Transcript Slide 1

October 2011
YOUTH PROGRAM IN SCOUTING
– What’s it all about?
WHY?
•Improve program and retention
•Refocus educational outcomes
•Help improve leader life and encourage improved
implementation of the scout method/patrol system such
that youth are involved in program development
•Clear understanding of the updated method and AoPG,
why and how they will make a difference.
•What you need to do
The youth program is:
 What – what the young person does in the
Movement i.e. the activities
 How – the way in which it is done,
i.e. the method
 Why – the educational objectives, in
accordance with the purpose and
fundamental principles of the Movement
Mission of Scouting
The Mission of Scouting is to contribute to the education of young
people, through a value system based on the Scout Promise and Law,
to help build a better world where people are self-fulfilled as individuals
and play a constructive role in society.
This is achieved by:
•Involving them throughout their formative years in a non-formal education process
•Using a specific method that makes each individual the principal agent in his or her
development as a self-reliant, supportive, responsible and committed person
•Assisting them to establish a value system based upon spiritual, social and personal
principles as expressed in the Promise and Law.
Mission of Scouting
What we are
trying to do
Not just academic,
a life long process
What we believe
and stand for
Together with
others
A personal dimension having
achieved one’s full potential
Local, National
and International
We are not the only
influence on young people
The Mission of Scouting is to contribute to
the education of young people, through a
value system based on the Scout Promise and Law,
to help build a better world where people are
self-fulfilled as individuals and play a constructive role
in society.
Open to all
= girls and boys
Expressing the values on
which Scouting is based
Better people
= a better world
What we are
trying to do
Areas of Personal Growth
In Aids to Scoutmastership, Baden-Powell wrote:
“The aim of the Scout training is to improve the standard of our future
citizenhood, especially in character and health; to replace self with
service, to make the lads individually efficient, morally and physically,
with the object of using that efficiency for service for their fellow-men.”
Our purpose
“The purpose of the Scout Movement is to contribute to the development of
young people in achieving their full physical, intellectual, social, emotional and
spiritual potentials as individuals, as responsible citizens and as members of
their local, national and international communities.”
Areas of Personal Growth
Linking AoPG to Award Scheme
EEM
MO
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ONNAALL DDEEVVEELLO
OPPM
MEENNTT -- EEM
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ONNAALL
Definition: Recognising one’s own feelings and learning to express them in order to attain and maintain an inner
state of freedom, balance and emotional maturity.
KEY TOPICS
LINKS TO PROMISE & LAW
LINKS TO AWARD
HOW TO INCORPORATE
SCHEME
IN PROGRAM
a. Self-discovery and awareness
 Recognising and accepting one’s
emotions.
 Discovering oneself.
 The Scout Law
 Citizenship Target
 Campcraft
b. Self-expression
 Expressing one’s feeling using various
creative means.
 The Scout Law
 Proficiency Badges
 Entertainment, Musician,
Comms, Performing Arts
 Craft, Art Modeller
 Multi media
c. Responsibility and self-control
 Controlling feelings and emotions in
order to respect one’s integrity and that
of others.
 Responding in a responsible manner to
feelings directed towards oneself.
 Controlling aggression.
 The Scout Law
 Team Sports Proficiency
 Campcraft
 PL Training
 Leadership Skills
 Guest speaker
 Scouts Own
 Camping Activity
 Patrol System
 Skits, & role playing
 Campfire
 Guest Speaker
 Visits
 Gang Show
 Hiking
 Patrol Activities
 Team Sport Games
 Troop Council
Areas of Personal Growth
Stages of Development
Ages
Emotional
Birth
Elementary emotional reactions: states of satisfaction and dissatisfaction.
Pleasure associated with sucking (oral stage).
Desired object: mother’s breast
3 months: smiling response to human faces.
6-9 months
Recognition of the mother.
2 years
Anal stage: affective value attached to sphincter control.
3 years
Genital stage: interest in genitals; masturbation; curiosity about differences between the sexes.
4 years
Affective identification with parents based on confidence and admiration.
5-7years
“Latency period”: sexual energy orientated towards other goals.
7-10 years
Latency period: emotional balance.
Affective attachment which goes beyond the family circle.
10-11 years
(girls)
11-12 years
(boys)
Awakening of sexual impulses with the onset of biological puberty.
Strong but confusing emotions.
Need for friendship.
Need to assert oneself as an individual.
Identification with heroes.
13-15 years
Awakening of the Oedipus complex; development of sexual identity.
Adolescent crisis, idealism and depression.
Age of friendship.
Attraction towards the opposite sex (earlier among girls).
15-16 years
Solidarity with peers.
Worries, intense excitement.
Need for security, success and accomplishment.
