Modules

Sorry, This Module is not available as part of this online training.

Module A contains a lot of important information about safeguarding and The Scout Association have recommended that this is Module is carried out face to face if possible.

Normally a YL is required to complete this training within 3 months of starting within the programme but due to current circumstances we have extended this period until a course can be delivered or an Zoom session is created and run by your ESLYL.

You can still continue your training online by completing some of the other modules we do have here.

Introduction

Read each of the sections below and complete all the activities. Once you reach the end, you can upload evidence of your work from the activities for the ESYYL to evaluate and keep track of your progress so you must complete it to have evidence of this module. You can either write your work digitally or take a picture of any pieces of paper you use. However you choose, make sure you keep track of your work to get the recognition.

Objectives

This module aims to introduce you to the different concepts of leadership. It will teach you how to adapt your style so you can most effectively lead different kinds of activities.

By the end of this module, you will have an understanding of:

• having the confidence to take on a leadership role within your chosen section
• running programme activities that are appropriate for your role
• different leadership styles and understanding when each should be used to best effect
• how different styles of leadership impact an activity
• the need for evaluation, and knowing how to implement the process as necessary

What makes leaders effective?

According to the booklet notes for this module, effective leaders do all of the following things:

• generate ideas
• plan
• encourage others
• help people learn
• ask reflective questions like ‘Did it work?’, ‘Why?’, or ‘Would we change anything?’
• let people know when they have done a good job
• ask for help
• are team players
• learn by experience and from mistakes
• work within the rules
• give positive feedback
• know their Scouts and understand their strengths and weaknesses
• take their time

Can you think of any more characteristics to add to the list? Can you think of any examples of people in the real world who display these behaviours?

Click to watch the clip of how people perceive leadership:

Activity 1

Imagine you want to run a campaign to become President of the World. Write or film yourself giving a short pitch of what qualifies you for that role. Describe which of the above leadership qualities you think you have and some examples of situations where you have demonstrated them.

Styles of leadership

There are many different ways leadership can be expressed. You don’t need to have a certain type of personality to be a leader. Find a way that works for you. You may even need to change style to fit different situations. Some examples of different styles include:

• Informal/supportive
  Using this style, the young people you are leading may not be aware that you are playing a leadership role. Being there to help and support is a form of leadership.
• Formal/directive
  This is a style that you would most associate with leading. It typically involves giving firm and clear instructions.
• Democratic/team-based
  This style involves leading a discussion and including everyone in the final decision.
• Passive
  This is the subtlest form of leadership. It involves knowing when to let go and when to let your youngsters take the lead. It is used when there is no risk to their safety and gives them the opportunity to make their own decisions.
• Organiser
  This is a planning style as much as a leadership style. You take responsibility for getting things organised in such a way that the outcome that you desire is achieved.

Activity 2

Read the passage below describing an evening with a Beaver Colony. Match each of the 8 paragraphs to one of the 5 leadership styles listed above.

It’s 5:45pm. The Beaver Scouts are arriving and there is a loud buzz of excitement. At school that day, the Beaver Scouts have not been able to go outside to play due to wet weather, so they are full of energy and happy to see each other. ‘Beaver Scouts!’ shouts the leader, ‘It’s time to start. Who is going to lead our opening?’

One of the Beaver Scouts volunteers and steps forward. ‘We are Beavers!’ he projects proudly.

After the opening, the Beavers play a game. The leader runs the game with the Beaver Scouts making suggestions for actions they can include too. Towards the end of the game, one of the other leaders shows the Lodge Leaders one of the activities they will be doing for the session, making bird feeders by threading cereal and blueberries on a pipe cleaner. It requires a knot at the end and the leader goes through how to do each step.

At the end of the game, the Beavers get into their Lodges and start making the bird feeders. The Lodge Leaders help others to make the feeders with the YLs and other volunteer leaders checking in on them.

Whilst checking in on how they are getting on, one of the leaders spots a disagreement between two of the Beavers over the last berry. As tempers rise, the leader calls both of the Beavers over to have a chat about what is going on.

