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NationalDefence

Défensenationale

A-CR-CCP-716/PG-001

Issued on Authority of the Chief of the Defence Staff

Canada

ROYAL CANADIAN ARMY CADETS

EXPEDITION INSTRUCTORQUALIFICATION STANDARD AND PLAN

(ENGLISH)

Cette publication est disponible en français sous le numéro A-CR-CCP-716/PG-002.

NationalDefence

Défensenationale

A-CR-CCP-716/PG-001

Issued on Authority of the Chief of the Defence Staff

OPI: D Cdts 3 – Senior Staff Officer Youth Programs Development 2009-01-01

Canada

ROYAL CANADIAN ARMY CADETS

EXPEDITION INSTRUCTORQUALIFICATION STANDARD AND PLAN

(ENGLISH)

Cette publication est disponible en français sous le numéro A-CR-CCP-716/PG-002.

A-CR-CCP-716/PG-001

LIST OF EFFECTIVE PAGES

Contact Officer: D Cdts 3-2-5 – Army Cadet Program Development Staff Officer© 2009 DND/MDN Canada

A

Insert latest changed pages and dispose of superseded pages in accordance with applicable orders.

NOTE The portion of the text affected by the latest change is indicated by a black vertical line

in the margin of the page. Changes to illustrations are indicated by miniature pointinghands or black vertical lines.

Dates of issue for original and changed pages are:

Original........................... 0 ....................... 2009-01-01 Ch................................... 3 ..........................................Ch................................... 1 .......................................... Ch................................... 4 ..........................................Ch................................... 2 .......................................... Ch................................... 5 ..........................................

Zero in Change No. column indicates an original page. Total number of pages in this publication is 289consisting of the following:

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FOREWORD AND PREFACE

1. Issuing Authority. This Qualification Standard and Plan (QSP) A-CR-CCP-716/PG-001 was developedunder the authority of the Director Cadets and Junior Canadian Rangers (D Cdts & JCR) in accordance withCadet Administrative and Training Order (CATO) 11-03, Cadet Program Mandate, CATO 11-04, Cadet ProgramOutline, and CATO 40-01, Army Cadet Program Outline, and is issued on the authority of the Chief of DefenceStaff.

2. Development. Development of this QSP was in accordance with the performance oriented concept oftraining outlined in the Canadian Forces Individual Training and Education System A-P9-050 Series, Manualof Individual Training and Education, with modifications to meet the needs of the Canadian Cadet Organization(CCO).

3. Purpose of the QSP. The QSP is to be used by Cadet Summer Training Centres (CSTCs) to conductExpedition Instructor qualification courses, as outlined in CATO 40-01, Army Cadet Program Outline.

4. Suggested Changes. Suggested changes to this document shall be forwarded through the normal chainof command to National Defence Headquarters (NDHQ) Attention: Army Cadet Program Development StaffOfficer (D Cdts 3-2-5) or by email to [email protected]. Suggested changes shall be in tabular formatwith three columns to capture the page number, the paragraph/sub-paragraph number and suggested textamendment.

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PAGE

CHAPTER 1 GENERAL 1-1

AIMS 1-1PROGRAM MISSION AND PARTICIPANT OUTCOMES 1-1OUTLINE OF TRAINING 1-1PROGRAM DESIGN 1-2COURSE COMPONENTS 1-2PERFORMANCE OBJECTIVES 1-2METHOD OF ACHIEVING OBJECTIVES 1-5TRAINING PREREQUISITES 1-5USE OF THE QSP 1-6

CHAPTER 2 TRAINING MANAGEMENT DETAILS 2-1

RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS 2-1TRAINING DETAILS 2-1TRAINING CAPACITY 2-3TRAINING STAFF REQUIREMENTS 2-4RESOURCE REQUIREMENTS 2-6TRAINING ADMINISTRATION 2-6QUALIFICATION 2-6CIVILIAN QUALIFICATION EQUIVALENCIES 2-6RELATED DOCUMENTS 2-6REFERENCES 2-6Annex A – EXPEDITION INSTRUCTOR SUMMARY AND TIME ALLOCATION 2A-1Annex B – SAMPLE SCHEDULE 2B-1Appendix 1 – FIELD TRAINING 2B1-1Annex C – RESOURCE REQUIREMENTS 2C-1Annex D – REFERENCES 2D-1

CHAPTER 3 CADET EVALUATION 3-1

PURPOSE 3-1LEARNER EVALUATION 3-1CADET EVALUATION DESIGN AND DEVELOPMENT 3-1CP DEVELOPMENTAL PERIODS (DPs) 3-2CADET ASSESSMENT OF LEARNING PLAN 3-2ASSESSMENT INSTRUMENTS 3-3ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES 3-3EXPEDITION INSTRUCTOR QUALIFICATION STANDARD 3-3RECOGNITION OF ENHANCED PROFICIENCY ACHIEVEMENT 3-3CADETS NOT MEETING THE QUALIFICATION STANDARD 3-3RECORDING AND REPORTING CADET ACHIEVEMENT 3-4EXPEDITION INSTRUCTOR CERTIFICATE OF QUALIFICATION 3-4MONITORING CADET PROGRESS 3-4TRAINING COUNSELLING SESSION 3-4TRAINING REVIEW BOARD (TRB) 3-4Annex A – CHARACTERISTICS OF CP DPs 3A-1Annex B – EXPEDITION INSTRUCTOR ASSESSMENT PLAN 3B-1Appendix 1 – S309 PC – ASSESSMENT INSTRUCTIONS 3B1-1Appendix 2 – S322 PC – ASSESSMENT INSTRUCTIONS 3B2-1

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PAGEAppendix 3 – S350 PC – ASSESSMENT INSTRUCTIONS 3B3-1Appendix 4 – S351 PC – ASSESSMENT INSTRUCTIONS 3B4-1Appendix 5 – S352 PC – ASSESSMENT INSTRUCTIONS 3B5-1Appendix 6 – S353 PC – ASSESSMENT INSTRUCTIONS 3B6-1Appendix 7 – S354 PC – ASSESSMENT INSTRUCTIONS 3B7-1Annex C – EXPEDITION INSTRUCTOR QUALIFICATION RECORD 3C-1Annex D – CADET INTERVIEW GUIDELINES 3D-1Appendix 1 – CADET INTERVIEW FORM 3D1-1Annex E – TRAINING COUNSELLING SESSION GUIDELINES 3E-1Appendix 1 – TRAINING COUNSELLING SESSION FORM 3E1-1Annex F – TRAINING REVIEW BOARD (TRB) GUIDELINES 3F-1Appendix 1 – TRAINING REVIEW BOARD FORM 3F1-1

CHAPTER 4 PERFORMANCE OBJECTIVES 4-1-1

SECTION 1 PERFORMANCE OBJECTIVES (POs), TRAINING PLAN AND ON-THE-JOBTRAINING (OJT) 4-1-1PURPOSE 4-1-1PERFORMANCE OBJECTIVES 4-1-1TRAINING PLAN 4-1-1ENABLING OBJECTIVES 4-1-1LESSON SPECIFICATIONS 4-1-1INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATION 4-1-2ASSESSMENT FOR LEARNING 4-1-2OJT – OVERVIEW 4-1-2OJT – Pl WO DUTIES 4-1-2OJT – SPECIALTY DUTIES 4-1-2

SECTION 2 PO S309 – INSTRUCT A 20-MINUTE SKILL LESSON 4-2-1EO S309.01 – PLAN AN EXPEDITION SKILL LESSON 4-2-2EO S309.02 – INSTRUCT A 20-MINUTE SKILL LESSON 4-2-4

SECTION 3 PO S310 – ATTAIN STANDARD FIRST AID QUALIFICATION 4-3-1

SECTION 4 PO S320 – PARTICIPATE IN A CANADIAN FORCES (CF)FAMILIARIZATION ACTIVITY 4-4-1EO S320.01A – FIRE THE C7 RIFLE 4-4-2EO S320.01B – PARTICIPATE IN A MOCK TOWER FAMILIARIZATIONACTIVITY 4-4-12EO S320.01C – PARTICIPATE IN A RAPPELLING ACTIVITY 4-4-14

SECTION 5 PO S322 – NAVIGATE USING A ROUTE CARD 4-5-1EO S322.01 – REVIEW NAVIGATION SKILLS 4-5-3EO S322.02 – PREPARE A ROUTE CARD 4-5-5

SECTION 6 PO S350 – FACILITATE EXPEDITION ACTIVITIES 4-6-1EO S350.01 – IDENTIFY FACTORS AFFECTING TEAM DYNAMICS 4-6-2EO S350.02 – DEFINE EXPERIENTIAL LEARNING 4-6-5EO S350.03 – DESCRIBE THE PROCESS OF FACILITATION 4-6-7EO S350.04 – DEBRIEF A TEAM USING THE FUNNELLING APPROACH 4-6-10

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PAGEEO S350.05 – APPLY THE PROCESS OF FACILITATION 4-6-13

SECTION 7 PO S351 – REPAIR A MOUNTAIN BIKE 4-7-1EO S351.01 – REPAIR A DAMAGED CHAIN 4-7-3EO S351.02 – ADJUST BRAKES 4-7-9EO S351.03 – ADJUST DERAILLEURS 4-7-13EO S351.04 – REPAIR A FLAT TIRE 4-7-16

SECTION 8 PO S352 – RIDE A MOUNTAIN BIKE ON INTERMEDIATE TRAILS 4-8-1EO S352.01 – PRACTICE MOUNTAIN BIKE SKILLS 4-8-3EO S352.02 – PERFORM ADVANCED MOUNTAIN BIKE SKILLS 4-8-7

SECTION 9 PO S353 – MANOEUVRE A CANOE ON FLATWATER 4-9-1EO S353.01 – PADDLE A CANOE ON FLATWATER 4-9-3

SECTION 10 PO S354 – BELAY AN ABSEILER 4-10-1EO S354.01 – DESCRIBE THE ABSEILING PROCESS 4-10-2EO S354.02 – OPERATE A BELAY SYSTEM 4-10-5

SECTION 11 PO S355 – PARTICIPATE IN AN 18-DAY EXPEDITION 4-11-1EO S355.01 – DEVELOP GOALS FOR AN EXPEDITION 4-11-5EO S355.02 – PREPARE FOR AN EXPEDITION 4-11-8EO S355.03 – MAINTAIN EXPEDITION EQUIPMENT 4-11-13EO S355.04A – PADDLE A CANOE ON FLATWATER DURING AN 18-DAYEXPEDITION 4-11-24EO S355.04B – PADDLE A VOYAGEUR CANOE ON FLATWATER DURINGAN 18-DAY EXPEDITION 4-11-26EO S355.04C – PADDLE A CANOE ON MOVING WATER DURING AN 18-DAY EXPEDITION 4-11-33EO S355.04D – RIDE A MOUNTAIN BIKE ON INTERMEDIATE TRAILSDURING AN 18-DAY EXPEDITION 4-11-40EO S355.04E – HIKE ON CLASS 3 TERRAIN DURING AN 18-DAYEXPEDITION 4-11-42EO S355.05 – PARTICIPATE IN AN ADVENTURE TRAINING ACTIVITYDURING AN 18-DAY EXPEDITION 4-11-45EO S355.06 – PARTICIPATE IN A COMMUNITY SERVICE ACTIVITYDURING AN 18-DAY EXPEDITION 4-11-47

SECTION 12 PO S356 – PARTICIPATE IN A SOLO EXPERIENCE 4-12-1EO S356.01 – DISCUSS THE PURPOSE OF A SOLO EXPERIENCE 4-12-4EO S356.02 – PARTICIPATE IN A SOLO EXPERIENCE 4-12-7

Annex A – INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS 4A-1Annex B – ON-THE-JOB TRAINING (OJT) – PLATOON WARRANT OFFICER(Pl WO) DUTIES 4B-1Appendix 1 – OJT – Pl WO DUTIES CHECKLIST 4B1-1Annex C – ON-THE-JOB TRAINING (OJT) – SPECIALTY EXPEDITION TEAMSENIOR 4C-1

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PAGEAppendix 1 – OJT – SPECIALTY EXPEDITION TEAM SENIOR DUTIESCHECKLIST 4C1-1

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LIST OF FIGURES

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FIGURE TITLE PAGE3B6-1 Sample Canoe Course.................................................................................................. 3B6-2

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CHAPTER 1GENERAL

AIMS

1. The aim of the Cadet Program (CP) is to develop in youth the attributes of good citizenship andleadership, promote physical fitness, and stimulate the interest of youth in the sea, land and air activities ofthe Canadian Forces (CF).

2. The aim of the training resulting from this Qualification Standard and Plan (QSP) is to develop a specialistwith the skills and subject matter knowledge required to be an instructor and team leader during an expedition.

PROGRAM MISSION AND PARTICIPANT OUTCOMES

3. The mission of the CP is to contribute to the development and preparation of youth for the transitionfrom adolescence to adulthood, enabling cadets to meet the challenges of modern society, through a dynamic,community-based program.

4. CP participant outcomes are the benefits for the cadet during and/or after their involvement with theprogram that relate to knowledge, skills, attitudes, values, behaviour, condition, and status. The five outcomesof the CP are:

a. emotional and physical well-being,

b. social competence,

c. cognitive competence,

d. proactive citizenship, and

e. understanding the CF.

5. The program mission and participant outcomes are explained in greater detail in CATO 11-03, CadetProgram Mandate.

OUTLINE OF TRAINING

6. The CSTC Program provides training that is integral to the CP and focuses on giving a set portion ofthe cadet population instruction and opportunities to develop advanced knowledge and skills in specializedactivities and to develop instructors/leaders for these activities. Additionally, it provides these cadets furtheropportunities to develop, practice, and employ the general knowledge and skills obtained through the CorpsProgram.

7. Description of Need. Cadet corps require training opportunities that reinforce and supplement thetraining conducted during the Corps Program. Based on the training resulting from this QSP, the cadet willachieve the Expedition Instructor qualification and will further develop expedition-related specialist skills andknowledge that will allow them to perform the duties of a specialist instructor and team leader during expeditiontraining, act as a participant in a long-duration expedition, travel by a variety of means (canoe, voyageur canoe,mountain bike, and/or hike), perform field maintenance on expedition equipment (mountain bikes, stoves, tents,packs, water filters, etc), navigate using a route card, belay an abseiler, and further develop skills learned inthe Corps Program.

8. Each CSTC qualification requires completion of a series of performance objectives (POs) and associatedenabling objectives (EOs).

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PROGRAM DESIGN

9. Training associated with the Expedition Instructor qualification has been designed:

a. assuming that the cadet attending is between 14 and 15 years of age;

b. assuming that the cadet attending has been exposed to a previous CSTC opportunity orequivalent experience;

c. assuming that the cadet has successfully completed Silver Star;

d. assuming that the cadet has suitable fitness and endurance to participate in an 18-day expedition;

e. using age-appropriate learning strategies;

f. using a typical training day consisting of eight 40-minute periods conducted during the daytimewith the evening dedicated to extracurricular activities and free time;

g. using a week that typically begins on Monday and ends the following Sunday consisting of amaximum of six training days and a minimum of one day dedicated to extracurricular activitiesand free time;

h. including training which is experiential and skills-based, with a lesser focus on theoreticalknowledge; and

i. assuming that learning will take place through a combination of programmed periods of instruction,unstructured discussions, teachable moments, coaching/mentoring opportunities and structuredreflection.

COURSE COMPONENTS

10. Mandatory Training. Mandatory training consists of those activities outlined in this QSP that CSTCs arerequired to conduct. These activities are comprised of the following two sub-components:

a. Standard Components. Standard components are periods allocated to provide the basicadministrative structure required to conduct a CSTC qualification course. These components aredescribed in more detail in Chapter 2.

b. Specialty Training. Specialty training are those periods allocated in support of a specificqualification aim and described in the requisite POs.

11. Extracurricular Activities. Extracurricular activities are active and passive opportunities offered tothe cadet daily from the end of formal training to lights-out and during “Sunday routine”. Ancillary in nature,extracurricular activities add value to the CSTC experience by enhancing what is learned during the day, offeringfun recreational opportunities that encourage socialization, and allowing the cadet to pursue personal interests.Specific direction regarding extracurricular activities can be found in CATO 11-04, Cadet Program Outline.

PERFORMANCE OBJECTIVES

12. The following are the POs that form the content of the Expedition Instructor qualification:

a. Instructional Technique. PO S309 – Instruct a 20-Minute Skill Lesson (Chapter 4, Section 2):

(1) The aim of Expedition Instructor instructional technique is to provide the cadet with practicalexperience instructing a 20-minute skill period of peer instruction.

(2) Expedition Instructor instructional technique contributes indirectly to the achievement of theprogram aim of developing the attributes of good citizenship through the ability to express

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thoughts and ideas and to the participant outcome of social competence through effectiveinterpersonal communication skills.

b. First Aid. PO S310 – Attain Standard First Aid Qualification (Chapter 4, Section 3):

(1) The aim of Expedition Instructor first aid is to provide the cadet with the ability to stabilizea casualty until the casualty can receive medical attention.

(2) Expedition Instructor first aid contributes to the achievement of the program aim ofdeveloping the attributes of good citizenship and the participant outcome of proactivecitizenship by providing the cadet with the ability to actively assist other citizens in a timeof physical distress.

c. CF Familiarization. PO S320 – Participate in a Canadian Forces (CF) Familiarization Activity(Chapter 4, Section 4):

(1) The aim of Expedition Instructor CF familiarization is to familiarize cadets with trainingconducted by the Canadian Forces.

(2) Expedition Instructor CF familiarization contributes directly to the achievement of theprogram aim of stimulating an interest in the land activities of the CF and the participantoutcome of understanding the CF.

d. Navigation. PO S322 – Navigate Using a Route Card (Chapter 4, Section 5):

(1) The aim of Expedition Instructor navigation is to further develop navigation skills acquiredduring the Corps Program and introduce the skill of navigation using a route card.

(2) Expedition Instructor navigation supports Army Cadet expeditions through the developmentof navigation skills to be used in conjunction with expedition travel. Army Cadet expeditionsdevelop leadership skills, while enhancing individual self-concepts, such as self-confidence,self-reliance, self-esteem, and self-discipline. This is done through the use of expeditionactivities as defined in CATO 40-01, Army Cadet Program Outline. Army cadet expeditionscontribute directly to the achievement of the program aim of developing in youth theattributes of good citizenship and leadership. They also contribute to the promotion ofphysical fitness, and the participant outcomes of emotional and physical well-being, socialcompetence, cognitive competence, and proactive citizenship.

e. Facilitation. PO S350 – Facilitate Expedition Activities (Chapter 4, Section 6):

(1) The aim of Expedition Instructor facilitation is to introduce the cadet to the facilitation ofexpedition activities, contributing to well-rounded outdoor leadership competencies.

(2) Expedition Instructor facilitation contributes to the development of knowledge and skills ofoutdoor leadership specifically to support conducting expeditions. Army Cadet expeditionsdevelop leadership skills, while enhancing individual self-concepts, such as self-confidence,self-reliance, self-esteem, and self-discipline. This is done through the use of expeditionactivities as defined in CATO 40-01, Army Cadet Program Outline. Army cadet expeditionscontribute directly to the achievement of the program aim of developing in youth theattributes of good citizenship and leadership. They also contribute to the promotion ofphysical fitness, and the participant outcomes of emotional and physical well-being, socialcompetence, cognitive competence, and proactive citizenship.

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f. Mountain Bike. PO S351 – Repair a Mountain Bike (Chapter 4, Section 7):

(1) The aim of Expedition Instructor mountain bike PO S351 (Repair a Mountain Bike,Chapter 4, Section 7) is to develop the skills to allow a cadet to perform basic field repairson a mountain bike and provide adequate experience-based subject knowledge to allow acadet to act as an assistant mountain biking instructor.

(2) Expedition Instructor mountain bike supports Army Cadet expeditions through thedevelopment of mountain biking as a mode of travel in support of expedition activities. ArmyCadet expeditions develop leadership skills, while enhancing individual self-concepts, suchas self-confidence, self-reliance, self-esteem, and self-discipline. This is done through theuse of expedition activities as defined in CATO 40-01, Army Cadet Program Outline. Armycadet expeditions contribute directly to the achievement of the program aim of developingin youth the attributes of good citizenship and leadership. They also contribute to thepromotion of physical fitness, and the participant outcomes of emotional and physical well-being, social competence, cognitive competence, and proactive citizenship.

g. Mountain Bike. PO S352 – Ride a Mountain Bike on Intermediate Trails (Chapter 4, Section 8):

(1) The aim of Expedition Instructor mountain bike PO S352 (Ride a Mountain Bike onIntermediate Trails, Chapter 4, Section 8) is to develop the skills to allow a cadet toparticipate in mountain biking at an intermediate level and provide adequate experience-based subject knowledge to allow a cadet to act as an assistant mountain biking instructor.

(2) Expedition Instructor mountain bike supports Army Cadet expeditions through thedevelopment of mountain biking as a mode of travel in support of expedition activities. ArmyCadet expeditions develop leadership skills, while enhancing individual self-concepts, suchas self-confidence, self-reliance, self-esteem, and self-discipline. This is done through theuse of expedition activities as defined in CATO 40-01, Army Cadet Program Outline. Armycadet expeditions contribute directly to the achievement of the program aim of developingin youth the attributes of good citizenship and leadership. They also contribute to thepromotion of physical fitness, and the participant outcomes of emotional and physical well-being, social competence, cognitive competence, and proactive citizenship.

h. Canoe. PO S353 – Manoeuvre a Canoe on Flatwater (Chapter 4, Section 9):

(1) The aim of Expedition Instructor canoe is to develop the techniques to allow a cadetto manoeuvre a canoe on flatwater and provide adequate experience-based subjectknowledge to allow a cadet to act as an assistant canoe instructor.

(2) Expedition Instructor canoe supports Army Cadet Expeditions through the development ofcanoeing as a mode of travel in support of expedition activities. Army Cadet expeditionsdevelop leadership skills, while enhancing individual self-concepts, such as self-confidence,self-reliance, self-esteem, and self-discipline. This is done through the use of expeditionactivities as defined in CATO 40-01, Army Cadet Program Outline. Army cadet expeditionscontribute directly to the achievement of the program aim of developing in youth theattributes of good citizenship and leadership. They also contribute to the promotion ofphysical fitness, and the participant outcomes of emotional and physical well-being, socialcompetence, cognitive competence, and proactive citizenship.

i. Abseil. PO S354 – Belay an Abseiler (Chapter 4, Section 10):

(1) The aim of Expedition Instructor abseil is to provide adequate experience-based subjectknowledge to allow a cadet to act as a belay assistant under the supervision of an abseilinstructor.

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(2) Expedition Instructor abseil contributes directly to the program aim of developing leadershipand the participant outcomes of emotional and physical well-being and social competence.This is achieved through the development of positive self-esteem through promotion of ahigh level of competence in select skills.

j. Expedition. PO S355 – Participate in an 18-Day Expedition (Chapter 4, Section 11):

(1) The aim of Expedition Instructor expedition is to build hard and soft expedition skills. Thisis achieved through building on skills and knowledge from the Cadet Program by using achallenging expedition of sufficient duration for consequence and experience to developgood habits and lead to attitudinal shifts.

(2) Army Cadet expeditions develop leadership skills, while enhancing individual self-concepts,such as self-confidence, self-reliance, self-esteem, and self-discipline. This is done throughthe use of expedition activities as defined in CATO 40-01, Army Cadet Program Outline.Army cadet expeditions contribute directly to the achievement of the program aim ofdeveloping in youth the attributes of good citizenship and leadership. They also contributeto the promotion of physical fitness, and the participant outcomes of emotional and physicalwell-being, social competence, cognitive competence, and proactive citizenship.

k. Solo. PO S356 – Participate in a Solo Experience (Chapter 4, Section 12):

(1) The aim of Expedition Instructor solo is to provide the cadet with an opportunity to reflecton their experience during PO S355 (Participate in an 18-Day Expedition, Chapter 4,Section 11).

(2) Expedition Instructor solo contributes indirectly to the program aim of developing goodleadership and directly to the participant outcomes of emotional well-being and cognitivecompetence. This is achieved through the development of strong analytical and self-assessment skills by using reflection as a learning tool.

METHOD OF ACHIEVING OBJECTIVES

13. The majority of Expedition Instructor POs are skills-related. Skills are acquired through practical periodsof instruction and practice. In order to achieve the POs, a hands-on learning approach is essential. The followingguidance may assist in the implementation of training:

a. Some theory is required for safety purposes and for introducing new material. However, mostmaterial can be taught using hands-on practical methods.

b. Ensure training is well organized and planned in advance to allow instructors adequate time toprepare for the delivery/conduct of training. This includes reviewing lesson specifications andinstructional guides and creating instructional materials as required.

c. Schedule training that ensures a smooth flow from one activity to the next.

d. Take adequate time for the cadet to be debriefed and reflect on experiential training activities, toinclude future applications of the experience.

TRAINING PREREQUISITES

14. To participate in the Expedition Instructor course, a youth must be a member of a cadet corps, as specifiedin A-CR-CCP-950/PT-001, Queen’s Regulations and Orders for the Canadian Cadet Organization, Article 4.01and be eligible to attend CSTC training as outlined in A-CR-CCP-950/PT-001, Article 5.03 and in accordancewith CATO 40-01, Army Cadet Program Outline.

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USE OF THE QSP

15. This QSP shall be used as the primary authority governing the development, implementation, conduct,and evaluation of the training and standards to qualify a cadet as Expedition Instructor. This QSP shall also beused by D Cdts & JCR as the primary reference for validation of Expedition Instructor qualification training.

16. Expedition Instructor qualification training shall be conducted using this QSP as the training controldocument in conjunction with A-CR-CCP-716/PF-001, Royal Canadian Army Cadets, Expedition Instructor,Instructional Guides.

17. Any deviation from the requirements detailed in this publication due to training limitations must beapproved by D Cdts 3, Senior Staff Officer Youth Programs Development, NDHQ.

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CHAPTER 2TRAINING MANAGEMENTS DETAILS

RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS

1. The Managing Authority for the Expedition Instructor qualification is D Cdts & JCR. The conduct of trainingis the responsibility of the Regional Cadet Support Units (RCSUs) through authorized CSTCs.

TRAINING DETAILS

2. In accordance with CATO 11-04, Cadet Program Outline and CATO 40-01, Army Cadet Program Outline,the Expedition Instructor course is conducted over a 6-week period consisting of 35-training-days.

3. Standard Components. Standard components are activities that form part of all CSTC courses. Theseactivities take place during the training day but are normally not directly related to POs or achieving thequalification. In the case of Expedition Instructor, some periods normally allocated to standard componentshave been reallocated to related specialty training. The standard component activities are:

a. In Routine. Four periods scheduled at the beginning of the course for administrative in routine.While most administrative matters may have been dealt with prior to the first training day, theseperiods have been allocated to allow for scheduling flexibility at the beginning of a course. In thecase of Expedition Instructor, one of these periods shall be scheduled for the completion of ateam Full Value Contract.

b. Briefings. Two periods allocated to a combination of introductory briefings, such as:

(1) CO briefing,

(2) department briefing,

(3) fire and safety briefing,

(4) MIR briefing,

(5) Positive Social Relations for Youth briefing (formerly CHAP briefing), etc.

c. Platoon Commander (Pl Comd) Periods. One period per week provided to the Pl Comd (TeamLeader) to do such things as team bonding and/or building activities, debriefings, reflecting, orto address any issues related to quality of life. In the case of Expedition Instructor, three ofthese periods shall be scheduled concurrently with PO S355 (Participate in an 18-Day Expedition,Chapter 4, Section 11) with three periods remaining under standard components.

d. Life Skills. One period per week for moral and/or spiritual instruction. In the case of ExpeditionInstructor, three of these periods shall be scheduled concurrently with PO S355 (Participatein an 18-Day Expedition, Chapter 4, Section 11) with three periods remaining under standardcomponents.

e. Recreational Sports/Swim. Four periods per week (not including the last week which has two).In the case of Expedition Instructor, a total of twelve periods have been reallocated to PO S355(Participate in an 18-Day Expedition, Chapter 4, Section 11) with ten periods remaining understandard components. Where EO S355.04C (Paddle a Canoe on Moving Water During an 18-DayExpedition, Chapter 4, Section 11) has been selected as a training activity, the cadet’s swimmingability shall be observed during a swim period scheduled early in the course.

f. CO’s Discretion. Two periods per week to be scheduled at the CO’s discretion. In the case ofExpedition Instructor, a total of six periods have been reallocated to PO S355 (Participate in an 18-

A-CR-CCP-716/PG-001

2-2

Day Expedition, Chapter 4, Section 11) with six periods remaining under standard components.The intention of these periods is to provide the opportunity for the cadet to participate in suchthings as:

(1) special ceremonies.

(2) additional CF familiarization activities, or

(3) local community events.

g. Spare Periods. Two periods per week to be used at the discretion of the Course Officer (Crse O)allowing flexibility to account for things such as weather or availability of facilities. In the case ofExpedition Instructor, a total of six periods have been reallocated to PO S355 (Participate in an 18-Day Expedition, Chapter 4, Section 11) with six periods remaining under standard components.

h. Weekly Parade. Two periods per week (not including the last week) for a CSTC-level parade.In the case of Expedition Instructor, a total of six periods have been reallocated to PO S355(Participate in an 18-Day Expedition, Chapter 4, Section 11) with four periods remaining understandard components.

i. Course Administration. Two periods per week for routine matters. In the case of ExpeditionInstructor, a total of six periods have been reallocated to PO S355 (Participate in an 18-DayExpedition, Chapter 4, Section 11) with six periods remaining under standard components.Course administration could consist of activities, such as:

(1) initial cadet interviews,

(2) platoon senior briefing,

(3) cadet banking,

(4) supply,

(5) course critiques, and

(6) course reports/final cadet interviews.

j. Graduation Parade Practice. Two periods to be scheduled, in the last week, for rehearsal ofthe graduation parade.

k. Graduation Parade. Two periods to carry out a graduation parade.

l. Out Routine. Four periods to be scheduled at the end of the course for administrative out routine.While most administrative matters are usually dealt with after the last training day, these periodshave been allocated to allow for scheduling flexibility at the end of a course.

4. Period Allocation. There are a total of eight 40-minute periods allocated each day based on a 6-daytraining week. A detailed period allocation of specialty training is located at Annex A. Total period allocationby PO is as follows:

Standard Components No. of PdIn/out routine 8Briefings 2Pl Comd periods 3Life skills 3Recreational sports/swim 10CO’s discretion 6

A-CR-CCP-716/PG-001

2-3

Standard Components No. of PdSpare periods 6Weekly parade 4Course administration 6Graduation parade practice 2Graduation parade 2

Total 52

SPECIALTY TRAININGTopic PO Performance Objective No. of Pd

Instructional Technique 309 Instruct a 20-Minute Skill Lesson 7First Aid 310 Attain Standard First Aid Qualification 16CF Familiarization 320 Participate in a CF Familiarization Activity 8Navigation 322 Navigate Using a Route Card 7Facilitation 350 Facilitate Expedition Activities 6Mountain Bike 351 Repair a Mountain Bike 8Mountain Bike 352 Ride a Mountain Bike on Intermediate Trails 8Canoe 353 Manoeuvre a Canoe on Flatwater 8Abseil 354 Belay an Abseiler 8Expedition 355 Participate in an 18-Day Expedition 129Solo 356 Participate in a Solo Experience 13On-The-Job Training 4Expedition Administration (Preparation and Dekitting) 6

Total 228 Total Standard Components and Specialty

Training 280

5. Scheduling. When planning training, the lesson specifications found in Chapter 4 shall be consulted fordetailed information. While a sample schedule is located at Annex B, it does not account for the many variablesCSTCs face when developing course schedules. Some of the things the training staff should consider whendeveloping the course schedule include, but are not limited to:

a. the training environment required for each activity;

b. the availability of technical specialists to conduct the activity, if required;

c. the availability of shared facilities and the requirements of other courses that use those facilities;and

d. the availability of shared equipment and the requirements of other courses that use thatequipment.

TRAINING CAPACITY

6. The training has been designed for groups ranging from 24 to 30 cadets assuming team size will befrom eight to ten cadets.

7. Notwithstanding, quotas imposed by land management agencies, as conditions of permits and/or asstated in land management policies, shall be adhered to in the conduct of PO S355 (Participate in an 18-DayExpedition, Chapter 4, Section 11).

A-CR-CCP-716/PG-001

2-4

TRAINING STAFF REQUIREMENTS

8. The training staff is directly involved in the delivery of training and supervision of cadets during thedesignated training day. The training staff structure is primarily comprised of positions from both the standardcompany organizational structure and instructional or training support cadre(s). The following reflects theminimum requirements for training staff, but does not reflect the additional support and supervisory staff (eg,administration, supply, logistics, barracks supervision, extracurricular activities, etc.) at the CSTC.

a. Course Officer (Crse O):

Rank MOSID Number Qualification

Minimum:

Captain QualificationorIntermediate Officer Training Course; andExpedition Leader.

Preferred:

Captain 00232-02 1

Senior Instructor Course; andCIC Training Officer Course.

Note: The Crse O shall normally be responsible for between 4–6 platoons and should haveprevious experience employed as an Expedition Instructor Platoon Commander (PlComd) or equivalent experience at an Expedition Centre.

b. Pl Comd:


Minimum:

Lieutenant QualificationorIntermediate Officer Training Course.

Preferred:Capt/Lt 00232-02 1 per Pl

Expedition Leader;Abseil Instructor Training Course;Basic Canoe Instructor; andMoving Water Leader.

A-CR-CCP-716/PG-001

2-5

c. Team Leader:


Minimum:

Basic Officer QualificationorBasic Officer Training Course.Military Occupation Course (Army)orLand Environmental Training Course;

Preferred:

Capt/Lt/2Lt 00232-02 1 per Team

Expedition Leader;Abseil Instructor Training Course;Basic Canoe Instructor; andMoving Water Leader.

d. Staff Cadet:


Minimum:StaffCadetWarrantOfficer

N/A 1 per Pl National Star Certification Examination (NSCE)

orMaster Cadet; andExpedition Instructor.