AoPG – Further unpacking
Assertiveness and
friendliness
Self-awareness
and equilibrium
Selfexpression
EEM
MO
OTTIIO
ONNAALL DDEEVVEELLO
OPPM
MEENNTT
Mid-childhood
6-9
Expresses
emotions and
feelings naturally.
Late childhood
9-11
Shows an interest
in expressing
himself during
different activities.
Identifies and
describes his
emotions and
feelings.
Recognises and
expresses his fears
and anxieties.
Adapts easily to
affective
relationships in the
Pack.
Says what he
thinks without
hurting his
companions or
making fun of
them.
Puberty
11-13
Expresses in
different ways what
he lives, thinks and
feels, in the Patrol
Book.
Identifies the
causes of his
reactions and
impulses.
Listens to other
peoples’ opinions
and expresses his
differences
appropriately.
Adolescence
13-15
Shares his worries,
aspirations and
feelings in his
team.
Recognises in
himself tendencies
such as loneliness,
shyness,
rebelliousness and
insecurity and
progressively
learns to handle
them.
Expresses his
opinion showing
respect for other
people.
Late adolescence
15-17
Has an on-going
mutually enriching
dialogue with his
parents and his
friends.
Progressively
manages to handle
his emotions and
feelings, achieving
a more stable state
of mind.
Young Adults
17-25
Expresses what he
thinks and feels
through the
different media.
Know how to
express his
opinions freely in
different
circumstances,
without dismissing
those of others.
Behaves
assertively and is
affectionate
towards other
people, without
being inhibited or
aggressive.
Reaches and
maintains an inner
state of freedom,
equilibrium and
emotional maturity.
The Scouting Program
Educational Activities
“ The child wants to do things, so let us
encourage him to do them by pointing him in
the right direction and, allowing him to do
them how he likes. Let him make mistakes; it
is through making mistakes that his
experience is formed.”
Baden-Powell, Headquarters Gazette, January 1916
Good program - Characteristics
a. It is challenging
The program should present some difficulties, stimulate
creativity and inventiveness and encourage the
participant to do his or her best. The challenge should,
nevertheless, remain within the limits of the capabilities
and level of maturity of the young people.
b. It is attractive
The program should arouse the young person’s interest
and desire to participate, because it appeals to him or
her, because it is original or because he or she feels
drawn to the values inherent in the program. Young
people’s interests vary according to their socio-cultural
background, so it is necessary to offer a wide range of
possible activities suitable for different situations.
c. It is rewarding
Participating in a program should give the young person
the feeling of having derived some benefit for themselves.
pleasure from taking part in something exciting: pride in
doing something for the first time or in unexpectedly
achieving something: joy at having their contribution
recognised by the group.
d. It is useful
The activity should provide experiences, which enable
young people to discover and learn new things. An
activity, which is merely spontaneous, involves action for
its own sake or is repetitive, is not always educational.
The main characteristic of an activity is that it enables a
young person to make progress.
• .
Evaluating Activities
Through
Observation
Activities
are evaluated
During the activity
and at the end
By all those who
have participated
To assess how far the
objectives have been
achieved
Scout Method
and Section Methods
• The Scout Method is an essential part of the
Scout non formal educational system.
• It may be defined as a program of
progressive self-education, which is
complementary to the family and school,
and is based on the interaction of several
key elements.
Scout Method - Key Elements
The People
Young people
Adults
Scout Method - Key Elements
What we want to Achieve
Activities
Objectives
Scout Method - Key Elements
How to Achieve it
Young
people
Games
Promise &
Law
Symbolic
framework
Section life
Activities
Objectives
Team
system
Nature
Service
Adults
Scout Method - Key Elements
Section Life
Games
Promise &
Law
Symbolic
framework
Section life
Nature
ection life
Service
ction life
Team
system
Section life is what makes
young people stay
Section life is what makes
young people stay
The Scouting Journey
Scout Method
The Australian bush
ADULT
SUPPORT
Scouts
Venturer Scouts
Rovers
The Australian bush
Joey Scouts
The ‘Jungle Book’;
Mowgli the man-cub;
The free people of
Seeonee;
Akela and the pack.
Cub Scouts
Being a ‘Scout’, an
explorer;
Exploring new
territories with a team
of friends.
Being a ‘Venturer’.
Accepting new
challenges as a team
and individually
To take the ‘road’; to
travel around the
world to discover and
change the world.
The imaginary world
plays an important
role through story
telling, play acting,
songs and games.
Short activities,
games.
The imaginary world
plays an important
role.
Activities last longer
and start to have to
do with social reality.
Community service
appears.
Unit and team
projects: mastering
technologies, serving
the community,
acquiring useful &
recognised skills.
Discovering society,
identifying issues &
challenges,
experiencing adult
roles. Travel,
service & vocational
preparation.
