviser from an observer summarising your role in a section meeting, programme.
  • Plans you have developed or assisted in the development of including information on activities, games, ceremonies or section meetings that you have run.
  • Instructions for running a game, activity or ceremony for your section including instructions for various members of the leadership team.
  • Photos/videos of you running activities, games or ceremonies or section meetings
  • Discussion of evidence of activities, games, ceremonies or section meetings that you have run.

This should focus on how you incorporated the elements listed into the section meeting and be accompanied by another form of evidence.

Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with a Training Adviser if necessary. Any additional validation criteria created will need to check what you have learnt and that you can apply the skills that you have acquired to your role.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Module 10 - First Aid

The first response course covers the skills and knowledge necessary to enable adults to manage an incident and provide basic first aid

 

Our first response programme is developed in collaboration between the Scouts and Girlguiding, with a common syllabus, resources and acceptance between the two organisations. 

Face-to-face first aid training is often done at local Scout meeting places. It contains both theory and practical parts, and can be delivered in one single six hour session or three separate two hour sessions.

In this delivery method, the theory part of the training (10A) is done in three separate two hour online sessions, and the practical validation (10B) in a short (15-20min) face-to-face session, which covers the practical elements of the life support training. 

The online sessions are live video calls facilitated by a first aid trainer with theory explanations, knowledge checking exercises and discussions.   

 

Volunteers can only attend the practical validation once the theory part is completed. 

The Blended Model combines a 2.5 hour eLearning with a three hour online session for the theory part of the training (10A). The practical validation (10B) is a short (15-20min) face-to-face session, which covers the practical elements of the life support training.  

The eLearning can be accessed once you book your Blended Model first aid training, and should be completed first. The online session is a live video call facilitated by a first aid trainer, with some more detailed knowledge checking exercises and discussions.   

 

Volunteers can only attend the the practical validation once the theory part (both eLearning and online session) is completed. 

Training is offered locally and courses are run periodically when the need arises. 

If you would like to get yourself booked onto a course, contact your training advisor/Group Scout Leader. They will be able to advise on the next course dates and put you in you contact with the course organisers. You can also keep any eye on the Hampshire Scouts training calendar for any upcoming county run courses. 

 

The first aid training - also known as First Response course - focuses on three main areas:

  1. Life support: The principles of first aid and initial response, emergency life support, CPR, choking, and causes and treatment of unresponsiveness.
  2. Trauma and injury: Shock, bleeding, fractures and sprains, head injuries, dental incidents, and burns.
  3. Major illnesses: Asthma, anaphylaxis, heart attack, stroke, seizures, diabetes, sepsis and meningitis.

The minimum first aid required for leaders, managers and supporters is First Response (6 hours), but higher levels of qualification are needed if leading certain kinds of activities in remote environments or delivering first aid training.

You do not need to be first aid trained before you become a leader. You'll develop a personal learning plan with your training adviser and this will identify when it is best for you to undertake first aid training. 

Any course that is set by a regulated provider, and covers the above criteria, recognition and length requirements can be considered as a suitable alternative to a First Response Certificate. If you have done a course which meets these requirements then you simply need to provide this as evidence to your Commissioner or Training Adviser. There is no list of equivalent qualifications for first response. 

 

Examples of regulated providers include: St John Ambulance, The British Red Cross, British Canoeing, Mountain Training, etc.

 

Where an external course does not cover an element of the syllabus the member should take the time to make themselves aware of the signs, symptoms and treatment of these conditions, or undertake additional training in order to cover them. It's often possible for participants to request additional topics to be covered during a First Aid course that they are attending or to speak with a local Scouts first aid trainer to cover the final elements.

 

Undertaking the HSE First Aid at work will provide some of the key skills required for doing first aid in Scouting, however it doesn’t cover the full range of topics members are required to have covered for Scouting first aid. For full details of what is required, view our First Response objectives, content and duration.

There is no badge available for the completion of the First Response course (6 hours) for volunteers.

Volunteers with an in date first aid qualification (16 hours course, also known as full first aid course) can wear a first aider badge on the left sleeve, as shown on the uniform diagram. This can either be the badge provided by the first aid training provider or the Scouts first aider badge available from Scout Store. Only one badge may be worn.

There is no online E-Learning course for this module.

Module 12a - Delivering a quality programme.

To provide leaders, managers and supporters with information about how we deliver Scouting to young people and young adults, and how we ensure it meets their needs.

  • Key elements of the programme for each section
  • Badges and Awards
  • Reviewing the programme
  • The Young Leaders‚Äô Scheme
  • Youth Shaped Scouting

To validate this module the learner will need to complete the following:

  • Discuss their responses to the questions in the ‚ÄėCheck your Knowledge‚Äô chart with a Training Adviser; and reflect on the fundamental principles and key policies of Scouting with a Training Adviser to demonstrate their understanding and confidence to act in accordance with each core area.

Managers and Supporters will also need to complete one of the following:

  • Complete a programme review with a section leadership team and outline the adaptations made to ensure a high-quality balanced programme

 

  • Or complete a review for an event or project proposal initiated by a Scout Network member or Programme Coordinator. Evidence you could use may include one or more of the following: a copy of the completed programme or project review; a visit to the learner to observe the programme review; a verbal or written statement from an observer describing the learner‚Äôs contribution to the review; a
    discussion with the learner covering the aspects of the programme review and the adaptations made.

 

  • Take part in a planning session with a section leadership team or a Scout Network project planning team, ensuring they cover the key elements of the programme.¬†Evidence you could use may include one or more of the following:¬†a copy of the completed programme plan or project proposal; a visit to the learner to observe the programme planning session; a verbal or written statement from an observer describing the learner‚Äôs contribution to the session; a discussion with the learner covering the aspects of the programme created including the key elements included.

 

  • Show evidence of how they are providing and/or promoting Youth Shaped Scouting as part of
    their role. Evidence you could use may include one or more of the following: written or verbal feedback they have gained from young people and an explanation of how they have made use of the
    feedback; a visit from to the learner to a youth forum or council that they have enabled in some way; a verbal or written statement from an observer explaining how the learner has involved young people in deciding their programme.

 

  • Show evidence of how they are supporting the delivery of a high-quality balanced programme
    as part of their role. Evidence you could use may include one or more of the following: observing the learner completing a visit to a section and discussing the support available with the leadership team;
    planning material from the delivery of a District or County event for a section; evidence of how the learner has supported a training team to deliver training to new adults in Scouting; minutes from a District team meeting where the learner has discussed how to support a group or section; evidence from the learner of how they have mentored an adult new to Scouting in the delivery of a high quality balanced programme.

 

  • Any other ideas subject to agreement with your Training Adviser

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

Section Leaders are also required to complete Programme Planning (12B)

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding to their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly is you will get a perspective and hear experiences from members of Scouting from outside the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

 

There is also a link to the programme planning tool below. This is a really useful tool and I strongly encourage you to have a look. 

There is no online E-Learning for this module.

Module 12b - Programme Planning

To provide Section Leaders with an opportunity to plan and review a sectional programme including the use of a variety of methods to generate programme ideas.

  • How to create an exciting and relevant programme
  • How to generate programme ideas
  • How to review a programme to enhance it

To validate this module the learner will need to:

  • Discuss the Check your Knowledge questions with the Training Adviser

And complete two of the following:

  • Produce a Programme Plan (minimum one month). You should take into consideration:
    • The key themes of the programme
    • The underlying themes of the programme
    • Incorporating a range of programme methods
    • How young people are involved in the programme planning process
    • Whether activities relate to badges and awards
  • Evidence you could use may include one or more of the following: a visit to the learner‚Äôs programme planning meeting; a verbal or written statement from an observer describing the learner‚Äôs contribution to a programme planning meeting they have attended; programme plans and programme review documents; discussion with the learner about taking part in a programme planning meeting, focusing on how they incorporated the elements listed into the programme plan and accompanied by another form of evidence.
  • Review their programme and produce evidence for how their review has improved the quality of future programmes and the programme planning process.
    Evidence you could use may include one or more of the following: a visit to the learner, observing
    them completing a programme review; a verbal or written statement from an observer describing the learner’s contribution to a programme review they have conducted; programme plans and programme review documents; discussion with the learner about completing a programme review, this focusing on how they improved future programmes using the results of the programme review and accompanied by another form of evidence.
  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with a Training Adviser if necessary. Any additional validation criteria created will need to check what you have learnt and that you can apply the skills that you have acquired to your role.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly is you will get a perspective and hear experiences from members of Scouting from outside the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

 

There is also a link to the programme planning tool below. This is a really useful tool and I strongly encourage you to have a look. 

There is no online E-Learning for this module.