9. Technical Specialists. Technical specialists possess specific specialty qualifications and typicallysupport a variety of courses conducted at the CSTC. The number of technical specialists required is influencedby policy documentation specific to the activity (eg, CATOs, Water Safety Orders, Adventure Training SafetyStandards, etc.) and by local CSTC circumstances, as is the structure for instructional or training supportcadre(s). The technical specialists required to support Expedition Instructor are:

a. Range Safety Officer (Large Bore – C7), Rappel Master, Advanced Mountain OperationsInstructor or Parachute Instructor as required in support of PO S320 (Chapter 4, Section 4),

b. Mountain bike instructor(s) in support of PO S351 (Chapter 4, Section 7), S352 (Chapter 4,Section 8) & S355 (Chapter 4, Section 11),

c. Canoe instructor(s) in support of PO S353 (Chapter 4, Section 9) & S355 (Chapter 4, Section 11),

d. Abseil Instructor(s) in support of PO S354 (Chapter 4, Section 10),

e. Adventure Training Instructor(s) as required in support of regionally selected Adventure Trainingand in accordance with A-CR-CCP-951/PT-002, Royal Canadian Army Cadets AdventureTraining Safety Standards, in support of PO S355 (Chapter 4, Section 11),

f. First Aid Instructor(s) as required in support of PO S310 (Chapter 4, Section 3); and

g. Fitness and Sports Instructor(s) as required in support of Recreational Sports.

A-CR-CCP-716/PG-001

2-6

RESOURCE REQUIREMENTS

10. RCSU COs are responsible for ensuring that required equipment and supplies are available. A detailedlist of material, audiovisual equipment, and training/learning aids required to conduct the training is located atAnnex C.

TRAINING ADMINISTRATION

11. Cadet Evaluation. Details on cadet evaluation are found in Chapter 3.

12. Records and Reports. Training staff shall maintain records and reports as required in accordance withChapter 3. Upon completion of training, a copy of the Expedition Instructor Qualification Record (Chapter 3,Annex C) shall be returned to the cadet corps to be recorded on the cadet’s DND 2399, Cadet PersonnelRecord.

QUALIFICATION

13. The Expedition Instructor qualification and associated badge is awarded to the cadet for successfulcompletion of the associated training standards in accordance with Chapter 3.

CIVILIAN QUALIFICATION EQUIVALENCIES

14. As a result of the training prescribed in this QSP, some civilian certification(s)/qualification(s)equivalencies may be available to cadets through provincial governing bodies. RCSU COs may exercise theoption to pursue the granting of civilian qualification(s)/certification(s) relevant to expedition training.

15. Where civilian qualification(s)/certification(s) may be achieved by additional training, additional periodsrequired for any such training shall be taken from a combination of periods allocated under Chapter 2 Para 3f, g, and i or may be offered to interested cadets as an extra-curricular activity as outlined in CATO 11-04,Cadet Program Outline.

RELATED DOCUMENTS

16. This QSP is to be used in conjunction with:

a. CATOs, and

b. A-CR-CCP-716/PF-001.

REFERENCES

17. A list of references used in this QSP is located at Annex D.

A-CR-CCP-716/PG-001Chapter 2, Annex A

2A-1

EXPEDITION INSTRUCTOR SUMMARY AND TIME ALLOCATION

PO Performance Objective EO Enabling Objective No.of Pd

S309 S309.01 Plan an Expedition Skill Lesson 1 S309.02 Instruct a 20-Minute Skill Lesson 6 S309 PC 0

Instruct a 20-Minute SkillLesson

Total S309 7S310 N/A Attain Standard First Aid Qualification 16

S310 PC 0

Attain Standard First AidQualification

Total S310 16S320 S320.01A Fire the C7 Rifle (Refer to Note) 8

S320.01B Participate in a Mock Tower FamiliarizationActivity (Refer to Note)

8

S320.01C Participate in a Rappelling Activity (Refer toNote)

8

Participate in aCanadian Forces (CF)Familiarization Activity

Total S320 8S322 S322.01 Review Navigation Skills 1

Navigate Using a RouteCard S322.02 Prepare a Route Card 2

S322 PC 4 Total S322 7

S350 S350.01 Identify Factors Affecting Team Dynamics 1

Facilitate ExpeditionActivities S350.02 Define Experiential Learning 1

S350.03 Describe the Process of Facilitation 1 S350.04 Debrief a Team Using the Funnelling

Approach1

S350.05 Apply the Process of Facilitation 2 S350 PC 0 Total S350 6

S351 S351.01 Repair a Damaged Chain 2

Repair a Mountain BikeS351.02 Adjust Brakes 2

S351.03 Adjust Derailleurs 2 S351.04 Repair a Flat Tire 2 S351 PC 0 Total S351 8

S352 S352.01 Practice Mountain Bike Skills 3 S352.02 Perform Advanced Mountain Bike Skills 5

Ride a Mountain Bike onIntermediate Trails

S352 PC 0 Total S352 8

S353 S353.01 Paddle a Canoe on Flatwater 7 S353 PC 1

Manoeuvre a Canoe onFlatwater

Total S353 8S354 S354.01 Describe the Abseiling Process 1

S354.02 Operate a Belay System 3 S354 PC 4

Belay an Abseiler

Total S354 8


2A-2

PO Performance Objective EO Enabling Objective No.of Pd

S355 S355.01 Develop Goals for an Expedition 1 S355.02 Prepare for an Expedition 2

Participate in an 18-DayExpedition

S355.03 Maintain Expedition Equipment 2 S355.04A Paddle a Canoe on Flatwater During an 18-

Day Expedition (Refer to Note)R

S355.04B Paddle a Voyageur Canoe on FlatwaterDuring an 18-Day Expedition (Refer toNote)

R

S355.04C Paddle a Canoe on Moving Water Duringan 18-Day Expedition (Refer to Note)

R

S355.04D Ride a Mountain Bike on IntermediateTrails During an 18-Day Expedition (Referto Note)

R

S355.04E Hike on Class 3 Terrain During an 18-DayExpedition (Refer to Note)

R

S355.05 Participate in an Adventure TrainingActivity During an 18-Day Expedition (Referto Note)

8

S355.06 Participate in a Community Service ActivityDuring an 18-Day Expedition (Refer toNote)

8

Total S355 129S356 S356.01 Discuss the Purpose of a Solo Experience 1

S356.02 Participate in a Solo Experience 12

Participate in a SoloExperience

Total S356 13

Expedition Administration (Preparation and Dekitting) 6

On-The-Job Training 4 Total Specialty Training 228 Total Standard Components 52 Total Periods 280

Notes: 1. In PO S320 (Chapter 4, Section 4), CSTCs may select an appropriate CF Familiarization activity.A total of 8 periods are available for this activity.

2. In PO S355 (Chapter 4, Section 11), to allow flexibility to adapt to terrain, method of travel,and circumstance, the distribution of periods will be determined by CSTC staff in conjunctionwith the Region Expedition Officer. To that end 124 periods have been allocated but have beendesignated as “R”.

A-CR-CCP-716/PG-001Chapter 2, Annex B

2B-1

SAMPLE SCHEDULE


2B-2


2B-3


2B-4


2B-5


2B-6

A-CR-CCP-716/PG-001Chapter 2, Annex B, Appendix 1

2B1-1

FIELD TRAINING

1. This appendix is intended as amplification to Annex B. There are four field opportunities that shall bescheduled during the course. These activities are progressive and each requires specific training.

First Aid FTX

2. The First Aid FTX (PO S310 [Attain Standard First Aid Qualification, Chapter 4, Section 3]) shall bescheduled during week one of the course for a minimum of two consecutive training days and shall be completedin a wilderness/field environment.

3. The training for this PO consists of 16 periods and therefore it is recommended that cadets move to thefield the day prior to the first aid training. Spare periods may be employed to facilitate movement to the field ifrequired. The first aid training shall employ field-based scenarios in an expedition context.

4. The CSTC is expected to conduct a minimum two-day FTX to conduct first aid training. However, this isnot meant to restrict the CSTC. At the discretion of the Commanding Officer, and where such a decision will notresult in further resource requirements, the CSTC may schedule more time in this wilderness/field environment.

Three-Day Expedition

5. The three-day expedition shall be scheduled during week two of the course. This expedition is intendedto give cadets a basic knowledge of canoeing and mountain biking as well as to prepare them for the 18-dayexpedition.

6. The training that shall be completed on the three-day expedition is as follows:

a. EO S322.01 (Review Navigation Skills, Chapter 4, Section 5),

b. EO S322.02 (Prepare a Route Card, Chapter 4, Section 5),

c. EO S352.01 (Practice Mountain Bike Skills, Chapter 4, Section 8),

d. EO S352.02 (Perform Advanced Mountain Bike Skills, Chapter 4, Section 8),

e. EO S353.01 (Paddle a Canoe on Flatwater, Chapter 4, Section 9), and

f. S353 Performance Check (PC), Chapter 3, Annex B, Appendix 6

7. The Pl Comd shall conduct a reflective session following the three-day expedition to draw from cadetswhat they felt they learned during their experience. Attention should be focused on hard skills, lessons learned,teamwork, cooperation, and communication.

8. The CSTC is expected to conduct a minimum three-day expedition to prepare the cadet for the 18-dayexpedition. However, this is not meant to restrict the CSTC. At the discretion of the Commanding Officer, andwhere such a decision will not result in further resource requirements, the CSTC may schedule more time ina wilderness/field environment.

18-Day Expedition

9. The 18-day expedition shall be scheduled during weeks three to five of the course. This expedition isintended to give cadets the opportunity to utilize a variety of modes of travel along a liner route, as well as leadtheir expedition team through one day of training. Hard skills will be enhanced daily throughout the expeditionas well as teamwork and communication skills.


2B1-2

10. It is important that in the weeks leading up to the expedition cadets are provided as many opportunities aspossible to practice skills such as mountain biking, hiking, using expedition equipment, etc. Breaking in hikingfootwear is especially important where hiking is included in the expedition.

11. The training that shall be completed on the 18-day expedition consists of:

a. a minimum of three of the following (restrictions exist on canoeing options [see PO S355,Chapter 4, Section 11]):

(1) EO S355.04A (Paddle a Canoe on Flatwater During an 18-Day Expedition, Chapter 4,Section 11),

(2) EO S355.04B (Paddle a Voyageur Canoe on Flatwater During an 18-Day Expedition,Chapter 4, Section 11),

(3) EO S355.04C (Paddle a Canoe on Moving Water During an 18-Day Expedition, Chapter 4,Section 11),

(4) EO S355.04D (Ride a Mountain Bike on Intermediate Trails During an 18-Day Expedition,Chapter 4, Section 11), or

(5) EO S355.04E (Hike on Class 3 Terrain During an 18-Day Expedition, Chapter 4,Section 11),

b. EO S355.05 (Participate in an Adventure Training Activity During an 18-Day Expedition,Chapter 4, Section 11),

c. EO S355.06 (Participate in a Community Service Activity During an 18-Day Expedition, Chapter 4,Section 11),

d. S322 PC (Chapter 3, Annex B, Appendix 2), and

e. S350 PC (Chapter 3, Annex B, Appendix 3).

12. Time spent on each specific mode of travel during the 18-day expedition is not specified in this QSP.The Regional Expedition Programme Officer should be consulted when planning.

13. The Pl Comd shall conduct a reflective session following the 18-day expedition to draw from cadetswhat they felt they learned during their experience. Attention should be focused on hard skills, lessons learned,teamwork, cooperation, and communication.

Solo Experience

14. The solo experience shall be scheduled after the completion of the 18-day expedition. The soloexperience is a time when each cadet is given the opportunity to be alone for 12 periods and reflect on the 18-day expedition and the Expedition Instructor qualification course in general. It is not a survival exercise.

15. The solo may be completed for one or two nights, depending on how it is scheduled. For those CSTCsthat prefer one night, the solo should be scheduled to begin in the morning and end in the afternoon of the nextday. For those CSTCs that prefer two nights, the solo should be scheduled to begin in the afternoon and endtwo mornings later. Free time shall not be used as training periods.

16. The Pl Comd shall conduct a reflective session following the solo experience to draw from cadets whatthey felt they learned during their experience. Attention should be focused on how they felt during the experienceand what they felt they accomplished.

A-CR-CCP-716/PG-001Chapter 2, Annex C

2C-1

RESOURCE REQUIREMENTS

Notes: 1. Sports equipment required will be dependent upon the sports chosen by the CSTC.

2. Resource allocation is based on a platoon of thirty cadets and five staff and, depending onthe item and duration of use, may be drawn on an as required basis, allowing the sharing ofresources within the CSTC.

Item Qty PO/EO

5.56-mm Ammunition 25 Rounds per Cadet S320.01A

5.56-mm Dummy Round 15 per Cadet S320.01A

C7 Magazine 3 per Cadet S320.01A

C7 Rifle 1 per Cadet S320.01A

Cleaning Kit - for C7 Rifle (Complete) 1 per 4 Cadets S320.01A

Empty Sand Bag 5 S320.01A

Green and Red Flag 2 of Each Flag S320.01A

Hearing Protector 1 per Cadet S320.01A

Helmet (for the Butts) 1 per Cadet S320.01A

Marksmanship Target 1 per Firing Point S320.01A

Pointer (for the Butts) 1 per Cadet S320.01A

Range Standing Orders 1 S320.01A

Shooting Mat 1 per Firing Point S320.01A

Stretcher 1 S320.01A

Target Frame 1 per Firing Point S320.01A

Target Patch 1 Roll per Firing Point S320.01A

6-Foot Folding Table 5 S320.01A, S322.01

Pencils/Pens 1 per Cadet S320.01A, S322.01,S322.02, S350.01, S350.04,S355.01, S355.02, S356.02

Communication Device (Cell Phone/Radio) 2 per Group S320.01A, S352.01,S352.02, S355.02,

S355.04A, S355.04B,S355.04C,

S355.04D, S355.04E

First Aid Kit (Complete) 1 per Canoe S320.01A, S352.01,S352.02, S355.04B,


2C-2

Item Qty PO/EO

S355.04C,S355.04D, S355.04E

Measuring Tape 1 S322.01

Paper 1 Pad S322.01, S322.02, S350.04

Compass 1 per 2 Cadets S322.01, S322.02, S352.01,S352.02, S355.04A,

S355.04B, S355.04C,S355.04D, S355.04E

Topographical/Trail/River Map of the Are BeingUsed

1 per Canoe S322.01, S352.01,S352.02, S355.04A,

S355.04B, S355.04C,S355.04D, S355.04E

Markers 1 Pkg per 4 Cadets S350.01, S350.02, S350.03,S350.04, S350.05, S351.01,

S351.03, 355.01, 356.01

Flip Chart Paper 1 Pad per 4 Cadets S350.01, S350.02, S350.03,S350.04, S350.05, S351.01,S351.03, S355.01, 356.01

Chain (at Least the Length of One Link) 1 per Cadet S351.01

Bike Stand 2 S351.01, S351.02,S351.03, S351.04

Bike Multi-Tool 1 per Cadet S351.01, S351.02, S351.03,S351.04, S352.01,S352.02, S355.04D

Mountain Bike 1 per Cadet S351.01, S351.02, S351.03,S351.04, S352.01,S352.02, S355.04D

Mini Pump With Gauge 1 per 3 Cadets S351.01, S351.03,S351.04, S352.01,S352.02, S355.04D

Spare Tube 1 S351.01, S351.03, S351.04,S352.01, S355.04D

Tire Levers Assorted S351.01, S351.03, S351.04,S352.01, S355.04D

Tube Patch Kit 1 S351.01, S351.03, S351.04,S352.01, S355.04D

Cassette Scraper 1 per 3 Cadets S351.01, S352.01


2C-3

Item Qty PO/EO

Chain-Cleaning Box 1 per 3 Cadets S351.01, S352.01

Degreaser 1 Container S351.01, S352.01

Large Brush 1 per 3 Cadets S351.01, S352.01

Rubber Gloves 1 Pair per Cadet S351.01, S352.01

Bucket 1 per 3 Cadets S351.01, S352.01, S355.03

Cleaning Cloth 2 per Cadet S351.01, S352.01, S355.03

Small Brush 1 per 3 Cadets S351.01, S352.01, S355.03

Soap 1 Container S351.01, S352.01, S355.03

Lubricating Oil 1 Container per Group S351.01, S352.01,S355.03, S355.04A,

S355.04B, S355.04C,S355.04D, S355.04E

Chain Tool 1 per Group S351.01, S352.01,S355.04D

Gear or Masking Tape 1 Roll per Group S351.04, S352.01

Water Carrier 1 per Cadet S352.01, S352.02, S353.01,S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Whistle 1 per Cadet S352.01, S352.02, S353.01,S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Global Positioning System (GPS) Receiver 1 per Group S352.01, S352.02,S355.04A, S355.04B,

S355.04C,S355.04D, S355.04E

Helmet (for Bikes) 1 per Cadet S352.01, S352.02,S355.04D

Reflective Vest 2 per Group S352.01, S352.02,S355.04D

Day Pack 1 per Cadet S352.01, S352.02,S355.04D, S355.04E

Water Hose 1 S352.01, S355.03


2C-4

Item Qty PO/EO

Batteries (All Types) S352.01, S355.04A,S355.04B, S355.04C,

S355.04D,S355.04E, S356.02

15-20 Inch Diameter Flat Rock, 2 Inch High 3 S352.02

15-20 Inch Diameter Log, 1 foot Long 3 S352.02

2 Inch by 4 Inch Piece of Wood, 1 Foot Long 6 S352.02

4-6 Inch Diameter Log, 1 Foot Long 3 S352.02

Mine Tape 1 Roll S352.02

Pylon 20 S352.02

Tent Peg 6 S352.02

6-m Painter Line 2 per Canoe S353.01, S355.04A,S355.04B, S355.04C

Bailer 2 per Canoe S353.01, S355.04A,S355.04B, S355.04C

Buoyant Heaving Line or Throw Bag 1 per Canoe S353.01, S355.04A,S355.04B, S355.04C

Paddle 1 per Cadet S353.01, S355.04A,S355.04B, S355.04C

PFD 1 per Cadet S353.01, S355.04A,S355.04B, S355.04C

Tandem Canoe 1 per 2 Cadets S353.01, S355.04A,S355.04C

Buoy 25 S353.01, S355.04B

Air Traffic Control (ATC) 1 S354.01

Grigri 1 S354.01

Sticht Plate 1 S354.01

10.5-mm Kernmantle Climbing Ropes in 9-m (30-Feet) Length

3 S354.01, S354.02

12-mm Nylon Ropes in 1.5-m (5-Feet) Length 15 S354.01, S354.02

7–8 mm Static Cord Assorted S354.01, S354.02

Chest Harness in Various Sizes 14 S354.01, S354.02


2C-5

Item Qty PO/EO

D-Locking Carabiner 37 S354.01, S354.02

Figure-Eight Descenders/Belay Device 14 S354.01, S354.02

Pear-Shaped Carabiner 6 S354.01, S354.02

Seat Harness in Various Sizes 14 S354.01, S354.02

Tubular Webbing Assorted S354.01, S354.02

Tubular Webbing (Various Lengths and Sizes) Assorted S354.01, S354.02

Tubular Webbing in 1.5-m (5-Feet) Length 15 S354.01, S354.02

10.5-mm Kernmantle Climbing Ropes in 60-m(150-Feet) Length

4 S354.02

Blow Torch 1 S354.02

Equipment Bag 1 S354.02

Gloves 12 S354.02

Helmet (for Abseiling) 12 S354.02

Knife (Blunt Edge) 1 S354.02

Lighter 2 S354.02

Knife 1 per Cadet S354.02, S355.03,S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Expedition Journal 1 per Cadet S355.01,S355.04E, S356.02

Personal Loacator Beacon 1 S355.02

Approved Fuel Disposal Container 1 S355.03

Bleach 1 Container S355.03

Drip Pan 1 S355.03

Funnel 1 S355.03

Mesh Bag 1 per 4 Cadets S355.03

Non-Abrasive Cloth 1 per 2 Cadets S355.03

Small Abrasive Scubber 1 per 4 Cadets S355.03


2C-6

Item Qty PO/EO

1–2 m (2–4 Feet) of Tubular Webbing Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

2–3 m (5–10 Feet) of Nylon Parachute Cord Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Adhesive/Seam Sealer/Seam Grip 1 Container per Group S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Air Mattress Patches Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Alcohol Swabs Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Aluminum Pole-Repair Sleeve 1 per Group S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Cable Ties Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Dental Floss 1 Container per Group S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Duct Tape 1 Roll S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Expedition Repair Kit Storage Container 1 per Group S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Folding Saw 1 per 4 Cadets S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Fuel Bottle 1 per Group S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Fuel for the Single-Burner Mountain Stove S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E


2C-7

Item Qty PO/EO

Heavy Duty Needles Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Heavy Duty Rubber Bands Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Heavy Duty Thread Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Lightweight Multi-Tool 1 per Group S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Lightweight Rip Stop Nylon Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Mosquito Netting Fabric Swatch Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Petroleum Jelly 1 Container per Group S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Plastic Buckles (Assorted Tension and WaistBelt)

Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Safety Pins Assorted S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Water Filter (With Owners Manual) 1 per 4 Cadets S355.03, S355.04A,S355.04B, S355.04C,S355.04D, S355.04E

Air Mattress 1 per Cadet S355.03, S355.04A,S355.04B, S355.04C,

S355.04D,S355.04E, S356.02

Expedition Field Pack 1 per Cadet S355.03, S355.04A,S355.04B, S355.04C,

S355.04D,S355.04E, S356.02

Lip Balm 1 Container per Cadet S355.03, S355.04A,S355.04B, S355.04C,


2C-8

Item Qty PO/EO

S355.04D,S355.04E, S356.02

Matches 3 Books per Cadet S355.03, S355.04A,S355.04B, S355.04C,

S355.04D,S355.04E, S356.02

Single-Burner Mountain Stove 1 per Cadet S355.03, S355.04A,S355.04B, S355.04C,

S355.04D,S355.04E, S356.02

Fire Extinguisher 1 per Canoe S355.03, S355.04B

Glow Stick 1 per Cadet S355.04A, S355.04B,S355.04C,

S355.04D, S355.04E

Rope S355.04A, S355.04B,S355.04C,

S355.04D, S355.04E

Tent 1 per 2/3 Cadets S355.04A, S355.04B,S355.04C,

S355.04D, S355.04E

Biodegradable Soap 1 Container per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Bug Repellent 1 Container per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Carabiner 1 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Garbage Bags 6 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Head Lamp/Flashlight 1 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Individual First Aid Kit 1 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02


2C-9

Item Qty PO/EO

Pot Set 1 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Rain Gear 1 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Re-Sealable Plastic Bag 6 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Sleeping Bag 1 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Sunscreen 1 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Toilet Paper 1 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Valise/Stuff Sack 1 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Waterproof Compression Sack 1 per Cadet S355.04A, S355.04B,S355.04C, S355.04D,S355.04E, S356.02

Re-Boarding Device 1 per Canoe S355.04B

Voyageur Canoe (Under 6 m in Length) 1 per 8 Cadets S355.04B

Waterproof Map Case 1 per Canoe S355.04B, S355.04C

3-m Tether Line 1 per Cadet S355.04C

Helmet (for Canoe) 1 per Cadet S355.04C

Hiking Boots (for Trekking) 1 Pair per Cadet S355.04E

Socks (Inner & Outer - for Trekking) 3 Pairs per Cadet S355.04E

Trekking Poles 1 Set per Cadet S355.04E

15 m (50 Feet) of Rope 1 per Cadet S356.02

15 m (50 Feet) of Twine 1 per Cadet S356.02

Bug Net 1 per Cadet S356.02


2C-10

Item Qty PO/EO

Tent, Tarp, or Groundsheet With Bug Net 1 per Cadet S356.02

A-CR-CCP-716/PG-001Chapter 2, Annex D

2D-1

REFERENCES

Texts Held by CSTC

A1-010 A-CR-CCP-030/PT-001 Director Cadets 4 (2005). Water Safety Orders. Ottawa, ON: Departmentof National Defence.

A2-001 A-CR-CCP-951/PT-002 Director Cadets 6 (2006). Royal Canadian Army Cadets AdventureTraining Safety Standards. Ottawa, ON: Department of National Defence.

A2-062 B-GL-317-018/PT-001 Canadian Forces (1987). Weapons: The Rifle 5.56 mm C7 & the CarbineC8 (Vol. 18). Ottawa, ON: Department of National Defence.

A2-063 A-CR-050-822/PH-001 Director Cadets 6 (2008). Cadet Instructors Cadre: Abseil InstructorCourse. Ottawa, ON: Department of National Defence.

A2-064 A-CR-050-804/PF-001 Director Cadets 6 (2008). Instructional Guide: DP 1 Cadet InstructorsCadre Land Environmental Training Course. Ottawa, ON: Department of National Defence.

A2-065 A-CR-CCP-702/PG-001 Director Cadets 3 (2007). Red Star Qualification Standard and Plan.Ottawa, ON: Department of National Defence.

A2-066 A-CR-CCP-715/PG-001 Director Cadets 3 (2008). Basic Expedition Qualification Standard andPlan. Ottawa, ON: Department of National Defence.

A2-067 A-CR-CCP-703/PG-001 Director Cadets 3 (2008). Silver Star Qualification Standard and Plan.Ottawa, ON: Department of National Defence.

Additional Texts Referenced During Development

A0-055 A-P9-050-000/PT-006 Director Training and Education Policy (2002). Canadian Forces Manualof Individual Training and Education (Vol.6). Ottawa, ON: Department of National Defence.

A2-010 B-GG-302-002/FP-001 FMC (1982). Basic Cold Weather Training, Arctic and Sub ArcticOperations (Vol. 2). Ottawa, ON: Department of National Defence.

A2-041 B-GL-382-005/PT-001 Canadian Forces (2006). Maps, Field Strechin, Compasses and theGlobal Positioning System. Ottawa, ON: Department of National Defence.

C0-019 (ISBN 0-7894-7147-7) Eaton, J. and Johnson, R. (2001). Coaching Successfully. New York, NY:Dorling Kindersley Publishing, Inc.

C0-025 (ISBN 1-895465-33-8) Gifford, Doug (Ed.) (2000). Canoeing Instructor’s Resource Manual.Merrickville, ON: Canadian Recreational Canoeing Association.

C0-237 (ISBN 0-19-541816-6) Barber, K. (Ed.) (2004). Oxford Dictionary (2nd ed.). Don Mills, ON: OxfordUniversity Press Canada.

C0-268 (ISBN 978-1-57542-265-7) MacGregor, M. S. (2008). Teambuilding With Teens: Activities forLeadership, Decision Making and Group Success. Minneapolis, MN: Free Spirit Publishing.

C2-010 (ISBN 0-375-70323-3) Rawlins, C., & Fletcher, C. (2004). The Complete Walker IV. New York,NY: Alfred A. Knopf.

C2-011 (ISBN 0-89886-910-2) McGivney, A. (2003). Leave No Trace, A Guide to the New WildernessEtiquette. Seattle, WA: Mountaineers Books.


2D-2

C2-016 (ISBN 0-517-88783-5) Curtis, R. (1998). The Backpacker’s Field Manual: A ComprehensiveGuide to Mastering Backcountry Skills. New York, NY: Three Rivers Press.

C2-034 (ISBN 0-87322-637-2) Priest, S., & Gass, M. (2005). Effective Leadership in AdventureProgramming (2nd ed.). Windsor, ON: Human Kinetics Publishing Inc.

C2-042 (ISBN 0-7566-0946-1) Berger, Karen (2005). Backpacking & Hiking. New York, NY: DKPublishing, Inc.

C2-051 (ISBN 978-0-7153-2254-3) Bagshaw, C. (2006). The Ultimate Hiking Skills Manual. Cincinatti,Ohio: David & Charles.

C2-076 (ISBN 0-87322-443-4) Gullion, L. (1994). Outdoor Pursuits Series: Canoeing. Champaign, IL:Human Kinetics Publishers.

C2-077 (ISBN 1-55013-654-2) Mason, B. (1995). Path of the Paddle: An Illustrated Guide to the Art ofCanoeing. Toronto, ON: Key Porter Books.

C2-078 (ISBN 1-55013-079-X) Mason, B. (1988). Song of the Paddle: An Illustrated Guide to WildernessCamping. Toronto, ON: Key Porter Books.

C2-082 (ISBN 1-57954-883-0) Downs, T. (2005). Bicycle Maintenance and Repair for Road and MountainBikes (5th ed). USA: Rodale Inc.

C2-083 (ISBN 0-07-149390-5) Brink, T. (2007). The Complete Mountain Biking Manual. Camden, ME:Ragged Mountain Press.

C2-084 (ISBN 1-55297-734-X) Alwood, M. (2004). Mountain Bike Maintenance: The Illustrated Manual.Richmond Hill, ON: Firefly Books Ltd.

C2-087 Badyk, M. Buck, K. Sahl, N. Schultz, R. & Vrooman, D. (1998). Learn to Mountain Bike ClinicWorkbook (2nd ed.). North York, ON: The Ontario Cycling Association & Ontario RecreationalMountain Biking Alliance.

C2-088 (ISBN 1-55297-653-X) Crowther, N. (2002). The Ultimate Mountain Bike Book. Toronto, ON:Firefly Books Ltd.

C2-101 (ISBN 1-879961-05-9) Smith, B. & Padgett, A. (1996). On Rope - North American Vertical RopeTechniques (New Rev. ed.). Huntsville, AL: National Speleological Society.

C2-103 (ISBN 0-89886-427-5) Graydon, D. & Hanson, K. (2001). Mountaineering: The Freedom of theHills (6th ed.). Seattle, WA: The Mountaineers.

C2-106 (ISBN 0-900082-04-6) Rowe, R. (1997). Canoeing Handbook (2nd ed.). Guildfrid, UK: Biddles Ltd.

C2-109 (ISBN 0-7872-6561-6) Sugerman, A. Doherty, K. Garvey, D. & Gass, M. (2000). ReflectiveLearning: Theory and Practice. Dubuque, IO: Kendall/Hunt Publishing Company.

C2-112 (ISBN 1-55046-377-2) McGuffin, G. & McGuffin, J. (2005). Paddle Your Own Canoe: AnIllustrated Guide to the Art of Paddling. Erin, ON: Boston Mills Press.

C2-150 (ISBN 0-89886-502-6) Graham, J. (1997). Outdoor Leadership: Techniques, Comon Sense andSelf-Confidence. Seattle, WA: The Mountaineers.

C2-151 (ISBN 0-7360-4709-3) Gilbertson, K., Bates, T., McLaughlin, T., & Ewert, A. (2006). OutdoorEducation: Methods and Strategies. Windsor, ON: Human Kinetics.


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C2-152 (ISBN 1-898555-09-5) Ogilvie, K. (1993). Leading and Managing Groups in the Outdoors: NewRevised Edition. Cumbria, England: The Institute for Outdoor Learning.

C2-153 (ISBN 0-7360-5731-5) Martin, B., Cashel, C., Wagstaff, M., & Breunig, M. (2006). OutdoorLeadership: Therory and Practice. Windsor, ON: Human Kinetics.

C2-207 (ISBN 0-929361-23-7) Knapp, C. E. & Smith, T. E. (2005). Exploring the Power of Solo, Silence,and Solitude. Boulder, CO: Association of Experiential Education.

C2-208 (ISBN 978-1-59485-033-2) Raynolds, J., Lodato, A., Gordon, R., Blair-Smith, C., Welsh, J. &Gerzon, M. (2007). Leadership the Outward Bound Way. Seattle, WA: The Mountaineers Books.

C2-212 Segerstrom, J., Edwards, B., Hogan, M., Turnbull, P., & Turnbull, M. J. (2001). Resuce 3International’s Whitewater Rescue Technician Manual. Elk Grove, CA: Rescue 3 International,Inc.

C2-214 (ISBN 0-89886-057-1) Lindgren, L. (2002). Sew & Repair Your Outdoor Gear. Seattle, WA: TheMountaineers.

C2-215 (ISBN 978-0-89886-955-2) Hostetter, K. (2007). Don’t Forget the Duct Tape: Tips & Tricks forRepairing & Maintaining Outdoor & Travel Gear (2nd ed.). Seattle, WA: The Mountaineers Books.

C2-216 (ISBN 978-0-7494-4489-1) Beard, C. & Wilson, J. P. (2006). Experiential Learning: A BestPractice Handbook for Educators and Trainers (2nd ed.). Philadelphia, PA: Kogan Page Limited.

C2-221 Drought, G. (1996). Madawaska River and Opeongo River Whitewater Guide. Whitney, ON: TheFriends of Algonquin Park.

Websites

C0-243 Leadership & Direction. (2006). Retrieved February 21, 2008, from http://www.nwlink.com/~donclark/leader/leaddir.html.

C2-089 Young Cyclist Guide. (2006). Retrieved October 5, 2007, from http://www.mto.gov.on.ca/english/safety/cycling/youngcyclist.

C2-090 Trail Difficulty. (2006). Retrieved October 10, 2007, from http://www.imba.com/resources/trail_building/itn_17_4_trail_difficulty.html.

C2-092 Cycling Skills. (2006). Retrieved October 5, 2007, from http://www.mto.gov.on.ca/english/pubs/cycling/cyclingskills.htm.

C2-217 Spot Overview. (2006). Retrieved October 8, 2008, from http://findmespot.ca/en/index.php?cid=1100.

C2-219 Teambuilding Facilitation Manual: A Guide to Leading and Facilitating TeambuildingActivities. (2006). Retrieved November 17, 2008, from http://downloads.cas.psu.edu/4h/TeambuildingFacilitation.pdf.

C2-220 TLR Systems. (2006). Retrieved October 6, 2008, from http://www.tlrsystems.com/products/personal-locator-beacon.html.

C2-223 Repair How To’s: Front Derailleur Adjustment. (2006). Retrieved November 30, 2008, from http://www.parktool.com/repair/readhowto.asp?id=75.


2D-4

C2-224 Repair How To’s: Rear Derailleur Adjustment. (2006). Retrieved November 30, 2008, from http://www.parktool.com/repair/readhowto.asp?id=64.

A-CR-CCP-716/PG-001

3-1

CHAPTER 3CADET EVALUATION

PURPOSE

1. The purpose of this chapter is to outline the specific evaluation requirements for achievement ofExpedition Instructor qualification.

LEARNER EVALUATION

2. A-P9-050-000/PT-Z01, Manual of Individual Training and Education, Volume 1 defines learner evaluationas “the assessment of progress made by participants during an instructional programme (formative evaluation)and of their achievement at the end of the programme (summative evaluation).”

3. Formative evaluation, or assessment for learning, takes place during a phase of instruction and helps thecadet and instructor recognize progress or lapses in learning. Through formative evaluation, the instructor can:

a. identify when corrective or remedial action is required;

b. plan the next steps in instruction, provide the cadet with feedback so they can improve; and

c. reinforce learning to aid the cadet in retaining information.

4. Formative evaluation may also incorporate the Performance Checks (PCs) employed in summativeevaluation, allowing the cadet opportunities for practice prior to the PC. Details for assessment for learning areoutlined within the applicable lesson specifications found in Chapter 4.

5. Summative evaluation, or assessment of learning, takes place to determine whether learners haveachieved POs, or critical EOs (those deemed prerequisites to further individual training and education) and areused at the end of a phase of instruction. Details for assessment of learning are detailed within this chapter.