After making the feeders, the Beavers have a discussion about where the best place to hang them would be. They decide on a few locations as a group and venture out in their Lodges to hang them.

‘Stop!’ shouts the Section Leader, ‘Look before you cross the road!’

Once reaching the trees, the Beavers hang their bird feeders up and head back for the end of the session.

Activity 3

You will need at least one other family member to join you for this activity, ideally more if they are available. Your job is to lead the team you’ve formed to build some sort of (temporary) structure out of household objects. This could be a pillow fort, a bridge between tables or a tower made of paper. We have intentionally kept this description vague to ensure everyone can complete this activity regardless of their home situation, use your creativity. Think about leadership techniques you can use to improve your team’s performance.

Make sure you get permission from a parent/guardian for any items you use that are not yours and remember to think about safety at all times. When you are finished, take a picture of your team with what you have built

Conclusion

Look back at the objectives at the top of this page and see if you think you are confident with each of them. If there are any parts you are unsure of then you can contact the YL training team with any questions.

When you have completed the activities above send upload your evidence to [email protected]  ,  ensure you label it clearly with your Name and the Module.  We will review and confirm receipt, updating your records and progress within the scheme.

You need to complete this to be signed off.

If you have finished this module then you might be ready to do Mission 1 & 2

Thank you for taking the time to do training at home, stay safe

Introduction

Read each of the sections below and complete all the activities. Once you reach the end, you can upload evidence of your work from the activities for the ESLYL to evaluate and keep track of your progress so you must complete it to have evidence of this module. You can either write your work digitally or take a picture of any pieces of paper you use. However you choose, make sure you keep track of your work to get the recognition.

Objectives

This module aims to give Young Leaders a general understanding of how to successfully demonstrate and teach a variety of skills. It will help make that process fun, and ensure that section members enjoy the experience.

By the end of this module, you will have an understanding of:

• how to talk about how young people learn effectively
• demonstrating an ability to pass on skills to younger people
• talking about different learning styles
• having confidence in using different training techniques

Teaching new skills

One of the most enjoyable parts of being a Young Leader is having the opportunity to teach new skills to young people. As YLs you will have a good idea of what makes a good teacher – teachers who talk at their pupils all the time are, quite frankly, deadly boring. Teachers who take the time to involve their pupils actively in the work are much more engaging – and, as a result, much more effective at getting their message across.

Activity 1

Write in full step by step set of instructions on how you would make a sandwich from the very start to the very finish.

Once you’re done, have a look at this link for another guide of how to make a sandwich.

Compare your set of instructions to the set in the above link. Take note of any differences. Were there any steps you missed or things you automatically assumed everyone would do?

Activity 2

Watch this video on the sign language alphabet:

Now watch this video on the sign language alphabet:

https://www.youtube.com/watch?v=clPTV1wq8Jw

Now have a look at the picture below of the sign language alphabet:

Try filming yourself signing your name.

Compare the different ways of learning and take a note of what you thought was good and what you thought was bad.

Activity 3

Now it is your turn to teach a new skill. Watch the following video about how to make an origami paper balloon that blows up.

Try making one yourself so you know what you’re doing. Once you think you have the hang of it, find a family member and teach them without using the video. You can still consult it if you forget a step but you can’t show it when teaching. Write a paragraph about what approach you took to teaching and how it worked out.

Conclusion

Look back at the objectives at the top of this page and see if you think you are confident with each of them. If there are any parts you are unsure of then you can contact the YL training team with any questions.

When you have completed the activities above send upload your evidence to [email protected]  ,  ensure you label it clearly with your Name and the Module.  We will review and confirm receipt, updating your records and progress within the scheme.

You need to complete this to be signed off.

If you have finished this module then you should be ready to do Mission 1 & 2

Thank you for taking the time to do training at home, stay safe

Introduction

Read each of the sections below and complete all the activities. Once you reach the end, you can upload evidence of your work from the activities for the ESLYL to evaluate and keep track of your progress so you must complete it to have evidence of this module. You can either write your work digitally or take a picture of any pieces of paper you use. However you choose, make sure you keep track of your work to get the recognition.