Discovering nature
Discovering natural
Nature is the
Confronting natural
Physical pursuit
The
‘Jungle
Book’;
Being
a
‘Scout’,
an
Being
a
‘Venturer’.
through the
elements. Limited
favoured setting for
elements on outdoors
outdoors;
exploration the
of the man-cub;
exploration, shortexplorer;
activities.
expeditions.
Experiencing the
Mowgli
Accepting new
senses. Excursions
camps. Learning the
Introduction to
Environmental
concept of
The
free
new
challenges
a team
into the
bushpeople
& parks. of
value of natural Exploring
ecology.
conservation
projects. as
sustainable
Learning to care for
environment.
development through
Seeonee;
territories with a team
and individually
the environment.
community projects.
Working and
as a mob
Limited team
The team system
Building effective
Autonomous teams.
Akela
the pack.
of friends.
and sometimes in
autonomy.
operates fully.
teams Unit Council &
The Rover crew is a
smaller adhoc
Most activities on
Teams more
Unit run more directly young adult
groups.
pack.
autonomous, team
by young people.
community run by
Non-competitive
First steps towards
leader’s role more
Inter-team task
young people
games. Limited
involvement in
substantial.
groups.
themselves.
decision making.
decision-making.
Adults lead by
Tangible rules of
Learning to set rules
A code of conduct
A ‘charter’ which
example.
behaviour. Short text, together at the light of which already
conveys universal
Promise is a
simple and concrete
the Scout law, a
conveys universal
values on which
commitment to care
words.
concrete and positive
values.
scouting is based.
and share within the
Promise is a
code of living.
The Scout Promise is
group and immediate
commitment to
a commitment for life.
world.
respect group’s rules.
Unit Constitution.
Learning & working
Broadening one’s
Learning about the
Learning about the
Initiating and leading
together, becoming
understanding of
wider community and
needs of our global
community projects
aware of ones local
community. Helping
its needs. Making a
community and how
that serve the local
community. Caring
others as a Pack and
difference locally by
we can contribute.
and global
and sharing for
on own. Respecting
getting out into the
Contributing regularly
community. Leading
others & working as a property and the
community and
to create a better
by example.
Mob to look after
environment. Serving
nature to help.
world.
nature.
the Pack.
Adult led activities
and support. Adults
provide a safe and
nurturing
environment along
with physical and
emotional security.
Adult-led activities.
Adults provide
physical and
emotional security
and try to give
children real
responsibilities.
Adults share
responsibilities with
young people.
Growing youth
involvement in
decision-making.
Adults opening up to
young people fields of
experience and
responsibilities.
Youth-led activities.
Young adult-led
community;
Adults being
advisors and trainers
helping young
people to develop
leadership skills.
To take the ‘road’; to
travel around the
world to discover and
change the world.
Effective Programming
Three documents (the ‘trilogy’) developed
for each section (the Troop is used as an
example)
•Long Term Programming
•Weekly Programmer
•Term Review
Long Term Programming
• Templates have been developed to assist
the Mob/Pack Council/Troop Council/Unit
Council to develop an outstanding
program for the year, whilst ensuring the
key components of our program – The
Areas of Personal Growth and the Scout
Method are covered in everything that the
pack & sixes/troop & patrols/unit complete
during the year.
Long Term Programming
OVER 12 MONTHS THE FOLLOWING SHOULD BE INCLUDED
IN THE PROGRAM:
•Balanced program that covers all of the AoPG
•Regular inclusion of all facets of the SCOUT METHOD
Patrol Preparation – by PLs
• PATROL GOALS FOR THE YEAR
• PATROL ACTIVITIES & EVENTS
• AWARD SCHEME AREAS TO COVER AS A PATROL
• PATROL ACTIVITY BADGE IDEAS
• OTHER PATROL SUGGESTIONS TO HELP
DEVELOP THE TROOP PROGRAM
Troop Preparation by Leaders
• TROOP GOALS FOR THE YEAR
• PROGRAM THEMES & IDEAS
• MAJOR TROOP ACTIVITIES & CAMPS
• AREAS OF THE AWARD SCHEME TO
COVER.
Troop Council
•
•
•
•
•
•
TROOP GOALS FOR THE YEAR
PROGRAM THEMES & IDEAS
MAJOR TROOP ACTIVITIES & CAMPS
AREAS OF THE AWARD SCHEME TO COVER
CALENDAR OF EVENTS FOR YEAR
WHAT DID YOU DO LAST YEAR?
The Plan!
TARGET AREAS
Campcraft
Citizenship
Air Activities
Construction
Emergencies
Environment
Water Activities
Water Safety
WHEN
(TERM)
TROOP or
PATROL(S)
AREAS OF PERSONAL GROWTH
COVERED (circle)
What now?
All will receive, for local implementation
– AoPG and the Scout Method
– Program Planning
• Long Term
• Weekly
• Term Review
– And the 2012 calendar of Events
Good Scouting to all