CADET EVALUATION DESIGN AND DEVELOPMENT

6. Cadet evaluation is designed and developed incorporating contemporary professional practices from thefields of education and youth development as well as considering best practices in use within the CanadianCadet Organizations (CCO).

7. Cadet evaluation is designed and developed so that all cadets are capable of achieving all POs andassociated EOs. To motivate the cadet to learn, cadet evaluation builds on success and confidence rather thandemotivating them with failure and defeat.

8. The following fundamental assessment principles shall guide the design, development and conduct ofExpedition Instructor assessment activities:

a. in advance of training, the instructor shall inform the cadet of POs and EOs associated with thequalification;

b. in advance of training, the instructor shall inform the cadet of the assessment plan for thequalification and provide the cadet with an opportunity to review the applicable forms used inassessment;

c. assessment information shall be shared between the instructor and the cadet and used to reviseand guide instruction and learning;

d. the instructor shall provide feedback that is descriptive, constructive, frequent, and timely; helpingthe cadet identify strengths and address areas requiring improvement;

A-CR-CCP-716/PG-001

3-2

e. the cadet shall be actively, consistently and effectively involved in assessment, including learningto manage their own learning through the skills of self-assessment; and

f. the cadet shall be encouraged to actively, consistently and effectively communicate with othersabout their learning progress.

CP DEVELOPMENTAL PERIODS (DPs)

9. The CP is designed across adolescent DPs adapted to suit the CP target population. Outlined in eachDP are specific philosophies and approaches to learning and assessment that influence design, developmentand conduct of cadet training and assessment.

10. A DP is a time frame, during a cadet’s progression through the CP, in which the cadet participates intraining and is provided opportunities to develop desired knowledge, skills and attitudes that support the aimof the CP and contribute to the achievement of the CP outcomes.

11. Progressive training levels, and associated learning objectives, distinguish each DP; ensuring trainingis relevant, achievable and age-appropriate for the cadet population. DPs and associated training levels aredesigned to be completed in a sequential manner and are also fluid, which allows a cadet to progress to thenext training level or DP while still working on completion of learning objectives from the previous level or DP.

12. The design and development of cadet training and evaluation is based on the basic overview of the DPcharacteristics located at Annex A.

CADET ASSESSMENT OF LEARNING PLAN

13. The Assessment of Learning Plan located at Annex B provides an overall strategy for using assessmentactivities to determine if the cadet meets the requirements for the Expedition Instructor qualification. TheAssessment of Learning Plan will:

a. provide an outline of each assessment of learning activity; including its purpose, when it will occurand details the assessment instrument(s) used to support cadet evaluation;

b. identify the learning target(s) associated with the PO and/or EO being assessed, to include:

(1) Knowledge Mastery. The facts, concepts and theory a cadet needs to know;

(2) Reasoning Proficiency. A cadet uses what they know to solve a problem, make a decision,make a plan, think critically, set goals, or self-assess;

(3) Skills. Performance demonstration; where the cadet demonstrates their ability to performa skill. To be assessed, these performances must be demonstrated by the cadet andobserved by an assessor;

(4) Ability to Create Products. A cadet uses their knowledge, reasoning and skills to createa concrete product; and/or

(5) Attitudinal/Dispositional Changes. A cadet’s attitude about learning, safety, conduct, etc.Targets in this realm reflect attitude and feeling. They represent important affective goalswe hold for a cadet as a by-product of their CP experience, and as such are not generallyassessed for the purpose of attaining a qualification.

c. identify the assessment method(s) that best matches PO and/or EO learning targets, to include:

(1) Selected Response. A cadet selects the correct or best response from a list provided.Formats include multiple choice, true/false, matching, short answer, and fill-in-the-blankquestions. Although short answer and fill-in-the-blank questions do require the cadet to

A-CR-CCP-716/PG-001

3-3

generate an answer, they call for a very brief answer that is counted as right or wrong, sothese have been included in the selected response category;

(2) Extended Written Response. A cadet is required to construct a written answer in responseto a question or task rather than select one from a list. An extended written response is onethat is at least several sentences in length;

(3) Performance Assessment. This assessment method is based on observation andjudgment; a performance or product is observed and a determination is made as to itsquality; and/or

(4) Personal Communication. Gathering information about a cadet through personalcommunication; learning is assessed through interpersonal interaction with the cadet.

ASSESSMENT INSTRUMENTS

14. Specific assessment instruments have been designed to support each assessment activity within theAssessment of Learning Plan. These are meant to standardize assessment activities and cadet evaluation forall cadets attempting the qualification. Assessment instruments are located at the appendices to Annex B.

ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES

15. No additional cadet evaluations, eg, theory tests or performance checks, are to be used to determineExpedition Instructor qualification. Therefore, these national standards are not to be supplemented withadditional CSTC standards.

EXPEDITION INSTRUCTOR QUALIFICATION STANDARD

16. The standard for the Expedition Instructor qualification is successful completion of each POs as outlinedin the Expedition Instructor Qualification Record.

RECOGNITION OF ENHANCED PROFICIENCY ACHIEVEMENT

17. Certain POs within the Assessment of Learning Plan allow for recognition of an enhanced proficiencylevel of achievement. The assessment instructions for the applicable PCs outline how proficiency levels areachieved and recorded on the Qualification Record. This information highlights the cadet’s strength(s) withinthe achievement of the qualification. The following definitions differentiate baseline proficiency and enhancedproficiency levels of achievement:

a. Baseline Proficiency. A cadet achieves baseline proficiency by demonstrating the performancestandard outlined in the applicable PO; and

b. Enhanced Proficiency. A cadet achieves enhanced proficiency by exceeding the performancestandard outlined in the applicable PO.

CADETS NOT MEETING THE QUALIFICATION STANDARD

18. A cadet who does not meet the qualification standard for any PO shall be given a reasonable opportunityto achieve the standard. Unless otherwise specified in the Assessment of Learning Plan and associatedassessment instruments, there is no limit to the number of additional opportunities that may be afforded to thecadet, provided it is within the time and resource limitations of the CSTC.

19. If, by the end of the course, a cadet has yet to successfully complete any PO, they will be assessedas incomplete.

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20. CATO 15-22, Conduct and Discipline – Cadets, and CATO 13-26, Return to Unit – Cadets, providedirection on dealing with cadets not meeting the qualification standard due to:

a. attendance at mandatory training,

b. conduct, or

c. medical reasons.

RECORDING AND REPORTING CADET ACHIEVEMENT

21. The progress of each cadet shall be recorded on the Expedition Instructor Qualification Record, locatedat Annex C. The Expedition Instructor Qualification Record for each cadet shall be forwarded to the applicablecorps, through the appropriate chain of command. Commanding Officers are responsible for ensuring theresults are recorded on each cadet’s DND 2399, Cadet Personnel Record.

EXPEDITION INSTRUCTOR CERTIFICATE OF QUALIFICATION

22. A CF 558, Cadet Certificate of Qualification (NSN 7530-21-870-7685), shall be awarded to each cadetupon successful completion of the Expedition Instructor qualification.

MONITORING CADET PROGRESS

23. An initial interview shall be conducted with each cadet at the start of the course to discuss qualification;objectives, schedule, and assessment activities. Course staff should take this opportunity to get to know thecadet and to help the cadet set personal course goals.

24. Course staff will be required to meet with each cadet throughout the course to discuss learning progresstowards qualification. These feedback interviews are related to the assessment for learning activities outlinedwithin the applicable lesson specifications located in Chapter 4.

25. A final interview shall be conducted with each cadet at the end of the course to discuss:

a. the completed Expedition Instructor Qualification Record;

b. the cadet’s goals that were discussed during the initial interview; and

c. new goals for returning back to the corps.

26. Guidelines for conducting cadet interviews are located in Annex D and the Cadet Interview Form islocated in Annex D, Appendix 1.

TRAINING COUNSELLING SESSION

27. A training counselling session is used when a cadet is having difficulties progressing toward qualificationand an intervention is required to set goals for corrective action and/or remedial instruction. These counsellingsessions focus on training related issues. The Pl Comd is responsible for conducting training counsellingsessions. Guidelines for conducting training counselling sessions are located in Annex E and the TrainingCounselling Session Form is located in Annex E, Appendix 1.

TRAINING REVIEW BOARD (TRB)

28. When a cadet continues to have difficulties or has a significant difficulty progressing towards qualification,the Pl Comd should meet with the Crse O to determine what additional intervention is required to ensureimprovement or determine if another course of action is more appropriate considering the circumstances, eg,Return to Unit (RTU). The Crse O is responsible for conducting a TRB and may include other staff, eg, SpecialtyInstructors, Medical Staff, Standards Staff. Normally, the cadet is not present during the TRB, but the cadet’s

A-CR-CCP-716/PG-001

3-5

perspective and participation can help determine the best course of action. Guidelines for conducting a TRBare located in Annex F and the TRB Form is located in Annex F, Appendix 1.

A-CR-CCP-716/PG-001


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3A-1

CHARACTERISTICS OF CP DPs



3A-2


3B-1

EXPEDITION INSTRUCTOR ASSESSMENT PLAN


3B-2


3B-3



3B-4


3B1-1

S309 PC – ASSESSMENT INSTRUCTIONS

PREPARATION

PRE-ASSESSMENT INSTRUCTIONS

Review the assessment plan, assessment instructions and S309 PC Assessment Checklist and become familiarwith the material prior to conducting the assessment.

Photocopy the S309 Assessment Checklist.

Obtain all resources required for the assessment.

PRE-ASSESSMENT ASSIGNMENT

Each cadet shall plan a 20-minute expedition skill lesson for instruction IAW EO S309.01 (Plan an ExpeditionSkill Lesson, Chapter 4, Section 2). Each cadet shall prepare a written lesson plan to be used for the instructionof that lesson.

Have the cadet review the assessment activity instructions and the S309 Assessment Checklist to becomefamiliar with the material prior to participating in the assessment.

ASSESSMENT METHOD

Performance assessment was chosen as it allows the assessor to observe the cadet’s performance instructingand their lesson plan and make a judgment on the quality of their performance.

CONDUCT OF ASSESSMENT

PURPOSE

The purpose of this PC is to assess the cadet’s ability to instruct a lesson using a written lesson plan, anappropriate method of instruction, the principles of instruction and an appropriate instructional aid(s).

RESOURCES

IAW EO S309.01 (Plan an Expedition Skill Lesson, Chapter 4, Section 2) and EO S309.02 (Instruct a 20-MinuteSkill Lesson, Chapter 4, Section 2).

ASSESSMENT ACTIVITY LAYOUT

This assessment shall be conducted on familiarization mountain bike trails IAW A-CR-CCP-951/PT-002 duringdaylight hours and/or flatwater IAW A-CR-CCP-030/PT-001, Water Safety Orders, during daylight hours.

The Assessment Checklist is to be used in conjunction with the Instructional Techniques Assessment Formlocated at EO S309.02 (Instruct a 20-Minute Skill Lesson, Chapter 4, Section 2).


3B1-2

ASSESSMENT ACTIVITY INSTRUCTIONS

After observing each task being performed, make a judgment and indicate (with a checkmark in the applicable box) on the Assessment Checklist whether the task was:

Incomplete. The task was not attempted or not completed even with assistance;

Completed With Difficulty. The task was completed with some difficulty/assistance;or

Completed Without Difficulty. The task was completed without major difficulty/assistance.

Make notes of observations to provide descriptive post-assessment feedback.

Each cadet, prior to the start of EO S309.02 (Instruct a 20-Minute Skill Lesson, Chapter 4, Section 2), will berequired to:

plan a 20-minute expedition skill lesson IAW EO S309.01 (Plan an Expedition Skill Lesson, Chapter 4,Section 2);

develop a written lesson plan, incorporating the principles of instruction; and

obtain an appropriate instructional aid(s).

Each cadet shall arrive prepared to instruct a lesson during EO S309.02 (Instruct a 20-Minute Skill Lesson,Chapter 4, Section 2). During the time allotted for this lesson, each cadet will:

provide a copy of their written lesson plan to the assessor;

prepare the training area for their lesson;

instruct a 20-minute expedition skill lesson using the following:

an appropriate method of instruction,

the principles of instruction, and

an appropriate instructional aid(s); and

participate in a brief feedback session with the assessor upon completion of the lesson.

Each cadet will be required to complete this performance without assistance.

POST ASSESSMENT INSTRUCTIONS

RECORDING ASSESSMENT RESULTS

1. As each cadet instructs a 20-minute lesson, indicate the overall performance assessment on theAssessment Checklist as:

a. Incomplete. If the instruction of the lesson was not attempted, was not completed, if no lessonplan was submitted, if no principles of instruction were used, or if no instructional aid was used;

b. Completed With Difficulty. If the instruction of the lesson was completed but the cadet haddifficulty writing/using the lesson plan, instructing the lesson using an appropriate method ofinstruction, using the principles of instruction or developing/using an appropriate instructionalaid(s);


3B1-3

c. Completed Without Difficulty. If the instruction of the lesson was completed and the cadet hadno difficulty writing/using the lesson plan, instructing the lesson using an appropriate methodof instruction, using the principles of instruction or developing/using an appropriate instructionalaid(s); or

d. Exceeded Standard. If the instruction of the lesson was completed beyond the level expected of athird year cadet. In addition to meeting the requirements of Completed Without Difficulty, the cadetconsistently demonstrated other instructional techniques.

2. Record notes made in the assessor’s feedback section of the Assessment Checklist.

3. Sign and date the Assessment Checklist.

4. Ensure a copy of the Assessment Checklist is attached to the cadet’s training file.

5. The overall result will be recorded on the Expedition Instructor Qualification Record located at Annex C.

PROVIDING ASSESSMENT FEEDBACK

This assessment is accomplished through direct/immediate feedback with the cadet upon completion of theperiod of instruction. The assessor should offer feedback and suggestions for improvement to the cadet basedon the Instructional Techniques Assessment Form and S309 PC Assessment Checklist.

The grey areas of the Instructional Techniques Assessment Form are those applicable to the S309 PC (eg,the standard required for the achievement of PO S309 [Chapter 4, Section 2]). The remainder of the form isintended solely for the purposes of assessment for learning and providing the cadets with the feedback theyneed to improve their skills.

Discuss the overall performance results with the cadet and provide them with a copy of the completed checklist.


3B1-4


3B1-5



3B1-6


3B2-1


PREPARATION



The cadet may be given the route card, start point and end point before arriving to complete this assessment.

Photocopy the S322 PC Assessment Checklist.



Have the cadet review the assessment activity instructions and the S322 PC Assessment Checklist to becomefamiliar with the material prior to participating in the assessment.

ASSESSMENT METHOD

Performance assessment was chosen to observe the cadet performing the required skills to navigate using aroute card and make a judgment on the quality of the performance.


PURPOSE

The purpose of this PC is to assess the cadet’s ability to navigate using a route card.

RESOURCES

S322 PC Assessment Checklist,

Route card,

Pencil,

Topographical/trail/river map of the area(s) being used,

Compass, and

Start and end points.


This assessment will be conducted on a predetermined route during the 18-day expedition.


The cadet may be provided assistance (eg, reminders, guided questions).


3B2-2

After observing each skill being performed, make a judgment and indicate (with a checkmark in the applicable box) on the Assessment Checklist whether the skill was:

Incomplete. The skill was not attempted or not completed even with assistance;

Completed With Difficulty. The skill was completed with difficulty/assistance; or

Completed Without Difficulty. The skill was completed without major difficulty/assistance.

Make notes of observations for the purposes of providing descriptive post-assessmentfeedback.

1. Give the cadet a route card.

2. Give the cadet the start and end points of their route (one leg).

3. Have the cadet identify the start and end point on the map(s).

4. Have the cadet select a route from the start and end point and fill out the route card.

5. Have the cadet explain the reasons for their route selection.

6. Ensure the route card has been filled out correctly.

7. Have the cadet lead the team to the end point, using the route card.

8. Repeat Steps 1–6 for each cadet.



1. Indicate the overall performance assessment on the Assessment Checklist as:

a. Incomplete. Overall, the cadet has not achieved the performance standard;

b. Completed With Difficulty. Overall, the cadet has achieved the performance standard withdifficulty; or

c. Completed Without Difficulty. Overall, the cadet has achieved the performance standard withoutdifficulty.






Discuss the overall performance results with the cadet and provide them with a copy of the completedAssessment Checklist.


3B2-3



3B2-4


3B3-1


PREPARATION


Review the assessment plan, assessment instructions and S350 PC Assessment Rubric and become familiarwith the material prior to conducting the assessment.

Photocopy the S350 PC Assessment Rubric.

This assessment shall be completed in conjunction with the OJT – Specialty Expedition Team Seniorassessment, while the cadet is the team senior.


Have the cadet review the assessment activity instructions and the S350 PC Assessment Rubric to becomefamiliar with the material prior to participating in the assessment.

ASSESSMENT METHOD

Performance assessment was chosen to observe the cadets performing the required skills to facilitateexpedition activities and make a judgment on the quality of the performance.


PURPOSE

The purpose of this PC is to assess the cadet’s ability to facilitate expedition activities as the leader of an eightmember team.

RESOURCES

S350 PC Assessment Rubric.


This assessment will be conducted during the 18-day expedition, while the cadet is the team senior of theirexpedition team.




3B3-2

After observing each skill being performed, make a judgment and indicate (with a checkmark in the applicable box) on the Assessment Rubric whether the task was:


Completed With Difficulty. The skill was completed with difficulty/assistance;

Completed Without Difficulty. The skill was completed without major difficulty/assistance; or

Exceeded Standard. The skill was completed with enhanced proficiency.


While the cadet is the team senior of the expedition team, assess the cadet’s performance for each skill andrecord the results on the Assessment Rubric as they:

promote positive team dynamics;

deliver information through a teachable moment; and

guide an end of the day debriefing, to include:

group reflection, and

journal writing.

This assessment will happen throughout the day, as the cadet leads the team. The end ofday debriefing will occur after training hours – between supper and lights out.



1. Indicate the overall performance assessment on the Assessment Rubric as:

a. Incomplete. The cadet has not achieved the performance standard by not completing at least oneof the required skills;

b. Completed With Difficulty. The cadet has achieved the performance standard by completing oneor more of the required objectives with difficulty;

c. Completed Without Difficulty. The cadet has achieved the performance standard by completingall objectives without difficulty; or

d. Exceeded Standard. The cadet has achieved the performance standard by exceeding thestandard on all objectives.

2. Record notes made in the assessor’s feedback section of the Assessment Rubric.

3. Sign and date the Assessment Rubric.

4. Ensure a copy of the Assessment Rubric is attached to the cadet’s training file.


3B3-3



Discuss the overall performance results with the cadet and provide them with a copy of the completedAssessment Rubric.


3B3-4


3B3-5



3B3-6


3B4-1


PREPARATION






Have the cadet review the assessment activity instructions and the S351 Assessment Checklist to becomefamiliar with the material prior to participating in the assessment.

ASSESSMENT METHOD

Performance assessment was chosen to observe the cadets perform the required skills to repair a mountainbike and make a judgment on the quality of the performance.


PURPOSE

The purpose of this PC is to assess the cadet’s ability to repair a mountain bike.

RESOURCES


Fully equipped mountain bike,

Mountain bike repair kit,

Mountain bike repair aide-mémoire card,

Cleaning cloth,

Cassette scraper,

Chain-cleaning box,

Degreaser,

Lubricant,

Rubber gloves,

Large brush,

Small brush,

Bucket,

Water, and

Soap.


3B4-2


This assessment will be conducted:

during EO S351.01 (Repair a Damaged Chain, Chapter 4, Section 7),

during EO S351.02 (Adjust Brakes, Chapter 4, Section 7),

during EO S351.03 (Adjust Derailleurs, Chapter 4, Section 7),

during EO S351.04 (Repair a Flat Tire, Chapter 4, Section 7), and

when mountain biking on trails IAW A-CR-CCP-951/PT-002 during daylight hours.



The cadet may use the mountain bike repair aide-mémoire card located in EO S351.01(Repair a Damaged Chain, Chapter 4, Section 7), throughout this assessment.



Completed With Difficulty. The skill was completed with some difficulty/assistance;

Completed Without Difficulty. The skill was completed without difficulty/assistance;or

Exceeded Standard. The skill was completed with enhanced proficiency, in a quickmanner, without error, without assistance from the aide-mémoire card and withoutdifficulty.


1. Have the cadet repair a mountain bike.

2. Assess the cadet’s performance for each skill and record the results on the Assessment Checklist. Thisassessment is very subjective. The feedback section of each assessment should be used to provideassessment details to the cadet.

3. There will be many opportunities for the cadets to complete these skills. Cadets may be given unlimitedre-tests within the resources of the CSTC to meet the standard for each skill. Where time permits, cadetsmay re-test to improve their results.


3B4-3







d. Exceeded Standard. The cadet has exceeded the performance standard by exceeding thestandard on all objectives.








3B4-4


3B4-5


3B4-6


3B4-7


3B4-8


3B5-1


PREPARATION



There is no time allotted for this PC. It is to be administered at any time when the cadet is practicing advancedmountain bike skills or mountain biking.





ASSESSMENT METHOD

Performance assessment was chosen to observe the cadet performing advanced mountain bike skills andmake a judgment on the quality of the performance.


PURPOSE

The purpose of this PC is to assess the cadet’s ability to perform advanced mountain bike skills on intermediatetrails.

RESOURCES


Fully equipped mountain bike,

Helmet, and

Whistle.


This assessment will be conducted during EO S352.02 (Perform Advanced Mountain Bike Skills, Chapter 4,Section 8) and on intermediate mountain bike trails IAW A-CR-CCP-951/PT-002 during daylight hours.




3B5-2

After observing each task being performed, make a judgment and indicate (with a checkmark in the applicable box) on the Assessment Checklist whether the task was:

Incomplete. The cadet did not perform to objective; or

Completed. The cadet performed the objective.

Make notes of observations to provide descriptive post-assessment feedback.

To ensure a safe environment, the cadet shall be afforded only two safety-related warningswhile completing this assessment. On the third warning they shall be assessed asincomplete on the PO and a note shall be made in the feedback section. Warnings shall beissued for significant failure to adhere to the safety principles taught. When a warning isgiven, clearly identify what the cadet has done, what steps they need to take to correct theerror, and what action they should take in the future to avoid the error.

1. Communicate to the cadet verbally which advanced mountain bike skill they are expected to perform.

2. Have the cadet perform the assigned advanced mountain bike skill.

3. Assess the cadet’s performance for each skill and record the results on the Assessment Checklist.

4. Repeat Steps 1–3 for each advanced mountain bike skill.




a. Incomplete. The cadet has not achieved the performance standard by not completing any of thefive advanced mountain bike skills;

b. Completed With Difficulty. The cadet has achieved the performance standard by completing oneor more of the advanced mountain bike skills but had difficulty completing the objectives;

c. Completed Without Difficulty. The cadet has achieved the performance standard by completinga minimum of three advanced mountain bike skills without difficulty; or

d. Exceeded Standard. The cadet has achieved the performance standard by completing all of theadvanced mountain bike skills without difficulty or by exceeding the standard.






Discuss the performance results of each section of the Assessment Checklist with the cadet.



3B5-3


3B5-4


3B5-5


3B5-6


3B5-7


3B5-8


3B6-1


PREPARATION


Review the assessment plan, assessment instructions and S353 PC Assessment Rubric and become familiarwith the material prior to conducting the assessment.

Photocopy the S353 PC Assessment Rubric.



Have the cadet review the assessment activity instructions and the S353 Assessment Rubric to become familiarwith the material prior to participating in the assessment.

ASSESSMENT METHOD

Performance assessment was chosen to observe the cadet perform the required skills to manoeuvre a canoeon flatwater and make a judgment on the quality of the performance.


PURPOSE

The purpose of this PC is to assess the cadet’s ability to manoeuvre a canoe on flatwater.

RESOURCES

S353 PC Assessment Rubric,

Fully equipped tandem canoe,

Personal floatation device (PFD),

Paddle, and

Buoys.


This assessment will be conducted on flatwater IAW A-CR-CCP-030/PT-001 during daylight hours, inmoderate wind.

Set up a canoe course using buoys (a sample course is illustrated in Figure 3B6-1).


3B6-2

Director Cadets 3, 2008, Ottawa, ON: Department of National Defence

Figure 3B6-1 Sample Canoe Course




3B6-3

After observing each skill being performed, make a judgment and indicate (with a checkmark in the applicable box) on the Assessment Rubric whether the task was:


Completed With Difficulty. The skill was completed with difficulty/assistance;

Completed Without Difficulty. The skill was completed without major difficulty/assistance; or

Exceeded Standard. The skill was completed with enhanced proficiency.


To ensure a safe environment, the cadet shall be afforded only two safety-related warningswhile completing this assessment. On the third warning they shall be assessed asincomplete on the PC and a note shall be made in the feedback section. Warnings shall beissued for significant failure to adhere to the safety principles taught. When a warning isgiven, clearly identify what the cadet has done, what steps they need to take to correct theerror, and what action they should take in the future to avoid the error.

The cadet will be assessed:

in the stern when paddling straight;

in the bow when backpaddling; and

with a canoe partner when pivoting, turning, sideslipping and stopping.

1. Assign the cadet to a paddling group with a partner.

The skills in Steps 3–7 may be assessed in any order.

2. Have the cadet in the stern, with the assistance of the bow paddler performing power strokes, paddlethe canoe in a straight line for 100 m performing J-strokes and forward sweeps, while being afforded aplus or minus 10 m deviance.

3. Have the cadet in the bow, with the assistance of the stern paddler, backpaddle the canoe in a straightline for 25 m, while being afforded a plus or minus 10 m deviance.

4. Have each cadet, with their partner, pivot the canoe a minimum of 180 degrees, while performing thefollowing strokes:

a. draw, and

b. pry.


3B6-4

5. Have each cadet, with their partner, turn the canoe a minimum of 90 degrees (inside and outside), whileperforming the following strokes:

a. draw,

b. forward sweep, and

c. J-stroke.

6. Have each cadet, with their partner, sideslip the canoe for a minimum distance of 10 m in both directions,while performing the following strokes:

a. draw, and

b. pry.

7. Have each cadet, with their partner, stop the canoe by performing the jam.

8. Have the cadet switch positions in the canoe.

9. Repeat Steps 3 and 4 for the paddling group.



1. Indicate the overall performance assessment on the Assessment Rubric as:




d. Exceeded Standard. The cadet has exceeded the performance standard by exceeding thestandard on all objectives.

2. Record notes made in the assessor’s feedback section of the Assessment Rubric.

3. Sign and date the Assessment Rubric.

4. Ensure a copy of the Assessment Rubric is attached to the cadet’s training file.



Discuss the overall performance results with the cadet and provide them with a copy of the completedAssessment Rubric.


3B6-5


3B6-6


3B7-1


PREPARATION







ASSESSMENT METHOD

Performance assessment was chosen to observe the cadet performing the required skills to belay an abseilerand make a judgment on the quality of the performance.


PURPOSE

The purpose of this PC is to assess the cadet’s ability to belay an abseiler.

RESOURCES


Abseil rope kit, and

Ground training kit.


This assessment will be conducted on an abseil site, during daylight hours, in dry weather.


Belaying requires the cadet to make decisions and react quickly. If a cadet is underminingthe safety of this activity or the assessor thinks that a cadet should not belay for any reason(eg, missed the training, injury, inability to make decisions), the cadet shall be denied theopportunity to belay an abseiler.

If at any time the activity for this assessment becomes unsafe, it shall be stoppedimmediately.


3B7-2



Completed With Difficulty. The skill was completed with difficulty/assistance; or

Completed Without Difficulty. The skill was completed without major difficulty/assistance.

In the safety section, indicate yes or no for each item. A cadet that receives a no in thesafety section will automatically receive an incomplete.


1. Once the abseil instructor has given the command ABSEIL ON and the abseiler has responded ONABSEIL, have the cadet, as the belayer:

a. attach the abseiler to the belay line; and

b. assemble a friction-producing device.

2. Throughout the abseiling process, have the cadet, as the belayer, recite belay commands.

3. Have the cadet, as the belayer, perform belay techniques as the abseiler descends.

4. Throughout the descent, have the cadet keep both hands on the belay line and keep their attention onthe abseiler at all times. Failure to do so will result in an incomplete.

5. Once the descent has been completed, have the cadet, as the belayer, pull the belay line back to the topof the tower/rock face, in a controlled manner and coil it.




a. Incomplete. The cadet has not achieved the performance standard by not completing at least oneof the required skills or attaining any NO in the safety section of the assessment;

b. Completed With Difficulty. The cadet has achieved the performance standard by completing oneor more of the required objectives with difficulty; or

c. Completed Without Difficulty. The cadet has achieved the performance by completing allobjectives without difficulty.






3B7-3




3B7-4


3B7-5



3B7-6


3C-1

EXPEDITION INSTRUCTOR QUALIFICATION RECORD



3C-2


3D-1

CADET INTERVIEW GUIDELINES

PREPARATION FOR INITIAL INTERVIEW

PRE-INTERVIEW INSTRUCTIONS

Review the interview guidelines and the cadet interview form in Appendix 1 and become familiar with thematerial prior to conducting the interview.

Make copies of the course schedule, Assessment of Learning Plan located in Annex B and associated PCassessment instruments located in the appendices of Annex B, and make them available to each cadet a dayprior to the interview.

Schedule interviews to allow approximately 10–15 minutes per cadet.

PRE-INTERVIEW ASSIGNMENT

Have the cadets review the course objectives, schedule and assessment activities and come to the interviewprepared to discuss these aspects of the course and expectations and personal goals they may have for thecourse.

CONDUCT OF INITIAL INTERVIEW

PURPOSE

The purpose of the initial interview is to discuss course objectives, schedule and assessment activities. This isalso an opportunity to get to know the cadet and help the cadet set personal goals.

RESOURCES

Cadet Interview Form,

Pen/pencil, and

Suitable interview location.

INTERVIEW LAYOUT

Set up the interview location so that both the interviewer and cadet will be comfortable.

INTERVIEW INSTRUCTIONS

Tips for a successful interview:

Ask questions that will provoke thought; in other words avoid questions with a yes orno answer.

Manage time by ensuring the cadet stays on topic.

Listen and respond in a way that indicates you have heard and understood the cadet.This can be done by paraphrasing their ideas.

Give the cadet time to respond to your questions.

1. Have the cadet enter the area of the interview.

2. Ask the cadet the questions on Part 1 of the Cadet Interview Form.


3D-2

3. Have the cadet sign the Cadet Interview Form, Section 2.

4. Sign the Cadet Interview Form, Section 2.

POST-INTERVIEW INSTRUCTIONS

Meet with each cadet throughout the course to discuss their progress towards achieving the qualification.These feedback interviews should be directly related to the assessment for learning activities outlined withinthe applicable lesson specifications located in Chapter 4.

PREPARATION FOR FINAL INTERVIEW

PRE-INTERVIEW INSTRUCTIONS

Review the interview guidelines and Cadet Interview Form and become familiar with the material prior toconducting the interview.

Review the cadet’s completed Qualification Record and related assessment instruments as well as thecompleted Section 1 and 2 of the Cadet Interview Form.

Schedule interviews to allow approximately 10–15 minutes per cadet.

PRE-INTERVIEW ASSIGNMENT

Have the cadets review the personal goals they established at the beginning of the course and come to theinterview prepared to discuss their success in reaching those goals. Have cadets think about their personalgoals for returning to their corps.

CONDUCT OF FINAL INTERVIEW

PURPOSE

The purpose of the final interview is to discuss; the completed Qualification Record, the cadet’s goals that werediscussed during the initial interview, and new goals for returning to the corps.

RESOURCES

Cadet Initial Interview Form,

Pen/pencil, and

Suitable interview location.

INTERVIEW LAYOUT

Set up the interview location so that both the cadet and the interviewer will be comfortable.


3D-3

INTERVIEW INSTRUCTIONS






1. Ask the cadet questions in Section 3 of the Cadet Interview Form.

2. Provide the cadet with a copy of their completed Qualification Record and discuss their learning progresstowards course objectives.

3. Ask the cadet the remaining questions on the form.

4. Have the cadet sign the Cadet Interview Form.

5. Sign the Cadet Interview Form.

POST-INTERVIEW INSTRUCTIONS

Ensure the Cadet Certificate of Qualification, CF 558 (NSN 7530-21-870-7685), is awarded to each cadet uponsuccessful completion of the qualification.

Ensure the completed Qualification Record for each cadet is forwarded to the applicable corps, through theappropriate chain of command.



3D-4

A-CR-CCP-716/PG-001Chapter 3, Annex D, Appendix 1

3D1-1

CADET INTERVIEW FORM

SECTION 1 – CADET PARTICULARS

Surname:

Name:

Course:

Platoon:

Corps:

Rank:

SECTION 2 – INITIAL INTERVIEW

1. What are your expectations for the course?

2. Do you have any questions of curiosity about the course objectives,schedule and/or assessment of learning activities?

3. What course activities do you enjoy most?

4. What are your strengths?

5. What are some areas you would like to improve during the course?What personal goals would you like to establish while on course?

6. Do you have any medical conditions/allergies that course staffshould be aware of?

ADDITIONAL COMMENTS

Cadet’s Signature:

Pl Comd Signature: Date:

A-CR-CCP-716/PG-001Chapter 3, Annex D, Appendix 1

3D1-2

SECTION 3 – FINAL INTERVIEW

1. How did you enjoy the course?

2. What were some of your likes and dislikes about the trainingactivities?

Likes:

Dislikes:

3. How can you apply what you have learned on this course at yourhome corps?

4. What are some new personal goals you will establish upon returningto the corps.

5. What training opportunities are you interested in next summer?

ADDITIONAL COMMENTS


Pl Comd Signature: Date:

A-CR-CCP-716/PG-001Chapter 3, Annex E

3E-1

TRAINING COUNSELLING SESSION GUIDELINES

PREPARATION

PRE-COUNSELLING SESSION INSTRUCTIONS

Review the counselling instructions and Training Counselling Session Form and become familiar with thematerial prior to conducting the training counselling session.

CONDUCT OF TRAINING COUNSELLING SESSION

PURPOSE

The purpose of the Training Counselling Session is to formally meet with a cadet who is having difficultyachieving and/or maintaining qualification standards and to create an action plan to assist this cadet.

RESOURCES

Training Counselling Session Form,

Pen/pencil, and

Suitable boardroom.

COUNSELLING SESSION LAYOUT

Set up a table with chairs for the cadet and the staff.

COUNSELLING SESSION INSTRUCTIONS






1. Have the cadet enter the counselling room.

2. Inform the cadet of the situation; the cadet is not achieving and/or maintaining qualification standards.

3. Determine the following:

a. the seriousness of the failure,

b. areas of difficulty,

c. exceptional circumstances affecting the training progress,

d. the behaviour of the cadet,

e. the effort and motivation of the cadet, and

f. whether or not sufficient training support was provided.

