05 - the scout associationmembers.scouts.org.uk/documents/supportandresources/trainers... · there...

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Who is Fundamental Values of Scouting for?This module (number 5) is for all adults in Scouting working towards theirWood Badge. It covers the underlying principles of Scouting - what TheScout Association stands for and believes in.

What does this module contain?This module contains approximately two hours of learning that may bemanaged in a variety of ways.

How is this module validated?The validation of this module is based on the individual’s ability to meet thevalidation criteria, as set out in the Training Adviser’s Guide and the Adult’sPersonal File. This means the adult will be required to demonstrate theirunderstanding of the Purpose, Principles and Method of Scouting and their understanding of the Personal Development Areas in the BalancedProgramme. Adults will also need to demonstrate their commitment to thefundamental values of Scouting, as well as an understanding of The ScoutAssociation’s Religious Policy.

What information is provided?This module contains objectives relating to understanding the fundamentalvalues of Scouting. The objectives are given first followed by methods oftraining.

The information is not however a script for the session. Prior knowledgeand/or research of the subject matter by the Trainer will be required beforedelivery of the training.

Series EditorChris James

EditorsRobert HalkyardClaire McAuliffe

ContributorsSarah HobbsJackie MartinDavid McKee

Design andProduction The Workroom

05

Editor’s noteAlthough in some parts of the British Isles Scout Counties are known as Areas or Islands and inone case Bailiwick, for ease of reading this material simply refers to County or Counties.

Copyright © 2003The Scout AssociationNew EditionFirst printed 2003Printed by Belmont Press

Fundamental values of Scouting 1

Session detailsThe following sessions take participants through:

• the Purpose, Principles and Method of Scouting• the Promise and Law• the six Personal Development Areas • faith, beliefs and the founding of values• The Scout Association’s Religious Policy.

Session Page Timing (hrs)

1 Purpose, Principles and Method 4 0:45

2 Religious Policy 7 1:05

Depending on the number and nature of the participants, the sessions mayneed to be preceded by introduction and/or integration sessions.

Planning considerationsSome pre-session work may need to be done, as the Trainer needs to becompetent in the Fundamentals.

The learners for this module will have varying roles and different levels ofexperience within Scouting. Therefore some minor alternations may need tobe made. Similarly if this module is being run on a one to one basis, someof the tasks will need to be adapted.

Fundamental values of Scouting2

Fundamental values of Scouting

AimTo explore the link between the values expressed in the Purpose andMethod of Scouting and a balanced programme.

ObjectivesThere are seven overall objectives for this module:

Explain how the values of Scouting are expressed in the Purpose,

Principles and Method.

Detail the six Personal Development Areas that underpin the Balanced

Programme.

Discuss how a balanced programme incorporates the values expressed

in the Purpose, Principles and Method of Scouting.

Give practical examples of how faith and beliefs can be incorporated

into a balanced programme.

Recognise occasions where reflection, prayer and worship are

appropriate.

Enable young people to take part in reflections, prayer and worship.

Outline The Scout Association’s Religious Policy and participants’ role in

implementing that policy.

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6

5

4

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Trainer

Learner

Group

Report back

Visual aids

Trainer’s notes

Handout notes

Timing


Methods

A training session

This module may be delivered as a training session during an evening or aspart of a longer course.

One to one training

This module may be delivered on a one to one basis by a Trainer, orsomeone with sufficient experience to coach a participant through thesubject area.

Resources

To deliver this training module in its entirety, you will need the followingresources:

• Flipchart • Flipchart paper and pens• Copies of Scouting Essentials• Dice• Trainer’s pre-prepared ‘lifeline’• Sheets of paper (for lifelines)• Pens/pencils• OHP and OHTs• Copies of relevant handouts.

Resources are summarised at the start of each set of Trainer’s notes foreach session.


Key objectives

1 Explain how the values of Scouting are expressed in the Purpose,Principles and Method.

2 Detail the six Personal Development Areas which underpin the Balanced Programme.

3 Discuss how a balanced programme incorporates the values expressed in the Purpose, Principles and Method of Scouting.

Resources

For this session you require the following resources:

• Flipchart• Flipchart paper and pens• Copies of Scouting Essentials• Dice.

In small groups, brainstorm what is meant by either the Purpose, thePrinciples or the Method of Scouting.

Trainer’s notesThe participants will need to be divided into three groups, one to cover thePurpose, one to cover the Principles and one to cover the Method. If thereis a large number of participants you may need to split them into six groupswith two groups covering each aspect. This task should be a reminder ofthe learning achieved by the participants during Module 1, EssentialInformation.