Objectives

The aim of this module is to give you, as a Young Leader, a basic understanding of the different behaviours that young people can display and some possible causes. By the end, you should be able to recognise and propose possible solutions for different behaviours.

By the end of this module, you will have an understanding of:

• different types of behaviour
• talking about the causes and triggers that can lead to different types of behaviour
• a number of tools or methods that could be used to manage behaviour
• how you, as a Young Leader, can assist with managing behaviour in the section
• where you can get further assistance, and when to involve adults

Approaching behaviour

Every young person is an individual and all young people should be treated equally. They can display a range of behaviours that can be both positive and negative. A sudden or noticeable change in behaviour may be due to a variety of underlying causes of which you might not be aware.

All volunteers should focus on recognising and rewarding positive behaviour, and should never label a young person or adult.

When speaking about behaviour in the section, volunteers should focus on the behaviour itself, rather than on the young person in question. For example, instead of saying that young person is being ‘naughty’, they could talk to the young person about their behaviour, clearly explaining why it is not appropriate. Responding to challenging behaviour can be difficult for all leaders at times.

Activity 1

In this activity you will be reflecting on your own experiences. Write down an answer to each of the following questions.

• How do you feel if you are having a bad day?
• How do you feel when you are hungry?
• How do you feel when you are tired?
• How do you feel when you don’t understand something?
• How do you feel when you are having a really good day?
• Is there anything that helps you function a little better when you are having a bad day?
• What and who influences your mood?
• What brings out the best in you?

Reasons for behaviour

There is always a reason behind challenging behaviour. Examples could include: boredom, over-excitement, enthusiasm, a misunderstanding about what is appropriate behaviour, a misunderstanding understanding the rules, experiences outside of Scouting, experiencing a bad mental health day, family circumstances and the environment (e.g. noisy, overwhelming, unfamiliar).

Challenging behaviour is often misjudged as ‘attention seeking’. It’s natural to want and need attention from others, but usually this is sought in a positive way. It’s important to think about why a young person might be seeking attention. Are they receiving enough positive attention from adults? Is there something important they are struggling to communicate to you? Do they need support with developing friendships in the section?

Activity 2

Write a list of 5 challenging behaviours you could encounter in your section.

Once you have written your list, think about the causes behind each one and write it down next to your list.

• If someone is experiencing boredom, what can we do to ensure the programme is inclusive and interesting? How can we make sure everyone understands?
• If someone is struggling to understand something, can we present the information in a different way? Can we have extra people on board to support? Can we check for any differences in how young people in the section learn, and adapt our leadership style to suit them?
• If someone is over-excited, can we set clear boundaries before the activity begins? Can we make sure we have a code of conduct in place?

Managing behaviour

One way YLs can provide a positive environment is by creating a Code of Conduct in partnership with their section. A Code of Conduct is not just a list of rules for young people to follow. It can include rules for the leadership team to follow, too. You should consider how the leadership team should respond if a young person is having a bad day.

Activity 3

Watch the video below about code of conduct:
https://www.youtube-nocookie.com/embed/C4si6n36n30

From watching that video, create a code of conduct for the Young Leaders scheme.

Further information

The Scout Association has some useful resources to help you improve your approach to behaviour. Facts sheets can be accessed on the website: scouts.org.uk/behaviour

If you ever feel out of your depth when dealing with behaviour then seek the help of an adult leader. As a young leader, you should never be left to deal with challenging behaviour on your own.

Conclusion

Look back at the objectives at the top of this page and see if you think you are confident with each of them. If there are any parts you are unsure of then you can contact the YL training team with any questions.

When you have completed the activities above send upload your evidence to [email protected]  ,  ensure you label it clearly with your Name and the Module.  We will review and confirm receipt, updating your records and progress within the scheme.

You need to complete this to be signed off.

Thank you for taking the time to do training at home, stay safe

Introduction

Read each of the sections below and complete all the activities. Once you reach the end, you can upload evidence of your work from the activities for the ESLYL to evaluate and keep track of your progress so you must complete it to have evidence of this module. You can either write your work digitally or take a picture of any pieces of paper you use. However you choose, make sure you keep track of your work to get the recognition.