Module 5 - Fundamentals of Scouting

To explore the Fundamentals of Scouting and the Religious Policy; and to consider their relationship with the high-quality balanced programme delivered to young people.

  • The Values of Scouting in the high-quality balanced programme
  • Using the Scout Method with young people
  • Embedding spiritual development within the high-quality balanced programme
  • The Scouts‚Äô Religious Policy
  • ¬†

To validate this module, the learner will need to complete two of the following:

  • How the Values, Purpose and Method of Scouting have been incorporated into the programme to
    meet the needs of youth members of all sections. Evidence you could use may include one or more of the following: photographs and/or video of activities, a sectional visit to the learner, a written or verbal statement from an observer summarising the learner’s role in this activity, evidence of young people exploring the Values within an activity e.g. flip-charts, programme ideas for the section either side of the section the learner supports.

 

  • Deliver an activity to demonstrate the integration of spiritual development of young people within the programme. Provide practical examples of how faiths, beliefs and attitudes were explored.¬†Evidence you could use may include one or more of the following:¬†photographs and/or video of an activity, a sectional visit to the learner, a written or verbal statement from an observer summarising the learner‚Äôs role in this activity, evidence of young people exploring the values within an activity e.g. surveys, creative work, video clips, quotes, magazine article.

 

  • Create a presentation or activity to explain the Religious Policy to either adults new to Scouting or
    young people. Evidence you could use may include one or more of the following: a PowerPoint presentation and script, a video of delivery, paper evaluations from learners, a visit to observe the learner completing this activity, a written or verbal statement from an observer summarising the learner’s
    role in this activity.

 

  • Deliver a Scouting event (e.g. camp, Scout‚Äôs Own) accessible to people representing different faiths
    and beliefs. Evidence you could use may include one or more of the following: a list to demonstrate all the areas which reflect inclusivity, a video to demonstrate how young people have benefitted from attending a multi-faith event, a plan or photographs of a Scout’s Own, a script for a Scout’s Own with multi-faith reflections, a sectional visit to the learner, a written or verbal statement from an observer summarising the learner’s role in this activity.

 

  • Produce an action plan detailing how you would or have supported another adult in implementing the Values of Scouting in their role.¬†Evidence you could use may include one or more of the following:¬†a written action or development plan, a video or observation of a meeting with another adult as part of supporting them in implementing the Values of Scouting in their role.

 

  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms
of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Module 7 - Scouting for all

To promote the policies of The Scouts that encourage inclusion and to consider how the individual, in their role, can help make Scouting available to all.

  • Diversity and inclusion ‚Äď The Scouts‚Äô policies
  • Diversity and inclusion ‚Äď your own thoughts
  • How you in your role can make Scouting accessible to all
  • Social, cultural and religious diversity

To validate this module the learner will need to complete one of the following:

Outline the Equal Opportunities Policy and explain how you are making Scouting a diverse and inclusive organisation by completing one of the following tasks:

  • Show evidence of how you are making Scouting accessible to one or more of the following:
    • Those with additional needs
    • Girls and young women
    • Those of minority ethnic communities
    • Those of a variety of religious backgrounds
    • Those of a variety of socio-economic backgrounds

Evidence you could use may include one or more of the following: a sectional visit to the learner observing them running an activity or game to increase awareness of additional needs or equal opportunities, a visit to the learner observing them running a recruitment event that highlights that Scouting is open to all, a written or verbal statement from an observer summarising the learner’s role in an activity to make Scouting more accessible, videos or photos of the learner running an activity or game, an article in a magazine/on the internet showing that Scouting is open to all.

  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and ensure that they can apply the skills acquired to their role in Scouting.

Managers should also:

Produce a plan to help their Group/District better reflect the community in which they live and give
examples of how you are putting it into action. This could relate to any of the strands of diversity
and inclusion.
Evidence you could use may include one or more of the following: a copy of a development plan, photos or videos demonstrating the learner putting the diversity plan into action, a visit to the learner observing them creating a plan, a visit to the learner observing them putting the plan into action through an activity or event, a written or verbal statement from an observer summarising the learner’s role in creating a plan, a written or verbal statement from an observer summarising the learner’s role in an activity or event to realise the plan, a discussion with the learner, the discussion should focus on their plan and activities or events they will use to put it into action and be accompanied by another form of evidence.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner wishes to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly is you will get a perspective and hear experiences from members of Scouting from outside the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

 

 

There is no online E-Learning for this module.

Module 11 - Administration

To promote the policies of The Scouts that encourage inclusion and to consider how the individual, in their role, can help make Scouting available to all.

  • Administrative tasks and record keeping
  • Member record management and the General Data Protection Regulations (GDPR)/ Data Protection Act
  • Financial responsibilities and best practice
  • Insurance arrangements
  • ¬†

To validate this module the learner will need to complete one of the following:

  • Demonstrate accurate and appropriate maintenance of administrative and financial records relevant to their role, in accordance with Policy, Organisation and Rules and the Data Protection Act / GDPR.
    Evidence you could use may include one or more of the following: written material such as record
    books, member records, spread sheets or databases that demonstrate accurate and appropriate maintenance of administrative and financial records (the exact format of the evidence will depend on the methods used to record necessary data), a written or verbal statement by an observer to testify that the learner maintains accurate administrative and financial records relevant to your role, in accordance with Policy, Organisation and Rules and the Data Protection Act.
  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Administration is a key part of our daily lives and day jobs. So you might find you already have the skills you require to validate this module. If not, don't worry you can can use the workbook below or utilise one of the Hampshire Scout Led courses to further develop your knowledge  and help prepare you for validating this module. 

 

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly is you will get a perspective and hear experiences from members of Scouting from outside the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 17 - Running Safe Activities

To enable adults to plan and run exciting, safe and developmental activities for the young people in their section.

  • The importance of activities as a regular part of a high-quality balanced programme
  • The processes that need to be followed to carry out any indoor or outdoor activities in Scouting
  • Managing groups during the activity, including the leader in charge principle
  • Planning suitable activities, with appropriate risk assessment and communication
  • InTouch system, activity rules, parental permission, and procedures in event of an accident or incident
  • ¬†

To validate this module the learner will need to complete two of the following:

  • Plan, or assist in planning, an activity taking into account:
    • The age, experience, fitness and additional needs of the group
    • The rules related to the activity (including adult to young person ratios; any activity rules;
      gaining approval from the relevant commissioner; etc.) o Any clothing, footwear, personal and group equipment needed for the activity and anticipated weather conditions
    • The need for a risk assessment to be carried out and communicated effectively
    • The need for an InTouch system to be in place

Evidence you could use may include one or more of the following: a visit to observe the learner in a programme planning meeting, a written or verbal statement from an observer describing the learner’s role in planning an activity for the section, programme plans, risk assessments, InTouch procedure documents, registers, and letters to parents or budgets, a discussion with the learner, this should focus on how the learner has incorporated the criteria above when planning an activity for the section and should be accompanied by another form of evidence.

  • Act as the leader in charge for an activity, taking into account the need to:
    • Oversee the activity (ensuring that registers, headcounts etc. are in place)
    • Co-ordinate the adults involved in the activity, allocating roles to specific adults and ensuring that they are clear on what they need to do
    • Communicate relevant instructions, guidance and rules to young people involved in the activity
    • Carry out dynamic risk assessment

Evidence you could use may include one or more of the following: a sectional visit to observe the learner acting as the leader in charge for an activity for the section, a written or verbal statement from an observer describing the learner’s role in acting as the leader in charge for an activity for the section, programme plans, risk assessments, InTouch procedure documents, registers, letters to parents or budgets, showing the perspective of the leader in charge, discussion with the learner, this should focus on how the learner incorporated the criteria above whilst acting as the leader in charge for an activity and should be accompanied by another form of evidence.

  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 18 - Practical Skills

To encourage adults to gain and develop practical skills for the benefit of the young people in their section.

  • Learning practical skills
  • Sharing practical skills with young people

To validate this module the learner will need to complete two of the following:

  • Learn or develop a practical skill which can be used in Scouting
    Evidence you could use may include one or more of the following: a visit to the learner for
    observation, a written or verbal statement from an observer describing you demonstrating a practicalskill the learner has learnt or developed; paperwork such as a qualification in a practical skill, photos or videos of the learner learning or developing a skill, discussion with the learner this will focus on their experience learning or developing a practical skill and should be accompanied by another form of evidence.