Summarise the results of each group’s brainstorm, highlighting positiveaspects and any areas of uncertainty or concern.

Report back

Task

Purpose, Principles and Method

Fundamental values of Scouting: session 1


In your group, take turns in rolling the dice. Each number on the dice refersto one of the six Personal Development Areas that underpin the BalancedProgramme. They are:

1 Body

2 Mind

3 Faith and Beliefs

4 Relationships

5 Community

6 Surroundings.

When you roll a number, write down on flipchart paper what you think thecorresponding Personal Development Area means.

Trainer’s notesSupport for this task can be found in Scouting Essentials. Below is a briefsummary of each area:

Body: To live as healthily as they can and to enableothers to do so as well

Mind: To continue to solve problems, grow throughoutlife, to express themselves creatively, and todevelop their gifts and talents

Faith and Beliefs: To grow in a relationship with their God,articulate and express that faith, to live outScouting values and to respect the beliefs ofothers

Relationships: To relate to and work with many otherindividuals, each with their own feelings, genderand culture, and to develop mature friendships

Community: To live in the community serving others and valuethe contribution of all

Surroundings: To respect the environment and live in itresponsibility.

Task


Again, summarise the results of each of the groups, highlighting positiveaspects and any areas of uncertainty or concern.

In small groups, discuss how the values of Scouting are expressed in thePurpose, Principles and Method. Think about the ways in which a balancedprogramme incorporates the values expressed in the Purpose, Principles andMethod of Scouting.

Ask groups to give a brief overview of what they discussed and anyconsensus reached.

Report back

Task

Report back


Key objectives

Key objectives

1 Give practical examples of how faith and beliefs can be incorporatedinto a balanced programme.

2 Recognise occasions where reflection, prayer and worship areappropriate.

3 Enable young people to take part in reflections, prayer and worship.

4 Outline The Scout Association’s Religious Policy and participants’ role inimplementing that policy.

Resources

For this session, you will need the following resources:

• Trainer’s pre-prepared ‘lifeline’• Sheets of paper (for lifelines)• Pens/pencils• OHP and OHTs• Handouts A to F - Case studies.

Trainer’s notesThis session uses the previous session as a starting point to deal with theimportance of faith and beliefs. It highlights the importance ofunderstanding where and how values are formed.

Religious Policy

Fundamental values of Scouting: session 2


Explain that there are many influences on our lives. Many events have aprofound effect on the way we view the world. In plenary, share a fewpersonal thoughts on some of the influences on your life. These couldinclude:

• marriage• births and deaths• people who have been a major influence on your life or thinking• making the Scout Promise for the first time• events which changed your mind on an issue.

Introduce the task.

Trainer’s notesYou may find it useful to explain the task by using your own experiences asan example. Doing this will help the task feel more real and encourageparticipants’ to draw on their own experiences.

This task is about formative moments in your life. Be aware that there willbe no report back for this task.

Draw two lines on a sheet of paper as below.

The bottom line reflects the passing of time. The slanting line with thearrow represents your life. The start of the lifeline is your first or earliestrecollection; the arrow on the slanting line is the present day. Along thecourse of the line, plot experiences and events which have been key stepsin your life and which have had the most impact.

In addition, you may wish to place the experiences above or below thelifeline according to whether you believe they were positive or negativeexperiences.

Trainer’s notesThere is no report back for this task. Depending on the participants,however, you may wish to suggest they share their lifelines with one or twoothers. It is important to bear in mind that this is a potentially emotionalexercise for some people.

Task

Trainer input


Highlight the important role played by faith and beliefs in how values aredetermined.

Outline the five principles of spiritual development (OHT ):

• Develop an inner discipline and training.• Be involved in corporate (group) activities.• Understand the natural world around you.• Help to create a more tolerant and caring society.• Discover the need for prayer and worship.

For Leaders working with young people

In small groups, share ways in which Leaders can help young people worktowards the five principles of spiritual development.

For those in a management role in Scouting

In small groups, share ways in which managers can help other adults worktowards the five principles of spiritual development.

Receive contributions from the groups on achieving the five principles ofspiritual development. It is important to note that different people may beat different stages in understanding, as will the young people and Leaderswith whom they work. For many, even the simplest of activities may be animportant starting point.

Outline The Scout Association’s Religious Policy (OHT ):

All Members of the Movement are encouraged to:

• make every effort to progress in their understanding and observance ofthe Promise to do their best to do their duty to God

• belong to some religious body• carry into practice the principles of their beliefs.