Objectives

The aim of this module is to give YLs a good understanding of the importance of games in the section meeting. It will give you an idea of the different types of games that can be played and when to use them to greatest effect.

By the end of this module, you will have an understanding of:

• the importance of games in the section meeting
• the need for different types of games and when to play them
• how to explain and run different types of games
• how to select games that suit the section’s programme

Games in Scouting

Games are a popular part of any section meeting. As well as being fun, games are a useful tool to help with learning and team building. Many sections start their meeting with an active game to help young people burn off any excess energy they arrive with but games can be tied in with almost any activity in Scouting.

Activity 1

This activity is straightforward. Create a list of all the games you can think of that you could play in your section. These could be ones that have been played there recently, games you might have played if you were in that section when you were younger or even games you have played at school. See if you can come up with a game starting with every letter of the alphabet.

Types of games

There are many different types of games you can play and it is good to have a variety to keep young people engaged. Some examples of different types of games you can play include:

• team-based or individual games
• indoor or outdoor games
• competitive or non-competitive games
• team-building games
• skill-based games
• observational games
• elimination games
• energetic or restful games
• games to start or end a meeting
• relay races

If you can come up with an original game that is age-appropriate to your section then that is even better and allows you to take a more active role as a YL.

Activity 2

Another important aspect of Scouting is working towards badges. In this activity, you need to look through the list of badges for your section and either match them with games in your list from Activity 1 or come up with other possible games that would fit. Do this for at least 5 badges.

If you work with Beavers, you can see their badges here.
If you work with Cubs, you can see their badges here.
If you work with Scouts, you can see their badges here.

Preparation

To run games successfully, preparation is vital. Think about each of the following points and how you could go about making sure you complete them all.

• having the correct equipment
• explaining the rules clearly and simply
• maintaining discipline and sporting behaviour during the game
• timekeeping
• safety (equipment and environment)
• supervision
• set up and clean up time

Activity 3

By this point in the module, you should have loads of games in mind that you could play with your section. Now you need to take your preparation knowledge and put it to the test. Choose a game and go through the preparation process as if you were going to run it with the young people at your section. Then find a family member to play the game with and teach them how to play. Make notes of what you do at each step of preparation and running the game.

Conclusion

Look back at the objectives at the top of this page and see if you think you are confident with each of them. If there are any parts you are unsure of then you can contact the YL training team with any questions.

When you have completed the activities above send upload your evidence to [email protected]  ,  ensure you label it clearly with your Name and the Module.  We will review and confirm receipt, updating your records and progress within the scheme.

You need to complete this to be signed off.

If you have finished this module then you should be ready to do Mission 1.

Thank you for taking the time to do training at home, stay safe

Introduction

Read each of the sections below and complete all the activities. Once you reach the end, you can upload evidence of your work from the activities for the ESLYL to evaluate and keep track of your progress so you must complete it to have evidence of this module. You can either write your work digitally or take a picture of any pieces of paper you use. However you choose, make sure you keep track of your work to get the recognition.

Objectives

This module will teach you how to create an environment that is inclusive and welcoming for all young people in the section. It will give you an understanding of some different additional needs a young person might have, and show you how to make reasonable adjustments to make the programme more inclusive for all.

By the end of the module, you will have an understanding of:

• that every young person is different
• that every young person is welcome in Scouting
• your role in contributing to a positive and inclusive environment
• a range of additional needs may affect participation in the programme
• how to adapt programmes to meet the needs of all young people within the section
• where to get further information and guidance

Encouraging diversity in Scouting promotes respect for different ideas and perspectives as well as an understanding of differences that can impact on others.

When we talk about inclusion in Scouting, we are talking about the act of ensuring that Scouting is open to all and supporting anyone to overcome any barrier to participating in the Scouting programme. As part of being inclusive, we need to ensure that our programme and meeting place is appropriate and that we have considered any additional needs members might have.