 

  • Instruct a young person in carrying out two practical skills, ensuring that:
    The skill is appropriate for the section the young person belongs to the young person is aware of, and follows, safety and risk assessment procedures.
    Evidence you could use may include one or more of the following: a visit to the learner for
    observation, a written or verbal statement from an observer describing the learner instructing young people in a practical skill, Programme plans, instructions for carrying out a practical skill, risk assessments for an activity carrying out a practical skill, photos or videos of the learner instructing a young person in a practical skill, discussion with the learner, this will focus on their role instructing a young person in a practical skill and should be accompanied by another form of evidence.

 

  • Demonstrate two practical skills, at least one of these skills is one that you have learnt or developed
    in your role in Scouting, ensuring that:
    • the skill is appropriate for the section they work with
    • safety and risk assessment procedures are followed appropriate

Evidence you could use may include one or more of the following: a visit to observe the learner, a
written or verbal statement from an observer describing you demonstrating a practical skill the learner have learnt or developed, photos or videos of the learner demonstrating two practical skills, a qualification in a practical skill, programme plans, instructions for carrying out a practical skill, risk assessments for carrying out a practical skill discussion with the learning, this will focus on the learner demonstrating a practical skill and should be accompanied by another form of evidence.

  • Any other ideas subject to agreement with your Training Adviser

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 16 - Introduction to Residential Experiences.

An overview of the role of residential experiences for young people in Scouting, and their organisation and planning.

      • The role of residential experiences in the development of young people
      • Organisation and administration of residential experiences
      • Skills required within a team running a residential experience
      • The nights away permit scheme
      • Support and further information for planning a residential experience

      Please note that the nights away permit scheme is operated separately from the Adult Training Scheme. The learner will be required to complete additional training and assessment separately from the completion and validation of this module if they wish to achieve a night’s away permit.

If the learner holds the Nights Away Permit, this will count as validation for this module.

To validate this module the learner will need to:

  • Complete the Residential Experiences Quiz with their Training Adviser
    Evidence: The completed Residential Experiences Quiz included with this module, the learner will need to reflect on their answers in discussion with you.

And complete one of the following:

  • Assist with planning and supporting a residential experience and describe or show evidence of how the role that you played in planning and supporting this event addressed two of the following areas:
    • the main aspects of organisation and administration
    • selecting a team and the roles undertaken by the team
    • appropriate adult to young person ratios
    • identifying and dealing with potential issues (logistics, behaviour, budget)
    • where additional support and information can be gathered

Evidence you could use may include one or more of the following: team rotas, letters to parents or contingency planning documents from a residential experience, a visit to a camp briefing in which the learner is playing a part, a written or verbal statement from an observer describing the learner’s role in planning or supporting a residential experience, discussion with the learner, this should focus on the role that they played in planning or supporting the residential experience and be accompanied by another form of evidence.

  • Show evidence of how they are promoting and providing opportunities for young people in the section to take part in residential experiences. Describe how these opportunities are benefiting the young people in the section.
    Evidence you could use may include one or more of the following: discussion with the learner, this should focus on the learner’s role in promoting and providing opportunities for residential experiences to the young people in the section and be accompanied by another form of evidence, paperwork produced to promote and provide opportunities for young people in the section. A sectional visit to the learner, a written or verbal statement from an observer describing your role in providing opportunities for residential experiences to young people through assisting with information evenings, or games and activities to support residential experiences.
  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 19 - International

To provide an international focus appropriate to their section and appreciate the global nature of Scouting.

  • The nature of world Scouting
  • International events
  • International aspects of the high-quality balanced programme
  • Benefits of international activities to young people

To validate this module the learner will need to:

  • Review the programme for the section they support and make adjustments to ensure it incorporates international activities.
    Evidence you could use may include one or more of the following: a visit from to observe the learner completing a programme review, a written or verbal statement from an observer describing the learner completing a programme review, programme plans and programme review documents, photos or videos of the learner conducting a programme review, discussion with the learner, this should focus on how they completed the programme review and adjustments made and should be accompanied by another form of evidence.

And complete two of the following:

  • Plan and run an international themed event or activity for young people exploring either:
    • The global nature of Scouting
    • The role of the world membership badge
    • International events in Scouting

Evidence you could use may include one or more of the following: a visit from to observe the learner
planning and running an activity; a written or verbal statement from an observer describing the learner’s role in planning and running an activity with the young people in the section, programme plans, instructions for an event or activity with young people, photos of videos of a game or activity the learner has run, discussion with the learner, this should focus on their role in running a game or activity for young people and should be accompanied by another form of evidence.

  • Be involved in the planning and running of an international trip, for example a camp abroad, including producing an event plan.
    Evidence you could use may include one or more of the following: a visit from to a planning meeting or international trip, a written or verbal statement from an observer describing the learner’s role in the planning and running of an international trip, letters to parents for the international trip, an event plan, discussion with the learner, this should focus on their role planning and running an international trip and should be accompanied by another form of evidence.

 

  • Support young people taking part in an international experience.

Evidence you could use may include one or more of the following: a visit from to a planning
meeting the learner is supporting, a sectional visit that showcases the learner’s support to young people taking part in an international experience, a written or verbal statement from an observer describing your role in providing support to young people attending an international experience, letters and other resources created to support young people on an international experience, discussion with the learner, this should focus on their role providing support to young people attending an international experience and should be accompanied by another form of evidence.

  • Establish or actively maintain a link, and exchange information, with a Scout Group outside of the UK.
    Evidence you could use may include one or more of the following: a visit to a JOTI/JOTI event
    the learner is taking part in with a group outside the UK, a sectional visit, letters between the groups, trips to visit the group, photos of the group, photos, videos or screenshots of JOTI/JOTA contact with your link group, a written or verbal statement from an observer describing your role in running a game, activity or section meeting which supports your link to a Scout Group outside of the UK, discussion with the learner, this should focus on their role in establishing and maintaining a link with a group outside of the UK and should be accompanied by another form of evidence.

 

  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 14 - Supporting young people.

To enable adult volunteers working with young people, to understand and meet their needs.

  • Characteristics and development of young people
  • External influences on young people
  • Creating a supportive environment for young people
  • Responding to issues affecting young people

To validate this module the learner will need to complete one of the following:

  • Outline how your section provides a supportive environment for young people.
    Evidence you could use may include one or more of the following: discussion with the learner
    about specific examples of strategies to create a supportive environment; a written report about specific examples of strategies to create a supportive environment.
  • Create an action plan to develop the supportive environment in your section.
    Evidence you could use may include one or more of the following: discussion with the learner about their action plan including specific examples of steps taken to ensure a supportive Environment; a copy of an action plan including specific examples of steps taken to ensure a supportive environment.
  • Show evidence of communicating appropriately with young people as part of their role.
    Evidence you could use may include one or more of the following: observing the learner at a
    Section meeting; verbal or written statement from an observer describing how the learner communicates with young people in the section.

And complete one of the following:

  • Show evidence of responding effectively to issues affecting young people in the section
    Evidence you could use may include one or more of the following: verbal or written statement from line manager or another adult volunteer in the section about a situation the learner has responded to; discussion with the learner about a situation the learner has responded to.
  • Plan and deliver an activity raising awareness of some of the issues experienced by young people
    Evidence you could use may include one or more of the following: a sectional visit, notes from an activity run with the young people from the learner’s section, a verbal or written statement from an observer describing an activity the learner has run with the young people in the section, discussion with the learner, this should focus on a game or activity they have run with the young people in the section and be accompanied by another form of evidence.
  • Other ideas subject to agreement with the Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between
 you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 15 - Promoting Positive Behaviour

To enable adult volunteers working with young people, to understand and meet their needs.

  • Defining challenging behaviour
  • Planning for positive behaviour; principles and strategies
  • Responding to challenging behaviour
  • Additional help and support for challenging behaviour
  • ¬†

To validate this module the learner will need to complete one of the following:

  • Work in partnership with young people to develop or review a Code of Conduct for the section.
    Evidence you could use may include one or more of the following: copy of the section Code of
    Conduct; notes from a meeting with the young people in the section to develop/review a section code of conduct; a sectional visit to the learner; a verbal or written statement from an observer describing the learner’s role in developing/reviewing a Code of Conduct.
  • Outline strategies used to promote positive behaviour in your section.
    Evidence you could use may include one or more of the following: discussion with the learner
    including specific examples of appropriate strategies; a written report about promoting positive behaviour in the section including specific examples of appropriate strategies.
  • Plan and run a game or activity that explores acceptable and unacceptable behaviour with the young people of your section.
    Evidence you could use may include one or more of the following: a sectional visit; notes from a
    game or activity run with the young people from the learner’s section, a verbal or written statement from an observer describing a game or activity the learner has run with the young people in the section, discussion with the learner, this should focus on a game or activity they have run with the young people in the section and be accompanied by another form of evidence.