A-CR-CCP-716/PG-001Chapter 3, Annex E

3E-2

4. Create an action plan with the cadet that addresses the reasons for the failure and the action the cadetshould take to be successful.

The action plan must be achievable for the cadet, address the reasons for the failure andprovide the cadet with guidelines on the action they must take to be successful.

5. Brief the cadet on the consequences should no improvement be noticed.

6. Have the cadet sign the Training Counselling Form.

7. Sign the Training Counselling Form.

POST-COUNSELLING INSTRUCTIONS

Provide a recommendation to the cadet’s staff. The outcome of a training counselling session can lead to thefollowing:

1. recommend continued training with further counselling and retesting following additional instruction;

2. recommend continued training with further counselling and retesting following additional practice; or

3. recommend a Training Review Board.

A-CR-CCP-716/PG-001Chapter 3, Annex E, Appendix 1

3E1-1

TRAINING COUNSELLING SESSION FORM

SECTION 1 – CADET PERS INFORMATION

Surname:

Name:

CSTC:

Course:

Platoon:

Corps:

Circumstances requiring TCS convening:

SECTION 2 – SESSION FINDINGS

(To include training progression to date, effort and motivation of cadet, training support provided,exceptional circumstances, etc.)

Seriousness of failure:

Performance in related POs:

Previous difficulties and action taken:

Overall course performance:

Exceptional circumstances affecting training progress:

Assessment of the cadet’s conduct:

A-CR-CCP-716/PG-001Chapter 3, Annex E, Appendix 1

3E1-2

SECTION 3 – SESSION RECOMMENDATIONS (ACTION PLAN)

Continued training with further counselling and retesting following additionalinstruction

Continued training with further counselling and retesting following additionalpractice

Training Review Board (TRB)


Pl Comd’s Signature: Date:

SECTION 4 – CRSE O REVIEW

I agree with the above recommendation

I disagree with the above recommendation

Reasons:

Alternate course of action:

Crse O Signature: Date:

A-CR-CCP-716/PG-001Chapter 3, Annex F

3F-1

TRAINING REVIEW BOARD (TRB) GUIDELINES

PREPARATION

PRE-TRB INSTRUCTIONS

Review the TRB instructions and Training Review Board Form in Appendix 1 and become familiar with thematerial prior to conducting the training review board.

CONDUCT OF TRB

PURPOSE

The purpose of the TRB is to determine the feasibility of continuing the cadet’s training.

RESOURCES

Training Review Board Form,

Pen/pencil, and

Suitable boardroom.

TRB INSTRUCTIONS

1. Discuss the following:

a. progression of training to date,

b. seriousness of failure,

c. performance in related POs,

d. overall course performance,

e. behaviour assessment of the cadet,

f. effort and motivation of cadet,

g. whether or not sufficient training support was provided, and

h. exceptional circumstances affecting training progression.

The action plan must be achievable for the cadet, address the reasons for the failure andprovide the cadet with guidelines on the action they must take to be successful.

2. Have the cadet sign the Training Review Board Form.

3. Sign the Training Review Board Form.

POST-TRB INSTRUCTIONS

1. Provide a recommendation to the DCO. Possible outcomes of a TRB are:

a. a recommendation of continued training with further counselling and/or a retest following additionalinstruction/practice;

A-CR-CCP-716/PG-001Chapter 3, Annex F

3F-2

b. a recommendation of continued training with a suitable arrangement agreed to by the boardmembers that is in the best interest of all parties; or

c. a recommendation of RTU to the Commanding Officer.

2. Section 5 and 6 will be completed in cases where a RTU is recommended.

A-CR-CCP-716/PG-001Chapter 3, Annex F, Appendix 1

3F1-1

TRAINING REVIEW BOARD FORM

SECTION 1 – CADET PERS INFORMATION

Surname:

Name:

CSTC:

Course:

Platoon:

Corps:

Circumstances requiring TRB convening:

SECTION 2 – BOARD MEMBERS (NAME AND RANK)

Coy Comd:

Stds Officer:

Crse O:

SECTION 3 – BOARD FINDINGS

(To include training progression to date, effort and motivation of cadet, training support provided,exceptional circumstances, etc.)

Seriousness of failure:

Performance in related POs:

Previous difficulties and action taken:

Overall course performance:

Exceptional circumstances affecting training progress:

Assessment of the cadet’s conduct:


3F1-2

SECTION 4 – BOARD RECOMMENDATIONS

Recommendation to the Commanding Officer for:

Continued training with further counselling and/or additional training and anassessment

Other:

Recommendation of RTU to the Commanding Officer for:

Unsatisfactory Performance, if the cadet is unlikely to meet the requiredstandard for the course and there is no developmental benefit for the cadet toremain with the course (eg, lack of effort, too far behind, etc.)

Disciplinary reasons if the cadet’s behaviour is unacceptable. Comments:

Crse O Signature:

Stds O Signature:

Coy Comd Signature: Date:

SECTION 5 – DEPUTY COMMANDING OFFICER (DCO) RECOMMENDATIONS


I disagree with the above recommendation:

Reason:


DCO Signature: Date:


3F1-3

SECTION 6 – COMMANDING OFFICER DECISION


I disagree with the above recommendation:

Reason:


CO Signature: Date:



3F1-4

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CHAPTER 4PERFORMANCE OBJECTIVES

SECTION 1PERFORMANCE OBJECTIVES (POs), TRAINING PLAN AND ON-THE-JOB TRAINING (OJT)

PURPOSE

1. The purpose of this chapter is to outline the specific POs, Training Plan and OJT associated with theExpedition Instructor qualification.

PERFORMANCE OBJECTIVES

2. POs are a description of the cadet’s ability after training is complete. They include a description, inperformance terms, of what the individual must do, the conditions under which the performance must becompleted, and the standard to which the performance must conform. These three elements are respectivelydefined as:

a. a performance statement,

b. a conditions statement, and

c. a standard.

TRAINING PLAN

3. This chapter also details the training plan that is designed to assist cadets to achieve the requiredPOs using Enabling Objectives (EOs) and Lesson Specifications (LS), which are the key reference used fordevelopment of A-CR-CCP-716/PF-001.

ENABLING OBJECTIVES

4. EOs are a description of the cadet’s ability after each unit of learning is complete and constitute a majorstep towards achieving the PO. EOs may correspond to the major components identified in the first round ofdeconstructing POs or they may result from grouping several related components. They are composed of threeessential parts:

a. a performance statement,

b. a conditions statement, and

c. a standard.

LESSON SPECIFICATIONS

5. LSs describe the instructional strategy to be applied to each EO, and include:

a. supporting teaching points,

b. references,

c. learning activities (methods, media and environment),

d. estimated timings,

e. assessment directions, and

f. any remarks that further clarify the design intent.

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INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATION

6. General information including age-appropriateness, definition, application, advantages anddisadvantages for the various methods of instruction commonly accepted as appropriate for cadet training arelocated at Annex A.

ASSESSMENT FOR LEARNING

7. Formative evaluation, or assessment for learning, takes place during a phase of instruction and helpscadets and instructors recognize progress or lapses in learning. These assessments can also provide cadetswith opportunities to practice PCs. This helps to diagnose cadet needs, eg, corrective action or remedialinstruction, plan the next steps in instruction and provide cadets with feedback they can use to improve. It alsoreinforces learning so that it can be retained longer. Details for Expedition Instructor assessment for learningare outlined within the applicable lesson specifications located at Chapter 4.

OJT – OVERVIEW

8. OJT is a structured yet flexible aspect of training intended to provide the cadet with practical opportunities,outside of their peer group training, to continue developing knowledge and skills in the areas of leadership andinstructional techniques.

9. The OJT for Expedition Instructor will consist of the following two components:

a. Platoon Warrant Officer (Pl WO) – half a training day, and

b. Specialty Duties – one to two training days.

10. Infusing these OJT experiences into each specialty qualification course provides the cadet with anauthentic and challenging leadership and instructional experience which better prepares them to perform theseduties and apply their specialty knowledge and skills at the corps and at the CSTC during potential staff cadetadvanced training opportunities.

11. Although there will be no assessment of learning programmed for either component of OJT, some PCsmay be completed during the time allocated to the specialty component of OJT. In such cases, the details areprovided in the associated assessment instructions and instruments located at Chapter 3, Annex B.

OJT – Pl WO DUTIES

12. This component of OJT is intended to provide the cadet with a practical experience that reinforces andbuilds on the knowledge and skills related to leadership and instructional techniques. Details for this componentof OJT are located at Annex B.

OJT – SPECIALTY DUTIES

13. This component of OJT is intended to provide the cadet with a practical leadership and instructionalexperience unique to their specialty. Although it is not possible to standardize this practical experience for eachcadet, details for this component of OJT, including a list of possible duties related to leadership assignmentsand instructing cadets, are located at Annex C.

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SECTION 2PO S309 – INSTRUCT A 20-MINUTE SKILL LESSON

1. Performance. Instruct a 20-Minute Skill Lesson.

2. Conditions

a. Given:

(1) A lesson specification,

(2) An instructional guide,

(3) Instructional aid(s) as required, and

(4) Supervision.

b. Denied: Assistance.

c. Environmental:

(1) Familiarization mountain bike trails IAW A-CR-CCP-951/PT-002 during daylight hours, or

(2) Flatwater IAW A-CR-CCP-030/PT-001 during daylight hours.

3. Standard. The cadet will instruct a 20-minute skill lesson to a group of peers using:

a. a written lesson plan,

b. an appropriate method(s) of instruction,

c. the principles of instruction, and

d. an appropriate instructional aid(s).

4. Remarks. Topics for the 20-minute skill lesson will be selected from the areas of canoeing and mountainbiking.

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EO S309.01 – PLAN AN EXPEDITION SKILL LESSON

1. Performance. Plan an Expedition Skill Lesson.

2. Conditions

a. Given:



(3) Instructional aid(s) as required,

(4) Supervision, and

(5) Assistance as required.

b. Denied: N/A.

c. Environmental: Classroom or training area large enough to accommodate the entire group.

3. Standard. The cadet shall:

a. research lesson content; and

b. develop a lesson plan.

4. Teaching Points

TP Description Method Time Ref

TP1 Review the principles of instruction, to include:a. interest,b. comprehension,c. emphasis,d. participation,e. accomplishment, andf. confirmation.

InteractiveLecture

5 min A0-055(pp. 13–14)

TP2 Review how to research lesson content byidentifying the following:a. an enabling objective (EO) and lesson

specification, andb. an instructional guide.

InteractiveLecture

5 min A0-056(pp. 22–23)

TP3 Review the lesson plan format, to include:a. the introduction,b. the body,c. the end of lesson confirmation, andd. the conclusion.

InteractiveLecture

5 min

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TP4 Supervise and provide assistance while thecadets plan a lesson.

Self Study 20 min

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Self Study:d. Total:

5 min15 min20 min40 min

6. Substantiation

a. An interactive lecture was chosen for TPs 1–3 to review principles of instruction, how to researchlesson content and how to prepare for a lesson.

b. A self study was chosen for TP 4 as it provides the cadet the opportunity to plan a lesson ina structured and controlled environment. This activity contributes to the development of lesson-planning skills and will serve as preparation for EO S309.02 (Instruct a 20-Minute Skill Lesson).

7. References

a. A0-055 A-P9-050-000/PT-006 Director Training and Education Policy. (2002). Canadian ForcesIndividual Training and Education System (Vol. 6). Ottawa, ON: Department of National Defence.

b. A0-056 A-P9-050-000/PT-005 Director Training and Education Policy. (2001). Canadian ForcesIndividual Training and Education System (Vol. 5). Ottawa, ON: Department of National Defence.

8. Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/trainingarea.

9. Learning Aids

a. A lesson specification,

b. An instructional guide,

c. Plan a Lesson Checklist,

d. Paper, and

e. Pen/pencil.

10. Test Details. This EO is assessed IAW S309 PC (Chapter 3, Annex B, Appendix 1).

11. Remarks

a. Additional time may be required for cadets to complete their lesson plans.

b. EO S309.01 (Plan an Expedition Skill Lesson) should be scheduled at least two days prior to EOS309.02 (Instruct a 20-Minute Skill Lesson).

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EO S309.02 – INSTRUCT A 20-MINUTE SKILL LESSON

1. Performance. Instruct a 20-Minute Skill Lesson.

2. Conditions

a. Given:



(3) Instructional aid(s) as required, and

(4) Supervision.


c. Environmental:

(1) Familiarization mountain bike trails IAW A-CR-CCP-951/PT-002 during daylight hours, or


3. Standard. The cadet will instruct a 20-minute skill lesson to a group of peers using:

a. a written lesson plan,

b. an appropriate method(s) of instruction,

c. the principles of instruction, and

d. an appropriate instructional aid(s).

4. Teaching Points. Have the cadet instruct a 20-minute skill lesson.

5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Total:

10 min230 min240 min

6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way for cadets todevelop instructional skills in a safe and controlled environment.

7. References. A0-055 A-P9-050-000/PT-006 Director Training and Education Policy. (2002). CanadianForces Manual of Individual Training and Education (Vol. 6). Ottawa, ON: Department of NationalDefence.

8. Training Aids. Instructional Techniques Assessment Form.

9. Learning Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area, and

b. Instructional Techniques Assessment Form.


11. Remarks. Assistant instructors are required for this lesson.

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SECTION 3PO S310 – ATTAIN STANDARD FIRST AID QUALIFICATION

1. Performance. Attain Standard First Aid Qualification.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. IAW the standards and policies of the first aid training provider, the cadet will perform first aid.

4. Remarks

a. A total of 16 periods (two training days) shall be allocated for first aid training. First aid trainingshould occur in a field setting, focusing on field-related injuries.

b. A cadet with a current standard first aid qualification may be exempt from participating in the trainingrelated to this PO. However, the decision to do so is at the discretion of the CSTC and its ability toprovide concurrent activities for the cadet(s). The date the cadet’s first aid qualification was issuedshould also be taken into consideration as it may be more prudent for the cadet to participate andrenew the qualification.

c. First aid training shall be conducted by a nationally recognized first aid training provider.

d. Most first aid training providers organize their curriculum into core and elective topic areas so thatcourses can be tailored to the needs of different audiences. For the purposes of cadet training, inaddition to the core topic areas identified by the first aid training provider, first aid instructors shallselect remaining topic areas based on the following priorities:

(1) priority one topic areas:

(a) emergency scene management (ESM),

(b) shock, unconsciousness and fainting,

(c) choking (adult),

(d) cardiovascular emergencies and one-rescuer cardiopulmonary resuscitation (CPR)(adult), and

(e) severe bleeding;

(2) priority two topic areas:

(a) medical conditions (diabetes, convulsions, asthma and allergies),

(b) secondary survey,

(c) bone and joint injuries,

(d) head/spinal and pelvic injuries,

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(e) eye injuries,

(f) burns,

(g) poisons, bites and stings,

(h) heat and cold illness and injuries, and

(i) chest injuries;

(3) priority three topic areas:

(a) multiple casualty management,

(b) two-rescuer CPR,

(c) automated external defibrillation,

(d) wound care,

(e) rescue carries, and

(f) other topic areas deemed relevant to the CSTC qualification.

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SECTION 4PO S320 – PARTICIPATE IN A CANADIAN FORCES (CF) FAMILIARIZATION ACTIVITY

1. Performance. Participate in a Canadian Forces (CF) Familiarization Activity.

2. Conditions

a. Given:

(1) Activity equipment as required,



b. Denied: N/A.

c. Environmental: Activity area, during daylight hours in favourable weather conditions.

3. Standard. The cadet will participate in a CF familiarization activity.

4. Remarks

a. CSTC COs shall choose one of the following CF familiarization activities:

(1) C7 familiarization fire,

(2) mock tower activity, or

(3) military rappel.

b. An alternative activity may be authorized by the CO RSCU, as long as it is practical, hands-on anddevelops an appreciation of the CF.

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EO S320.01A – FIRE THE C7 RIFLE

1. Performance. Fire the C7 Rifle.

2. Conditions

a. Given:

(1) C7 rifle,

(2) 25 rounds of 5.56-mm ammunition,

(3) Magazines,

(4) Marksmanship target,

(5) Target frame,

(6) 5.56-mm dummy rounds,

(7) Hearing protectors,

(8) Shooting mat,

(9) Cleaning kit,



b. Denied: N/A.

c. Environmental: Small arms range, during daylight hours, in favourable weather conditions.

3. Standard. The cadet shall fire, at a range of 100 m, 25 rounds using the C7 rifle.

4. Teaching Points


TP1 Explain safety rules and regulations pertaining tothe C7 rifle, to include:a. always completing a safety check when

picking up or being handed a rifle;b. always controlling the rifle when holding it;c. always treating the rifle as if it were loaded;d. always having the fire control selector to

‘S’ (safe) when the rifle is cocked; ande. never touching the trigger unless firing on a

range.

InteractiveLecture

5 min A2-062(pp. 28–30)

TP2 Identify the following parts of the C7 rifle:a. upper receiver group, to include:

(1) upper receiver, to include:(a) carrying handle,

InteractiveLecture

10 min A2-062 (p. 19,pp. 27–28)

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(b) ejection port,(c) ejection port cover,(d) spent casing deflector,(e) forward assist, and(f) front and rear sights;

(2) barrel, to include:(a) flash suppressor, and(b) hand guards;

(3) bolt and cocking handle; andb. lower receiver group, to include:

(1) lower receiver, to include:(a) trigger,(b) trigger guard,(c) pistol grip,(d) fire control selector,(e) bolt catch,(f) magazine, and(g) magazine release; and

(2) butt and butt plate.

TP3 Explain the following characteristics of the C7rifle:a. calibre,b. weight,c. length,d. modes of fire,e. operation,f. effective range,g. sights, andh. magazine capacity.

InteractiveLecture

5 min A2-062 (p. 20,p. 27)

TP4 Explain, demonstrate and have the cadetpractice completing an individual safety check by:a. adopting the standing load position;b. pulling the cocking handle to the rear;c. engaging the bolt catch;d. tilting the rifle;e. inspecting the chamber;f. ensuring the rifle is clear;g. pulling the cocking handle fully to the rear;

DemonstrationandPerformance

15 min A2-062(pp. 28–29)

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h. allowing the action to go forward undercontrol;

i. striking the forward assist;j. firing the rifle;k. closing the ejection port cover; andl. laying down the rifle with the ejection port

cover facing up.

TP5 Have the cadet practice holding the C7 rifle in theprone position by:a. adopting the prone position;b. picking up the rifle;c. placing the butt of the rifle into the right

(left) shoulder;d. placing the left (right) hand on the hand

guard;e. holding the pistol grip with the right (left)

hand;f. placing the right (left) cheek naturally on

the butt; andg. looking through the front and rear sights

with the aiming eye.

Performance 5 min A2-062(pp. 59–60)

TP6 Explain and demonstrate aiming the C7 rifle bylooking through the front and rear sights.

Demonstration 5 min A2-062 (p. 61)

TP7 Explain, demonstrate and have the cadetpractice the following actions when given thecommand LOAD:a. Pick up a magazine.b. Check to see if the rounds are positioned

correctly.c. Push the magazine firmly into the

magazine housing.d. Check that the magazine is secure by

pulling downwards.e. Return the hand to hold the rifle.

Note: The cadets must be briefed on how todifferentiate between live and dummyrounds.


10 min A2-062(pp. 52–53)

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TP8 Explain, demonstrate and have the cadetpractice the following actions when given thecommand READY or RANGE:a. Check the front and rear sights to ensure

they are set correctly.b. Cock the rifle.c. Strike the forward assist.d. Close the ejection port cover.e. Ensure the fire control selector is on

‘S’ (safe).f. Return the hand to hold the rifle.


5 min A2-062 (p. 53)

TP9 Explain, demonstrate and have the cadetpractice the following actions when given thecommand FIRE:a. Set the fire control selector to

‘R’ (repetition).b. Fire all rounds in the magazine.c. Change magazines as required.


5 min A2-062 (p. 53)

TP10 Explain, demonstrate and have the cadetpractice the following actions when given thecommand UNLOAD:a. Set the fire control selector to ‘S’ (safe).b. Remove the magazine.c. Cock the rifle twice.d. Pull the cocking handle to the rear.e. Engage the bolt catch.f. Tilt the rifle to the left.g. Wait to be cleared by the Range Safety

Officer (RSO).h. Receive the command CLEAR from the

RSO.i. Disengage the bolt catch.j. Strike the forward assist.k. Set the fire control selector to

‘R’ (repetition).l. Fire the rifle.m. Close the ejection port cover.n. Lay down the rifle.


10 min A2-062 (p. 53)

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TP11 Explain, demonstrate and have the cadetpractice the following actions when given thecommand CEASE FIRE:a. Set the fire control selector to ‘S’ (safe).b. Wait for further command.


5 min A2-062 (p. 70)

TP12 Explain, demonstrate and have the cadetpractice the following immediate actions:a. When the bolt is at the rear:

(1) check for an empty magazine andchange as required;

(2) disengage the bolt catch;(3) strike the forward assist; and(4) continue firing.

b. When the bolt is fully forward:(1) ensure the magazine is seated

properly and locked in place;(2) cock the rifle while watching for a

round or empty casing to eject;(3) where a round ejects:

(a) strike the forward assist; and(b) continue firing; and

(4) where a round does not eject:(a) attempt to continue firing; and(b) if required, request assistance.

c. When the bolt is partially forward:(1) cock the rifle;(2) engage the bolt catch;(3) examine the chamber of the rifle;(4) remove the magazine if a live round

or empty casing is in the chamber;(5) clear the obstruction;(6) replace the magazine;(7) disengage the bolt catch;(8) strike the forward assist; and(9) continue firing.


15 min A2-062(pp. 88–89)

TP13 Have the cadet participate in a mock rangeactivity, to include:a. performing firing drills; andb. executing range commands.

PracticalActivity

30 min

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Note: The handling test will be startedduring this TP. Where extra time isrequired, the handling test may also becompleted during TP 17.

TP14 Explain and demonstrate field stripping theC7 rifle by:a. carrying out an individual safety check

(without operating the trigger);b. ensuring the fire control selector is set to

‘S’ (safe);c. unlocking the upper receiver by pushing/

pulling the takedown pin;d. pulling the cocking handle partially to the

rear;e. removing the bolt;f. pushing the cocking handle fully forward;g. laying down the rifle;h. removing the bolt from the bolt carrier; andi. laying down the bolt and bolt carrier.

Note: The cadet will field strip the rifle prior tocleaning it in TP 17.


TP15 Explain and demonstrate cleaning the C7 rifleafter a range practice, to include:a. chamber,b. flash suppressor,c. barrel,d. bolt and carrier,e. upper receiver,f. lower receiver, andg. butt and hand guards.

Note: The cadet will clean the C7 after firing inTP 17.

Demonstration 5 min A2-062(pp. 40–43)

TP16 Explain and demonstrate assembling the C7 rifleby:a. replacing the bolt in the bolt carrier;b. pulling the cocking handle partially to the

rear;c. placing the bolt in the rifle;d. pushing the cocking handle fully forward;


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e. ensuring the fire control selector is set to‘S’ (safe);

f. locking the upper receiver with thetakedown pin; and

g. completing the function test by:(1) cocking the rifle;(2) attempting to fire with the fire control

selector at ‘S’ (safe);(3) setting the fire control selector to

‘R’ (repetition);(4) firing the action;(5) cocking the action while holding in on

the trigger;(6) releasing the trigger (after hearing

the hammer fall);(7) firing the action;(8) setting the fire control selector to

‘AUTO’ (automatic);(9) firing the action;(10) cocking the action while holding in on

the trigger;(11) releasing the trigger (after hearing

the hammer fall);(12) returning the fire control selector to

‘R’ (repetition); and(13) closing the ejection port cover.

Note: The cadet will assemble the C7 rifleafter cleaning it in TP 17.

TP17 Have the cadet fire 25 rounds with the C7 rifle. PracticalActivity

170 min

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration and Performance: d. Performance: e. Demonstration: f. Practical Activity: g. Total:

10 min20 min65 min

5 min20 min

200 min320 min

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6. Substantiation

a. An interactive lecture was chosen for TPs 1–3 to present background information and give directionon procedures.

b. A demonstration and performance was chosen for TPs 4 and 7–12 as it allows the instructor toexplain and demonstrate how to complete a safety check and the actions in response to rangecommands while providing an opportunity for the cadet to practice under supervision.

c. A performance was chosen for TP 5 as it allows the cadet to practice handling the C7 rifle in acontrolled environment.

d. A demonstration was chosen for TPs 6 and 14–16 as it allows the instructor to explain anddemonstrate aiming a C7 rifle as well as the procedures required for stripping, cleaning andassembling the C7 rifle.

e. A practical activity was chosen for TPs 13 and 17 as it is an interactive way for the cadet to practiceand experience range procedures and develop marksmanship skills and knowledge in a safe andcontrolled environment.

7. References. A2-062 B-GL-317-018/PT-001 Canadian Forces. (1987). Weapons: The Rifle 5.56 mm C7and the Carbine 5.56 mm C8 (Vol. 18). Ottawa, ON: Department of National Defence.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area,

b. C7 rifle,

c. 5.56-mm ammunition,

d. Magazines,

e. Marksmanship target,

f. Target frame,

g. 5.56-mm dummy rounds,

h. Hearing protectors,

i. Shooting mats,

j. First aid kit,

k. Stretcher,

l. Cell phone/radio,

m. Folding tables,

n. Empty sandbags,

o. Green and red flags,

p. Target patches,

q. Range standing orders,

r. Cleaning kits,

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s. C7 rifle handling test, and

t. Pen/pencil.

9. Learning Aids

a. C7 rifle,

b. 5.56-mm ammunition,

c. Magazines,

d. Marksmanship target,

e. Target frame,

f. 5.56-mm dummy rounds,

g. Hearing protectors,

h. Shooting mat,

i. Cleaning kit, and

j. C7 rifle handling test.

10. Test Details. N/A.

11. Remarks

a. Each cadet must successfully complete a C7 Rifle Handling Test prior to firing the rifle on a smallarms range.

b. The cleaning kit contains the following:

(1) a case,

(2) a four-piece rod,

(3) a swab holder,

(4) a bore brush,

(5) a chamber brush,

(6) a bolt key brush,

(7) a container of cleaner, lubricant, preservative (CLP),

(8) pipe cleaners, and

(9) swabs (38 mm by 50 mm).

c. All familiarization firing must be led by a Large Bore Range Safety Officer (RSO [LB]). Consult andadhere to the policies outlined in CATO 14-41, Use of C7/8 Within the CCO, Appendix 3, Annex A.

d. The firing shall be familiarization and shall include an inspection of targets at least once throughoutthe 25 rounds to allow the cadets to make adjustments if inclined to do so.

e. Assistant instructors are required for this lesson.

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f. Where butts are being used, time shall be spent instructing the cadets on their operation and thefollowing equipment is required:

(1) helmets,

(2) pointers, and

(3) communication devices.

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EO S320.01B – PARTICIPATE IN A MOCK TOWER FAMILIARIZATION ACTIVITY

1. Performance. Participate in a Mock Tower Familiarization Activity.

2. Conditions

a. Given:

(1) Mock tower equipment as required,



b. Denied: N/A.

c. Environmental: Mock tower, during daylight hours, in favourable weather.

3. Standard. The cadet shall participate in a mock tower familiarization activity.

4. Teaching Points

a. Brief the cadets prior to the start of the activity, to include an explanation of:

(1) the objectives and importance of the activity;

(2) the resources that may be required to perform the activity; and

(3) any safety guidelines that must be followed while participating in the activity.

b. Have the cadet participate in a mock tower familiarization activity.

c. Debrief the cadets, ideally by the specialist who was involved in the activity by asking:

(1) how they felt about the activity;

(2) what they felt they accomplished; and

(3) what they would try to improve on if given the chance to complete the activity again.

5. Time

a. Introduction/Conclusion: b. Experiential Learning: c. Total:


6. Substantiation. The experiential approach was chosen for this activity as it allows the cadets to acquirenew knowledge and skills through a direct experience. The cadet participates in a mock tower activityand defines that experience on a personal level. The cadet will be given the opportunity to reflect on andexamine what they saw, felt and thought while participating in a mock tower activity and consider how itrelates to what they already learned and experienced as well as how it will relate to further experiences.

7. References. As required by CF personnel.

8. Training Aids


b. Mock tower equipment.

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9. Learning Aids. Mock tower equipment.


11. Remarks

a. All mock tower activities will be conducted IAW LCFO 22.01, Parachuting.

b. There will be no instructional guide provided for this EO.

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EO S320.01C – PARTICIPATE IN A RAPPELLING ACTIVITY

1. Performance. Participate in a Rappelling Activity.

2. Conditions

a. Given:

(1) Rappel equipment as required,



b. Denied: N/A.

c. Environmental: Abseil tower/rock face, during daylight hours, in favourable weather.

3. Standard. The cadet shall participate in a rappelling activity.

4. Teaching Points



(2) the resources that may be required to perform the rappelling activity; and

(3) any safety guidelines that must be followed while participating in the activity.

b. Have the cadet participate in a rappelling activity.





5. Time



6. Substantiation. The experiential approach was chosen for this activity as it allows the cadets to acquirenew knowledge and skills through a direct experience. The cadet participates in a rappel activity anddefines that experience on a personal level. The cadet will be given the opportunity to reflect on andexamine what they saw, felt and thought while participating in a rappel activity and consider how it relatesto what they already learned and experienced as well as how it will relate to further experiences.

7. References. As required by CF personnel.

8. Training Aids


b. Rappel equipment.

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9. Learning Aids. Rappel equipment.


11. Remarks

a. All rappel activities will be conducted IAW CATO 45-03, Military Rappel Training.


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SECTION 5PO S322 – NAVIGATE USING A ROUTE CARD

1. Performance. Navigate Using a Route Card.

2. Conditions

a. Given:

(1) Route card,

(2) Pencil,

(3) Topographical/trail/river map of the area(s) being used,

(4) Compass,

(5) Start and end points,



b. Denied: N/A.

c. Environmental:

(1) Class 2/3 hiking terrain IAW A-CR-CCP-951/PT-002 during daylight hours,

(2) Intermediate mountain bike trails IAW A-CR-CCP-951/PT-002 during daylight hours, and


3. Standard. As a leader of a group of no more than eight, the cadet will navigate a route using a routecard by:

a. preparing a route card by:

(1) identifying the start point;

(2) identifying the end point;

(3) selecting the best route IAW EO S222.02 (Select a Route, A-CR-CCP-715/PG-001, RoyalCanadian Army Cadets – Basic Expedition – Qualification Standard and Plan, Chapter 4,Section 2);

(4) identifying:

(a) magnetic bearing,

(b) description,

(c) distance, and

(d) time, and

(e) elevation gain/loss; and

(5) recording the information on the route card; and

b. leading the group to the end point of one leg along the route.

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4. Remarks

a. The number of legs shall not exceed the number of cadets on the team.

b. This PO shall be assessed during the 18-day expedition.

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EO S322.01 – REVIEW NAVIGATION SKILLS

1. Performance. Review Navigation Skills.

2. Conditions

a. Given:

(1) Compass,

(2) Pencil,



b. Denied: N/A.


3. Standard. The cadet shall review navigation skills, to include:

a. selecting a route;

b. determining distance;

c. determining individual pace;

d. calculating magnetic declination;

e. orienting a map with a compass; and

f. determining a magnetic bearing of two given points.

4. Teaching Points. IAW POs M222 (Navigate Along a Route Using a Map and Compass, A-CR-CCP-702/PG-001, Royal Canadian Army Cadets – Red Star – Qualification Standard and Plan, Chapter 4,Section 12), S222 (Navigate a Route During an Expedition, A-CR-CCP-715/PG-001, Chapter 4,Section 2) and M322 (Plot Location on a Topographical Map Using a Global Positioning System [GPS]Receiver, A-CR-CCP-703/PG-001, Royal Canadian Army Cadets – Silver Star – Qualification Standardand Plan, Chapter 4, Section 14), conduct a navigation activity using learning stations, to include:

a. setting up the following navigation activities:

(1) evaluate three given routes and select the best possible route;

(2) determine the distance and individual paces between two points;

(3) calculate magnetic declination;

(4) orient a map with a compass; and

(5) determine the magnetic bearing of two given points;

b. briefing the cadet on the activity;

c. starting the activity;

d. rotating the cadet through the activity; and

e. debriefing the cadet at the end of the activity.

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5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Total:

5 min35 min40 min

6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way for the cadet todevelop navigation skills and knowledge in a controlled environment.

7. References

a. A2-041 B-GL-382-005/PT-001 Canadian Forces. (2006). Maps, Field Sketching, Compasses andthe Global Positioning System. Ottawa, ON: Department of National Defence.

b. A2-065 A-CR-CCP-702/PG-001 Director Cadets 3. (2007). Red Star Qualification Standard andPlan. Ottawa, ON: Department of National Defence.

c. A2-066 A-CR-CCP-715/PG-001 Director Cadets 3. (2008). Basic Expedition Qualification Standardand Plan. Ottawa, ON: Department of National Defence.

d. A2-067 A-CR-CCP-703/PG-001 Director Cadets 3. (2008). Silver Star Qualification Standard andPlan. Ottawa, ON: Department of National Defence.

8. Training Aids

a. 6-foot tables,

b. Navigation worksheet,

c. Compass,

d. Paper,

e. Pencil, and

f. Measuring tape.

9. Learning Aids

a. Navigation worksheet,

b. Sample map,

c. Compass,

d. Paper, and

e. Pencil.


11. Remarks

a. This EO shall be conducted during the three-day expedition.

b. Assistant instructors are required for this lesson.

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EO S322.02 – PREPARE A ROUTE CARD

1. Performance. Prepare a Route Card.

2. Conditions

a. Given:

(1) Route card,

(2) Paper,

(3) Pencil,

(4) Compass,



b. Denied: N/A.

c. Environmental: Outside training area large enough to accommodate the entire group, duringdaylight hours.


a. select a route; and

b. prepare a route card by:

(1) identifying the start point;

(2) identifying the end point;

(3) selecting the best route IAW A-CR-CCP-715/PG-001, EO S222.02 (Select a Route,Chapter 4, Section 2);

(4) identifying:

(a) magnetic bearing or description,

(b) distance, and

(c) time; and

(5) recording the information on the route card.

4. Teaching Points


TP1 Identify and explain the purpose of a route card. InteractiveLecture

5 min A2-064(EO 105.05pp. 11–12)C2-051(pp. 46–47,pp. 80–81)

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C2-042(pp. 110–111,pp. 114–115)

TP2 Identify and explain the components of a routecard, to include:a. starting point details,b. leg,c. mode of travel,d. grid references,e. bearing,f. distance,g. elevation,h. time,i. route description, andj. finish time.