It is important to consider diversity and inclusion as at its core Scouting is an inclusive, values-based movement and membership is open to all those who share our fundamental values. A person’s differences and uniqueness should be encouraged and celebrated.

Activity 1

Write down what inclusion and diversity mean to you, and why they are important in Scouting. Do you think your section/group is fully inclusive?

To run activities in your section that will help to explore the themes of diversity and inclusion, have a look at the following badges for your section level:

Beavers: Faith, International, My World, Community Impact

Cubs: My Faith, International, World Faiths, Our World, Community Impact

Scouts: My Faith, International, World Faiths, World, Community Impact

Additional Needs and Disabilities

Additional needs and disabilities may be visible or invisible, and the needs of each young person will be unique. Some may occur for a limited period of time. For example, a broken arm, an illness, or some emotional needs due to a family break-up, are all temporary needs.

However, many additional needs are permanent conditions. These include conditions such as asthma, ASD (Autism Spectrum Disorder), dyslexia or physical disabilities.

Some additional needs can fluctuate and may be affected by a range of different factors, such as stress. Additional needs and disabilities should not prevent a young person from being able to participate in Scouting. By making reasonable adjustments (doing things differently or providing additional support), most young people can access Scouting and develop to their full potential.

It is also important to be aware of any allergies, medical needs, faith or cultural needs a young person may have. For example, you may need to cater for vegetarian, Halal and Kosher diets or a young person who is coeliac or has a nut allergy and ensure that their needs are incorporated into section meetings and camps.
https://www.youtube-nocookie.com/embed/ure8Lrbh5HY

Activity 2

Match the celebrity with their additional need:

All these celebrities have some form of additional needs, but they have not prevented them from excelling in their respective fields. Just because someone has some form of additional needs, it should not stop them from joining in and pursuing things that they are interested in.

To run activities in your section that will help to explore the themes of Disabilities have a look at the following badges:

Beavers: Disability Awareness, Community Impact

Cubs: Disability Awareness, Community Impact

Scouts: World, Community Impact

Additional Needs and Inclusion

Additional needs and disabilities should not prevent a young person from being able to participate in Scouting. By making reasonable adjustments most young people can access Scouting and develop to their full potential. Most adjustments take the form of adding something to or removing something from the activity. Adjustments could include:

• Altering a game’s rules to make it no contact
• Providing one to one support
• Having one young person read the instructions for another
• Having different food options available

Activity 3

Have a look at the following term programme and decide what, if any, adjustments may be needed to overcome the situations below. If you are viewing this on mobile you may need to scroll sideways to see the full table.

Scenarios:

1. You have a young person who is on the autism spectrum and will need additional support to understand and follow instructions.
2. You are planning your camp and a young person who is Jewish and follows a kosher diet will be coming along. The young person will also need time and space to pray during the event.
3. You have a young person who wears a headscarf in your group. Are there are considerations you need to make to ensure everything is inclusive in the Programme?
4. You have three young people with glasses in your group.

You have one young person who can’t eat wheat and one young person who has asthma

Further information

There are some very useful resources to help ensure a Scouting programme is inclusive for all. These include:

• Deaf Friendly Scouting resource
• A Million Hand’s resources: Mind, Leonard Cheshire, Guide Dogs
• Refugee resources
• Makaton promise
• Alternative versions of the promise

These can all be found on scouts.org.uk

If you ever have any questions about specific situations relating to additional needs and inclusion then don’t be afraid to discuss it with an adult leader. Not knowing how to deal with certain circumstances at first is okay if you are open minded and willing to learn.

Conclusion

Look back at the objectives at the top of this page and see if you think you are confident with each of them. If there are any parts you are unsure of then you can contact the YL training team with any questions.

When you have completed the activities above send upload your evidence to [email protected]  ,  ensure you label it clearly with your Name and the Module.  We will review and confirm receipt, updating your records and progress within the scheme.

You need to complete this to be signed off.

Introduction

Read each of the sections below and complete all the activities. Once you reach the end, you can upload evidence of your work from the activities for the ESLYL to evaluate and keep track of your progress so you must complete it to have evidence of this module. You can either write your work digitally or take a picture of any pieces of paper you use. However you choose, make sure you keep track of your work to get the recognition.