And also complete one of the following:

  • Show evidence of de-escalating an incident of challenging behaviour appropriately.
    Evidence you could use may include one or more of the following: a verbal or written statement
    from an observer describing the learner’s role in dealing with an incident of challenging behaviour; discussion with the learner focusing on responding to an incident of challenging behaviour.
  • Show evidence of responding effectively following an incident of challenging behaviour; reflecting and reviewing with the adult leadership team, the young person and, where appropriate, the parent.
    Evidence you could use may include one or more of the following: an action plan for managing
    challenging behaviour in the section; notes from a meeting with a parent/carer to discuss a young person’s behaviour and plan support strategies; discussion with the learner focusing on the learner’s role in developing an action plan.
  • Any other ideas subject to agreement with the Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 13 - Growing the section

To cover ways in which an adult volunteering in a section can assist their line manager and others to plan for and contribute to the growth of their section and/or group.

  • The importance of growth in Scouting
  • Recruitment and retention of young people
  • Recruitment and retention of adults
  • Tools and support to help develop the sections
  • ¬†

To validate this module the learner will need to:

Explain the role that they play in the recruitment and retention of young people and adults and explain why growing Scouting is important, giving examples of new members (adults or young people) who have joined Scouting as a direct result of action they have undertaken, and the steps that they took to enable this to happen.

And complete two of the following:

  • Work with others to produce and implement a development plan for their section or group.
    Evidence you could use may include one or more of the following: a section or group development plan, a verbal or written statement to from an observer describing the learner’s role in producing a development plan and giving examples of how you are implementing it, discussion with the learners regarding producing and implementing a development plan, this should focus on how the learner implemented the development plan to grow the section or group and be accompanied by another form of evidence.
  • Run or take part in a recruitment event to help grow their section and group.
    Evidence you could use may include one or more of the following: a visit to observe the learner
    taking part in a recruitment event to help grow the section or group, a verbal or written statement from an observer describing the learners role in a recruitment evening, discussion about a recruitment evening the learner has taken part in, this should focus on the learner’s role in the evening and be accompanied by another form of evidence.
  • Give examples of how they are being flexible and meeting the needs, wants and time commitments
    of adults when recruiting them.
    Evidence you could use may include one or more of the following: a visit from to a meeting of the learner with potential new recruits, a verbal or written statement from an observer describing the learner’s role in meeting with potential new recruits and outlining how they can be flexible to meet the needs, wants and times of the volunteers, discussion with the learner, this should focus on examples of how the learner is being flexible and meeting the needs, wants and time commitments of adults when recruiting them and be accompanied by another form of evidence.
  • Demonstrate how you have effectively used the transfer methods between sections, your role in Moving On, Membership Awards and age-range flexibility, giving examples of young people who you have recently helped to move between sections, reviewing anything you think could be done better in future.
    Evidence you could use may include one or more of the following: A moving on plan for the young people in the section the learner supports, a verbal or written statement from an observer describing the learner’s role in successfully helping young people to move between sections and giving examples of how this was done, discussion with the learner, this should focus on the learner’s role in the moving on process and highlight anything they think could be done better in future and be accompanied by another form of evidence.
  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting. 

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 9 - Working with Adults

To understand the underlying functions required to work effectively as a member of an adult team.

  • Effective communication
  • Listening skills
  • Decision making structures
  • Representing others

To validate this module the learner will need to complete two of the following:

  • Represent others at a Scout meeting and report back on the decisions made and the reasons for
    them.
    Evidence you could use may include one or more of the following: a discussion with the learner about their role in representing others at a Scout meeting, a visit to a Scout meeting to observe the learner representing others’ views, a written or verbal report from an observer describing you representing others at a Scout meeting.
  • Demonstrate how you have helped someone make decisions (without breaking confidentiality), including describing the techniques of effective listening and how these were applied.
    Evidence you could use may include one or more of the following: a discussion with the learner
    about how they helped someone make decisions (including describing techniques of effective listening and how these were applied), notes from a meeting of the learner and a colleague where the learner helped them make decisions (without breaking confidentiality).
  • Demonstrate your ability to understand different aspects of verbal and non-verbal communication and implement appropriate responses.
    Evidence you could use may include one or more of the following: a discussion with the learner about different aspects of verbal and non-verbal communication, a presentation of the learner’s
    own research on different aspects of verbal and non-verbal communication to you or another adult in Scouting.
  • Any other ideas subject to agreement with your Training Adviser

Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 8 - Skills of leadership.

To introduce models, tools and techniques that will enable adults to be effective leaders of other adults and of young people.

  • Systematic planning
  • Theory of leadership
  • Leadership styles

To validate this module the learner will need to:

  • Discuss the Check your Knowledge questions with the Training Adviser

And complete two of the following:

  • Produce a Programme Plan (minimum one month). You should take into consideration:
    • The key themes of the programme
    • The underlying themes of the programme
    • Incorporating a range of programme methods
    • How young people are involved in the programme planning process
    • Whether activities relate to badges and awards
  • Evidence you could use may include one or more of the following: a visit to the learner‚Äôs programme planning meeting; a verbal or written statement from an observer describing the learner‚Äôs contribution to a programme planning meeting they have attended; programme plans and programme review documents; discussion with the learner about taking part in a programme planning meeting, focusing on how they incorporated the elements listed into the programme plan and accompanied by another form of evidence.
  • Review their programme and produce evidence for how their review has improved the quality of future programmes and the programme planning process.
    Evidence you could use may include one or more of the following: a visit to the learner, observing
    them completing a programme review; a verbal or written statement from an observer describing the learner’s contribution to a programme review they have conducted; programme plans and programme review documents; discussion with the learner about completing a programme review, this focusing on how they improved future programmes using the results of the programme review and accompanied by another form of evidence.
  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with a Training Adviser if necessary. Any additional validation criteria created will need to check what you have learnt and that you can apply the skills that you have acquired to your role.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly is you will get a perspective and hear experiences from members of Scouting from outside the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Modules Section & Assistant Section Leader Section Assistant Occasional Helper
Mandatory Ongoing Learning
DBS - Disclosure and Barring Service
SAFE - Safeguarding
Recommended
SFTY -Safety
Recommended
Getting Started Modules
GDPR - Data Protection
Module 1 - Essential Information
Module 3 - Tools for the role
Wood Badge Modules
Module 10 - First Aid
Recommended
Recommended
Module 2 - Personal Learning Plan
Module 12A - Delivering a Quality Programme
Module 5 - Fundamentals of Scouting
Module 7 - Scouting for All
Module 11 - Administration
Module 12B - Programme Planning
Module 17 - Running Safe Activities
Module 18 - Practical Skills
Module 16 - Introduction to Residential Experiences
Module 19 - International
Module 14 - Supporting Young People
Module 15 - Promoting Positive Behaviour
Module 13 - Growing the Section
Module 09 - Working with Adults
Module 08 - Skills of Leadership

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DBS - Disclosure Process

A Disclosure and Barring Service (DBS) Disclosure is an important element for making safer appointment decisions, ensuring that appropriate people can work with vulnerable groups, including children. It replaces the Criminal Records Bureau (CRB) and Independent Safeguarding Authority (ISA).

More information about the DBS can be found on the UK Government website.

  • Our Group Scout Leader Lee or Assistant GSL Lisa will be your point of contact to get your ID Check and DBS applied for.¬†
  • Lee or Lisa will get in touch with you and will arrange to meet you face to face to complete your application. There are 2 ways to achieve this. This can done online which is the quickest option, or you can fill out the paper form which can be found here.¬†

Applicants must be able to show one document from Group 1 and two further documents from either Group 1, or Group 2a or 2b (as indicated below). If the applicant does not have any of the documents in Group 1, then they must be able to show one document from Group 2a and two further documents from either Group 2a or 2b (as indicated below). If the applicant does not possess the required identity documents for a disclosure check to be carried out, their application cannot proceed any further online and the applicant must contact disclosures@scouts.org.uk for further advice.

 

At least one of the documents must show the applicant’s current address. The applicant must provide original documents only; photocopies will not be accepted. Applicants must use documents from Group 1 if they have them. The information entered must match identity, date of birth and address information stored in the Compass membership database.