InteractiveLecture

15 min A2-064(EO 105.05pp. 11–12)C2-051(pp. 47–48)

TP3 Have the cadet prepare a route card. In-ClassActivity

50 min

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. In-Class Activity: d. Total:


6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 2 to introduce the cadet to the components ofa route card.

b. An in-class activity was chosen for TP 3 as it is an interactive way to provoke thought and confirmthe cadet’s comprehension of the material in a controlled environment.

7. References

a. A2-064 A-CR-050-804/PF-001 Director Cadets 6. (2008). Instructional Guide: DP 1 CadetInstructors Cadre Land Environmental Training Course. Ottawa, ON: Department of NationalDefence.

b. C2-042 (ISBN 0-7566-0946-1) Berger, K. (2005). Backpacking and Hiking. New York, NY: DKPublishing, Inc.

c. C2-051 (ISBN 978-0-7153-2254-0) Bagshaw, C. (2006). The Ultimate Hiking Skills Manual.Cincinnati, OH: David & Charles.

8. Training Aids

a. Route card,

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b. Paper,

c. Pencil, and

d. Compass.

9. Learning Aids

a. Route card,

b. Paper,

c. Pencil, and

d. Compass.


11. Remarks. This EO shall be conducted during the three-day expedition.

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SECTION 6PO S350 – FACILITATE EXPEDITION ACTIVITIES

1. Performance. Facilitate Expedition Activities.

2. Conditions

a. Given:



b. Denied: N/A.

c. Environmental: Suitable environment for the activities selected IAW A-CR-CCP-951/PT-002, andA-CR-CCP-030/PT-001.

3. Standard. The cadet will facilitate expedition activities as the leader of an eight member team, to include:

a. promoting positive team dynamics;

b. delivering information through a teachable moment; and

c. guiding an end of day debriefing, to include:

(1) group reflection, and

(2) journal writing.

4. Remarks. Teachable moments are situations that naturally arise during the course of the day andprovide opportunity for discussion. These moments will reinforce the corps program and should be takenadvantage of throughout the expedition. If a teachable moment does not naturally occur throughout theday, the team leader can assist the cadet in selecting a topic.

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EO S350.01 – IDENTIFY FACTORS AFFECTING TEAM DYNAMICS

1. Performance. Identify Factors Affecting Team Dynamics.

2. Conditions

a. Given:



b. Denied: N/A.



a. describe the five stages of team development, to include:

(1) forming,

(2) storming,

(3) norming,

(4) performing, and

(5) adjourning; and

b. identify factors affecting team dynamics.

4. Teaching Points


TP1 Conduct a problem-solving activity using ascenario where the cadet, in a team of no morethan five, will discuss:a. making decisions as a member of the

team;b. progressing through the five stages of team

development; andc. identifying factors that affect team

dynamics.

In-ClassActivity

20 min

TP2 Discuss the five stages of team development, toinclude:a. forming,b. storming,c. norming,d. performing, ande. adjourning.

InteractiveLecture

10 min C0-243C0-268 (pp. 3–4)C2-153(pp. 138–139)C2-034 (p. 63)

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TP3 Discuss factors affecting team dynamics, suchas:a. individual needs,b. variation in development,c. conflict,d. gender issues,e. team restructuring, andf. member’s unique characteristics.

GroupDiscussion

5 min C2-150(pp. 122–123)C2-034 (p. 69)

5. Time

a. Introduction/Conclusion: b. In-Class Activity: c. Interactive Lectured. Group Discussion: e. Total:

5 min20 min10 min

5 min40 min

6. Substantiation

a. An in-class activity was chosen for TP 1 as it is an interactive way to provoke thought and stimulateinterest about the stages of team development.

b. An interactive lecture was chosen for TP 2 to introduce the cadet to the stages of teamdevelopment.

c. A group discussion was chosen for TP 3 as it allows the cadet to interact with their peers and shareknowledge, experiences, opinions and feelings about the stages of team development and thefactors affecting them. This helps develop rapport by allowing the instructor to evaluate the cadets’responses in a non-threatening way while helping them refine their ideas. A group discussion alsohelps the cadet improve their listening skills and develop as a member of a team.

7. References

a. C0-243 Clark, D. (2007). Matrix Teams. Retrieved February 18, 2008, from http://www.nwlink.com/~donclark/leader/leadteam2/html.

b. C0-268 (ISBN 978-1-57542-265-4) MacGregor, M. (2008). Teambuilding With Teens: Activities forLeadership, Decision Making and Group Success. Minneapolis, MN: Free Spirit Publishing.

c. C2-034 (ISBN 0-87322-637-2) Preist, S., & Gass, M. (1997). Effective Leadership in AdventureProgramming. Windsor, ON: Human Kinetics.

d. C2-150 (ISBN 0-89886-502-6) Graham, J. (1997). Outdoor Leadership: Techniques, CommonSense and Self-Confidence. Seattle, WA: The Mountaineers.

e. C2-153 (ISBN 0-7360-5731-5) Martin, B., Cashel, C., Wagstaff, M., & Breunig, M. (2006). OutdoorLeadership: Theory and Practice. Windsor, ON: Human Kinetics.

8. Training Aids


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b. Team dynamics activity scenario handout, and

c. Team dynamics activity tasking handout.

9. Learning Aids

a. Team dynamics activity scenario handout,

b. Team dynamics activity tasking handout, and

c. Pen/pencil.


11. Remarks. This EO shall be conducted prior to the 18-day expedition.

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EO S350.02 – DEFINE EXPERIENTIAL LEARNING

1. Performance. Define Experiential Learning.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall define experiential learning by discussing the stages of the cycle, to include:

a. concrete experience,

b. reflective observation,

c. abstract conceptualization, and

d. active experimentation.

4. Teaching Points


TP1 Discuss experiential learning, to include:a. the definition of experiential learning, to

include:(1) being an active process;(2) learning by doing;(3) learning by experiencing;(4) making connections to other

experiences;(5) applying knowledge and skills in a

variety of situations; and(6) reflecting; and

b. the four stages of the experiential learningcycle, to include:(1) concrete experience,(2) reflective observation,(3) abstract conceptualization, and(4) active experimentation.

InteractiveLecture

10 min C2-034 (p. 136,pp. 144–145)C2-109 (pp. 5–6)C2-153(pp. 172–174)

TP2 Discuss teachable moments, to include:a. defining a teachable moment; andb. connecting a teachable moment to

experiential learning.

InteractiveLecture

10 min C2-153(pp. 178–179)

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TP3 Have the cadets, in groups of no more than five,brainstorm occasions when experiential learning/teachable moments have occurred or may occurin the following settings:a. on an expedition,b. at the corps, andc. at school.

In-ClassActivity

15 min

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. In-Class Activity: d. Total:


6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 2 to orient the cadet to experiential learning andteachable moments and to generate interest.

b. An in-class activity was chosen for TP 3 as it is an interactive way to provoke thought and stimulateinterest about experiential learning.

7. References

a. C2-034 (ISBN 0-87322-637-2) Preist, S., & Gass, M. (1997). Effective Leadership in AdventureProgramming. Windsor, ON: Human Kinetics.

b. C2-109 (ISBN 0-7872-6561-6) Sugerman, D., Doherty, K., Garvey, D., & Gass, M. (2000).Reflective Learning: Theory and Practice. Dubuque, IO: Kendall/Hunt Publishing Company.

c. C2-153 (ISBN 0-7360-5731-5) Martin, B., Cashel, C., Wagstaff, M., & Breunig, M. (2006). OutdoorLeadership: Theory and Practice. Windsor, ON: Human Kinetics.


9. Learning Aids

a. Flip chart paper, and

b. Markers.



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EO S350.03 – DESCRIBE THE PROCESS OF FACILITATION

1. Performance. Describe the Process of Facilitation.

2. Conditions

a. Given:



b. Denied: N/A.



a. define facilitation;

b. identify the relationship between facilitation and:

(1) the full value contract (FVC),

(2) challenge by choice, and

(3) experiential learning; and

c. describe the process of facilitation, to include:

(1) diagnosis,

(2) design,

(3) delivery,

(4) debriefing, and

(5) departure.

4. Teaching Points


TP1 Discuss facilitation, to include:a. defining the term; andb. identifying the relationship between

facilitation and:(1) the FVC,(2) challenge by choice, and(3) experential learning.

InteractiveLecture

10 min C2-034 (p. 184,pp. 186–187,pp. 146–149)C2-153 (p. 106,pp. 112–113)C2-216(pp. 15–43,p. 47)C2-219 (pp. 8–10)

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TP2 Describe the process of facilitation, to include:a. identifying the five stages of facilitation, to

include:(1) diagnosis,(2) design,(3) delivery,(4) debriefing, and(5) departure; and

b. selecting a facilitation model, to include:(1) linear, and(2) cyclical.

InteractiveLecture

15 min C2-034(pp. 190–192)

TP3 Lead a group discussion in which the cadet willdiscuss:a. challenges facilitating a team, to include:

(1) communicating;(2) dealing with participant motivation;

and(3) resolving interpersonal conflict; and

b. facilitation skills that will make theexperience more positive/enjoyable/efficient for all involved, to include:(1) managing time;(2) planning more activities than

required;(3) being clear about personal/team/

leader responsibilities;(4) encouraging sharing by all team

members; and(5) maintaining balance.

GroupDiscussion

10 min C2-153(pp. 113–117)

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Group Discussion: d. Total:


6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 2 to orient the cadet to the concept and processof facilitation.

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b. A group discussion was chosen for TP 3 as it allows the cadet to interact with their peers and sharetheir knowledge and experiences about challenges a facilitator may face and skills which can bedeveloped to address those challenges. This helps develop a rapport by allowing the instructorto evaluate the cadet’s responses in a non-threatening way while helping them refine their ideas.A group discussion also helps the cadet improve their listening skills and develop as a memberof a team.

7. References

a. C2-034 (ISBN 978-0-7360-5250-4) Preist, S., & Gass, M. (2005). Effective Leadership in AdventureProgramming (2nd ed.). Windsor, ON: Human Kinetics.

b. C2-153 (ISBN 978-0-7360-5731-8) Martin, B., Cashel, C., Wagstaff, M., & Breunig, M. (2006).Outdoor Leadership: Theory and Practice. Windsor, ON: Human Kinetics.

c. C2-216 (ISBN 978-0-7494-4489-1) Beard, C., & Wilson, J. P. (2006). Experiential Learning: A BestPractice Handbook for Educators and Trainers (2nd ed.). Philadelphia, PA: Kogan Page Limited.

d. C2-219 The Pennsylvania State College of Agricultural Sciences. Teambuilding FacilitationManual: A Guide to Leading and Facilitating Teambuilding Activities. Retrieved November 17,2008, from http://downloads.cas.psu.edu/4h/TeambuildingFacilitation.pdf.


9. Learning Aids. N/A.



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EO S350.04 – DEBRIEF A TEAM USING THE FUNNELLING APPROACH

1. Performance. Debrief a Team Using the Funnelling Approach.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall debrief a team following the completion of an activity using the funnellingapproach by:

a. identifying a topic for discussion (review);

b. asking for examples of the topic occurrence (recall and remember);

c. discussing the impact of the occurrence on the individual, the team and the activity (affect andeffect);

d. discovering what new information was learned through the occurrence (summation);

e. identifying the link between the occurrence and real life situations (application); and

f. encouraging all team members to commit to change in the future (commitment).

4. Teaching Points


TP1 Identify and explain guidelines to follow whendebriefing a team, to include:a. positioning the team;b. scheduling sufficient time;c. having one team member speak at a time;d. knowing that violence is never acceptable;e. having the right to participate;f. accepting responsibility;g. being committed;h. clarifying each team member’s role;i. promising confidentiality; andj. considering any other ethical issues.

InteractiveLecture

5 min C2-034(pp. 177–178)

TP2 Identify and explain the funnelling approach todebriefing a team, to include:a. review,b. recall and remember,

InteractiveLecture

10 min C2-109 (p. 13)C2-034(pp. 194–199)

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c. affect and effect,d. summation,e. application, andf. commitment.

TP3 Discuss possible topics to consider/concentrateon when using the funnelling approach to debriefa team following an activity, such as:a. trust,b. cooperation,c. communication,d. teamwork,e. planning,f. problem solving,g. decision making,h. judgment,i. innovative thinking,j. self-confidence,k. commitment,l. risk taking,m. coping with fear,n. dealing with change,o. resolving conflicts,p. leadership,q. gender differences,r. group split, and/ors. emotional disclosure.

GroupDiscussion

5 min C2-034 (p. 197)

TP4 Have the cadet, in a group of no more than four,choose a topic from TP 3 and participate in amock debriefing by:a. following debriefing guidelines;b. using the funnelling approach; andc. presenting highlights of the group

debriefing to the remainder of the class.

In-ClassActivity

15 min C2-034 (p. 197)

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5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Group Discussion: d. In-Class Activity: e. Total:

5 min15 min

5 min15 min40 min

6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 2 to introduce the cadet to the guidelines andtechniques used when debriefing a team.

b. A group discussion was chosen for TP 3 as it allows the cadet to interact with their peers and sharetheir knowledge and opinions about debriefing a team.

c. An in-class activity was chosen for TP 4 as it is an interactive way to provoke thought and confirmthe cadet’s comprehension of the material.

7. References

a. C2-034 (ISBN 0-87322-637-2) Priest, S., & Gass, M. (1997). Effective Leadership in AdventureProgramming. Windsor, ON: Human Kinetics.

b. C2-109 (ISBN 0-7872-6561-6) Sugarman, D., Doherty, K., Garvey, D., & Gass, M. (2000).Reflective Learning: Theory and Practice. Dubuque, IO: Kendall/Hunt Publishing Company.


9. Learning Aids

a. Information sheets,

b. Sample mock debriefing scenarios,

c. Flip chart paper,

d. Coloured markers,

e. Paper, and

f. Pen/pencil.



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EO S350.05 – APPLY THE PROCESS OF FACILITATION

1. Performance. Apply the Process of Facilitation.

2. Conditions

a. Given:

(1) Role play scenarios,



b. Denied: N/A.


3. Standard. The cadet, in four teams, shall apply the process of facilitation through role-play.

4. Teaching Points

a. IAW Priest, S., & Gass, M., Effective Leadership in Adventure Programming, Human Kinetics,review the process of facilitation, to include:

(1) diagnosis,

(2) design,

(3) delivery,

(4) debriefing, and

(5) departure.

b. Brief the cadets prior to the start of the activity, to include an explanation of:

(1) the objectives of the activity, and

(2) the resources available.

c. Have the cadets, in four teams, participate in the role-play activity.

d. Debrief the cadets by asking:


(2) when it would be beneficial to facilitate during an expedition;

(3) if they feel that they could facilitate a portion(s) of an expedition;



5. Time

a. Introduction/Conclusion: b. Role-Play: c. Total:

10 min70 min80 min

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6. Substantiation. A role-play was chosen for this lesson as it is an interactive way for the cadet to respondto an expedition situation using realistic scenarios.

7. References

a. C2-034 (ISBN 0-87322-637-2) Preist, S., & Gass, M. (1997). Effective Leadership in AdventureProgramming. Windsor, ON: Human Kinetics.

b. C2-109 (ISBN 0-7872-6561-6) Sugerman, D., Doherty, K., Garvey, D., & Gass, M. (2000).Reflective Learning: Theory and Practice. Dubuque, IO: Kendall/Hunt Publishing Company.

c. C2-153 (ISBN 0-7360-5731-5) Martin, B., Cashel, C., Wagstaff, M., & Breunig, M. (2006). OutdoorLeadership: Theory and Practice. Windsor, ON: Human Kinetics.

8. Training Aids


b. Role play scenario.

9. Learning Aids. Role play scenario.


11. Remarks

a. This EO shall be conducted prior to the 18-day expedition.

b. If possible, the cadets should be placed in their expedition teams for this lesson.

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SECTION 7PO S351 – REPAIR A MOUNTAIN BIKE

1. Performance. Repair a Mountain Bike.

2. Conditions

a. Given:

(1) Mountain bike,

(2) Mountain bike repair kit,



b. Denied: N/A.

c. Environmental: Training area large enough to accommodate the entire group.

3. Standard. The cadet will perform basic mountain bike repairs, to include:

a. splitting and rejoining a chain;

b. adjusting a mechanical disc brake by:

(1) regulating the tension in the brake cable; and

(2) repositioning the stationary brake pad;

c. adjusting the rear and front derailleurs, to include:

(1) adjusting the high and low limit screws; and

(2) tensioning the gear cable; and

d. repairing a flat tire, in a group of three, by:

(1) removing the tire from the rim;

(2) patching or replacing the tube; and

(3) replacing the tire on the rim.

4. Remarks. The mountain bike repair kit will include:

a. spare tube,

b. tube patch kit,

c. tire levers,

d. bike multi-tool, to include:

(1) 2-, 2.5-, 3-, 4-, 5-, 6- and 8-mm hex keys,

(2) chain tool,

(3) flat-head screwdriver,

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(4) Phillips screwdriver,

(5) T-25 Torx spoke key,

(6) spoke wrenches, and

(7) 8- and 10-mm open wrenches; and

e. mini pump with gauge.

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EO S351.01 – REPAIR A DAMAGED CHAIN

1. Performance. Repair a Damaged Chain.

2. Conditions

a. Given:

(1) Mountain bike,


(3) Link of a chain,

(4) Cleaning cloth,

(5) Cassette scraper,

(6) Chain-cleaning box,

(7) Degreaser,

(8) Lubricant,

(9) Rubber gloves,

(10) Large brush,

(11) Small brush,

(12) Bucket,

(13) Water,

(14) Soap,



b. Denied: N/A.



a. clean a chain; and

b. repair a chain by:

(1) splitting as required; and

(2) rejoining.

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4. Teaching Points


TP1 Identify the parts of a mountain bike, to include:a. handlebar,b. gear shifter,c. brake lever,d. top tube,e. tire,f. quick release,g. derailleur (front and rear),h. chainring,i. chainset,j. pedal,k. chain,l. chainstay,m. cogs,n. cassette,o. brakes,p. seat tube,q. seat post release,r. seat post, ands. saddle.

InteractiveLecture

5 min C2-082(pp. 356–362)C2-084(pp. 12–13,pp. 234–239)C2-088 (p. 18)

TP2 Identify the components of a mountain bike repairkit, to include:a. spare tube,b. tube patch kit, to include:

(1) patches,(2) glue, and(3) sandpaper;

c. tire levers,d. bike multi-tool, to include:

(1) 2-, 2.5-, 3-, 4-, 5-, 6- and 8-mm hex(Allen) keys,

(2) chain tool,(3) flat-head screwdriver,(4) Phillips screwdriver,(5) T-25 Torx spoke key,(6) spoke wrenches, and

InteractiveLecture

5 min C2-082 (p. 7)

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(7) 8- and 10-mm open wrenches; ande. mini pump with gauge.

TP3 Identify the parts of a link in a mountain bikechain, to include:a. side plates,b. rollers, andc. rivets.

InteractiveLecture

5 min C2-082 (p. 164)C2-084 (p. 94)

TP4 Discuss why chains break, to include:a. wear and tear,b. dirt, andc. improper maintenance.

InteractiveLecture

5 min C2-082(pp. 166–168)C2-083 (p. 78)C2-084 (p. 102)

TP5 Explain, demonstrate and have the cadet clean achain, to include:a. dipping a small brush into degreaser;b. scrubbing the rear cassette and the

front chainring with the brush soaked indegreaser;

c. pouring degreaser into the reservoir of thechain-cleaning box;

d. snapping the chain-cleaning box over thelower portion of the chain;

e. turning the pedal so it moves slowlybackwards and moves the chain throughthe chain-cleaning box completely at leastthree times;

f. unclipping the chain-cleaning box;g. scraping and brushing the grease and gunk

out of the rear cassette and front chainringusing the cassette scraper and large andsmall brushes;

h. washing the rear cassette, front chainrings,chain and jockey wheels with warm, soapywater;

i. rinsing the rear cassette, front chainrings,chain and jockey wheels with clean water;

j. drying the rear cassette, front chainrings,chain and jockey wheels with a clean cloth;and

k. lubricating the chain by placing a smalldrop of lubricant on each roller.


20 min C2-082(pp. 170–171)C2-083(pp. 72–73)C2-084(pp. 95–96)C2-088(pp. 44–45)

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TP6

Explain, demonstrate and have the cadet:a. split the chain, to include:

(1) locating the link which has to beremoved;

(2) laying the chain on the chain tool, soit sits in the furthest away position;

(3) turning the handle of the chain toolclockwise until the pin lines up withthe centre of the chain rivet;

(4) continuing to rotate the chain toolhandle, pushing the rivet until it restson the far outer plate;

(5) taking the chain off the chain tool;(6) flexing the chain to free the inner

segment from the rivet;(7) separating the chain; and(8) repeating the process two rivets

down in order to remove onecomplete link; and

b. rejoin the chain, to include:(1) turning the chain so that the rivet

at the wide end faces towards thebody of the individual completing therepair;

(2) feeding the chain through thedrive shaft, placing the chain onthe smallest sprocket on the rearcassette and dropping it into the gapbetween the chainset and the frameat the front to give enough slack torejoin the chain;

(3) easing the two ends of the chaintogether by flexing the chain so thatthe inner segment can slide past thestub of the rivet sticking through tothe inside of the outer plate;

(4) laying the chain on the chain tool soit sits in the furthest away position;

(5) turning the handle of the chain toolclockwise, pushing the rivet into thechain until there is an even amountof rivet showing on both sides of thechain;

(6) removing the tool by turning thehandle counter-clockwise;


30 min

C2-084(pp. 32–33)

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(7) bending the chain to ensure the linkis not stiff; and

(8) replacing the chain onto thechainring.

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration and Performance: d. Total:


6. Substantiation

a. An interactive lecture was chosen for TPs 1–4 to orient the cadet to components of a mountainbike repair kit and introduce them to the components of a chain and the reasons that they break.

b. A demonstration and performance was chosen for TPs 5 and 6 as it allows the instructor to explainand demonstrate cleaning, splitting and rejoining a chain while providing the cadet the opportunityto practice these skills under supervision.

7. References

a. C2-082 (ISBN 1-57954-883-0) Downs, T. (2005). Bicycle Maintenance & Repair for Road &Mountain Bikes. USA: Rodale Inc.

b. C2-083 (ISBN 978-0-07-149390-1) Brink, T. (2007). The Complete Mountain Biking Manual.Camden, ME: Ragged Mountain Press.

c. C2-084 (ISBN 1-55297-734-X) Allwood, M. (2004). Mountain Bike Maintenance: The IllustratedManual. Richmond Hill, ON: Firefly Books Ltd.

d. C2-088 (ISBN 1-55297-653-X) Crowther, N. (2002). The Ultimate Mountain Bike Book: TheDefinitive Illustrated Guide to Bikes, Components, Techniques, Thrills and Trails. Toronto, ON:Firefly Books Ltd.

8. Training Aids


b. Mountain bike,

c. Mountain bike repair kit,

d. Mountain bike repair aide-mémoire card,

e. Bike stand,

f. Cleaning cloth,

g. Lubricant,

h. Chain-cleaning box,

i. De-greaser,

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j. Cassette scraper,

k. Rubber gloves,

l. Large brush,

m. Small brush,

n. Bucket,

o. Water, and

p. Soap.

9. Learning Aids

a. Mountain bike,

b. Mountain bike repair kit,

c. Mountain bike repair aide-mémoire card,

d. Cleaning cloth,

e. Lubricant,

f. Chain-cleaning box,

g. De-greaser,

h. Cassette scraper,

i. Rubber gloves,

j. Large brush,

k. Small brush,

l. Bucket,

m. Water, and

n. Soap.

10. Test Details. This lesson is assessed IAW S351 PC (Chapter 3, Annex B, Appendix 4).

11. Remarks. N/A.

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EO S351.02 – ADJUST BRAKES

1. Performance. Adjust Brakes.

2. Conditions

a. Given:

(1) Mountain bike,

(2) Bike multi-tool,



b. Denied: N/A.


3. Standard. The cadet shall adjust a mechanical disc brake by:

a. regulating the tension in the brake cable; and

b. repositioning the stationary brake pad.

4. Teaching Points


TP1 Identify the components of a V-brake system, toinclude:a. brake lever, to include:

(1) barrel-adjuster, and(2) lockring;

b. brake cable,c. V-brake, to include:

(1) noodle,(2) hanger,(3) gaiter,(4) cable clamp bolt,(5) brake units (arms),(6) brake blocks (pads),(7) brake block (pad) adjusting unit, and(8) balance screw; and

d. tire rim.

InteractiveLecture

5 min C2-084(pp. 50–57)C2-088(pp. 50–51)

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TP2 Explain and demonstrate how the componentsof a V-brake system work together to slow down/stop the mountain bike:a. The mountain biker pulls the brake lever.b. The pulling of the brake lever tensions the

brake cable.c. The tensioning of the brake cable pivots

the brake units.d. The pivoting brake units push the brake

blocks onto the tire rim.e. The pushing brake blocks slow down/stop

the mountain bike by applying pressureand thereby causing friction between thetire rim and the brake block.

Demonstration 5 min C2-088(pp. 50–51)

TP3 Explain and demonstrate adjusting a V-brake, toinclude:a. repositioning the brake block(s);b. regulating the right and left brake blocks

using the balance screws; andc. regulating tension in the brake cable using

the:(1) barrel-adjusters, and/or(2) cable clamp bolt.

Demonstration 10 min C2-084(pp. 52–55,p. 57)

TP4 Identify the components of a mechancial discbrake system, to include:a. brake lever, to include:

(1) barrel-adjuster, and(2) lockring;

b. brake cable,c. caliper, to include:

(1) barrel-adjuster,(2) lockring,(3) cable clamp bolt, and(4) actutation lever; and

d. rotor.

InteractiveLecture

5 min C2-084(pp. 68–77)

TP5 Explain and demonstrate how the components ofa mechanical disc brake system work together toslow down/stop a mountain bike:a. The mountain biker pulls the brake lever.

Demonstration 10 min C2-084(pp. 68–77)

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b. The pulling of the brake lever tensions thebrake cable.

c. The tensioning of the brake cable pulls theactuation lever.

d. The pulling of the actuation lever twists thepiston inside the caliper.

e. The twisting of the piston inside the caliperpushes the outer brake pad towards therotor.

f. The pushing of the outer brake pad on therotor bends the rotor slightly so that it inturn is pushed against the inner (stationary)brake pad.

g. The pushing of both the outer and inner(stationary) brake pads traps the rotor andthereby stops/slows down the mountainbike.

h. The mountain biker releases the brakelever.

TP6 Explain, demonstrate and have the cadet adjusta mechanical disc brake, to include:a. regulating the tension in the brake cable

using:(1) the barrel-adjusters, and/or(2) the cable clamp bolt; and

b. repositioning the inner (stationary) brakepad.


35 min C2-084(pp. 78–79)

5. Time

a. Introduction:b. Interactive Lecture: c. Demonstration: d. Demonstration and Performance: e. Total:

10 min10 min25 min35 min80 min

6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 4 to familiarize cadets with the components of theV-brake and the mechanical disc brake system.

b. A demonstration was chosen for TPs 2, 3 and 5 as it allows the instructor to explain anddemonstrate to the cadets how the components of the mechanical disc brake and V-brake systemwork to slow down/stop a mountain bike and how to adjust a V-brake system.

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c. A demonstration and performance was chosen for TP 6 as it allows the instructor to explain anddemonstrate adjusting a mechanical disc brake while providing an opportunity for the cadet topractice the skill under supervision.

7. References

a. C2-084 (ISBN 1-55297-734-X) Allwood, M. (2004). Mountain Bike Maintenance: The IllustratedManual. Richmond Hill, ON: Firefly Books Ltd.

b. C2-088 (ISBN 1-55297-653-X) Crowther, N. (2002). The Ultimate Mountain Bike Book: TheDefinitive Illustrated Guide to Bikes, Components, Techniques, Thrills and Trails. Toronto, ON:Firefly Books Ltd.

8. Training Aids


b. Mountain bike equipped with a mechanical disc brake system,

c. Mountain bike equipped with a V-brake disc system,

d. Bike multi-tool, and

e. Bike stand.

9. Learning Aids

a. Mountain bike equipped with a mechanical disc brake system,

b. Bike multi-tool, and

c. Bike stand.


11. Remarks. Cadets will be required to complete adjustments on a mechanical disc brake system. If thattype of brake system is unavailable, more focus should be spent during the lesson on the adjustmentof the V-brake system.

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EO S351.03 – ADJUST DERAILLEURS

1. Performance. Adjust Derailleurs.

2. Conditions

a. Given:

(1) Mountain bike,




b. Denied: N/A.


3. Standard. The cadet shall adjust rear and front derailleurs by:

a. adjusting the high and low limit screws; and

b. tensioning the gear cable.

4. Teaching Points


TP1 Identify the components of the front and rearderailleur systems, to include:a. gear shifter,b. gear cable and casing,c. cable clamp bolt,d. barrel-adjuster,e. limit screws,f. chainring,g. cog,h. front derailleur, to include front derailleur

cage, andi. rear derailleur, to include:

(1) rear derailleur cage,(2) guide jockey wheel, and(3) tension jockey wheel.

InteractiveLecture

10 min C2-082(p. 194–221)C2-084(p. 108–112,pp. 115–119)C2-223C2-224

TP2 Explain and demonstrate how the components ofthe front and rear derailleur systems operate tochange the gears on a mountain bike.

Demonstration 10 min C2-084(pp. 108–112,pp. 115–119)

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TP3 Explain, demonstrate and have the cadet adjustthe front and rear derailleur, to include:a. adjusting the high and low limit screws on

the:(1) front derailleur, and(2) rear derailleur; and

b. tensioning the gear cable on the:(1) front derailleur, and(2) rear derailleur.


50 min C2-082(pp. 194–221)C2-083 (p. 81)C2-084(pp. 108–109,pp. 115–119)C2-223C2-224

5. Time

a. Introduction:b. Interactive Lecture: c. Demonstration: d. Demonstration and Performance: e. Total:


6. Substantiation

a. An interactive lecture was chosen for TP 1 to familiarize the cadet with the components of the frontand rear derailleur systems.

b. A demonstration was chosen for TP 2 as it allows the instructor to explain and demonstrate to thecadet how the components of the front and rear derailleur work to change the gears on a mountainbike.

c. A demonstration and performance was chosen for TP 3 as it allows the instructor to explain anddemonstrate adjusting the front and rear derailleur while providing an opportunity for the cadet topractice both skills under supervision.

7. References


b. C2-083 (ISBN 978-0-07-149390-1) Brink, T. (2007). The Complete Mountain Biking Manual.Camden, ME: Ragged Mountain Press.

c. C2-084 (ISBN 1-55297-734-X) Allwood, M. (2004). Mountain Bike Maintenance: The IllustratedManual. Richmond Hill, ON: Firefly Books Ltd.

d. C2-223 Park Tool. (2008). Repair How-To’s: Front Derailleur Adjustment. Retrieved November 30,2008, from http://www.parktool.com/repair/readhowto.asp?id=75.

e. C2-224 Park Tool. (2008). Repair How-To’s: Rear Derailleur Adjustment. Retrieved November 30,2008, from http://www.parktool.com/repair/readhowto.asp?id=64.

8. Training Aids


http://www.mto.gov.on.ca/english/safety/cycling/youngcyclist.htm


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b. Mountain bike,

c. Mountain bike repair kit, and

d. Bike stand.

9. Learning Aids

a. Mountain bike, and

b. Mountain bike repair kit.


11. Remarks. N/A.

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EO S351.04 – REPAIR A FLAT TIRE

1. Performance. Repair a Flat Tire.

2. Conditions

a. Given:

(1) Mountain bike,




b. Denied: N/A.


3. Standard. The cadet, in a group of three, shall repair a flat tire by:

a. removing the tire from the rim;

b. patching or replacing the tube; and

c. replacing the tire on the rim.

4. Teaching Points


TP1 Identify the parts of a wheel, to include:a. tire,b. tire bead,c. inner tube,d. rim,e. rim strip,f. rim edge,g. spoke nipple,h. spoke,i. valve, andj. valve hole.

InteractiveLecture

10 min C2-082 (p. 48,p. 58)

TP2 Explain, demonstrate and have the cadets, ingroups of three, repair a flat tire, to include:a. releasing the brake cable by:

(1) squeezing the brake units together;(2) pulling the noodle gently but firmly

away from the cable clamp bolt;


60 min C2-082(pp. 56–60)C2-084(pp. 26–29)C2-088(pp. 48–51)

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(3) releasing the noodle from thehanger; and

(4) lifting the noodle up and away,allowing the brake units to fall toeither side;

b. removing:(1) the front wheel, and/or(2) the rear wheel;

c. expelling the air from the inner tube bystanding the wheel upright on the ground,pushing down and massaging the air out;

d. levering the tire from the rim by:(1) pinching the tire all the way around

to help loosen it from the rim;(2) inserting the tire lever between the

rim edge and the tire bead in linewith a spoke;

(3) flipping one side of the tire bead ontothe outside of the rim edge;

(4) clipping the tire lever onto the spokeusing the hook on the opposite endto lock it into place; and

(5) repeating Steps 2–4 every twospokes until one of the tire beads iscompletely free from the rim;

e. pulling the inner tube out of the tire;f. locating the source of the hole in the tire by

running a cloth around the inside of the tire,feeling for a sharp object protruding intothe tire;

g. removing the sharp object from the tire, ifrequired;

h. locating the puncture in the inner tube by:(1) pumping the inner tube to medium

pressure;(2) squeezing the inner tube gently and

passing it slowly over an individual’swrist/lips/ear to feel for where the airis escaping;

(3) placing the inner tube in water tolook for bubbles; and

(4) marking the puncture location with apen;

i. patching the puncture in the inner tube by:

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(1) selecting/cutting a patch into a circlethat is 1 cm (1/2 inch) larger than thepuncture;

(2) roughing up the area around thepuncture with sandpaper;

(3) brushing away rubber dust;(4) applying adhesive to the area around

the puncture;(5) allowing the adhesive to begin to dry

until it loses its sheen;(6) placing the patch firmly on the inner

tube;(7) allowing the patch to completely dry

(approximately 5 min); and(8) pumping the inner tube to medium

pressure to check for any furtherleakages;

j. installing the patched/new inner tube, toinclude:(1) pumping the inner tube with just

enough air to give it shape;(2) pulling back the section of the tire

over the valve hole;(3) popping the valve through the valve

hole; and(4) starting at the valve stem, working

the inner tube into the tire so it iscompletely tucked in;

k. placing the tire back onto the rim by:(1) holding the wheel on the individual’s

lap;(2) placing the hands on either side of

the valve stem with the fingers overthe back and the thumbs in the front;

(3) working the hands away from eachother to pop the tire bead onto therim by pushing the tire with thethumbs/heels of the hand; and

(4) working both sides of the tire beadfrom side to side to make sure thatthe tube is not caught under the tirebead;

l. inflating the tire to 35–65 psi;m. replacing:

A-CR-CCP-716/PG-001

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(1) the front wheel, and/or(2) the rear wheel; and

n. reattaching the brake cable by:(1) squeezing the brake units firmly

together; and(2) easing the end of the noodle back

onto the hanger.