Objectives

This module aims to provide you with the knowledge of what a high quality, balanced programme is and looks like for the section support. It will help you to understand how awards and badges help to achieve this. It will also give you tips on where to find ideas for planning a high quality programme and tips on reviewing the programme to ensure that it is challenging, relevant and rewarding for each young person in the section.

By the end of this module, you will have an understanding of:

• the key elements of the younger section programmes, activity badges, challenge awards, requirements for completing top awards, and Staged Activity Badges
• how the awards and badges form a progressive Scheme from age 6 to 25
• the importance of having a balanced high quality programme and working towards the top awards
• how Moving On Awards improve links between sections
• what makes us unique as an organisation
• how to review the programme using the quality programme checkers

Activity 1

Look through the list of activity badges for your section and divide them into three columns on a piece of paper. Your columns should cover the three themes of ‘outdoor and adventure’, ‘world’ and ‘skills’.

If you work with Beavers, you can see their badges here.

If you work with Cubs, you can see their badges here.

If you work with Scouts, you can see their badges here.

A balanced programme should have elements from all three themes in each term of meetings. Reflect on which themes your section has focused on most in the time you’ve been there and come up with some ideas for what you could do to diversify.

Youth Shaped Scouting

Young people working in partnership with adults in Scouting has always been something we have been proud of. Youth Shaped Scouting not only improves the way we Scout, but also the young people involved. Learning to speak up, be heard and work towards improving something you are passionate about is an incredible learning experience for the youngest Beaver right the way through to our eldest Network member.

We want every young person to shape their own adventure, take on responsibility, develop skills, make decisions and influence their own Scout Programme.

There are lots of things that you can do to help this happen; from introducing section youth forums to encouraging young people to record video vlogs to share and reflect on past activities and decisions made in the section. These can be done in fun and exciting ways.

Activity 2

Make a poster aimed at parents explaining all the key information about your section. Include information about your programme, awards and skills that young people will learn through Scouting.

Activity 3

Challenging behaviour is often misjudged as ‘attention seeking’. It’s natural to want and need attention from others, but usually this is sought in a positive way. It’s important to think about why a young person might be seeking attention. Are they receiving enough positive attention from adults? Is there something important they are struggling to communicate to you? Do they need support with developing friendships in the section?

Write a list of 5 challenging behaviours you could encounter in your section.

Once you have written your list, think about the causes behind each one and write it down next to your list.

Quality Programme

A Quality Programme is Challenging, Relevant and Rewarding for every young person.

What we mean by Challenging:

• more opportunities for outdoor and adventurous activities in safe environments
• gaining confidence by participating in new or less familiar activities and stepping out of their comfort zones
• all young people regardless of their abilities can enjoy and achieve

What we mean by Relevant:

• young people shape the programme based on what they want to learn and explore
• ensuring the needs of every young person are met
• responding to what young people are currently inquisitive about and reflecting this in the programme

What we mean by Rewarding:

• developing skills for life, including teamwork and leadership
• supporting young people with their progression through the sections
• young people are excited about Scouting, having fun and increasing in confidence

Reviewing programme

The Scout Association have put together a number of tools you can use to review your programme. There are different review tools for each section.

If you work with Beavers, you can see their review here.

If you work with Cubs, you can see their review here.

If you work with Scouts, you can see their review here.

Activity 4

Plan a linking evening for your section and the section either above or below yours that would help young people transitioning between. Think about the following:

• Which activities would be appropriate?
• How would you mix the two sections together?
• Which elements of the programme are relevant to both sections (e.g. Staged Badges)?

Conclusion

Look back at the objectives at the top of this page and see if you think you are confident with each of them. If there are any parts you are unsure of then you can contact the YL training team with any questions.

When you have completed the activities above send upload your evidence to [email protected]  ,  ensure you label it clearly with your Name and the Module.  We will review and confirm receipt, updating your records and progress within the scheme.

You need to complete this to be signed off.