  • Passport (any nationality)
  • Biometric residence permit (UK)
  • Driving licence ‚Äď photocard (UK, Isle of Man, Channel Islands and EEA)
  • Adoption certificate (UK and Channel Islands)
  • Birth certificate ‚Äď issued within 12 months of the applicant‚Äôs birth (UK and Channel Islands)

  • Driving licence ‚Äď photocard (issued outside the UK and EEA) or paper version issued without a photocard) (if issued before
    1998) (UK, Isle of Man, Channel Islands, EEA)
  • Firearms licence (UK, Channel Islands and Isle of Man)
  • HM Forces ID card (UK)
  • Birth certificate ‚Äď issued AFTER 12 months of the applicant‚Äôs birth (UK and Channel Islands)
  • Marriage/civil partnership certificate (UK and Channel Islands)
  • Immigration document, visa or work permit (Issued by a country outside the EEA)

  • Correspondence/ID cards ‚Äď Card carrying the PASS accreditation logo (UK, Isle of Man and Channel Islands)
  • EEA National ID card
  • Irish Passport Card
  • Documents issued within the last 12 months:
    • Council tax statement
    • financial statement eg pension, endowment, ISA (UK)
    • Mortgage statement (UK or EEA)
    • P45 (UK and Channel Islands)
    • P60 (UK and Channel Islands)
  • Documents issued within the last 3 months:

    • Bank or building society account opening confirmation letter (UK)
    • Bank or building society statement (UK, Channel Islands or EEA)
    • Bank or building society statement (countries outside of the EEA, branch must be in the country where the applicant lives and works)
    • Electricity bill/statement (UK)
    • Gas bill/statement (UK)
    • Credit card statement (UK or EEA)
    • Telephone bill/statement (not mobile telephone) (UK)
    • Water bill/statement
    • Benefit statement eg child benefit, pension (UK)
    • Document from Central or Local Government, Government Agency or Local Council document giving entitlement (UK and Channel Islands) - document 1
    • Document from Central or Local Government, Government Agency or Local Council document giving entitlement (UK and Channel
      Islands) ‚Äď document 2 (this must have been issued by a different body than document 1)

There is no online E-Learning for this module.

Safeguarding

You’ll learn how to keep young people and adults at risk safe, how to recognise abuse and how to report a concern.

 

You’ll also learn about our Safeguarding Policy and our Code of Practice, known as the Yellow Card.

Getting Started is a collection of e-learning modules that help new volunteers settle in their role.You can complete them in any order, at a time that suits you, within the first five months of volunteering. 

Safeguarding training is one of the Getting Started modules.

Validation is the process of confirming you’ve completed your training, understood the content and are able to apply what you’ve learned.   

 

To validate this module, all you need to do is to complete the assessment, download the certificate (or take a screenshot), and send it to your volunteer line manager or Training Advisor, if you have one.  

 

If you’re not sure who you should email the certificate to, send it to the Training Compliance Volunteer Team at training.compliance@scouts.org.uk  

 

You don’t need to wait for this module to be validated to start other Getting Started training modules.

This module is for all new volunteers in their first 5 months and must be renewed every 3 years.

 

If you are not sure if you need to do this module, check the Roles Tables. 

 

You can also ask your volunteer line manager or Training Advisor, or contact the Info Centre.

You can access our e-learning courses on desktops, mobiles and tablets. It also works well on all browsers, such as Safari, Internet Explorer, Firefox, Google Chrome and Edge.   

 

On mobile and tablet, some of the boxes don’t show all of the words. Turning to landscape from portrait helps with this.   

Please don't hit refresh on your browser (particularly if you get a question wrong on the assessment) as this will prevent you from being able to generate the certificate at the end.  

You will be able to re-take the assessment at the end.  

 

Don’t forget to download or take a screenshot of your certificate. It will be lost if you refresh or close the webpage.  

 

To report any technical errors please contact the Info Centre.

The accessibility tools guide provides some hints and tips on how to build accessibility features into your device. 

 

If e-learning doesn't suit your needs, talk to your line manager or Training Advisor. They can provide one-to-one support or advise you to use the Safeguarding workbook.  

 

When using alternatives to e-learning you won’t be automatically given a certificate, so you will need to agree with your line manager or Training Advisor how to validate the module.

The Safe Scouting Cards provide guidance for making sure everyone is safe. 

The Yellow Card is our code of practice.

Safety

You’ll learn about your responsibilities for keeping young people and adults safe, what to do in an emergency and how to report incidents.

 

Doing things safely is fundamental to everything we do in Scouting. The Safety training ensures that you understand your responsibilities for keeping everyone in Scouts safe and how to assess and manage risk.

Getting Started is a collection of e-learning modules that help new volunteers settle in their role.You can complete them in any order, at a time that suits you, within the first five months of volunteering. 

 

Safety training is one of the Getting Started modules.

 

Validation is the process of confirming you’ve completed your training, understood the content and are able to apply what you’ve learned.   

 

To validate this module, all you need to do is to complete the assessment, download the certificate (or take a screenshot), and send it to your volunteer line manager or Training Advisor, if you have one.  

 

If you’re not sure who you should email the certificate to, send it to the Training Compliance Volunteer Team at training.compliance@scouts.org.uk  

 

You don’t need to wait for this module to be validated to start other Getting Started training modules.

This module is for all new volunteers in their first 5 months and must be renewed every 3 years.

 

If you are not sure if you need to do this module, check the Roles Tables. 

 

You can also ask your volunteer line manager or Training Advisor, or contact the Info Centre.

You can access our e-learning courses on desktops, mobiles and tablets. It also works well on all browsers, such as Safari, Internet Explorer, Firefox, Google Chrome and Edge.   

 

On mobile and tablet, some of the boxes don’t show all of the words. Turning to landscape from portrait helps with this.   

Please don't hit refresh on your browser (particularly if you get a question wrong on the assessment) as this will prevent you from being able to generate the certificate at the end.  

You will be able to re-take the assessment at the end.  

 

Don’t forget to download or take a screenshot of your certificate. It will be lost if you refresh or close the webpage.  

 

To report any technical errors please contact the Info Centre.

The accessibility tools guide provides some hints and tips on how to build accessibility features into your device. 

 

If e-learning doesn't suit your needs, talk to your line manager or Training Advisor. They can provide one-to-one support or advise you to use the Safety training workbook.

 

When using alternatives to e-learning you won’t be automatically given a certificate, so you will need to agree with your line manager or Training Advisor how to validate the module. 

The Safe Scouting Cards provide guidance for making sure everyone is safe. 

Module 12a - Delivering a quality programme.

To provide leaders, managers and supporters with information about how we deliver Scouting to young people and young adults, and how we ensure it meets their needs.

  • Key elements of the programme for each section
  • Badges and Awards
  • Reviewing the programme
  • The Young Leaders‚Äô Scheme
  • Youth Shaped Scouting

To validate this module the learner will need to complete the following:

  • Discuss their responses to the questions in the ‚ÄėCheck your Knowledge‚Äô chart with a Training Adviser; and reflect on the fundamental principles and key policies of Scouting with a Training Adviser to demonstrate their understanding and confidence to act in accordance with each core area.

Managers and Supporters will also need to complete one of the following:

  • Complete a programme review with a section leadership team and outline the adaptations made to ensure a high-quality balanced programme

 

  • Or complete a review for an event or project proposal initiated by a Scout Network member or Programme Coordinator. Evidence you could use may include one or more of the following: a copy of the completed programme or project review; a visit to the learner to observe the programme review; a verbal or written statement from an observer describing the learner‚Äôs contribution to the review; a
    discussion with the learner covering the aspects of the programme review and the adaptations made.

 

  • Take part in a planning session with a section leadership team or a Scout Network project planning team, ensuring they cover the key elements of the programme.¬†Evidence you could use may include one or more of the following:¬†a copy of the completed programme plan or project proposal; a visit to the learner to observe the programme planning session; a verbal or written statement from an observer describing the learner‚Äôs contribution to the session; a discussion with the learner covering the aspects of the programme created including the key elements included.

 

  • Show evidence of how they are providing and/or promoting Youth Shaped Scouting as part of
    their role. Evidence you could use may include one or more of the following: written or verbal feedback they have gained from young people and an explanation of how they have made use of the
    feedback; a visit from to the learner to a youth forum or council that they have enabled in some way; a verbal or written statement from an observer explaining how the learner has involved young people in deciding their programme.

 

  • Show evidence of how they are supporting the delivery of a high-quality balanced programme
    as part of their role. Evidence you could use may include one or more of the following: observing the learner completing a visit to a section and discussing the support available with the leadership team;
    planning material from the delivery of a District or County event for a section; evidence of how the learner has supported a training team to deliver training to new adults in Scouting; minutes from a District team meeting where the learner has discussed how to support a group or section; evidence from the learner of how they have mentored an adult new to Scouting in the delivery of a high quality balanced programme.

 

  • Any other ideas subject to agreement with your Training Adviser

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

Section Leaders are also required to complete Programme Planning (12B)

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding to their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly is you will get a perspective and hear experiences from members of Scouting from outside the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

 

There is also a link to the programme planning tool below. This is a really useful tool and I strongly encourage you to have a look. 