5. Time

a. Introduction:b. Interactive Lecture: c. Demonstration and Performance: d. Total:


6. Substantiation

a. An interactive lecture was chosen for TP 1 to introduce the cadet to the parts of a wheel.

b. A demonstration and performance was chosen for TP 2 as it allows the instructor to explain anddemonstrate repairing a flat tire while providing an opportunity for the cadet to practice the skillunder supervision.

7. References


b. C2-084 (ISBN 1-55297-734-X) Allwood, M. (2004). Mountain Bike Maintenance: The IllustratedManual. Richmond Hill, ON: Firefly Books Ltd.

c. C2-088 (ISBN 1-55297-653-X) Crowther, N. (2002). The Ultimate Mountain Bike Book: TheDefinitive Illustrated Guide to Bikes, Components, Techniques, Thrills and Trails. Toronto, ON:Firefly Books Ltd.

8. Training Aids


b. Mountain bike,

c. Mountain bike repair kit, and

d. Bike stand.

9. Learning Aids

a. Mountain bike, and

b. Mountain bike repair kit.


11. Remarks. N/A.

A-CR-CCP-716/PG-001


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A-CR-CCP-716/PG-001

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SECTION 8PO S352 – RIDE A MOUNTAIN BIKE ON INTERMEDIATE TRAILS

1. Performance. Ride a Mountain Bike on Intermediate Trails.

2. Conditions

a. Given:

(1) Fully equipped mountain bike,

(2) Helmet,

(3) Whistle,



b. Denied: N/A.

c. Environmental: Intermediate mountain bike trails IAW A-CR-CCP-951/PT-002 during daylighthours.

3. Standard. The cadet will ride a mountain bike on intermediate trails, performing a minimum of three ofthe following advanced mountain bike skills:

a. log hops,

b. wheelies,

c. bunny hops,

d. track stands, and

e. cornering.

4. Remarks. IAW A-CR-CCP-951/PT-002:

a. a fully equipped mountain bike is described as having the following:

(1) bell or horn,

(2) lights, and

(3) reflectors; and

b. the following group equipment is required when riding a mountain bike:

(1) reflective vest (worn by person in rear of group),

(2) topographical/trail map of area as required,

(3) compass,

(4) first aid kit,

(5) communication device (eg, cellular phone or hand-held radio),

(6) global positioning system receiver, and

A-CR-CCP-716/PG-001

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(7) mountain bike repair kit, to include:

(a) spare tube,

(b) tube patch kit,

(c) tire levers,

(d) bike multi-tool, to include:

i. 2-, 2.5-, 3-, 4-, 5-, 6- and 8-mm hex keys,

ii. chain tool,

iii. flat screwdriver,

iv. Phillips screwdriver,

v. T-25 Torx spoke key,

vi. spoke wrenches, and

vii. 8- and 10-mm open wrenches; and

(e) mini pump with gauge.

c. Ensure that cadets are wearing a day pack and have an ample amount of water when mountainbiking.

d. Cadets who have previously completed mountain biking training by completing Basic Expeditionqualification, PO S251 (Ride a Mountain Bike During an Expedition, A-CR-CCP-715/PG-001,Chapter 4, Section 6) and/or Silver Star qualification, EO M326.02B (Ride a Mountain Bike, A-CR-CCP-703/PG-001, Chapter 4, Section 18), may have their skill level assessed prior to the scheduledmountain biking training. Where these cadets demonstrate efficient skills, they may be exempt fromEO S352.01 (Practice Mountain Bike Skills) and given more time for practicing mountain bikingskills on familiarization trails.

A-CR-CCP-716/PG-001

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EO S352.01 – PRACTICE MOUNTAIN BIKE SKILLS

1. Performance. Practice Mountain Bike Skills.

2. Conditions

a. Given:


(2) Helmet,



b. Denied: N/A.

c. Environmental: Familiarization mountain bike trails IAW A-CR-CCP-951/PT-002 during daylighthours.

3. Standard. The cadet shall practice mountain bike skills, to include:

a. selecting and adjusting a helmet;

b. selecting and adjusting a mountain bike;

c. adhering to safety precautions when mountain biking; and

d. demonstrating mountain bike skills, to include:

(1) braking;

(2) shifting gears;

(3) ascending hills; and

(4) descending hills.

4. Teaching Points


TP1 Explain, demonstrate and have the cadet selectand adjust a mountain bike by:a. selecting a helmet;b. adjusting the helmet; andc. selecting a mountain bike by:

(1) sizing by eye;(2) completing the stand-over test; and(3) adjusting the saddle.


15 min C2-088(pp. 22–23,p. 32)C2-089

TP2 Explain, demonstrate and have the cadetpractice the procedure for completing a pre-ridebike check using the ABC Quick Check method,to include:


10 min C2-088(pp. 22–23,p. 32)C2-089

A-CR-CCP-716/PG-001

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a. air, to include:(1) tire pressure, and(2) wear on the tread or cuts on side

walls;b. brakes, to include:

(1) brake levers, and(2) brake function;

c. chain and crank, to include:(1) lubrication, and(2) pedals;

d. quick release, to include:(1) wheel, and(2) saddle; and

e. final check.

TP3 Explain and demonstrate safety precautions thatmust be adhered to when mountain biking, toinclude:a. the rules of the road for bikers;b. signalling, to include:

(1) left,(2) right, and(3) stop; and

c. riding discipline, to include:(1) formations for riding,(2) spacing,(3) stopping/starting procedures, and(4) road crossing.

Demonstration

5 min A2-001 (pp. 8-1to 8-3)C2-089C2-090

TP4 Explain, demonstrate and have the cadetpractice mountain bike skills, to include:a. braking;b. shifting gears;c. ascending hills; andd. descending hills.


30 min C2-087 (p. 40,p. 42)C2-088(p. 104–113)C2-092

TP5 Have the cadet practice mountain bike skills. PracticalActivity

45 min

TP6 Explain, demonstrate and have the cadetcomplete a post-ride check, to include:a. cleaning; and


5 min C2-088(pp. 44–45,pp. 52–53)

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b. assessing for repairs.

5. Time

a. Introduction/Conclusion: b. Demonstration and Performance: c. Demonstration: d. Practical Activity: e. Total:

10 min60 min

5 min45 min

120 min

6. Substantiation

a. A demonstration and performance was chosen for TPs 1, 2, 4 and 6 as it allows the instructor toexplain and demonstrate selecting and adjusting a mountain bike, the procedure for a pre-ride andpost-ride check, and proper mountain biking skills while providing an opportunity for the cadet topractice each skill under supervision.

b. A demonstration was chosen for TP 3 as it allows the instructor to explain and demonstrate safetyprecautions when mountain biking.

c. A practical activity was chosen for TP 5 as it is an interactive way to introduce the cadet to mountainbike skills and procedures in a controlled environment in a fun and exciting manner.

7. References

a. A2-001 A-CR-CCP-951/PT-002 Director Cadets 3. (2006). Royal Canadian Army CadetsAdventure Training Safety Standards. Ottawa, ON: Department of Nation Defence.

b. C2-087 Badyk, M., Buck, K., Sahl, N., Schultz, R., & Vrooman, D. (1998). Ontario Learn toMountain Bike Clinic Workbook (2nd ed.). North York, ON: Ontario Cycling Association and OntarioRecreational Mountain Bicycling Alliance.

c. C2-088 (ISBN 1-55297-653-X) Crowther, N. (2002). The Ultimate Mountain Bike Book: TheDefinitive Illustrated Guide to Bikes, Components, Techniques, Thrills and Trails. Toronto, ON:Firefly Books Ltd.

d. C2-089 Ministry of Transport Ontario. (2007). Young Cyclists Guide. Retrieved October 5, 2007,from http://www.mto.gov.on.ca/english/safety/cycling/youngcyclist.htm.

e. C2-090 International Mountain Bicycling Association. (2007). Trail Difficulty. Retrieved October 10,2007, from http://www.imba.com/resources/trail_building/itn_17_4_trail_difficulty.html.

f. C2-092 Ministry of Transport Ontario. (2007). Cycling Skills: Cycling Safety for Teen andAdult Cyclists. Retrieved October 5, 2007, from http://www.mto.gov.on.ca/english/pubs/cycling/cyclingskills.htm.

8. Training Aids


b. Fully equipped mountain bike,

c. Mountain bike repair kit,


http://www.mto.gov.on.ca/english/pubs/cycling/cyclingskills.htm

http://www.mto.gov.on.ca/english/pubs/cycling/cyclingskills.htm

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d. Helmet,

e. Day pack,

f. Water carrier,

g. Mountain bike group equipment,

h. Lubricant, and

i. Gear/masking tape.

9. Learning Aids

a. Fully equipped mountain bike,

b. Mountain bike repair kit,

c. Helmet,

d. Day pack, and

e. Water carrier.


11. Remarks

a. Cadets may have already received mountain bike training prior to this course. Consider the variousskill levels of the cadets and adjust training times as required.

b. This EO shall be conducted during the three-day expedition.

c. Ensure that cadets are wearing a day pack and have an ample amount of water when mountainbiking.

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EO S352.02 – PERFORM ADVANCED MOUNTAIN BIKE SKILLS

1. Performance. Perform Advanced Mountain Bike Skills.

2. Conditions

a. Given:


(2) Helmet,



b. Denied: N/A.



a. identify types of obstacles;

b. ride a mountain bike on different types of terrain; and

c. participate in advanced mountain bike skills, to include:

(1) log hops,

(2) wheelies,

(3) bunny hops,

(4) track stands, and

(5) cornering.

4. Teaching Points


TP1 Discuss mountain biking on intermediate trails, toinclude:a. defining intermediate trails;b. adopting the appropriate body position;c. regulating speed, to include:

(1) braking; and(2) gearing; and

d. maintaining control.

InteractiveLecture

10 min A2-001C2-083(pp. 110–111)C2-087(pp. 43–45)C2-088(pp. 134–137)

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TP2 Have the cadets brainstorm different types ofterrain and obstacles that may be encounteredwhen mountain biking on intermediate trails, toinclude:a. terrain, to include:

(1) grass,(2) mud,(3) sand,(4) water, and(5) gravel; and

b. obstacles, to include:(1) rocks,(2) roots,(3) logs,(4) ruts,(5) crevices, and(6) potholes.

GroupDiscussion

10 min C2-083(pp. 110–111)C2-087(pp. 43–45)C2-088(pp. 134–137)

TP3 Discuss mountain biking on different types ofterrain, to include:a. grass,b. mud,c. sand,d. water, ande. gravel.

InteractiveLecture

10 min C2-083(pp. 110–111)C2-087(pp. 43–45)C2-088(pp. 134–137)

TP4 Conduct an activity in which the cadet willperform advanced mountain bike skills, toinclude:a. log hops,b. wheelies,c. bunny hops,d. track stands, ande. cornering.

PracticalActivity

110 min C2-083(pp. 106–109,pp. 124–125)C2-087(pp. 43–46)C2-088(pp. 114–117)

TP5 Conduct a mountain bike training ride, on anintermediate trail, where the cadet, in a group ofno more than eight, will practice:a. mountain biking on the following types of

terrain, as available:(1) grass,(2) mud,

PracticalActivity

50 min

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(3) sand,(4) water, and(5) gravel; and

b. advanced mountain bike skills, to include:(1) log hops,(2) wheelies,(3) bunny hops,(4) track stands, and(5) cornering.

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Group Discussion: d. Practical Activity: e. Total:

10 min20 min10 min

160 min200 min

6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 3 to introduce the cadet to mountain biking onintermediate trails, the different terrain and obstacles they may encounter when mountain bikingon intermediate terrain and the ways to travel over different types of terrain.

b. A group discussion was chosen for TP 2 as it allows the cadet to interact with their peers and sharetheir knowledge and experiences about types of terrain and obstacles that may be encounteredwhen mountain biking on intermediate trails. This helps develop a rapport by allowing the instructorto evaluate the cadet’s responses in a non-threatening way while helping them refine their ideas.A group discussion also helps the cadet improve their listening skills and develop as a memberof a team.

c. A practical activity was chosen for TPs 4 and 5 as it is an interactive way for the cadets to learn andpractice advanced mountain bike skills in a safe, controlled environment. These activities contributeto the development of mountain bike skills in a fun and challenging setting.

7. References

a. A2-001 A-CR-CCP-951/PT-002 Director Cadets 3. (2006). Royal Canadian Army CadetsAdventure Training Safety Standards. Ottawa, ON: Department of National Defence.

b. C2-083 (ISBN 0-07-149390-5) Brink, T. (2007). The Complete Mountain Biking Manual. Camden,ME: Ragged Mountain Press.

c. C2-087 Badyk, M., Buck, K., Sahl, N., Schultz, R., & Vrooman, D. (1998). Ontario Learn toMountain Bike Clinic Workbook (2nd ed.). North York, ON: Ontario Cycling Association and OntarioRecreational Mountain Bicycling Alliance.

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d. C2-088 (ISBN 1-55297-653-X) Crowther, N. (2002). The Ultimate Mountain Bike Book: TheDefinitive Illustrated Guide to Bikes, Components, Techniques, Thrills and Trails. Toronto, ON:Firefly Books Ltd.

8. Training Aids


b. Fully equipped mountain bike,

c. Helmet,

d. Day pack,

e. Water carrier,

f. Mountain bike group equipment,

g. Whistle,

h. 2 inch by 4 inch pieces of wood at least 1 m (3 feet) long,

i. Logs (10–15 cm [4–6 inches] in diameter, at least 1 m [3 feet] long),

j. Logs (40–50 cm [15–20 inches] in diameter, between 20–30 cm [8–12 inches] long),

k. Three flat rocks (at least 40–50 cm [15–20 inches] in diameter, no higher than 5 cm [2 inches]),

l. Pylons,

m. Three 2-m lengths of mine tape,

n. Six tent pegs, and

o. Advanced mountain bike skill station cards.

9. Learning Aids

a. Fully equipped mountain bike,

b. Helmet,

c. Day pack,

d. Water carrier,

e. 2 inch by 4 inch pieces of wood at least 1 m (3 feet) long,

f. Logs (10–15 cm [4–6 inches] in diameter, at least 1 m [3 feet] long),

g. Logs (40–50 cm [15–20 inches] in diameter, between 20–30 cm [8–12 inches] long),

h. Three flat rocks (at least 40–50 cm [15–20 inches] in diameter, no higher than 5 cm [2 inches]),

i. Pylons,

j. Three 2-m lengths of mine tape,

k. Six tent pegs, and

l. Advanced mountain bike skill station cards.

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11. Remarks

a. Ensure that cadets are wearing a day pack and have an ample amount of water when mountainbiking.

b. This EO shall be conducted during the three-day expedition.

c. Assistant instructors are required to act as spotters for this lesson.

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SECTION 9PO S353 – MANOEUVRE A CANOE ON FLATWATER

1. Performance. Manoeuvre a Canoe on Flatwater.

2. Conditions

a. Given:

(1) Fully equipped tandem canoe,

(2) Personal floatation device (PFD),

(3) Paddle,



b. Denied: N/A.

c. Environmental: Flatwater IAW A-CR-CCP-030/PT-001 during daylight hours, in moderate wind.

3. Standard. The cadet will manoeuvre a canoe on flatwater by:

a. paddling forward in the stern in a straight line for 100 m (+/- 10 m deviation) by performing thefollowing strokes:

(1) power stroke,

(2) J-stroke, and

(3) forward sweep;

b. backpaddling in the bow in a straight line for 25 m (+/- 10 m deviation);

c. pivoting a canoe a minimum of 180 degrees in both directions, while performing the followingstrokes:

(1) draw, and

(2) pry;

d. turning a canoe a minimum of 90 degrees in both directions, while performing the following strokes:

(1) draw,

(2) forward sweep, and

(3) J-stroke;

e. sideslipping in both directions a distance of 10 m, while performing the following strokes:

(1) draw, and

(2) pry; and

f. stopping a canoe by performing the jam.

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4. Remarks

a. IAW A-CR-CCP-030/PT-001 a fully equipped tandem canoe is described as having the followingitems:

(1) bailer,

(2) buoyant heaving line or throw bag,

(3) sound signalling device,

(4) spare paddle, and

(5) painter lines.

b. IAW A-CR-CCP-030/PT-001 each cadet must complete a Declaration of Swimming Ability prior toparticipating in canoe training or tripping on-water for more than 30 minutes or travelling greaterthan 1000 m.

c. The assessment for this PO shall be conducted for one period during the three-day expedition.Extra time may be used during the 18-day expedition, if the CSTC has selected canoeing as amode of travel.

d. Cadets who have previously completed canoe training by completing Basic Expedition qualification,PO S252 (Paddle a Canoe on Flat Water During an Expedition, A-CR-CCP-715/PG-001, Chapter 4,Section 7) and/or Silver Star qualification, EO M326.02A (Paddle a Canoe, A-CR-CCP-703/PG-001, Chapter 4, Section 18), may have their skill level assessed prior to the scheduled canoetraining. Where these cadets demonstrate efficient skills, they may be exempt from EO S353.01(Paddle a Canoe on Flatwater, Chapter 4, Section 9) and given more time for practicing canoeingskills on-water.

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EO S353.01 – PADDLE A CANOE ON FLATWATER

1. Performance. Paddle a Canoe on Flatwater.

2. Conditions

a. Given:


(2) PFD,

(3) Paddle,



b. Denied: N/A.

c. Environmental: Flatwater IAW A-CR-CCP-030/PT-001 during daylight hours.

3. Standard. The cadet shall paddle a canoe on flatwater, to include:

a. preparing for on-water activities by:

(1) identifying the parts of a canoe;

(2) outfitting a canoe;

(3) sizing a paddle;

(4) holding a paddle;

(5) discussing conduct on water;

(6) identifying water communication signals; and

(7) discussing emergency procedures;

b. practicing strokes, to include:

(1) power stroke,

(2) J-stroke,

(3) forward sweep,

(4) low brace,

(5) draw,

(6) pry,

(7) backpaddle, and

(8) jam; and

c. practicing manoeuvring a canoe on flatwater by:

(1) paddling in a straight line;

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(2) backpaddling;

(3) pivoting;

(4) sideslipping;

(5) turning; and

(6) stopping.

4. Teaching Points


TP1 Identify the parts of a canoe, to include:a. bow,b. stern,c. gunwales,d. thwart,e. hull,f. keel,g. bow seat,h. stern seat,i. bow handle,j. stern handle, andk. deck plate.

InteractiveLecture

5 min C2-077 (pp. 8–9)

TP2 Explain, demonstrate and have the cadetpractice outfitting a canoe with safety equipment,to include:a. 15-m buoyant heaving line or throw bag,b. bailer,c. spare paddle,d. whistle,e. white navigation light,f. painter lines, andg. PFD.


5 min A2-001 (p. 3-3)C2-078(pp. 104–105)

TP3 Discuss paddles, to include:a. identifying the parts of the paddle, to

include:(1) shaft,(2) grip,(3) throat,(4) blade, to include:

(a) power face, and

InteractiveLecture

5 min C2-076 (p. 21)

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(b) back face; and(5) tip;

b. sizing a paddle; andc. holding the paddle.

TP4 Explain, demonstrate and have the cadet fit aPFD.


5 min A1-010 (p. 1–5,para 16–19)

TP5 Discuss safety concerns while canoeing, toinclude:a. understanding personal responsibilities, to

include:(1) skill level, and(2) physical fitness;

b. identifying paddle signals, to include:(1) stop,(2) help required/emergency,(3) raft up, and(4) all clear; and

c. identifying whistle signals, to include:(1) universal distress signal,(2) move to shore/raft up, and(3) all clear/look at me.

InteractiveLecture

10 min C0-025 (p. 200)

TP6 Explain and demonstrate action on capsizing, toinclude:a. rescue priorities, to include:

(1) rescuer,(2) people,(3) canoes, and(4) equipment; and

b. canoe over canoe assisted rescue.

Demonstration 10 min C0-025(pp. 22–25)C2-076(pp. 67–68)

TP7 Explain, demonstrate and have the cadetpractice portaging a canoe, to include:a. tandem hand carry, andb. tandem portage carry.


5 min C0-025(pp. 45–46)

TP8 Explain and demonstrate loading and unloadingequipment, to include:a. weight distribution and stability,b. canoe trim, and

Demonstration 5 min C0-025 (p. 46)

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c. weight of paddlers.

TP9 Explain and demonstrate launching and landing acanoe, to include:a. identifying a location;b. avoiding equipment damage;c. entering a canoe;d. launching a canoe at a shoreline;e. landing a canoe at a shoreline; andf. exiting a canoe.

Demonstration 10 min C0-025 (p. 47)C2-112

TP10 Explain, demonstrate and have the cadetspractice strokes, to include:a. power stroke,b. J-stroke,c. forward sweep,d. draw,e. pry,f. low brace,g. jam, andh. backpaddle.


30 min C0-025(pp. 53–55,p. 60, pp. 64–68, p. 99)C2-076(pp. 40–49,pp. 56–60)C2-106(pp. 127–131)

TP11 Have the cadets practice manoeuvring a canoeon flatwater.

PracticalActivity

190 min C2-114(pp. 116–117,pp. 110–111)

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration and Performance: d. Demonstration: e. Practical Activity: f. Total:


190 min280 min

6. Substantiation

a. An interactive lecture was chosen for TPs 1, 3 and 5 to generate interest and present basic orbackground material on canoeing, canoeing equipment and safety procedures.

b. A demonstration and performance was chosen for TPs 2, 4, 7 and 10 as it allows the instructor toexplain and demonstrate portaging a canoe, outfitting a canoe and perform basic canoe strokeswhile providing an opportunity for the cadet to practice under supervision.

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c. A demonstration was chosen for TPs 6, 8 and 9 as it allows the instructor to explain anddemonstrate loading and unloading a canoe, launching/landing and the canoe over canoe assistedrescue in a controlled environment.

d. A practical activity was chosen for TP 11 as it is an interactive way for the cadet to experiencemanoeuvering a canoe on flatwater.

7. References

a. A1-010 A-CR-CCP-030/PT-001 Director Cadets 4. (2005). Water Safety Orders. Ottawa, ON:Department of National Defence.

b. A2-001 A-CR-CCP-951/PT-002 Director Cadets 4. (2006). Royal Canadian Army CadetsAdventure Training Safety Standards. Ottawa ON: Department of National Defence.

c. C0-025 (ISBN 1-895465-33-8) Gifford, D. (Ed.) (2000). Canoeing Instructors Resource Manual.Merrickville, ON: Canadian Recreational Canoeing Association.

d. C2-076 (ISBN 0-87322-443-4) Gullion, L. (1994). Outdoor Pursuits Series: Canoeing. Champaign,IL: Human Kinetics Publishers.

e. C2-077 (ISBN 1-55013-654-2) Mason, B. (1995). Path of the Paddle: An Illustrated Guide to theArt of Canoeing. Toronto, ON: Key Porter Books Limited.

f. C2-078 (ISBN 1-55013-079-X) Mason, B. (1988). Song of the Paddle; An Illustrated Guide toWilderness Camping. Toronto, ON: Key Porter Books Limited.

g. C2-106 (ISBN 0-900082-04-6) Rowe, R. (1997). Canoeing Handbook. Guildford, UK: BiddlesLimited.

h. C2-112 (ISBN 1-55046377-2) McGuffin, G. & McGuffin, J. (2005). Paddle your Own Canoe: AnIllustrated Guide to the Art of Canoeing. Erin, ON: The Boston Mills Press.

i. C2-114 (ISBN 978-1-896980-24-4) Westwood, A. (2007). Canoeing: The Essential Skills andSafety. Beachberg, ON: The Heliconia Press.

8. Training Aids

a. Fully equipped tandem canoe,

b. PFD,

c. Paddle,

d. Water carrier,

e. Buoys, and

f. Canoe courses.

9. Learning Aids


b. PFD,

c. Paddle,

d. Water carrier,

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e. Buoys, and

f. Canoe courses.


11. Remarks

a. This EO shall be conducted during the three-day expedition.

b. Assistant instructors are required for the activity in TP 11.

c. The intensity level of the activity shall follow that progression matrix outlined in A-CR-CCP-951/PT-002.

d. Cadets who have previously completed canoe training by completing Basic Expedition and/orcanoeing at the Expedition Centre may have their skill level assessed prior to the scheduled canoetraining. Where these cadets demonstrate efficient skills, they may be exempt from canoe trainingand given more time for practicing canoeing skills on-water.

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4-10-1

SECTION 10PO S354 – BELAY AN ABSEILER

1. Performance. Belay an Abseiler.

2. Conditions

a. Given:

(1) Abseil rope kit,

(2) Ground training kit,



b. Denied: N/A.

c. Environmental: Abseil site, during daylight hours, in dry weather.

3. Standard. IAW A-CR-050-822/PH-001, Training Plan for the Cadet Instructor Cadre Occupation MOSID00232.02 – Abseil Instructor, the cadet will belay an abseiler down an abseil tower or rock face.

4. Remarks

a. The abseil rope kit and ground training kit shall include equipment IAW A-CR-050-822/PH-001,Chapter 2, Annex C.

b. If the equipment requirements cannot be met in some form, they may be substituted with approvedequipment listed in A-CR-CCP-951/PT-002 as long as the equipment performs the same function.Any substitutions to the equipment should be made with the permission of the Regional ExpeditionProgramme Officer.

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4-10-2

EO S354.01 – DESCRIBE THE ABSEILING PROCESS

1. Performance. Describe the Abseiling Process.

2. Conditions

a. Given:


(2) Assistance as required

b. Denied: N/A.

c. Environmental: Outside training area large enough to accommodate the entire group, duringdaylight hours, in favourable weather.


a. identify the components of the belay system; and

b. describe the abseiling process.

4. Teaching Points


TP1 Identify and explain the following components ofan abseil system:a. abseil line,b. belay system, to include:

(1) belay line,(2) a friction-producing device, to

include:(a) munter hitch,(b) sticht plate,(c) grigri, and(d) air traffic control (ATC); and

(3) belayer, andc. rescue line.

Note: Emphasis shall be placed on the belaysystem.

InteractiveLecture

15 min A2-063 (pp. 4[PO 103] 4–5,p. 4 [PO 103]26, p. 4[PO 103] 29,p. 4 [PO 103]32)C2-101(pp. 212–215)C2-103(pp. 136–139)

TP2 Explain and demonstrate the steps of theabseiling process, to include:a. during the pre-descent and descent:

(1) The abseil instructor shall:(a) attach the safety tether to the

abseiler;

Demonstration 20 min C2-101(p. 123, p. 126,pp. 129–130,pp. 216–217)C2-103(pp. 131–132,pp. 136–138,pp. 150–155)

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(b) complete an equipment checkon the abseiler;

(c) attach the abseil line to theabseiler; and

(d) give the command, ABSEILON.

(2) The abseiler shall respond, ONABSEIL.

(3) The abseil instructor/belayer shall:(a) attach the belay line to the

abseiler; and(b) assemble a friction-producing

device.(4) The belayer shall give the command,

BELAY ON.(5) The abseiler shall respond, ON

BELAY.(6) The abseil instructor shall detach the

personal tether from the abseiler.(7) The abseil instructor shall give the

command, DESCEND.(8) The abseiler shall descend down the

tower/rock face, with the assistanceof the belayer.

b. during the post-descent:(1) The abseiler shall:

(a) detach themselves from theabseil line after completing thedescent; and

(b) give the command, OFFABSEIL.

(2) The abseil instructor shall respond,ABSEIL OFF.

(3) The abseiler shall:(a) detach themselves from the

belay line; and(b) give the command, OFF

BELAY.(4) The belayer shall:

(a) respond, BELAY OFF; and(b) pull the belay line back to the

top of the tower/rock face, in acontrolled manner and coil it.

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5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration: d. Total:


6. Substantiation

a. An interactive lecture was chosen for TP 1 to familiarize the cadet with the belay system.

b. A demonstration was chosen for TP 2 as it allows the instructor to explain and demonstrate theabseil process, while providing an opportunity for the cadet to view the process in a controlledenvironment.

7. References

a. A2-063 A-CR-050-822/PH-001 Director Cadets 6. (2008). Cadet Instructors Cadre: AbseilInstructor Course. Ottawa, ON: Department of National Defence.

b. C2-101 (ISBN 1-879961-05-9) Smith, B., & Padgett, A. (1996). On Rope: North American VerticalRope Techniques (new rev. ed). Huntsville, AL: National Speleological Society.

c. C2-103 (ISBN 0-89886-426-7) Graydon, D., & Hanson, K. (Eds). (2001). Mountaineering: TheFreedom of the Hills (6th ed.). Seattle, WA: The Mountaineers.

8. Training Aids

a. Ground training kit, and

b. Abseil process information sheet.

9. Learning Aids

a. Ground training kit, and

b. Abseil process information sheet.


11. Remarks

a. This EO shall be conducted by an abseil instructor.

b. It is recommended that the instructor have the ground training kit set up as a training aid prior tobeginning this lesson.

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4-10-5

EO S354.02 – OPERATE A BELAY SYSTEM

1. Performance. Operate a Belay System.

2. Conditions

a. Given:

(1) Ground training kit,



b. Denied: N/A.

c. Environmental: Outside training area large enough to accommodate the entire group, duringdaylight hours, in favourable weather.

3. Standard. The cadet shall operate a belay system on the ground by:

a. attaching the abseiler to the belay line using a figure of eight rewoven knot;

b. assembling the friction-producing device using a munter hitch; and

c. performing belay techniques, to include:

(1) positioning the body while on a tower/rock face; and

(2) handling the belay line, to include:

(a) positioning the hands;

(b) controlling the belay line;

(c) controlling the speed of descent; and

(d) braking the abseiler.

4. Teaching Points


TP1 Explain, demonstrate and have the cadet, in agroup of no more than four, practice attaching anabseiler to a belay line using a ground training kitby:a. tying a rewoven figure of eight knot through

the secure attachment points of the chestand seat harness;

b. assembling a friction-producing device onthe belay line by tying a munter hitch; and

c. reciting belay commands.


40 min A2-063 (p. 4[PO 104] 8)C2-101(p. 123, p. 126,pp. 129–130,pp. 216–217)C2-103 (p. 118,pp. 122–126,pp. 131–132,pp. 136–139,pp. 150–155)

TP2 Explain, demonstrate and have the cadet, ina group of no more than four, perform belaytechniques using the ground training kit by:


70 min A2-063 (p. 4[PO 104] 8)

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a. positioning the body on the abseil tower/rock face, to include:(1) if standing:

(a) both feet are shoulder width orwider apart;

(b) one foot is approximately30 cm (12 inches) forward fromthe other;

(c) the rope passes on thedominant side of the body; and

(d) the body is facing toward theabseiler;

(2) if sitting:(a) the feet are approximately

shoulder width apart;(b) the rope passes on the

dominant side of the body; and(c) the body is facing toward the

abseiler; andb. handling the rope of the belay system, to

include:(1) positioning the hands in front of the

body;(2) controlling the belay line; and(3) braking the abseiler.

C2-101(p. 123, p. 126,pp. 129–130,pp. 216–217,p. 225)C2-103(pp. 130–132,pp. 136–141,pp. 150–155)

5. Time

a. Introduction/Conclusion: b. Demonstration and Performance: c. Total:


6. Substantiation. A demonstration and performance was chosen for this lesson as it allows the instructorto review and demonstrate how to belay an abseiler, while providing an opportunity for the cadet topractice this skill under supervision.

7. References

a. A2-063 A-CR-050-822/PH-001 Director Cadets 6. (2008). Cadet Instructors Cadre: AbseilInstructor Course. Ottawa, ON: Department of National Defence.

b. C2-101 (ISBN 1-879961-05-9) Smith, B., & Padgett, A. (1996). On Rope: North American VerticalRope Techniques (new rev. ed). Huntsville, AL: National Speleological Society.

c. C2-103 (ISBN 0-89886-426-7) Graydon, D., & Hanson, K. (Eds). (2001). Mountaineering: TheFreedom of the Hills (6th ed.). Seattle, WA: The Mountaineers.

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8. Training Aids. Ground training kit.

9. Learning Aids. Ground training kit.


11. Remarks. This EO shall be instructed by an abseil instructor.

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4-10-8

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4-11-1

SECTION 11PO S355 – PARTICIPATE IN AN 18-DAY EXPEDITION

1. Performance. Participate in an 18-Day Expedition.

2. Conditions

a. Given:

(1) Personal equipment,

(2) Group equipment,


(4) Expedition journal,

(5) Pen/pencil,



b. Denied: N/A.

c. Environmental: Suitable environment for the activities selected IAW A-CR-CCP-951/PT-002 andA-CR-CCP-030/PT-001.

3. Standard. The cadet will participate in an 18-day expedition along a linear route to include:

a. travelling by a minimum of three of the following modes of travel:

(1) flatwater canoeing,

(2) voyageur canoeing,

(3) moving water canoeing,

(4) mountain biking, or

(5) hiking;

b. completing a minimum of one of the following activities:

(1) mountaineering,

(2) rock climbing,

(3) caving,

(4) rafting,

(5) ropes and challenge course,

(6) kayaking, or

(7) sea kayaking;

c. participating in a community service activity; and

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4-11-2

d. adhering to campsite routine IAW EO S226.03 (Follow Daily Routine During an Expedition, A-CR-CCP-715/PG-001, Chapter 4, Section 3), to include:

(1) set-up routine,

(2) daily routine, and

(3) departure routine.

4. Remarks

a. Personal equipment shall consist of the following:

(1) expedition field pack,

(2) sleeping bag,

(3) waterproof compression sack,

(4) air mattress,

(5) clothing,

(6) rain gear,

(7) valise/stuff sack,

(8) food,

(9) water bottle,

(10) resealable plastic bags (small and large),

(11) garbage bags,

(12) carabiner,

(13) knife,

(14) headlamp/flashlight,

(15) batteries,

(16) matches,

(17) individual first aid kit,

(18) expedition repair kit, to include:

(a) duct tape,

(b) lip balm/petroleum jelly,

(c) lubricating oil,

(d) an assortment of fabric swatches,

(e) an assortment of plastic buckles,

(f) an assortment of needles,

(g) thread (heavy duty),

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(h) dental floss,

(i) aluminium pole-repair sleeve,

(j) adhesive/seam sealer (Seam Grip),

(k) alcohol swabs,

(l) air mattress patches,

(m) 2–3 m (5–10 feet) of nylon parachute cord,

(n) heavy duty rubber bands,

(o) zap straps,

(p) 1–2 m (2–4 feet) of tubular webbing, and

(q) a lightweight multi-tool;

(19) personal essentials, to include:

(a) sunscreen,

(b) bug repellent,

(c) lip balm,

(d) biodegradable soap,

(e) tooth brush,

(f) toothpaste, and

(g) toilet paper.

b. Group equipment shall consist of the following:

(1) tent,

(2) single-burner mountain stove,

(3) fuel bottle,

(4) fuel,

(5) pot set,

(6) folding saw,

(7) water filter,

(8) rope,

(9) compass,

(10) hand-held radio,

(11) topographical/trail/river map of the area being used, and

(12) Glow Sticks.