Thank you for taking the time to do training at home, stay safe

Introduction

Read each of the sections below and complete all the activities. Once you reach the end, you can upload evidence of your work from the activities for the ESLYL to evaluate and keep track of your progress so you must complete it to have evidence of this module. You can either write your work digitally or take a picture of any pieces of paper you use. However you choose, make sure you keep track of your work to get the recognition.

Objectives

This module aims to make you aware of the importance of listening to the views of young people. It gives an overview of how to bring their ideas to life, how to adapt their ideas where necessary, and how to and involve them in the planning of their programme.

By the end of this module, you will have an understanding of:

• why it is important to get feedback and input from young people in the section
• different ways you can gather ideas and feedback within your section
• how you can bring your section’s ideas to life and make adaptations where necessary

Feedback

Feedback is the mechanism that allows young people to voice their views and for leaders to get ideas and the ability to evaluate the programme. It allows previously run activities to be reviewed to allow alterations to be considered for future sessions. By undertaking feedback, it allows leaders to gain a better understanding of their section and what they look to get out of the programme. It is also a good way to come up with new and exciting activity ideas.

Feedback is important to young people because it makes them feel their views have been taken seriously. It lets them know that action is being taken on their ideas and decisions. We want the young people to be able to express their views as Scouting aims to be a youth-led organisation, which allows young people to be able to influence their programme as well as the wider aims of the association.

If feedback was not collected it can result in programmes being run that are of no interest to the young people. This can stop them from enjoying themselves, their engagement levels lowering and can lead to a greater drop out level. Not collecting feedback also can prevent development of leaders’ skills as they may be unwilling to or aware of the desire to try new activities, which they themselves may also enjoy running.

Ways to gain feedback

There is no right or wrong way to gain feedback from young people. It can be done as a whole group, in Lodges/Sixes/Patrols or by small chats. Young leaders can play an important role in gathering feedback as the young people are usually more open to expressing their true feelings on subjects to YLs as they do not see as large an age gap.

Gaining feedback can be done somewhat informally by chatting to the young people either on an individual basis or whilst in small groups whilst they take part in activities or games. Simply by asking them if they are enjoying it or what rule changes they would like in-game, count as generating feedback. Having quiet, informal chats are a good way to ensure that the views of the quieter, less confident young people are getting heard.

There are many different ways to collect feedback. Log-chews, pack chats or scout forums can also be run that generally involve the whole section or smaller groups. You may know these by other names such as pack forum. The best way for these to be run is to make them fun, interactive and embedded into the programme by turning them into activities and games in their own right, such as:

• Playing the four-corner game – giving young people four options and they have to run to the corner that represents the idea that they favour
• Asking each lodge or six to act out their favourite activity of the last term for the others to guess – would work towards their Entertainer badge
• Running a night that teaches them about democracy and each kid is able to vote in a ballot box for the badge they want to work on in the next term

Activity 1

Come up with 5 other ways to gather feedback from your section.

No idea is stupid

The young people are usually much more imaginative than the leader team and may come up with some completely out-of-the-box ideas. Some of these ideas such as Going to the Moon may be impractical, but they can be a strong basis for ideas in the programme. The key is to be able to take an idea and adapt it so that it is suitable for your section.

Activity 2

Using the methodology above, come up with ways to make these ideas happen:

• Beavers want to climb Everest
• Cubs want to camp in the rainforest
• Scouts want to go skydiving

Activity 3

Write a paragraph to give us your views on the Young Leader training programme

Conclusion

Look back at the objectives at the top of this page and see if you think you are confident with each of them. If there are any parts you are unsure of then you can contact the YL training team with any questions.

When you have completed the activities above send upload your evidence to [email protected], ensure you label it clearly with your Name and the Module.  We will review and confirm receipt, updating your records and progress within the scheme.

You need to complete this to be signed off.

Having finished this Module, why not try Mission 3?

Thank you for taking the time to do training at home, stay safe

Introduction

Read each of the sections below and complete all the activities. Once you reach the end, you can upload evidence of your work from the activities for the ESLYL to evaluate and keep track of your progress so you must complete it to have evidence of this module. You can either write your work digitally or take a picture of any pieces of paper you use. However you choose, make sure you keep track of your work to get the recognition.