There is no online E-Learning for this module.

Module 5 - Fundamentals of Scouting

To explore the Fundamentals of Scouting and the Religious Policy; and to consider their relationship with the high-quality balanced programme delivered to young people.

  • The Values of Scouting in the high-quality balanced programme
  • Using the Scout Method with young people
  • Embedding spiritual development within the high-quality balanced programme
  • The Scouts‚Äô Religious Policy
  • ¬†

To validate this module, the learner will need to complete two of the following:

  • How the Values, Purpose and Method of Scouting have been incorporated into the programme to
    meet the needs of youth members of all sections. Evidence you could use may include one or more of the following: photographs and/or video of activities, a sectional visit to the learner, a written or verbal statement from an observer summarising the learner’s role in this activity, evidence of young people exploring the Values within an activity e.g. flip-charts, programme ideas for the section either side of the section the learner supports.

 

  • Deliver an activity to demonstrate the integration of spiritual development of young people within the programme. Provide practical examples of how faiths, beliefs and attitudes were explored.¬†Evidence you could use may include one or more of the following:¬†photographs and/or video of an activity, a sectional visit to the learner, a written or verbal statement from an observer summarising the learner‚Äôs role in this activity, evidence of young people exploring the values within an activity e.g. surveys, creative work, video clips, quotes, magazine article.

 

  • Create a presentation or activity to explain the Religious Policy to either adults new to Scouting or
    young people. Evidence you could use may include one or more of the following: a PowerPoint presentation and script, a video of delivery, paper evaluations from learners, a visit to observe the learner completing this activity, a written or verbal statement from an observer summarising the learner’s
    role in this activity.

 

  • Deliver a Scouting event (e.g. camp, Scout‚Äôs Own) accessible to people representing different faiths
    and beliefs. Evidence you could use may include one or more of the following: a list to demonstrate all the areas which reflect inclusivity, a video to demonstrate how young people have benefitted from attending a multi-faith event, a plan or photographs of a Scout’s Own, a script for a Scout’s Own with multi-faith reflections, a sectional visit to the learner, a written or verbal statement from an observer summarising the learner’s role in this activity.

 

  • Produce an action plan detailing how you would or have supported another adult in implementing the Values of Scouting in their role.¬†Evidence you could use may include one or more of the following:¬†a written action or development plan, a video or observation of a meeting with another adult as part of supporting them in implementing the Values of Scouting in their role.

 

  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms
of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Module 7 - Scouting for all

To promote the policies of The Scouts that encourage inclusion and to consider how the individual, in their role, can help make Scouting available to all.

  • Diversity and inclusion ‚Äď The Scouts‚Äô policies
  • Diversity and inclusion ‚Äď your own thoughts
  • How you in your role can make Scouting accessible to all
  • Social, cultural and religious diversity

To validate this module the learner will need to complete one of the following:

Outline the Equal Opportunities Policy and explain how you are making Scouting a diverse and inclusive organisation by completing one of the following tasks:

  • Show evidence of how you are making Scouting accessible to one or more of the following:
    • Those with additional needs
    • Girls and young women
    • Those of minority ethnic communities
    • Those of a variety of religious backgrounds
    • Those of a variety of socio-economic backgrounds

Evidence you could use may include one or more of the following: a sectional visit to the learner observing them running an activity or game to increase awareness of additional needs or equal opportunities, a visit to the learner observing them running a recruitment event that highlights that Scouting is open to all, a written or verbal statement from an observer summarising the learner’s role in an activity to make Scouting more accessible, videos or photos of the learner running an activity or game, an article in a magazine/on the internet showing that Scouting is open to all.

  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and ensure that they can apply the skills acquired to their role in Scouting.

Managers should also:

Produce a plan to help their Group/District better reflect the community in which they live and give
examples of how you are putting it into action. This could relate to any of the strands of diversity
and inclusion.
Evidence you could use may include one or more of the following: a copy of a development plan, photos or videos demonstrating the learner putting the diversity plan into action, a visit to the learner observing them creating a plan, a visit to the learner observing them putting the plan into action through an activity or event, a written or verbal statement from an observer summarising the learner’s role in creating a plan, a written or verbal statement from an observer summarising the learner’s role in an activity or event to realise the plan, a discussion with the learner, the discussion should focus on their plan and activities or events they will use to put it into action and be accompanied by another form of evidence.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner wishes to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly is you will get a perspective and hear experiences from members of Scouting from outside the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

 

 

There is no online E-Learning for this module.

Module 11 - Administration

To promote the policies of The Scouts that encourage inclusion and to consider how the individual, in their role, can help make Scouting available to all.

  • Administrative tasks and record keeping
  • Member record management and the General Data Protection Regulations (GDPR)/ Data Protection Act
  • Financial responsibilities and best practice
  • Insurance arrangements
  • ¬†

To validate this module the learner will need to complete one of the following:

  • Demonstrate accurate and appropriate maintenance of administrative and financial records relevant to their role, in accordance with Policy, Organisation and Rules and the Data Protection Act / GDPR.
    Evidence you could use may include one or more of the following: written material such as record
    books, member records, spread sheets or databases that demonstrate accurate and appropriate maintenance of administrative and financial records (the exact format of the evidence will depend on the methods used to record necessary data), a written or verbal statement by an observer to testify that the learner maintains accurate administrative and financial records relevant to your role, in accordance with Policy, Organisation and Rules and the Data Protection Act.
  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Administration is a key part of our daily lives and day jobs. So you might find you already have the skills you require to validate this module. If not, don't worry you can can use the workbook below or utilise one of the Hampshire Scout Led courses to further develop your knowledge  and help prepare you for validating this module. 

 

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly is you will get a perspective and hear experiences from members of Scouting from outside the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 12b - Programme Planning

To provide Section Leaders with an opportunity to plan and review a sectional programme including the use of a variety of methods to generate programme ideas.

  • How to create an exciting and relevant programme
  • How to generate programme ideas
  • How to review a programme to enhance it

To validate this module the learner will need to:

  • Discuss the Check your Knowledge questions with the Training Adviser

And complete two of the following:

  • Produce a Programme Plan (minimum one month). You should take into consideration:
    • The key themes of the programme
    • The underlying themes of the programme
    • Incorporating a range of programme methods
    • How young people are involved in the programme planning process
    • Whether activities relate to badges and awards
  • Evidence you could use may include one or more of the following: a visit to the learner‚Äôs programme planning meeting; a verbal or written statement from an observer describing the learner‚Äôs contribution to a programme planning meeting they have attended; programme plans and programme review documents; discussion with the learner about taking part in a programme planning meeting, focusing on how they incorporated the elements listed into the programme plan and accompanied by another form of evidence.
  • Review their programme and produce evidence for how their review has improved the quality of future programmes and the programme planning process.
    Evidence you could use may include one or more of the following: a visit to the learner, observing
    them completing a programme review; a verbal or written statement from an observer describing the learner’s contribution to a programme review they have conducted; programme plans and programme review documents; discussion with the learner about completing a programme review, this focusing on how they improved future programmes using the results of the programme review and accompanied by another form of evidence.
  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with a Training Adviser if necessary. Any additional validation criteria created will need to check what you have learnt and that you can apply the skills that you have acquired to your role.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly is you will get a perspective and hear experiences from members of Scouting from outside the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

 

There is also a link to the programme planning tool below. This is a really useful tool and I strongly encourage you to have a look. 

There is no online E-Learning for this module.

Module 17 - Running Safe Activities

To enable adults to plan and run exciting, safe and developmental activities for the young people in their section.

  • The importance of activities as a regular part of a high-quality balanced programme
  • The processes that need to be followed to carry out any indoor or outdoor activities in Scouting
  • Managing groups during the activity, including the leader in charge principle
  • Planning suitable activities, with appropriate risk assessment and communication
  • InTouch system, activity rules, parental permission, and procedures in event of an accident or incident
  • ¬†

To validate this module the learner will need to complete two of the following:

  • Plan, or assist in planning, an activity taking into account:
    • The age, experience, fitness and additional needs of the group
    • The rules related to the activity (including adult to young person ratios; any activity rules;
      gaining approval from the relevant commissioner; etc.) o Any clothing, footwear, personal and group equipment needed for the activity and anticipated weather conditions
    • The need for a risk assessment to be carried out and communicated effectively
    • The need for an InTouch system to be in place

Evidence you could use may include one or more of the following: a visit to observe the learner in a programme planning meeting, a written or verbal statement from an observer describing the learner’s role in planning an activity for the section, programme plans, risk assessments, InTouch procedure documents, registers, and letters to parents or budgets, a discussion with the learner, this should focus on how the learner has incorporated the criteria above when planning an activity for the section and should be accompanied by another form of evidence.