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c. The Regional Expedition Programme Officer should be consulted when planning the expedition.

d. No more than two canoeing options outlined in paragraph 3a may be selected as modes of travelfor the expedition.

e. Time shall be allocated as required throughout the expedition in order to meet any pre-trainingrequirements for the selected activities.

f. The community service activity shall not have any partisan political association, or be seen topromote or support any single religious denomination or belief system.

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EO S355.01 – DEVELOP GOALS FOR AN EXPEDITION

1. Performance. Develop Goals for an Expedition.

2. Conditions

a. Given:

(1) Expedition Instructor journal,

(2) Pen/pencil,



b. Denied: N/A.

c. Environmental: Any.

3. Standard. The cadet shall, prior to the commencement of the 18-day expedition, develop goals for anexpedition that are:

a. specific,

b. measurable,

c. achievable,

d. relevant, and

e. timed.

4. Teaching Points


TP1 Discuss the Expedition Instructor journal, toinclude:a. the purpose of writing in a journal;b. different ways to journal;c. topic areas to consider;d. the journal environment; ande. the outline of the Expedition Instructor

journal.

InteractiveLecture

5 min C2-109(pp. 36–39)

TP2 Discuss making SMART goals for an expeditionthat are:a. specific,b. measurable,c. achievable,d. relevant, ande. timed.

InteractiveLecture

5 min C0-019(pp. 30–31)C0-237 (p. 642)C2-034(p. 54, p. 149,pp. 157–158)

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TP3 Discuss the purposes of developing team andpersonal goals, to include:a. being aware of the personal and group

challenges that may be present;b. working as a team to acheive goals;c. motivating team members to acheive

goals;d. supporting and encouraging team

members to acheive goals; ande. developing a sense of personal and group

achievement when a goal is reached.

GroupDiscussion

5 min C2-034 (p. 19,p. 54, pp. 157–158)C0-237 (p. 493,p. 1011,p. 1563)C2-152 (p. 241)

TP4 Have the cadets, in their eight-memberexpedition teams, develop SMART team goalsfor the expedition and record them in theirExpedition Instructor journals.

In-ClassActivity

10 min

TP5 Have the cadet develop SMART personal goalsfor the expedition and record them in theirExpedition Instructor journal.

In-ClassActivity

10 min

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Group Discussion: d. In-Class Activity: e. Total:

5 min10 min

5 min20 min40 min

6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 2 to orient the cadet to the Expedition Instructorjournal, developing SMART goals and to generate interest.

b. A group discussion was chosen for TP 3 as it allows the cadet to interact with their peers andshare knowledge, experiences, opinions and feelings about developing goals for an expedition.This helps develop a rapport by allowing the instructor to evaluate the cadets’ responses in a non-threatening way while helping them refine their ideas. A group discussion also helps the cadetimprove their listening skills and develop as a member of a team.

c. An in-class activity was chosen for TPs 4 and 5 as it is an interactive way to reinforce the topic,provoke thought and stimulate interest about developing goals for an expedition.

7. References

a. C0-019 (ISBN 0-7894-7147-7) Eaton, J., & Johnson, R. (2001). Coaching Successfully. New York,NY: Dorling Kindersley Publishing, Inc.

b. C0-237 (ISBN 0-19-541816-6) Barber, K. (Ed.). (2004). Canadian Oxford Dictionary (2nd ed.). DonMills, ON: Oxford University Press Canada.

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c. C2-034 (ISBN 0-87322-637-2) Preist, S., & Gass, M. (2005). Effective Leadership in AdventureProgramming (2nd ed.). Windsor, ON: Human Kinetics Publishing Inc.

d. C2-109 (ISBN 0-7872-6561-6) Sugerman, D., Doherty, K., Garvey, D., & Gass, M. (2000).Reflective Learning: Theory and Practice. Dubuque, IO: Kendall/Hunt Publishing Company.

e. C2-152 (ISBN 1-898555-09-5) Ogilvie, K. (1993). Leading and Managing Groups in the Outdoors:New Revised Edition. Cumbria, England: The Institute for Outdoor Learning.

8. Training Aids


b. Expedition Instructor journal.

9. Learning Aids

a. Flip chart paper,

b. Markers,

c. Expedition Instructor journal, and

d. Pen/pencil.



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EO S355.02 – PREPARE FOR AN EXPEDITION

1. Performance. Prepare for an Expedition.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall prepare for an expedition by:

a. identifying personal and group equipment;

b. determining the location of personal and group equipment in an expedition field pack;

c. discussing daily expedition routine; and

d. discussing the duties and responsibilities of an expedition instructor.

4. Teaching Points


TP1 Conduct an activity where the cadet, in a groupof no more than four, will:a. identify expedition equipment, to include:

(1) personal, and(2) group;

b. determine the location of personal andgroup equipment in an expedition fieldpack.

In-ClassActivity

15 min C2-042 (p. 73)C2-051(pp. 40–44,pp. 102–107)

TP2 Identify and explain a personal locator beacon(PLB), to include:a. its purpose;b. the operating features; andc. how it connects to a satellite.

InteractiveLecture

5 min C2-217

TP3 Discuss daily expedition routine, to include:a. setting up the campsite, to include:

(1) organizing and erecting tents;(2) setting up a food hang;(3) establishing a cooking area;(4) setting up a clothesline;(5) collecting water;

InteractiveLecture

15 min C2-011(pp. 52–55)C2-051 (p. 98–100)

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(6) gathering firewood;(7) starting a fire, as required; and(8) marking the washrooms/latrines;

b. following campsite routine, to include:(1) ensuring personal and group

equipment is always organized;(2) cooking and eating;(3) storing personal garbage in a

resealable plastic bag;(4) dealing with food scraps; and(5) adhering to the principles of Leave

No Trace camping;c. supervising during an expedition, to

include:(1) meals,(2) lights out and reveille,(3) free time,(4) personal hygiene routine,(5) equipment use, and(6) equipment maintenance;

d. taking breaks and meeting timingsthroughout the day;

e. preparing meals, to include:(1) lighting stoves;(2) boiling water;(3) field stripping individual meal packs

(IMPs), as required;(4) preparing food; and(5) coordinating cleanup of garbage;

f. maintaining group equipment, to include:(1) keeping equipment clean;(2) storing equipment, when not in use;

and(3) reporting any loss/damage as soon

as it occurs; andg. completing campsite departure routine, to

include:(1) striking tents;(2) dismantling clothesline;(3) organizing personal equipment;

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(4) dismantling food hang;(5) purifying water;(6) ensuring fire is fully extinguished;(7) remove any markings from

washrooms/latrines;(8) organizing group equipment;(9) erasing signs of occupancy; and(10) conducting a final sweep of the area.

Note: Specific adjustments regarding dailyexpedition routine may be required foreach CSTC.

TP4 Discuss the procedure to take upon discoveringwildlife.

Note: Refer to the CSTC Standard OperatingProcedures and parks for informationspecific to the area.

InteractiveLecture

10 min

TP5 Discuss the procedure to take for disposal ofwaste, to include:a. garbage, andb. human waste.

Note: Procedures will differ by CSTC/parkareas that the cadets will be using.

InteractiveLecture

10 min

TP6 Discuss the duties and responsibilities of anexpedition instructor, to include:a. following and enforcing daily expedition

routine; andb. employing the competencies of an outdoor

leader (OL), to include:(1) self-awareness and professional

conduct,(2) conflict management,(3) decision making and judgment,(4) facilitation of the expedition

experience,(5) technical abilities,(6) instructional abilities,(7) environmental stewardship, and(8) program management;

c. assisting at the corps by:

GroupDiscussion

15 min C2-150 (pp. 9–22, pp. 53–56,pp. 122–124,pp. 136–145)C2-151 (pp. 3–25)C2-152(pp. 47–65)C2-153 (pp.xvi–xix, pp. 3–12, pp. 71–73,pp.104–106,pp. 211–214)C2-034 (pp. 1–6, pp. 75–84,pp. 173–185)

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(1) planning field training exercises(FTX);

(2) assisting with the instruction of skillsassociated with adventure trainingactivities; and

(3) assisting throughout expeditions andFTXs.

5. Time

a. Introduction/Conclusion:b. In-Class Activity:c. Interactive Lecture:d. Group Discussion:e. Total:


6. Substantiation

a. An in-class activity was chosen for TP 1 as it is an interactive way to provoke thought andconfirm the cadets’ comprehension of identifying personal and group expedition equipment anddetermining the location for this equipment in an expedition field pack.

b. An interactive lecture was chosen for TPs 2–5 to introduce new information and to review andsummarize daily expedition routine.

c. A group discussion was chosen for TP 6 as it allows the cadet to interact with their peers and sharetheir knowledge and experiences about the duties and responsibilities of an expedition instructor.This helps develop a rapport by allowing the instructor to evaluate the cadets’ responses in a non-threatening way while helping them refine their ideas. A group discussion also helps the cadetimprove their listening skills and develop as a member of a team.

7. References

a. C2-011 (ISBN 0-89886-910-2) McGivney, A. (2003). Leave No Trace, a Guide to the NewWilderness Etiquette. Seattle, WA: Mountaineers Books.

b. C2-034 (ISBN 0-87322-637-2) Priest, S., & Gass, M. (1997). Effective Leadership in AdventureProgramming. Windsor, ON: Human Kinetics.

c. C2-042 (ISBN 0-7566-0946-1) Berger, K. (2005). Backpacking & Hiking. New York, NY: DK Limited.

d. C2-051 (ISBN 978-0-7153-2254-3) Bagshaw, C. (2006). The Ultimate Hiking Skills Manual.Cincinatti, OH: David & Charles.

e. C2-150 (ISBN 0-89886-502-6) Graham, J. (1997). Outdoor Leadership: Technique, CommonSense and Self-Confidence. Seattle, WA: The Mountaineers.

f. C2-151 (ISBN 0-7360-4709-3) Gilbertson, K., Bates, T., McLaughlin, T., & Ewert, A. (2006).Outdoor Education: Methods and Strategies. Windsor, ON: Human Kinetics.

g. C2-152 (ISBN 1-898555-09-5) Ogilvie, K. (1993). Leading and Managing Groups in the Outdoors:New Revised Edition. Cumbria, England: The Institute for Outdoor Learning.

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h. C2-153 (ISBN 0-7360-5731-5) Martin, B., Cashel, C., Wagstaff, M., & Breunig, M. (2006). OutdoorLeadership: Theory and Practice. Windsor, ON: Human Kinetics.

i. C2-217 SPOT Device. (2008). Spot Overview. Retrieved October 8, 2008, from http://findmespot.ca/en/index.php?cid=1100.

8. Training Aids


b. PLB,

c. Identifying personal and group equipment worksheet,

d. Identifying personal and group equipment answer sheet, and

e. Preparing for an expedition information handout.

9. Learning Aids

a. Identifying personal and group equipment worksheet,

b. Preparing for an expedition information handout, and

c. Pens/pencils.


11. Remarks

a. Personal and group equipment are not required, as the cadet will not be required to pack in thislesson.

b. This EO shall be conducted prior to the 18-day expedition.

c. PLBs acquire location from a Global Positioning System (GPS) network and then route it througha satellite network. The location is then stored and may be viewed by various methods (eg, website, text message, email) by other cadets, family and friends. This method will let people knowwhere the expedition is and track the route. Where CSTCs are using this type of network, ensureprivacy rights are being adhered to.

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EO S355.03 – MAINTAIN EXPEDITION EQUIPMENT

1. Performance. Maintain Expedition Equipment.

2. Conditions

a. Given:

(1) Expedition field pack,

(2) Tent,

(3) Waterproof compression sack,

(4) Valise/stuff sack,

(5) Single-burner mountain stove,

(6) Water filter,

(7) Folding saw,

(8) Knife,

(9) Expedition repair kit,

(10) Ceramic element,

(11) Cleaning cloth,

(12) Cleaning supplies,

(13) Water,

(14) Matches,

(15) Fuel,

(16) Funnel,

(17) Approved fuel disposal container,



b. Denied: N/A.


3. Standard. The cadet, as a member of a group of no more than four, shall maintain expedition equipmentby:

a. completing the following repairs:

(1) replacing a buckle on an expedition field pack;

(2) patching a hole on an air mattress or waterproof compression sack;

(3) lubricating the stove pump assembly of a single-burner mountain stove;

(4) unplugging the generator tip of a single-burner mountain stove; and

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(5) cleaning the ceramic element of a water filter; and

b. cleaning and storing equipment following an expedition, to include:

(1) expedition field pack,

(2) tent,

(3) waterproof compression sack,

(4) valise/stuff sack,

(5) single-burner mountain stove,

(6) water filter,

(7) folding saw, and

(8) knife.

4. Teaching Points


TP1 Have the cadet brainstorm items included in anexpedition repair kit, to include:a. duct tape,b. lip balm,c. lubricating oil,d. petroleum jelly,e. assortment of fabric swatches, to include:

(1) mosquito netting, and(2) lightweight rip stop nylon;

f. assortment of plastic buckles, to include:(1) tension buckles, and(2) waist belt buckles;

g. assortment of needles (heavy duty) andsafety pins (contained in a film canister),

h. thread (heavy duty),i. dental floss,j. aluminum pole-repair sleeve,k. adhesive/seam sealer (Seam Grip),l. alcohol swabs,m. air mattress patches,n. 2–3 m (5–10 feet) of nylon parachute cord,o. heavy duty rubber bands,p. cable ties,q. 1–2 m (2–4 feet) of tubular webbing, and

GroupDiscussion

10 min C2-010(pp. 667–669)C2-042 (p. 73)C2-214(pp. 36–42)C2-215 (p. 15)

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r. lightweight multi-tool.

TP2 Explain, demonstrate and have the cadet, ina group of no more than four, complete thefollowing expedition equipment repairs:a. replace a buckle on an expedition field

pack by:(1) locating the buckle that requires

replacement;(2) detaching the broken buckle from the

strap using a knife;(3) feeding the strap through the

attachment point on the new buckle;(4) folding the two sides of the strap

onto each other; and(5) affixing the two sides together using

the bar-tack stitch;b. patch a hole in an air mattress by:

(1) locating the hole;(2) marking the hole with a pen or

crayon;(3) cleaning the area around the hole

with an alcohol swab;(4) cutting patching material as required;(5) rubbing adhesive around the hole;(6) placing a round patch on the hole;

and(7) allowing the adhesive to dry before

inflating;c. lubricate the stove pump assembly of a

single-burner mountain stove by:(1) turning the pump knob counter-

clockwise to open;(2) pulling the pump rod until it is fully

extended;(3) lubricating the pump rod with:

(a) petroleum jelly,(b) lip balm, or(c) lubricating oil;

(4) pushing the pump rod closed;(5) turning the pump rod clockwise to

lock it in place;


20 min C2-016 (p. 100)C2-042 (p. 87)C2-215 (p. 30,pp. 52–53,pp. 87–89)See remarks,para 11b.

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(6) unscrewing the pump assembly byturning it counter-clockwise;

(7) assessing the pump cap formoistness and suppleness;

(8) lubricating the pump cap; and(9) replacing the pump assembly by

screwing it clockwise into the fueltank;

d. unplug the generator tip of a single-burnermountain stove by:(1) emptying all fuel from the stove by

undoing the fuel cap;(2) pouring old fuel into an approved

disposal container;(3) refueling the stove with clean fuel;(4) lighting the stove; and(5) turning the fuel lever from high to low

several times; ande. clean the ceramic element of a water filter

by:(1) removing the clean side cover from

the bottom of the housing by twistingit counter-clockwise;

(2) removing the pump head from thetop of the housing by twisting itcounter-clockwise;

(3) pushing the ceramic element up andout of the housing;

(4) immersing the ceramic element inclean water;

(5) scrubbing the ceramic element with acoarse scrubbing pad;

(6) rinsing the ceramic element in cleanwater;

(7) removing the ceramic gauge fromthe clean side cover;

(8) measuring the ceramic elementfor serviceability using the ceramicgauge; and

(9) reassembling the water filter.

TP3 Explain, demonstrate and have the cadet, in agroup of no more than four:


15 min C2-010(pp. 424–425)C2-042 (p. 81)

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a. clean an expedition field pack, a tent, awaterproof compression sack and a valise/stuff sack by:(1) filling a bucket with warm, soapy

water;(2) emptying all contents/garbage;(3) loosening all straps and buckles as

required;(4) spraying/soaking the item with water;(5) using a small scrubber to scrub the

item;(6) rinsing with clean water; and(7) hanging/laying out to dry; and

b. store an expedition field pack, a tent, awaterproof compression sack and a valise/stuff sack by:(1) completing repairs as required;(2) identifying and tagging non-

serviceable components as required;(3) ensuring the item is clean and dry;(4) packing the item in its carrying case,

as required; and(5) placing the item in a cool, dry

storage location.

C2-215 (p. 51,pp. 58–59)

TP4 Explain, demonstrate and have the cadet, in agroup of no more than four, clean and store thefollowing expedition equipment:a. single-burner mountain stove, to include:

(1) cleaning by:(a) removing any dirt/leaves/

matches from the burner plateand stove grate; and

(b) wiping all components of thestove with warm, soapy water;and

(2) storing by:(a) completing repairs, as

required;(b) identifying non-serviceable

components, as required; and(c) emptying all fuel by:


25 min C2-215(pp. 76–84,pp. 85–87,p. 96)See remarks,para 11b.

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i. ensuring the stove iscool;

ii. opening the fuel cap;iii. pouring the fuel into an

approved container; andiv. closing the fuel cap;

(d) ensuring the stove is clean anddry;

(e) placing a drop of oil in the oilhole of the pump cap; and

(f) placing in a cool, dry location;b. water filter, to include:

(1) cleaning by:(a) pumping a bleach solution –

1 part bleach, 10 parts water –through the water filter;

(b) pumping clean water throughthe water filter;

(c) purging any remainingwater from the water filter bypumping the pump handle;

(d) removing:i. the clean side cover

by twisting the it off thebottom of the housing;

ii. the pump head bytwisting it off the top ofthe housing by pushing itout of the housing;

iii. the ceramic elementby pushing it out of thehousing;

iv. the inlet hose by pullingit off the pump head; and

v. the inlet foam by slidingthe inlet cage up the inlethose and pulling it out ofthe inlet funnel;

(e) rinsing with clean, warm water:i. the housing,ii. the pump head,iii. the clean side cover,iv. the inlet cage, and

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v. the inlet float;(f) flushing the inlet hose with

clean, warm water;(g) cleaning the ceramic element;

and(h) reassembling the water filter

by:i. inserting the inlet foam

into the inlet funnel bysliding the inlet cage up;

ii. pushing the inlet hoseonto the pump head;

iii. dropping the ceramicelement into thehousing;

iv. twisting the pump headonto the housing; and

v. twisting on the cleanside cover to the bottomof the housing; and

(2) storing by:(a) purging the water filter of any

remaining water;(b) taking the water filter apart by

removing:i. the clean side cover by

twisting it off the bottomof the housing;

ii. the pump head bytwisting it off the top ofthe housing;

iii. the ceramic elementby pushing it out of thehousing;

iv. the inlet hose by pullingit off the pump head;

v. the inlet foam by slidingthe inlet cage up the inlethose and pulling it out ofthe inlet funnel;

(c) rinsing the ceramic elementwith warm water;

(d) allowing the ceramic elementto completely dry (3 – 5 days);

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(e) ensuring all components of thewater filter are clean and dry;

(f) reassembling the water filterby:i. inserting the inlet foam

into the inlet funnel bysliding the inlet cage up;

ii. pushing the inlet hoseonto the pump head;

iii. dropping the ceramicelement into thehousing;

iv. twisting the pump headonto the housing;

v. twisting on the cleanside cover to the bottomof the housing; and

(g) winding the inlet hose aroundthe housing; and

(h) placing the water filter ina mesh bag in a cool, drystorage location; and

c. folding saw and knife, to include:(1) cleaning by:

(a) wiping the blade and handlewith a non abrasive cloth andwarm, soapy water;

(b) drying the blade and handlewith a clean cloth; and

(c) oiling the blade and hingeswith lubricating oil as required;and

(2) storing by:(a) ensuring the folding saw and

knife are clean and dry;(b) placing the blade in a sheath, if

required; and(c) storing in a breathable

container in a cool, drylocation.

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5. Time

a. Introduction/Conclusion: b. Group Discussion: c. Demonstration and Performance: d. Total:


6. Substantiation

a. A group discussion was chosen for TP 1 as it allows the cadet to interact with their peers andshare their knowledge and experiences about items which may be included in an expedition repairkit. This helps develop a rapport by allowing the instructor to evaluate the cadet’s responses in anon-threatening way while helping them refine their ideas. A group discussion also helps the cadetimprove their listening skills and develop as a member of a team and orient the cadet to itemswhich may be included in an expedition repair kit.

b. A demonstration and performance was chosen for TPs 2–4 as it allows the instructor to explain anddemonstrate how to complete repairs and clean and store expedition equipment while providingthe cadet the opportunity to practice the skills under supervision.

7. References

a. C2-010 (ISBN 0-375-70323-3) Fletcher, C., & Rawlins, C. (2004). The Complete Walker IV. NewYork, NY: Alfred A. Knopf.

b. C2-016 (ISBN 0-517-88783-5) Curtis, R. (1998). The Backpacker’s Field Manual: AComprehensive Guide to Mastering Backcountry Skills. New York, NY: Three Rivers Press.

c. C2-042 (ISBN 0-7566-0946-1) Berger, K. (2005). Backpacking & Hiking. New York, NY: DK Limited.

d. C2-214 (ISBN 0-89886-057-1) Lindgren, L. (2002). Sew & Repair your Outdoor Gear. Seattle, WA:The Mountaineers.

e. C2-215 (ISBN 978-0-89886-955-2) Hostetter, K. (2007). Don’t Forget the Duct Tape: Tips andTricks for Repairing & Maintaining Outdoor & Travel Gear (2nd ed). Seattle, WA: The Mountaineers.

8. Training Aids


b. Expedition field pack,

c. Tent,

d. Waterproof compression sack,

e. Valise/stuff sack,

f. Single-burner mountain stove,

g. Water filter,

h. Folding saw,

i. Knife,

j. Expedition repair kit,

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k. Ceramic element,

l. Cleaning cloth,

m. Cleaning supplies,

n. Water,

o. Matches,

p. Fuel,

q. Funnel,

r. Approved fuel disposal container,

s. Drip pan, and

t. Fire extinguisher.

9. Learning Aids

a. Expedition field pack,

b. Tent,

c. Waterproof compression sack,

d. Valise/stuff sack,

e. Single-burner mountain stove,

f. Water filter,

g. Folding saw,

h. Knife,

i. Expedition repair kit,

j. Ceramic element,

k. Cleaning cloth,

l. Cleaning supplies,

m. Water,

n. Matches,

o. Fuel,

p. Funnel,

q. Approved fuel disposal container,

r. Drip pan, and

s. Fire extinguisher.


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11. Remarks

a. This EO shall be conducted prior to the 18-day expedition.

b. For TPs 2–4 cadets will be divided into groups of no more than four. Learning aids will only berequired for each group, not each cadet.

c. Instructors should refer to the product/instruction manual for the operating and maintenanceinstructions for the single-burner mountain stove and the water filter.

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EO S355.04A – PADDLE A CANOE ON FLATWATER DURING AN 18-DAY EXPEDITION

1. Performance. Paddle a Canoe on Flatwater During an 18-Day Expedition.

2. Conditions

a. Given:


(2) Personal floatation device (PFD),

(3) Paddle,



b. Denied: N/A.

c. Environmental: Flatwater IAW A-CR-CCP-030/PT-001 during daylight hours.

3. Standard. The cadet shall paddle a canoe on flatwater during an 18-day expedition.

4. Teaching Points




(3) any safety guidelines that must be followed while performing the activity.

b. Have the cadet paddle a canoe on flatwater, on a linear route, as part of the 18-day expedition.

c. Debrief the cadets, ideally by a specialist who was involved in the activity by asking:




5. Time. Regionally directed, as a portion of the 18-day expedition.

6. Substantiation. The experiential approach was chosen for this activity as it allows the cadets to acquirenew knowledge and skills through a direct experience. The cadet experiences canoeing during anexpedition and defines that experience on a personal level. The cadet will be given the opportunity toreflect on and examine what they saw, felt and thought while canoeing and consider how it relates towhat they already learned and experienced as well as how it will relate to further experiences.

7. References. A2-001 A-CR-CCP-951/PT-002 Director Cadets 3. (2006). Royal Canadian Army CadetsAdventure Training Safety Standards. Ottawa, ON: Department of National Defence.

8. Training Aids


b. PFD, and

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c. Paddle.

9. Learning Aids


b. PFD, and

c. Paddle.


11. Remarks

a. A minimum of three modes of travel of the 18-day expedition are to be selected from EO S355.04A(Paddle a Canoe on Flatwater During an 18-Day Expedition), EO S355.04B (Paddle a VoyageurCanoe on Flatwater During an 18-Day Expedition), EO S355.04C (Paddle a Canoe on MovingWater During an 18-Day Expedition), EO S355.04D (Ride a Mountain Bike on Intermediate TrailsDuring an 18-Day Expedition) and EO S355.04E (Hike on Class 3 Terrain During an 18-DayExpedition).

b. IAW A-CR-CCP-030/PT-001:

(1) a fully equipped tandem canoe is described as having the following items:

(a) bailer,

(b) buoyant heaving line or throw bag,

(c) sound signalling device,

(d) spare paddle, and

(e) painter lines; and

(2) the following group equipment is required when paddling a canoe:

(a) topographical or river map of area (if required),

(b) compass,

(c) first aid kit,

(d) communication device (eg, cellular phone or hand-held radio), and

(e) canoe repair kit.


d. IAW A-CR-CCP-951/PT-002, there are pre-training requirements for canoeing. Assess the level ofpre-training required and plan time into the 18-day expedition as necessary. Where there are onlya few cadets, extra-curricular time could be used.

e. There will be no instructional guide provided for this EO. If required, instructional information canbe located in PO S353 (Manoeuvre a Canoe on Flatwater, Chapter 4, Section 9).

f. Ensure the cadet has a supply of water when canoeing.

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EO S355.04B – PADDLE A VOYAGEUR CANOE ON FLATWATER DURING AN 18-DAY EXPEDITION

1. Performance. Paddle a Voyageur Canoe on Flatwater During an 18-Day Expedition.

2. Conditions

a. Given:



(3) Fully equipped voyageur canoe,

(4) PFD,

(5) Paddle,



b. Denied: N/A.

c. Environmental: Flatwater IAW A-CR-CCP-030/PT-001 and A-CR-CCP-951/PT-002 during daylighthours.

3. Standard. The cadet shall paddle a voyageur canoe on flatwater during an 18-day expedition.

4. Teaching Points


TP1 Explain, demonstrate and have the cadet, in agroup of eight, outfit a voyageur canoe with thefollowing safety equipment:a. if under 6 m in length:

(1) at least two large volume (2 L)bailers,

(2) a buoyant heaving line or throw bag,(3) a sound signalling device,(4) at least two spare paddles, and(5) two 6-m painter lines;

b. if 6–8 m in length:(1) at least two large volume (2 L)

bailers,(2) a buoyant heaving line or throw bag,(3) a sound signalling device,(4) at least two spare paddles,(5) two 6-m painter lines,


15 min A2-001 (p. 3-15)C2-078(pp.104–105)

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(6) a re-boarding device (such as awatercraft ladder) if the freeboard ofthe canoe is greater than 0.5 m,

(7) a Class 5 BC fire extinguisher if thecanoe is power driven, and

(8) six Canadian-approved flare of TypeA, B or C (can be exempt if travellingin waterways no further than 1.6 km[1 mile] from shore); or

c. if 8–12 m in length:(1) at least two large volume (2 L)

bailers,(2) a buoyant heaving line or throw bag,(3) a sound signalling device,(4) at least two spare paddles,(5) two 6-m painter lines,(6) a re-boarding device (such as a

watercraft ladder) if the freeboard ofthe canoe is greater than 0.5 m,

(7) a Class 10 BC fire extinguisher if thecanoe is power driven, and

(8) 12 Canadian-approved flares of TypeA, B or C (can be exempt if travellingin waterways no further than 1.6 km[1 mile] from shore).

TP2 Discuss emergency procedures, to include:a. identifying rescue priorities when a

voyageur canoe capsizes, to include:(1) rescuer,(2) people,(3) canoes, and(4) equipment;

b. understanding group responsibilities whena voyageur canoe capsizes, to include:(1) alerting other paddlers of the

paddlers in the water;(2) assisting in the rescue when directed

to do so by the team leader/safetyboat operator; and

(3) pulling over to the side of the river/lake or rafting up with other voyageurcanoes; and

InteractiveLecture

25 min C0-025(pp. 22–25,p. 200)C2-076(pp. 67–68)

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c. identifying the procedure for rescuing acapsized voyageur canoe, to include:(1) adopting the heat escape lessening

position (HELP) (individual) or thehuddle position (group);

(2) passing the painter line, bow orstern, to the rescuer in the safetyboat;

(3) swimming to shore or entering thesafety boat, as directed by the teamleader or rescuer in the safety boat;

(4) bailing out the voyageur canoe, ifrequired;

(5) re-entering the voyageur canoe; and(6) re-launching the voyageur canoe.

TP3 Explain, demonstrate and have the cadet, in agroup of eight, transport a voyageur canoe, toinclude:a. carrying of voyageur canoe to and from the

water;b. launching a voyageur canoe; andc. landing a voyageur canoe.


20 min C0-025(pp. 45–47)C2-112

TP4 Explain, demonstrate and have the cadetpractice strokes while paddling a voyageur canoein a group of eight, to include:a. power stroke,b. forward sweep,c. backpaddle,d. draw,e. pry, andf. jam.


80 min C0-025(pp. 53–55,p. 60, pp. 64–68, p. 99)C2-076(pp. 40–49,pp. 56–60)C2-106(pp.127–131)

TP5 Have the cadet practice voyageur canoe skills ina group of eight.

PracticalActivity

170 min

TP6 Have the cadet paddle a voyageur canoe onflatwater, on a linear route, as part of the 18-dayexpedition.

ExperientialLearning

Seetime,

para 5b.

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5. Time

a. Training:(1) Introduction/Conclusion: (2) Demonstration and Performance: (3) Interactive Lecture: (4) Practical Activity: (5) Total:

b. Experiential Learning: Regionally directed, as a portionof the 18-day expedition.

10 min

115 min25 min

170 min320 min

6. Substantiation

a. A demonstration and performance was chosen for TPs 1, 3 and 4 as it allows the instructor toexplain and demonstrate outfitting a voyageur canoe, transporting a voyageur canoe and basiccanoe strokes while providing an opportunity for the cadet to practice these skills under supervision.

b. An interactive lecture was chosen for TP 2 to orient the cadet, generate interest and present basicand background material on voyageur canoeing and emergency procedures.

c. A practical activity was chosen for TP 5 as it is an interactive way for the cadet to experiencepaddling a voyageur canoe in a safe, controlled environment. This activity contributes to thedevelopment of voyageur canoe knowledge and skills in a fun and challenging setting on-water.

d. An experiential learning approach was chosen for TP 6 as it allows the cadet to acquire newknowledge and skills through a direct experience. The cadet experiences voyageur canoeing onflatwater during an expedition and defines that experience on a personal level. The cadet will begiven the opportunity to reflect on and examine what they saw, felt and thought while voyageurcanoeing and consider how it relates to what they already learned and experienced as well as howit will relate to further experiences.

7. References


b. C0-025 (ISBN 1-895465-33-8) Gifford, D. (Ed.) (2000). Canoeing Instructor’s Resource Manual.Merrickville, ON: Canadian Recreational Canoeing Association.

c. C2-076 (ISBN 0-87322-443-4) Gullion, L. (1994). Outdoor Pursuits Series: Canoeing. Champaign,IL: Human Kinetics Publishers.

d. C2-078 (ISBN 1-55013-079-X) Mason, B. (1988). Song of the Paddle: An Illustrated Guide toWilderness Camping. Toronto, ON: Key Porter Books Limited.

e. C2-106 (ISBN 0-900082-04-6) Rowe, R. (1997). Canoeing Handbook. Guildford, UK: BiddlesLimited.

f. C2-112 (ISBN 1-55046377-2) McGuffin, G. & McGuffin, J. (2005). Paddle your Own Canoe: AnIllustrated Guide to the Art of Canoeing. Erin, ON: Boston Mills Press.

8. Training Aids

a. Personal equipment,

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b. Group equipment,

c. Fully equipped voyageur canoe,

d. Paddle,

e. PFD,

f. Water carrier,

g. Buoys,

h. Topographical/river map of the area,

i. Waterproof map case,

j. Compass,

k. Communication device,

l. Global positioning system (GPS) receiver,

m. Spare batteries, and

n. First aid kit.

9. Learning Aids


b. Group equipment,

c. Fully equipped voyageur canoe,

d. Paddle,

e. PFD,

f. Water carrier,

g. Buoys,



j. Compass, and

k. Communication device.