Objectives

This module aims to make you aware of the importance of different communication styles and the impact that the way you communicate has on others. It will look at how you can adapt your style to suit your audience, whether you are in section meetings or leader meetings. It will also look at how to talk about the skills you are gaining through the YL scheme whenever talking to other people both inside and outside of Scouting.

By the end of this module you will have an understanding of:

• how important effective communication is between leaders and young people in their section
• adapting your communication style to suit the activity or situation
• how tone and body language can affect how you communicate with others
• how to communicate how the experiences and skills you are gaining through the YL scheme can be used to help you in other Scouting and non-Scouting activities

Communication

Communication is the ability to convey information and share meaning. The aim is to be understood by your audience, to do this effectively you need to be able to understand them as well. You can express your thoughts:

• Verbally – by speaking
• Visually – presenting information as an image, map
• Non-verbally – through your body language, eye contact, gestures
• In writing – through notes, emails etc.

To be able to understand your audience you need to be able to actively listen to their views as well. It is easily overlooked, as people tend to focus more on what they want to say, rather than listening to what the other person is saying. Knowing when to pause to allow the other person to talk is an important skill. It conveys respect and a willingness to hear the other person’s point of view.

Effective communication occurs when you use active listening. It enables you to ensure that your section understands the activity. It allows different ideas to be expressed and tips and experience to be shared with the group. It is a key skill for gathering feedback.

Adaptation

As you saw in Module C, each activity that you run within Scouting will require different communication techniques. Some are more suited to having instructions written down, some explained as a big group, some on an individual level and some by physically demonstrating.

When running a new activity or teaching a new skill such as making smores it is beneficial to consider the EDGE approach:

First, you Explain how it’s done.

“I’m going to roast this marshmallow over the fire until it’s golden brown. Then I’m going to sandwich it between two digestives and a piece of chocolate.”

Then, you Demonstrate the steps you just explained.

Narrate your actions to reinforce the first step.

Next, you Guide the learners as they practice.

Give the Scouts their own materials and let them try. Offer help when needed, and let the learner repeat until they’ve got it down.

Finally, you Enable them to succeed.

This is when you step back, sit down and watch.

Tone and body language

When communicating with others it is important to consider how you say something.

Activity 1

When explaining a new activity to your section, what body language should you use? How can you ensure that all of your section are engaging with what you are saying?

Write a paragraph on your thoughts.

Communicating your skills

Your time as a young leader should be enjoyable and will give you the opportunity to work towards the top Explorer awards. Being a YL should give you the opportunity to develop your leadership, communication and planning skills in order to help to deliver a fun and engaging programme for your section. It should also be a strong starting point if you would like to become an adult leader. These skills and experiences that you gain whilst a young leader are not solely useful for your time in Scouting. Many of the skills will be transferable for day to day life.

The ability to lead, communicate and plan are desirable skills for a candidate to have when they are applying for further education and jobs. The YL scheme is recognised by UCAS and by many employers as it shows that the applicant has desirable communication and leadership skills, is committed, and can effectively work as part of a team.

Activity 2

Write an answer for each of the following points:

• Tell us about time you engaged cooperatively in a team. What went well? What would you do differently in the future?
• Tell us about a time you led a group that was not solely made up of your peers. What did you do? What went well? What would you do differently in the future?
• Tell us about a time someone inspired you to do something? What made them inspire you?

Conclusion

Look back at the objectives at the top of this page and see if you think you are confident with each of them. If there are any parts you are unsure of then you can contact the YL training team with any questions.

When you have completed the activities above send upload your evidence to [email protected], ensure you label it clearly with your Name and the Module.  We will review and confirm receipt, updating your records and progress within the scheme.

You need to complete this to be signed off.

Sorry, no Module K here

The First aid Module requires practical hands-on experience and isn’t suited to being learned online. If you need to do this module don’t worry, you will be able to complete it once we return to face to face meetings.

You can still continue your training by completing some of the other modules within the site.