  • Act as the leader in charge for an activity, taking into account the need to:
    • Oversee the activity (ensuring that registers, headcounts etc. are in place)
    • Co-ordinate the adults involved in the activity, allocating roles to specific adults and ensuring that they are clear on what they need to do
    • Communicate relevant instructions, guidance and rules to young people involved in the activity
    • Carry out dynamic risk assessment

Evidence you could use may include one or more of the following: a sectional visit to observe the learner acting as the leader in charge for an activity for the section, a written or verbal statement from an observer describing the learner’s role in acting as the leader in charge for an activity for the section, programme plans, risk assessments, InTouch procedure documents, registers, letters to parents or budgets, showing the perspective of the leader in charge, discussion with the learner, this should focus on how the learner incorporated the criteria above whilst acting as the leader in charge for an activity and should be accompanied by another form of evidence.

  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 18 - Practical Skills

To encourage adults to gain and develop practical skills for the benefit of the young people in their section.

  • Learning practical skills
  • Sharing practical skills with young people

To validate this module the learner will need to complete two of the following:

  • Learn or develop a practical skill which can be used in Scouting
    Evidence you could use may include one or more of the following: a visit to the learner for
    observation, a written or verbal statement from an observer describing you demonstrating a practicalskill the learner has learnt or developed; paperwork such as a qualification in a practical skill, photos or videos of the learner learning or developing a skill, discussion with the learner this will focus on their experience learning or developing a practical skill and should be accompanied by another form of evidence.

 

  • Instruct a young person in carrying out two practical skills, ensuring that:
    The skill is appropriate for the section the young person belongs to the young person is aware of, and follows, safety and risk assessment procedures.
    Evidence you could use may include one or more of the following: a visit to the learner for
    observation, a written or verbal statement from an observer describing the learner instructing young people in a practical skill, Programme plans, instructions for carrying out a practical skill, risk assessments for an activity carrying out a practical skill, photos or videos of the learner instructing a young person in a practical skill, discussion with the learner, this will focus on their role instructing a young person in a practical skill and should be accompanied by another form of evidence.

 

  • Demonstrate two practical skills, at least one of these skills is one that you have learnt or developed
    in your role in Scouting, ensuring that:
    • the skill is appropriate for the section they work with
    • safety and risk assessment procedures are followed appropriate

Evidence you could use may include one or more of the following: a visit to observe the learner, a
written or verbal statement from an observer describing you demonstrating a practical skill the learner have learnt or developed, photos or videos of the learner demonstrating two practical skills, a qualification in a practical skill, programme plans, instructions for carrying out a practical skill, risk assessments for carrying out a practical skill discussion with the learning, this will focus on the learner demonstrating a practical skill and should be accompanied by another form of evidence.

  • Any other ideas subject to agreement with your Training Adviser

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 16 - Introduction to Residential Experiences.

An overview of the role of residential experiences for young people in Scouting, and their organisation and planning.

      • The role of residential experiences in the development of young people
      • Organisation and administration of residential experiences
      • Skills required within a team running a residential experience
      • The nights away permit scheme
      • Support and further information for planning a residential experience

      Please note that the nights away permit scheme is operated separately from the Adult Training Scheme. The learner will be required to complete additional training and assessment separately from the completion and validation of this module if they wish to achieve a night’s away permit.

If the learner holds the Nights Away Permit, this will count as validation for this module.

To validate this module the learner will need to:

  • Complete the Residential Experiences Quiz with their Training Adviser
    Evidence: The completed Residential Experiences Quiz included with this module, the learner will need to reflect on their answers in discussion with you.

And complete one of the following:

  • Assist with planning and supporting a residential experience and describe or show evidence of how the role that you played in planning and supporting this event addressed two of the following areas:
    • the main aspects of organisation and administration
    • selecting a team and the roles undertaken by the team
    • appropriate adult to young person ratios
    • identifying and dealing with potential issues (logistics, behaviour, budget)
    • where additional support and information can be gathered

Evidence you could use may include one or more of the following: team rotas, letters to parents or contingency planning documents from a residential experience, a visit to a camp briefing in which the learner is playing a part, a written or verbal statement from an observer describing the learner’s role in planning or supporting a residential experience, discussion with the learner, this should focus on the role that they played in planning or supporting the residential experience and be accompanied by another form of evidence.

  • Show evidence of how they are promoting and providing opportunities for young people in the section to take part in residential experiences. Describe how these opportunities are benefiting the young people in the section.
    Evidence you could use may include one or more of the following: discussion with the learner, this should focus on the learner’s role in promoting and providing opportunities for residential experiences to the young people in the section and be accompanied by another form of evidence, paperwork produced to promote and provide opportunities for young people in the section. A sectional visit to the learner, a written or verbal statement from an observer describing your role in providing opportunities for residential experiences to young people through assisting with information evenings, or games and activities to support residential experiences.
  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 19 - International

To provide an international focus appropriate to their section and appreciate the global nature of Scouting.

  • The nature of world Scouting
  • International events
  • International aspects of the high-quality balanced programme
  • Benefits of international activities to young people

To validate this module the learner will need to:

  • Review the programme for the section they support and make adjustments to ensure it incorporates international activities.
    Evidence you could use may include one or more of the following: a visit from to observe the learner completing a programme review, a written or verbal statement from an observer describing the learner completing a programme review, programme plans and programme review documents, photos or videos of the learner conducting a programme review, discussion with the learner, this should focus on how they completed the programme review and adjustments made and should be accompanied by another form of evidence.

And complete two of the following:

  • Plan and run an international themed event or activity for young people exploring either:
    • The global nature of Scouting
    • The role of the world membership badge
    • International events in Scouting

Evidence you could use may include one or more of the following: a visit from to observe the learner
planning and running an activity; a written or verbal statement from an observer describing the learner’s role in planning and running an activity with the young people in the section, programme plans, instructions for an event or activity with young people, photos of videos of a game or activity the learner has run, discussion with the learner, this should focus on their role in running a game or activity for young people and should be accompanied by another form of evidence.

  • Be involved in the planning and running of an international trip, for example a camp abroad, including producing an event plan.
    Evidence you could use may include one or more of the following: a visit from to a planning meeting or international trip, a written or verbal statement from an observer describing the learner’s role in the planning and running of an international trip, letters to parents for the international trip, an event plan, discussion with the learner, this should focus on their role planning and running an international trip and should be accompanied by another form of evidence.

 

  • Support young people taking part in an international experience.

Evidence you could use may include one or more of the following: a visit from to a planning
meeting the learner is supporting, a sectional visit that showcases the learner’s support to young people taking part in an international experience, a written or verbal statement from an observer describing your role in providing support to young people attending an international experience, letters and other resources created to support young people on an international experience, discussion with the learner, this should focus on their role providing support to young people attending an international experience and should be accompanied by another form of evidence.

  • Establish or actively maintain a link, and exchange information, with a Scout Group outside of the UK.
    Evidence you could use may include one or more of the following: a visit to a JOTI/JOTI event
    the learner is taking part in with a group outside the UK, a sectional visit, letters between the groups, trips to visit the group, photos of the group, photos, videos or screenshots of JOTI/JOTA contact with your link group, a written or verbal statement from an observer describing your role in running a game, activity or section meeting which supports your link to a Scout Group outside of the UK, discussion with the learner, this should focus on their role in establishing and maintaining a link with a group outside of the UK and should be accompanied by another form of evidence.

 

  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 14 - Supporting young people.

To enable adult volunteers working with young people, to understand and meet their needs.

  • Characteristics and development of young people
  • External influences on young people
  • Creating a supportive environment for young people
  • Responding to issues affecting young people

To validate this module the learner will need to complete one of the following:

  • Outline how your section provides a supportive environment for young people.
    Evidence you could use may include one or more of the following: discussion with the learner
    about specific examples of strategies to create a supportive environment; a written report about specific examples of strategies to create a supportive environment.
  • Create an action plan to develop the supportive environment in your section.
    Evidence you could use may include one or more of the following: discussion with the learner about their action plan including specific examples of steps taken to ensure a supportive Environment; a copy of an action plan including specific examples of steps taken to ensure a supportive environment.
  • Show evidence of communicating appropriately with young people as part of their role.
    Evidence you could use may include one or more of the following: observing the learner at a
    Section meeting; verbal or written statement from an observer describing how the learner communicates with young people in the section.