11. Remarks


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(1) a fully equipped voyageur canoe:

(a) under 6 m in length is described as having the following items:

i. at least two large volume (2 L) bailers,

ii. buoyant heaving line or throw bag,

iii. sound signalling device,

iv. at least two spare paddles, and

v. two 6-m painter lines;

(b) 6–8 m in length is described as having the following items:

i. at least two large volume (2 L) bailers or equivalent volume,

ii. a buoyant heaving line or throw bag,

iii. a sound signalling device,

iv. at least two spare paddles,

v. two 6-m painter lines,

vi. a re-boarding device (such as a watercraft ladder) if the freeboard of the canoeis greater than 0.5 m,

vii. a Class 5 BC fire extinguisher if the canoe is power driven, and

viii. six Canadian-approved flares of Type A, B or C (can be exempt if travelling inwater ways no further than 1.6 km [1 mile] from shore); and

(c) 8–12 m in length is described as having the following items:

i. at least two large volume (2 L) bailers or equivalent volume,

ii. a buoyant heaving line or throw bag,

iii. a sound signalling device,

iv. at least two spare paddles,

v. two 6-m painter lines,

vi. a re-boarding device (such as a watercraft ladder) if the freeboard of the canoeis greater than 0.5 m,

vii. a Class 10 BC fire extinguisher if the canoe is power driven, and

viii. 12 Canadian-approved flares of Type A, B or C (can be exempt if travelling inwater ways no further than 1.6 km [1 mile] from shore);

(2) the following group equipment is required when paddling a voyageur canoe:

(a) topographical or river map of area (if required),

(b) compass,

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(c) first aid kit,

(d) communication device (eg, cellular phone or hand-held radio), and

(e) canoe repair kit; and


d. IAW A-CR-CCP-951/PT-002, there are specific pre-training requirements for voyageur canoeing.Assess the level of pre-training required and plan time into the 18-day expedition as necessary.Where there are only a few cadets, extra-curricular time could be used.

e. IAW A-CR-CCP-951/PT-002, the safety boat requirement for voyageur canoe tripping is amotorized support boat as described in A-CR-CCP-030/PT-001. The minimum requirement forvoyageur canoe day instruction (not more than 250 m from shore) safety boat is a voyageur canoeof similar size and ability. There must be at least one safety boat with two operators for every fourvoyageur canoes.

f. Ensure the cadet has a supply of water when canoeing.

g. Assistant instructors are required for this lesson.

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EO S355.04C – PADDLE A CANOE ON MOVING WATER DURING AN 18-DAY EXPEDITION

1. Performance. Paddle a Canoe on Moving Water During an 18-Day Expedition.

2. Conditions

a. Given:




(4) PFD,

(5) Paddle,

(6) Helmet,



b. Denied: N/A.

c. Environmental: Class II moving water IAW A-CR-CCP-030/PT-001 during daylight hours.

3. Standard. The cadet shall paddle a canoe on moving water during an 18-day expedition.

4. Teaching Points


TP1 Identify the levels of the International Scale ofRiver Difficulty (ISRD), to include:a. Class I (easy),b. Class II (novice),c. Class III (intermediate),d. Class IV (advanced),e. Class V (expert), andf. Class VI (extreme and exploratory).

InteractiveLecture

5 min A1-010 (pp. 5-21 to 5-22)C2-077 (p. 76)C2-112 (p. 116)C2-221 (p. 20)

TP2 Discuss moving water, to include:a. defining the term rapid(s);b. understanding the flow of water

downstream, to include:(1) volume, and(2) current, to include:

(a) middle of the river,(b) river left/river right,(c) river bends,

InteractiveLecture

10 min C2-077(pp. 60–63)C2-112(pp. 119–125)

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4-11-34


(d) helical currents, and(e) current differential.

TP3 Identify and explain the following river features:a. confluence,b. channel,c. chute,d. downstream V,e. upstream V,f. eddy,g. eddy line,h. pool,i. boil, andj. drop.

InteractiveLecture

10 min C2-077(pp. 65–73)C2-112(pp. 119–125)C2-221(pp. 13–20)

TP4 Identify and explain the following river obstacles:a. rock(s), to include:

(1) rock(s) in deep, quiet or slow-movingwater,

(2) rock(s) in slow current,(3) rock(s) in deep water with a fast

current, and(4) rock(s) in deep water with a very fast

current;b. rock gardens,c. undercut rocks,d. holes, to include:

(1) frowning holes,(2) smiling holes, and(3) stoppers;

e. potholes,f. ledge(s),g. low head dam or man-made weir,h. waterfall, andi. strainers/sweepers.

InteractiveLecture

10 min C2-077(pp. 65–73)C2-112(pp. 119–125)

TP5 Identify and explain the following types of waves:a. curling waves,b. standing waves/haystacks,c. roller waves,d. re-circulating waves/hydraulics, to include:

InteractiveLecture

10 min C2-077(pp. 65–73)C2-112(pp. 119–125)

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(1) non-keepers, and(2) keepers.

TP6 Explain, demonstrate and have the cadetpractice throwing a throw bag to rescue aswimmer, to include:a. taking position in full sight of the river;b. adopting the throwing position with the feet

shoulder width apart and firmly planted onthe ground;

c. holding the throw bag in the throwing handand the line in the opposite hand;

d. watching for the swimmer to pass therescue location;

e. calling out ROPE;f. aiming the throw bag so that the rope will

land just downstream of the swimmer;g. throwing the throw bag underhand with a

smooth, steady action; andh. bracing for the weight of the swimmer on

the rope;i. swinging the swimmer to shore, pulling in

the rope as required.


20 min C2-112(pp. 184–185)C2-212 (p. 74)

TP7 Explain, demonstrate and have the cadetcomplete a self-rescue and an assisted rescue inmoving water by:a. adopting the defensive swimming position

by:(1) rolling onto the back;(2) pointing the feet downstream;(3) positioning the left heel on top of

the right toes with the right heel justbelow the buttocks;

(4) tilting the head upwards;(5) griping the teeth together in a river

smile; and(6) positioning the arms out toward

the sides to provide stability anddirection;

b. completing a self-rescue by swimmingdefensively by:(1) adopting the defensive swimming

position;


60 min C2-112 (p. 180,pp. 184–185)C2-212 (p. 36)

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(2) backpaddling with the arms;(3) kicking the feet, as required;(4) angling the body toward the safest

shore/eddy; and(5) backpaddling to the safest shore/

eddy;c. completing an assisted rescue by:

(1) adopting the defensive swimmingposition;

(2) swimming defensively toward thesafest shore;

(3) grabbing the rescue line that isthrown in front of the body;

(4) placing the rope over the shoulderclosest to the safest shore; and

(5) kicking the feet to assist the rescuer,as required.

TP8 Explain, demonstrate and have the cadet performthe following moving water canoe strokes:a. cross bow draw, andb. duffek.


30 min C2-112 (p. 78)C2-114 (p. 90)

TP9 Explain, demonstrate and have the cadet performcanoe manoeuvres in moving water on theonside and offside:a. eddy turns,b. peel outs, andc. ferries.


155 min C2-077(pp. 78–88)C2-112(pp. 146–153,pp. 158–161)C2-222

TP10 Have the cadet paddle a canoe on movingwater, on a linear route, as part of the 18-dayexpedition.

ExperientialLearning

Seetime,

para 5b

5. Time

a. Training:(1) Introduction/Conclusion: (2) Interactive Lecture: (3) Demonstration and Performance: (4) Total:

b. Experiential Learning: Regionally directed, as a portionof the 18-day expedition.

10 min45 min

265 min320 min

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6. Substantiation

a. An interactive lecture was chosen for TPs 1–5 to orient the cadet to the concept of moving wateras well as features, obstacles and waves they may encounter when paddling.

b. A demonstration and performance was chosen for TPs 6–9 as it allows the instructor to explainand demonstrate self and assisted rescues, moving water canoe strokes and moving water canoemanoeuvres while providing the cadet the opportunity to practice these skills under supervision.

c. An experiential learning approach was chosen for TP 10 as it allows the cadet to acquire newknowledge and skills through a direct experience. The cadet experiences canoeing on movingwater during an expedition and defines that experience on a personal level. The cadet will be giventhe opportunity to reflect on and examine what they saw, felt and thought while canoeing on movingwater and consider how it relates to what they already learned and experienced as well as howit will relate to further experiences.

7. References

a. A1-010 A-CR-CCP-030/PT-001 D Cdts 4. (2005). Water Safety Orders. Ottawa, ON: Departmentof National Defence.

b. C2-077 (ISBN 1-55013-654-2) Mason, B. (1995). Path of the Paddle: An Illustrated Guide to theArt of Canoeing. Toronto, ON: Key Porter Books.

c. C2-112 (ISBN 1-55048-377-2) McGuffin, G., & McGuffin J. (1999). Paddle Your Own Canoe: AnIllustrated Guide to the Art of Canoeing. Richmond Hill, ON: The Boston Mills Press.

d. C2-114 (ISBN 978-1-896980-04-6) Westwood, A. (2007). Canoeing: The Essential Skills andSafety. Beachburg, ON: The Heliconia Press.

e. C2-212 Segerstrom, J., Edwards, B., Hogan, M., Turnball, P., & Turnball J. M. (2001). Rescue 3International’s Whitewater Rescue Technician Manual. Elk Grove, CA: Rescue 3 International, Inc.

f. C2-221 Drought, G. (1996). Madawaska River and Opeongo River Whitewater Guide. Whitney,ON: The Friends of Algonquin Park.

g. C2-222 Salins, S. (2000, March). Ferry on Home. Canoe & Kayak, 30.

h. C2-222 Salins, S. (2000, May). Doing the Ferry. Canoe & Kayak, 34.

i. C2-222 Salins, S. (2000, July). Elements of an Eddy Turn. Canoe & Kayak, 34.

j. C2-222 Salins, S. (2000, March). Setting up an Eddy Turn. Canoe & Kayak, 22.

8. Training Aids


b. Personal equipment,

c. Group equipment,

d. Fully equipped tandem canoe,

e. PFD,

f. Paddle,

g. Helmet

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h. Tether line,

i. Topographical/river map of the area,

j. Waterproof map case,

k. Compass,

l. Communication device,

m. GPS receiver,

n. Spare batteries, and

o. First aid kit.

9. Learning Aids


b. Group equipment,

c. Fully equipped tandem canoe,

d. PFD,

e. Paddle,

f. Helmet,

g. Tether line,



j. Compass,

k. Communication device,

l. GPS receiver,

m. Spare batteries, and

n. First aid kit.


11. Remarks


b. The intensity level of the activity selected shall follow the progression matrix outlined in A-CR-CCP-951/PT-002.

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c. IAW A-CR-CCP-951/PT-002, there are specific pre-training requirements for canoeing on movingwater. Assess the level of pre-training required and plan time into the 18-day expedition asnecessary.

d. The policies outlined in A-CR-CCP-951/PT-002, limit cadets to Class II moving water. Where ClassIII water exists, rapids shall be scouted and the skill level of the cadets assessed. Class III watermay be attempted with the permission of a qualified moving water canoe instructor.

e. Assistant instructors are required for this lesson.

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EO S355.04D – RIDE A MOUNTAIN BIKE ON INTERMEDIATE TRAILS DURING AN 18-DAYEXPEDITION

1. Performance. Ride a Mountain Bike on Intermediate Trails During an 18-Day Expedition.

2. Conditions

a. Given:


(2) Helmet,



b. Denied: N/A.


3. Standard. The cadet shall ride a mountain bike on intermediate trails during an 18-day expedition.

4. Teaching Points





b. Have the cadet ride a mountain bike on intermediate trails, on a linear route, as part of the 18-day expedition.






6. Substantiation. The experiential approach was chosen for this activity as it allows the cadets to acquirenew knowledge and skills through a direct experience. The cadet experiences mountain biking onintermediate trails during and expedition and defines that experience on a personal level. The cadet willbe given the opportunity to reflect on and examine what they saw, felt and thought while mountain bikingand consider how it relates to what they already learned and experienced as well as how it will relateto further experiences.


8. Training Aids

a. Fully equipped mountain bike, and

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b. Helmet.

9. Learning Aids

a. Fully equipped mountain bike, and

b. Helmet.


11. Remarks



(1) a fully equipped mountain bike is described as having the following:

(a) bell or horn,

(b) lights, and

(c) reflectors; and

(2) the following group equipment is required when riding a mountain bike:

(a) reflective vest (worn by person in rear of group),

(b) map of area (if required),

(c) compass,

(d) first aid kit,

(e) communication device (eg, cellular phone or hand-held radio), and

(f) mountain bike repair kit.


d. There will be no instructional guide provided for this EO. If required, instructional information canbe located in PO S352 (Ride a Mountain Bike on Intermediate Trails, Chapter 4, Section 8).

e. Ensure the cadet is wearing a day pack and have a supply of water when riding.

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EO S355.04E – HIKE ON CLASS 3 TERRAIN DURING AN 18-DAY EXPEDITION

1. Performance. Hike on Class 3 Terrain During an 18-Day Expedition.

2. Conditions

a. Given:

(1) Hiking boots,

(2) Trekking poles,

(3) Whistle,



b. Denied: N/A.

c. Environmental: Class 2/3 hiking terrain IAW A-CR-CCP-951/PT-002.

3. Standard. The cadet shall hike on Class 2/3 terrain during an 18-day expedition.

4. Teaching Points





b. Have the cadet hike on Class 3 terrain, on a linear route, as part of the 18-day expedition.






6. Substantiation. The experiential approach was chosen for this activity as it allows the cadet to acquirenew knowledge and skills through a direct experience. The cadet experiences hiking on Class 3 terrainduring an expedition and defines that experience on a personal level. The cadet will be given theopportunity to reflect on and examine what they saw, felt and thought while hiking and consider how itrelates to what they already learned and experienced as well as how it will relate to further experiences.

7. References


b. C2-016 (ISBN 1-4000-5309-9) Curtis, R. (2005). The Backpacker’s Field Manual: AComprehensive Guide to Mastering Backcountry Skills. New York, NY: Three Rivers Press.

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c. C2-042 (ISBN 0-7566-0946-1) Berger, K. (2005). Backpacking & Hiking. New York, NY: DKPublishing, Inc.

d. C2-051 (ISBN 978-0-7153-2254-3) Bagshaw, C. (Ed.). (2006). The Ultimate Hiking Skills Manual.Cincinnati, OH: David & Charles.

e. C2-103 (ISBN 0-89886-427-5) Graydon, D., & Hanson, K. (Eds.). (2001). Mountaineering: TheFreedom of the Hills (6th ed.). Seattle, WA: The Mountaineers.

8. Training Aids

a. Hiking boots, and

b. Trekking poles.

9. Learning Aids

a. Hiking boots,

b. Day pack,

c. Water carrier,

d. Trekking poles,

e. Topographical/trail map of the area,

f. Compass,

g. Whistle,

h. Communication device,

i. Global positioning system receiver,

j. Spare batteries, and

k. First aid kit.


11. Remarks


b. IAW A-CR-CCP-951/PT-002, the following group equipment is required when hiking:

(1) topographical/trail map of area (if required),

(2) compass,

(3) first aid kit, and

(4) communication device (eg, cellular phone or hand-held radio).

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d. Ensure the cadet has a supply of water when hiking.

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EO S355.05 – PARTICIPATE IN AN ADVENTURE TRAINING ACTIVITY DURING AN 18-DAYEXPEDITION

1. Performance. Participate in an Adventure Training Activity During an 18-Day Expedition.

2. Conditions

a. Given:




b. Denied: N/A.

c. Environmental: Suitable environment for the activity selected IAW A-CR-CCP-030/PT-001 and A-CR-CCP-951/PT-002.

3. Standard. The cadet shall participate in a minimum of one of the following adventure training activitiesIAW A-CR-CCP-951/PT-002 during an 18-day expedition:

a. mountaineering,

b. rock climbing,

c. caving,

d. rafting,

e. ropes and challenge course,

f. kayaking, or

g. sea kayaking.

4. Teaching Points



(2) the resources that may be required to perform the activity;


b. Have the cadets participate in an adventure training activity, as part of the 18-day expedition.





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5. Time



6. Substantiation. The experiential approach was chosen for this activity as it allows the cadets to acquirenew knowledge and skills through a direct experience. The cadet experiences an adventure trainingactivity during an expedition and defines that experience at a personal level. The cadet will be given theopportunity to reflect on and examine what they saw, felt and thought while participating in adventuretraining and consider how it related to what they had already learned and experienced as well as howit will relate to further experiences.


8. Training Aids. Activity equipment as required.

9. Learning Aids. Activity equipment as required.


11. Remarks

a. The intensity level of the activity selected shall follow the progression matrix outlined in A-CR-CCP-951/PT-002.


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EO S355.06 – PARTICIPATE IN A COMMUNITY SERVICE ACTIVITY DURING AN 18-DAY EXPEDITION

1. Performance. Participate in a Community Service Activity During an 18-Day Expedition.

2. Conditions

a. Given:




b. Denied: N/A.

c. Environmental: Any.

3. Standard. As a member of a team, the cadet shall participate in a community service activity during an18-day expedition that:

a. provides a direct benefit to a community within the expedition area (eg, support of a non-profitgroup’s event, community clean-up, trail maintenance project); and

b. promotes attributes of good citizenship.

4. Teaching Points. The community activity should be structured as follows:

a. Brief the cadets prior to the start of the activity, which may be given by a guest speaker from thecommunity group being assisted, to include an explanation of:


(2) the resources that may be required;

(3) the set-up of the activity; and


b. Have the cadet participate in the community service activity as part of the 18-day expedition.

c. Debrief the cadets, ideally by the guest speaker specialist who was involved in the activity. Theyshould be asked:


(2) what they felt they accomplished;

(3) what benefit the community received from their participation; and

(4) how they can be more active citizens based on the experience.

5. Time



6. Substantiation. The experiential approach was chosen for this lesson as it allows the cadet to acquirenew knowledge through a direct experience. This approach allows cadet to actively participate in a

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community service activity and experience the positive outcomes that are derived from their participation.The cadet can then define that experience on a personal level, and through reflection on the experience,derive an understanding of how their individual efforts may benefit the community in future projects.

7. References. A0-010 CATO 11-03 Director Cadets 2. (2006). Cadet Program Mandate. Ottawa, ON:Department of National Defence.

8. Training Aids. N/A.

9. Learning Aids. Appropriate equipment/material for the activity.


11. Remarks

a. A sample listing of expedition based/oriented groups that could be consulted when planning theactivity are:

(1) the Trans Canada Trail,

(2) local trail associations,

(3) Parks Canada, and/or

(4) local environmental groups.

b. Additional information should be obtained from the chosen group to assist the instructor in thedevelopment of the initial briefing and to provide information, as required, for specific activities.

c. The community service activity selected shall not have any partisan political association or be seento promote or support any single religious denomination or belief system and shall not directlybenefit the CSTC.

d. There will be no instructional guide provided for this EO.

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SECTION 12PO S356 – PARTICIPATE IN A SOLO EXPERIENCE

1. Performance. Participate in a Solo Experience.

2. Conditions

a. Given:

(1) Expedition journal,

(2) Pen/pencil,

(3) Solo guidelines information card,

(4) Tent, tarp, or groundsheet with bug net,

(5) Single-burner mountain stove as required,

(6) Pot,


(8) Sleeping bag,


(10) Air mattress,

(11) Clothing,

(12) Rain gear,


(14) Food for 3–4 meals,

(15) Water bottle,

(16) Water,

(17) Resealable plastic bags,

(18) Garbage bags,

(19) Carabiner,

(20) Knife,

(21) Headlamp/flashlight,

(22) Batteries,

(23) Matches,

(24) Individual first aid kit,

(25) 15 m (50 feet) of rope,

(26) 15 m (50 feet) of twine,

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(27) Whistle,

(28) Personal essentials, to include:

(a) sunscreen,

(b) bug repellent,

(c) lip balm,


(e) toothbrush,

(f) toothpaste, and

(g) toilet paper; and

(29) Supervision.


c. Environmental: An isolated personal area out of sight and hearing distance of other cadets, in anoutdoor setting.

3. Standard. The cadet will participate in a solo experience for 12 periods by:

a. adhering to campsite routine IAW EO S226.03 (Follow Daily Routine During an Expedition, A-CR-CCP-715/PG-001, Chapter 4, Section 3), to include:

(1) set-up routine,


(3) departure routine;

b. constructing at least one of the following field amenities:

(1) bench,

(2) table,

(3) drying rack,

(4) hammock,

(5) chair, or

(6) tool rack;

c. reflecting on the 18-day expedition by:

(1) reading all entries in their expedition journal;

(2) recording final thoughts and feelings about the expedition experience such as:

(a) what was learned;

(b) positive and negative experiences;

(c) how the experiences can be applied in other settings; and

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(d) future goals; and

d. participating in a group debriefing and reflective session after the completion of the solo experience.

4. Remarks

a. Prior to the commencement of the solo experience, local fire regulations and guidelines must bechecked. Where fires are prohibited, each cadet shall be provided an alternative method for cookingmeals (eg, single-burner mountain stove).

b. This PO shall be completed after PO S355 (Participate in an 18–Day Expedition, Section 11).

c. During the solo experience, the training staff shall be in close proximity (approximately 2 km) tothe cadets. Campsites shall be checked periodically throughout the solo to ensure that sites havebeen set up, field amenities have been constructed and that the cadets are safe.

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EO S356.01 – DISCUSS THE PURPOSE OF A SOLO EXPERIENCE

1. Performance. Discuss the Purpose of a Solo Experience.

2. Conditions

a. Given:


(2) Solo guidelines information card,



b. Denied: N/A.



a. discuss the components of the solo experience, to include:

(1) personal reflection,

(2) rejuvenation,

(3) solitude,

(4) self-reliance,

(5) self-awareness, and

(6) self-confidence;

b. identify factors that may influence the solo experience, to include:

(1) time,

(2) challenge,

(3) spiritual influence,

(4) setting,

(5) perspective, and/or

(6) novelty.

4. Teaching Points


TP1 Discuss the purpose of the solo experience, toinclude:a. personal reflection,b. rejuvenation,c. solitude,

InteractiveLecture

10 min C2-207(pp. 86–90)C2-208(pp. 198–203)

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d. self-reliance,e. self-awareness, andf. self-confidence.

TP2 Identify and discuss factors that may influencethe quality of the solo experience, to include:a. novelty,b. time,c. challenge,d. spiritual influence,e. perspective, and/orf. setting.

GroupDiscussion

10 min C2-207(pp. 91–99)

TP3 Discuss guidelines regarding the ExpeditionInstructor solo experience, to include:a. packing for the solo experience;b. adhering to campsite routine, to include:

(1) set-up routine,(2) daily routine, and(3) departure routine;

c. constructing a field amenity, to include oneof the following:(1) bench,(2) table,(3) drying rack,(4) hammock,(5) chair, or(6) tool rack;

d. adhering to safety guidelines, such aswhen:(1) using tools,(2) preparing and cooking food,(3) lighting, maintaining and

extinguishing a fire, and(4) completing daily routine;

e. following emergency procedures, asrequired, to include:(1) performing individual first aid;(2) communicating with whistle blasts;(3) establishing an alternate signal to

use for assistance; and

InteractiveLecture

15 min C2-207(pp. 50–59)C2-208(pp. 210–211)

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(4) acting on wildlife encounters.f. reflecting on the 18-day expedition by

reading entries from their ExpeditionInstructor journal; and

g. participating in a group debriefing andreflective session following the completionof the solo experience.

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Group Discussion: d. Total:


6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 3 as it introduces the cadet to the purpose andguidelines needed to participate in a solo experience.

b. A group discussion was chosen for TP 2 as it allows the instructor to direct and stimulate the cadets’learning through a series of structured questions.

7. References

a. C2-207 (ISBN 0-929361-23-7) Knapp, C., & Smith, T. (2005). Exploring the Power of Solo, Silence,and Solitude. Boulder, CO: Association for Experiential Education.

b. C2-208 (ISBN 978-1-59485-033-2) Raynolds, J., Lodato, A., Gordon, R., Blair-Smith, C., Welsh, J.,& Gerzon, M. (2007). Leadership the Outward Bound Way. Seattle, WA: The Mountaineer Books.


9. Learning Aids. Expedition Instructor journal.


11. Remarks. This EO shall be conducted following the 18-day expedition and prior to EO S356.02(Participate in a Solo Experience).

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EO S356.02 – PARTICIPATE IN A SOLO EXPERIENCE

1. Performance. Participate in a Solo Experience.

2. Conditions

a. Given:


(2) Pen/pencil,

(3) Tent/tarp/groundsheet,

(4) Single-burner mountain stove as required,

(5) Pot,


(7) Sleeping bag,


(9) Air mattress,

(10) Clothing,

(11) Rain gear,


(13) Food for 3–4 meals,

(14) Water bottle,

(15) Water,

(16) Resealable plastic bags,

(17) Garbage bags,

(18) Carabiner,

(19) Knife,

(20) Headlamp/flashlight,

(21) Batteries,

(22) Matches,

(23) Individual first aid kit,

(24) 15 m (50 feet) of rope,

(25) 15 m (50 feet) of twine,

(26) Whistle,

(27) Personal essentials, to include:

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(a) sunscreen,

(b) bug repellent,

(c) lip balm,


(e) toothbrush,

(f) toothpaste, and

(g) toilet paper; and

(28) Supervision.


c. Environmental: An isolated personal area out of sight and hearing distance of other cadets, in anoutdoor setting.

3. Standard. The cadet shall participate in a solo experience for 12 periods by:

a. adhering to campsite routine IAW EO S226.03 (Follow Daily Routine During an Expedition, A-CR-CCP-715/PG-001, Chapter 4, Section 3), to include:

(1) set-up routine,


(3) departure routine;

b. constructing at least one of the following field amenities:

(1) bench,

(2) table,

(3) drying rack,

(4) hammock,

(5) chair, or

(6) tool rack;

c. reflecting on the 18-day expedition by:

(1) reading entries from their expedition journal;

(2) recording final thoughts and feelings about the expedition experience such as:

(a) what was learned;

(b) positive and negative experiences;

(c) how the experiences can be applied in other settings; and

(d) future goals; and

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d. participating in a group debriefing and reflective session following the completion of the soloexperience.

4. Teaching Points


(1) the objectives of the activity, to include:

(a) adhering to camp routine;

(b) constructing a field amenity; and

(c) reflecting on the expedition experience;

(2) the safety guidelines that must be followed while performing the activity, to include:

(a) following emergency procedures as required; and

(b) ensuring the cadet is aware of the supervision/check-in schedule that shall beconducted every 4–6 hours; and

(3) any other activities they are required to perform.

b. Have the cadet participate in a solo experience for 12 periods.

c. Following the completion of the solo experience, the cadet will participate in a debriefing andpersonal reflection session. They should be asked:

(1) how they felt entering the experience;

(2) how they would describe their state of mind during the experience;

(3) what was their favourite part of the experience;

(4) what was the most difficult part of the experience;

(5) what did they learn from the experience;

(6) what did they feel they accomplished;

(7) how they would describe the experience; and

(8) what would they try to improve on or change if given the chance to participate the experienceagain.

5. Time



6. Substantiation. The experiential approach was chosen for this lesson as it allows the cadet to acquirenew skills and further develop previous field knowledge through a direct experience. The cadet willbe given the opportunity to reflect on and examine what they saw, felt and thought while they wereparticipating in the solo experience and consider how it related to what they had already learned andexperienced as well as how it will relate to future experiences.

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7. References

a. C2-207 (ISBN 0-929361-23-7) Knapp, C., & Smith, T. (2005). Exploring the Power of Solo, Silence,and Solitude. Boulder, CO: Association for Experiential Education.

b. C2-208 (ISBN 978-1-59485-033-2) Raynolds, J., Lodato, A., Gordon, R., Blair-Smith, C., Welsh, J.,& Gerzon, M. (2007). Leadership the Outward Bound Way. Seattle, WA: The Mountaineer Books.

8. Training Aids. N/A.

9. Learning Aids. N/A.

10. Test Details. This EO is assessed IAW Chapter 3, Annex B, S356 PC.

11. Remarks

a. This EO shall be conducted after the 18-day expedition.


c. Prior to commencing this solo experience, the staff are required to:

(1) Determine each cadet’s personal camp location, to include:

(a) having an isolated personal area out of sight and hearing distance of other cadets;

(b) ensuring the cadets that need extra supervision are located close to the main staffsite; and

(c) ensuring the training staff are in close proximity (approximately 2 km) to the cadets.

(2) Refer to local fire regulations (where fires are prohibited, each cadet shall be provided analternative method for cooking meals).

(3) Establish a supervision/check-in schedule that shall be conducted by the Directing Staff,such as:

(a) there will be hourly rotations with the directing staff walking around the areas wherethe cadets are located (there will be no direct contact during these rotations, unlessrequired);

(b) the cadets will be physically checked on every 4–6 hours;

(c) there will be a signal (eg, three whistle blasts) established that shall be used in caseof emergency; and

(d) there will be a signal (eg, a piece of clothing attached to a tree) established that shallbe used if assistance is required and the cadet requires the directing staff to entertheir site.

(4) Brief the cadet on emergency procedures, such as:

(a) the signal to be used in case of an emergency (eg, three whistle blasts);

(b) the supervision/check-in schedule;

(c) the signal to use if assistance is required (eg, a piece of clothing attached to a tree);

(d) there shall be no contact unless there is an emergency; and

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(e) action to take upon wildlife encounters.

(5) Ensure the cadets are aware of procedures to take for waste disposal (eg, garbage, feces,etc).

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4A-1

INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS


4A-2


4A-3


4A-4


4A-5


4A-6


4B-1

ON-THE-JOB TRAINING (OJT) – PLATOON WARRANT OFFICER (Pl WO) DUTIES

PURPOSE

1. The purpose of OJT – Pl WO Duties is to provide the cadet an authentic experience that allows them toobserve and assist in performing the duties and responsibilities of this leadership appointment. This activity isintended to be experiential in nature providing the cadet the opportunity to work alongside an experienced PlComd and Pl WO with assessment for learning being the focus rather than assessment of learning.

GENERAL INSTRUCTIONS

2. For one training day the cadet shall be assigned to a platoon of cadets participating in a more juniorqualification course (eg, General Training or a three-week basic qualification course). The duration of theassignment shall extend beyond the eight periods of training to include both the morning and evening routines(eg, from the time cadets are woken up until lights out).

3. With the assistance of the Pl WO, the Pl Comd of the platoon the cadet is assigned to is responsiblefor conduct and oversight, to include:

a. ensuring the cadet is briefed on their responsibilities and the platoon’s schedule for the day;

b. ensuring the cadet is provided the opportunities to perform some or all tasks normally completedby the Pl WO;

c. completing the OJT – Pl WO Duties Checklist located at Appendix 1;

d. debriefing the cadet upon completion and providing them a copy of the OJT – PL WO DutiesChecklist; and

e. ensuring the completed OJT – Pl WO Duties Checklist is returned to the cadet’s Pl Comd.

TASKS

4. A list of common tasks that a Pl WO would perform as part of a normal daily routine has been provided inthe OJT – Pl WO Duties Checklist. Given the different operating procedures at CSTCs, some tasks listed maynot be applicable. In such cases the task shall be marked as ‘N/A’. Additionally, any task the cadet completesthat is not listed should be noted in the comments section.

SCHEDULING

5. When scheduling OJT – Pl WO consideration must be given to such things as the number of platoonsavailable for the cadets to be assigned to and the training schedules of those platoons to ensure that the OJTexperience is inline with the stated purpose.

6. Any number of factors may exist based on the capacity of the CSTC that will not allow for a completeplatoon to be scheduled for OJT – Pl WO at the same time. In this circumstance special consideration must begiven to minimize the cadet’s absence from other areas of training. For example, scheduling half of a platoonfor OJT – Pl WO, while the other is scheduled for first aid.

7. Many factors come in to play when scheduling this aspect of training and will require early communicationand collaboration between the Crse O and other CSTC staff responsible for developing the CSTC’s overalltraining plan. This effort will maximize the OJT experience while minimizing the affect on other areas of training.


4B-2

REMARKS

8. Consideration should be given to providing cadets with an identifier to be worn while participating in OJT.This may be in the form of a brassard, rank slip-on or some other method provided it is uniformed across theCSTC.


4B1-1

OJT – Pl WO DUTIES CHECKLIST



4B1-2


4C-1

ON-THE-JOB TRAINING (OJT) – SPECIALTY EXPEDITION TEAM SENIOR

PURPOSE

1. The purpose of OJT – Specialty Expedition Team Senior is to provide the cadet an authentic experiencethat allows them to perform the duties and responsibilities of the expedition team senior. This activity is intendedto be experiential in nature providing the cadet the opportunity to work alongside an experienced expeditionteam leader and other expedition specialty staff with assessment for learning being the focus rather thanassessment of learning.

GENERAL INSTRUCTIONS

2. For a minimum of one day of training during the 18-day expedition, the cadet shall be assigned the dutiesof an expedition team senior.

3. The expedition team senior shall be responsible to lead and guide the expedition team through all ofthe day’s scheduled activities. Expedition team senior duties should commence/end at approximately 2000 hrseach day. By commencing/ending at 2000 hrs, the incoming expedition team senior will be given the opportunityto prepare the team for the next day’s activities and end their experience with an evening debriefing. Theduration of the assignment shall extend beyond the eight periods of training to include both the morning andevening routines (eg, from the time the cadets wake up until lights out).

4. With the assistance of the platoon commander, the team leader is responsible for:

a. ensuring the team senior is briefed on their responsibilities and the expedition team’s schedulefor the day;

b. ensuring the team senior is provided opportunities to perform tasks normally completed by theteam leader or staff cadet;

c. completing the OJT – Specialty Expedition Team Senior Duties Checklist located at Appendix 1;

d. debriefing the team senior upon completion and providing them a copy of the OJT – SpecialtyExpedition Team Senior Duties Checklist; and

e. ensuring the completed OJT – Specialty Expedition Team Senior Duties Checklist is returned tothe cadet’s platoon commander.

TASKS

5. A list of common tasks that an expedition team senior completes as part of normal daily routine hasbeen provided in the OJT – Specialty Expedition Team Senior Duties Checklist. Given the different operatingprocedures at CSTCs, some tasks listed may not be applicable. In such cases, the task shall be marked as ’N/A’. Additionally, any tasks the cadet completes that are not listed should be noted in the comments section.

6. The assessment portion of PO S350 (Facilitate Expedition Activities, Section 6) shall be conductedconcurrently with the OJT. Ensure the cadet is aware of the assessment expectations and the assessmentinstructions are followed IAW S350 PC (Chapter 3, Annex B, Appendix 3).

SCHEDULING

7. The members of each expedition team shall determine the team schedule for the OJT, based onexperience and expertise. For example, a cadet who has advanced mountain biking skills may be nominatedby the team to be the expedition team senior during a mountain biking day. Having the team determine the OJTorder will help ensure that each cadet has a positive experience that is in line with the stated purpose.


4C-2

8. The team leader shall lead the team through the first day of the 18-day expedition, following the formatlaid out in the OJT – Specialty Expedition Team Senior Duties Checklist. Platoon staff shall gradually decreaseand withdraw supervision throughout the expedition, as the cadets become more familiar and comfortable withthe expedition routine and begin to take more control.

9. Since the expedition is 18 days long and expedition teams will consist of 8–10 cadets, there will be anopportunity for some cadets to complete the OJT twice. Cadets shall not be scheduled as the expedition teamsenior on a day off. For those cadets who are scheduled to complete the OJT on two separate training days,the first time may be used as a practice day or the Duties Checklist may be completed for both days.

REMARKS

10. N/A.

A-CR-CCP-716/PG-001Chapter 4, Annex C, Appendix 1

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OJT – SPECIALTY EXPEDITION TEAM SENIOR DUTIES CHECKLIST

A-CR-CCP-716/PG-001Chapter 4, Annex C, Appendix 1

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