2b

Trainer input

Report back

Task

2a

Trainer input


Stress that The Scout Association is not part of any religious or faithcommunity, but that its Religious Policy has the approval of many of theUK’s faith communities.

Likewise, a Scout Group may be composed of a number of differentdenominations and faiths. Members must not be compelled to attendservices, but should be encouraged to attend acts of worship within theirown faith.

Trainer’s notesThe next task requires groups to look at two of the six case studies includedat the end of this module. They will need to be allocated in advance toensure that all the case studies are covered in sufficient detail by the groupas a whole.

In small groups, and using the two case studies provided, identifyopportunities within that programme for prayer and worship. Be preparedto give a very short overview of the opportunities you have identified.

Each group should summarise the opportunities they have identified foreach of their allocated case studies.

Briefly remind the participants of the key points of the session and theimportant part they play in Scouting - a values based Movement.

Summary

Report back

Task

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The five p

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iritual d

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•D

evelop an inner discipline and training.

•Be involved in corporate (group) activities.

•U

nderstand the natural world around you.

•H

elp to create a more tolerant and caring society.

•D

iscover the need for prayer and worship.

The Sco

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eligio

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licy:

All M

embers of the M

ovement are encouraged to:

•m

ake every effort to progress in their understanding andobservance of their Prom

ise to do their best to do their duty toG

od

•belong to som

e religious body

•carry into practice the principles of their beliefs.

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2b

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HO A Case study 1

An Explorer Scout Unit has planned a two day expedition. The programmeis as follows:

Day one

09:00 Check kit

09:30 Start hiking

12:30 Lunch at the river

17:00 Arrive at campsite, pitch tents

18:00 Cook dinner, eat and clear away

20:30 Light camp fire, social time until bed

Day two

09:00 Resume hiking

11:00 Reach the summit of the peak

12:30 Lunch

16:00 Arrive at meeting point, review hike, parents pick up


HO B Case study 2

The leadership team in a Cub Scout Pack is planning a camp.

Day one

18:00 Parents drop off Cub Scouts at the local campsite

18:15 Pitch tents

19:30 Opening ceremony

19:45 Wide game

20:45 Puzzle games, quizzes

21:30 Hot chocolate

21:45 Bed

Day two

08:00 Up and wash

08:30 Breakfast and clear away

09:30 Scavenger hunt

10:15 Mini pioneering – including edible pioneering

11:00 Squash and biscuits – continue pioneering

12:30 Lunch and clear away

13:30 Activities offered by the campsite; archery and climbing

17:30 Dinner and clear away

18:30 Make instruments – to use later at the camp fire

19:30 Camp fire, toast marshmallows, sing songs andplay instruments that were made earlier

21:30 Hot chocolate

21:45 Bed



Day three

08:00 Up and wash

08:30 Breakfast and clear away

09:30 Prepare Scouts’ Own

10:00 Mini beasts

11:30 Cook sausages and bacon over an open fire forlunch and clear away

13:00 Strike tents

14:00 Parents pick up Cub Scouts

HO B

HO C Case study 3

The Scout Troop has planned an evening using newspapers.

19:30 Flag break

19:40 Working in Patrols they tackle a series of challenges including:

• finding stories that relate to a topic

• building the tallest structure

• making a ‘ransom’ note using letters cut from headlines

• cutting a hole in a sheet of newspaper large enough to allow the wholePatrol to walk through

• making a costume

• writing alternative headlines

• imagining what happens next/what could they really be saying (from thepictures)

• making paper mache

• inventing a game using newspaper.

21:10 Flag down


HO D Case study 4

A Scout Group has planned a weekend Group Camp to celebrate theirGolden Anniversary – 50 years since they were founded. It is intended thatparents, Group Executive Committee, supporters and past Members of theGroup will be invited to a ‘birthday bash’ to include a BBQ and campfire onSaturday afternoon and evening.


HO E Case study 5

The District Commissioner has expressed concern at the declining standardsof Scouting values in the District.

With this in mind, a team of Group Scout Leaders has been asked toorganise the annual Renewal of Promise Service to remind Groups andMembers of this important aspect of Scouting.


HO F Case study 6

Training Advisers have been identified to support Leaders through theprocess of working towards their Wood Badge.

Their role will involve helping others identify their needs, preparing PersonalLearning Plans and validating learning. Various Scouting values will be putinto practice during the course of their work.


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