And complete one of the following:

  • Show evidence of responding effectively to issues affecting young people in the section
    Evidence you could use may include one or more of the following: verbal or written statement from line manager or another adult volunteer in the section about a situation the learner has responded to; discussion with the learner about a situation the learner has responded to.
  • Plan and deliver an activity raising awareness of some of the issues experienced by young people
    Evidence you could use may include one or more of the following: a sectional visit, notes from an activity run with the young people from the learner’s section, a verbal or written statement from an observer describing an activity the learner has run with the young people in the section, discussion with the learner, this should focus on a game or activity they have run with the young people in the section and be accompanied by another form of evidence.
  • Other ideas subject to agreement with the Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between
 you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 15 - Promoting Positive Behaviour

To enable adult volunteers working with young people, to understand and meet their needs.

  • Defining challenging behaviour
  • Planning for positive behaviour; principles and strategies
  • Responding to challenging behaviour
  • Additional help and support for challenging behaviour
  • ¬†

To validate this module the learner will need to complete one of the following:

  • Work in partnership with young people to develop or review a Code of Conduct for the section.
    Evidence you could use may include one or more of the following: copy of the section Code of
    Conduct; notes from a meeting with the young people in the section to develop/review a section code of conduct; a sectional visit to the learner; a verbal or written statement from an observer describing the learner’s role in developing/reviewing a Code of Conduct.
  • Outline strategies used to promote positive behaviour in your section.
    Evidence you could use may include one or more of the following: discussion with the learner
    including specific examples of appropriate strategies; a written report about promoting positive behaviour in the section including specific examples of appropriate strategies.
  • Plan and run a game or activity that explores acceptable and unacceptable behaviour with the young people of your section.
    Evidence you could use may include one or more of the following: a sectional visit; notes from a
    game or activity run with the young people from the learner’s section, a verbal or written statement from an observer describing a game or activity the learner has run with the young people in the section, discussion with the learner, this should focus on a game or activity they have run with the young people in the section and be accompanied by another form of evidence.

And also complete one of the following:

  • Show evidence of de-escalating an incident of challenging behaviour appropriately.
    Evidence you could use may include one or more of the following: a verbal or written statement
    from an observer describing the learner’s role in dealing with an incident of challenging behaviour; discussion with the learner focusing on responding to an incident of challenging behaviour.
  • Show evidence of responding effectively following an incident of challenging behaviour; reflecting and reviewing with the adult leadership team, the young person and, where appropriate, the parent.
    Evidence you could use may include one or more of the following: an action plan for managing
    challenging behaviour in the section; notes from a meeting with a parent/carer to discuss a young person’s behaviour and plan support strategies; discussion with the learner focusing on the learner’s role in developing an action plan.
  • Any other ideas subject to agreement with the Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 13 - Growing the section

To cover ways in which an adult volunteering in a section can assist their line manager and others to plan for and contribute to the growth of their section and/or group.

  • The importance of growth in Scouting
  • Recruitment and retention of young people
  • Recruitment and retention of adults
  • Tools and support to help develop the sections
  • ¬†

To validate this module the learner will need to:

Explain the role that they play in the recruitment and retention of young people and adults and explain why growing Scouting is important, giving examples of new members (adults or young people) who have joined Scouting as a direct result of action they have undertaken, and the steps that they took to enable this to happen.

And complete two of the following:

  • Work with others to produce and implement a development plan for their section or group.
    Evidence you could use may include one or more of the following: a section or group development plan, a verbal or written statement to from an observer describing the learner’s role in producing a development plan and giving examples of how you are implementing it, discussion with the learners regarding producing and implementing a development plan, this should focus on how the learner implemented the development plan to grow the section or group and be accompanied by another form of evidence.
  • Run or take part in a recruitment event to help grow their section and group.
    Evidence you could use may include one or more of the following: a visit to observe the learner
    taking part in a recruitment event to help grow the section or group, a verbal or written statement from an observer describing the learners role in a recruitment evening, discussion about a recruitment evening the learner has taken part in, this should focus on the learner’s role in the evening and be accompanied by another form of evidence.
  • Give examples of how they are being flexible and meeting the needs, wants and time commitments
    of adults when recruiting them.
    Evidence you could use may include one or more of the following: a visit from to a meeting of the learner with potential new recruits, a verbal or written statement from an observer describing the learner’s role in meeting with potential new recruits and outlining how they can be flexible to meet the needs, wants and times of the volunteers, discussion with the learner, this should focus on examples of how the learner is being flexible and meeting the needs, wants and time commitments of adults when recruiting them and be accompanied by another form of evidence.
  • Demonstrate how you have effectively used the transfer methods between sections, your role in Moving On, Membership Awards and age-range flexibility, giving examples of young people who you have recently helped to move between sections, reviewing anything you think could be done better in future.
    Evidence you could use may include one or more of the following: A moving on plan for the young people in the section the learner supports, a verbal or written statement from an observer describing the learner’s role in successfully helping young people to move between sections and giving examples of how this was done, discussion with the learner, this should focus on the learner’s role in the moving on process and highlight anything they think could be done better in future and be accompanied by another form of evidence.
  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting. 

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 9 - Working with Adults

To understand the underlying functions required to work effectively as a member of an adult team.

  • Effective communication
  • Listening skills
  • Decision making structures
  • Representing others

To validate this module the learner will need to complete two of the following:

  • Represent others at a Scout meeting and report back on the decisions made and the reasons for
    them.
    Evidence you could use may include one or more of the following: a discussion with the learner about their role in representing others at a Scout meeting, a visit to a Scout meeting to observe the learner representing others’ views, a written or verbal report from an observer describing you representing others at a Scout meeting.
  • Demonstrate how you have helped someone make decisions (without breaking confidentiality), including describing the techniques of effective listening and how these were applied.
    Evidence you could use may include one or more of the following: a discussion with the learner
    about how they helped someone make decisions (including describing techniques of effective listening and how these were applied), notes from a meeting of the learner and a colleague where the learner helped them make decisions (without breaking confidentiality).
  • Demonstrate your ability to understand different aspects of verbal and non-verbal communication and implement appropriate responses.
    Evidence you could use may include one or more of the following: a discussion with the learner about different aspects of verbal and non-verbal communication, a presentation of the learner’s
    own research on different aspects of verbal and non-verbal communication to you or another adult in Scouting.
  • Any other ideas subject to agreement with your Training Adviser

Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly they will cover everything you need to learn. This will put you in a great position to validate the training for these modules .

 

You will also get a perspective and hear experiences from members of Scouting from outside of the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 8 - Skills of leadership.

To introduce models, tools and techniques that will enable adults to be effective leaders of other adults and of young people.

  • Systematic planning
  • Theory of leadership
  • Leadership styles

To validate this module the learner will need to:

  • Discuss the Check your Knowledge questions with the Training Adviser

And complete two of the following:

  • Produce a Programme Plan (minimum one month). You should take into consideration:
    • The key themes of the programme
    • The underlying themes of the programme
    • Incorporating a range of programme methods
    • How young people are involved in the programme planning process
    • Whether activities relate to badges and awards
  • Evidence you could use may include one or more of the following: a visit to the learner‚Äôs programme planning meeting; a verbal or written statement from an observer describing the learner‚Äôs contribution to a programme planning meeting they have attended; programme plans and programme review documents; discussion with the learner about taking part in a programme planning meeting, focusing on how they incorporated the elements listed into the programme plan and accompanied by another form of evidence.
  • Review their programme and produce evidence for how their review has improved the quality of future programmes and the programme planning process.
    Evidence you could use may include one or more of the following: a visit to the learner, observing
    them completing a programme review; a verbal or written statement from an observer describing the learner’s contribution to a programme review they have conducted; programme plans and programme review documents; discussion with the learner about completing a programme review, this focusing on how they improved future programmes using the results of the programme review and accompanied by another form of evidence.
  • Any other ideas subject to agreement with your Training Adviser.

Additional validation criteria can be created in consultation with a Training Adviser if necessary. Any additional validation criteria created will need to check what you have learnt and that you can apply the skills that you have acquired to your role.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.

Hampshire Scouts run a comprehensive training programme. As part of this they run many training days throughout the year. These can be evenings or whole weekends, and by attending one of these courses will give you all the skills you require to validate your training. 

If you follow the link below it will take you the Hampshire Scouts Website. Here you can see all the upcoming course dates and book yourself on. 

I strongly recommend these courses. They are delivered in  a way that enables you to link in with other Scouters from across county, meet some of the County team, but most importantly is you will get a perspective and hear experiences from members of Scouting from outside the group. This enables us to continue to grow and continually develop to give the best that we can to the young people of Gosport. 

There is no online E-Learning for this module.

Module 16 - Introduction to Residential Experiences Quiz

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Thank you for expressing an interest. Please complete the form below and we will get back to you as soon as possible. 

Join #team6th

Thank you for expressing an interest. Please complete the form below and we will get back to you as soon as possible.