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Toolkit training

Learn about tools safely, then put your skills into practise.

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You’ll need

  • Tools

Before you begin

  • Everyone should know what to do if an accident happens. It might be best to plan a session on emergency aid before this activity, or include a starter activity or base that focuses on first aid.
  • Make sure you’re familiar with the latest law and guidance around carrying knives, Scouts’ safety advice, and Scout Adventures’ guidance on training others in tool use. You need a good knowledge of how to safely store, maintain, use, and transport all of the tools you’re using. Check out the guidance from Victorinox and, if you need to, ask for help in advance.
  • Plan a maximum time people are allowed to use a tool for to avoid lapses in concentration. For example, 15 minutes.
  • It’s up to you exactly which tools you include in this activity – choose the ones you use most. Many groups may include hand axes, bow saws, pocket knives, and fixed blade knives. You may also want to cover mallets, spades, augers, and peelers.
  • Whether the tools are stored in your meeting place or belong to someone in the group, you should have a fail-safe way to count them out and in. Make sure they’re back in their place or with their owner at the end of a session.
  • You may need more adults than usual, so you can have a greater ratio of adults to young people.
  • Make sure parents and carers are aware you’re planning a session on tool safety, including using knives. Be prepared to answer any questions they may have. You may need to plan an alternative activity for anyone who’s not allowed to (or doesn’t want to) take part in practical activities using tools. You could focus on other aspects of the Scouts Outdoor Challenge Award, or work towards the Scouts Survival Skills Activity Badge.

Move around bases

  1. Everyone should split into small groups.

It’s up to you how many groups you have – if you use the suggested bases below, anything between two and five is OK.

  1. Each group should go to a different base and get stuck into the activity.
  2. When the person leading the activity makes a signal, each group should move to the next base.
  3. Everyone should continue moving between bases at the signal, until they’ve been to all of the bases.

If people are totally new to using tools, you may want to do this all together before you split into groups and start going around bases.

  1. The person leading the base should introduce each tool, explain what it’s called, and what distinguishes it from similar tools. For example, what makes a Swiss army knife special? You could talk about its main features and its historic use.
  2. Everyone should name each part of the tools. They should pay special attention to any sharp edges and safety features.
  3. Everyone should talk about the risks associated with each tool, including potential injuries.
  4. Everyone should think about how each tool’s used today. What are they used for?

If your group has a quartermaster in charge of looking after equipment, they may be able to help with this base. You may want to look at the group stores or an inventory list.

  1. Everyone should chat about where they’d get each tool. If it’s a personal tool (such as a pocket knife), where would they buy it? If it’s not a personal tool, where would they find it in their meeting place?
  2. Everyone should chat about how each tool’s stored. Is it laid flat or hung up? What controls are there to make sure people can only access it if they have permission? For example, it may be kept in a locked cupboard. There may be an inventory, and people may need to sign equipment in and out so someone can keep track of the tools.
  3. Everyone should chat about how each tool’s maintained. What routine checks are made to make sure the tool’s in good working condition? Could the group help with these? How are the tools kept clean and sharp? Why are clean and sharp tools safer? How does the group make sure the tools last as long as possible?
  4. Everyone should chat about what may show that a tool’s faulty or in need of maintenance. Who would they speak to? Is there a log that keeps track of the work that’s done?
  5. Everyone should think about how they’d store the tools on a night away.

You could run a short version of a campsite planning activity (for example, open house) at this base.

  1. Everyone should work together to think about what they’d need to create a safe working environment to use each tool.
  2. Everyone should think about whether they’ll need any extra equipment such as a chopping log or sawhorse. How will this affect their answers for the rest of the base?
  3. Everyone should decide how much space they need to use the tool safely. What’s a safe working distance from others? How will they make sure the area’s free from trip hazards and clutter?
  4. Everyone should chat about how they could cordon off an area and make it a visible no-go zone. For example, ropes and signs.
  5. Everyone should chat about how they could alert people around them they’re using a tool. Everyone should think about whether they need any assistance or guidance to use each tool. If they do, how will they make sure everyone stays safe?
  1. The person leading the base should show everyone how to walk with, pass, and place each tool. For example, a bowsaw should be carried like a handbag with the blade facing downwards. It should be passed with the blade facing downwards and the handle turned to offer the other person. It should be placed on a flat surface with the handle facing backwards or returned to its container with a protective sheath or cover on.
  2. Everyone should take it in turns to practise safely walking with, passing, and placing each tool.
  1. The person leading the base should show everyone how to grip each tool. Make sure you consider people who are left handed – how should they hold the tool?
  2. Everyone should take it in turns to practise the safe grip.

 

Practise makes perfect

Scout Adventures recommends introducing a challenge that lets people practise using all of the tools they’ve been talking about in the session. Their resource, Teaching others axes and saws, has an example.

Everyone could prepare wood for backwards cooking, for example. This could involve breaking down fallen tree branches and separating wood into firewood and wood used for campsite gadgets and utensils before preparing it. Preparation could include breaking down, stripping, and sharpening pieces of wood using hand axes, bow saws, and pocket knives.

Reflection

This activity was all about being independent. Before people get stuck into using tools for themselves, they need to be able to plan, prepare, and keep themselves safe. What sorts of things did people learn to do for themselves in this activity? Whose responsibility is it to make sure that things are safe? How did people feel when they learned to use tools for themselves? Maybe some people felt proud, or worried. Do people often get the chance to achieve things for themselves?

This activity was also about developing skills. What practical skills did people develop in this activity? What other skills did they develop? People might think about things like planning and considering the consequences of their actions. What other skills would people like to develop as a group? They may want to think about other skills that would be hard to practise on their own or at home, or skills that would help them to be more independent on a night away.

Safety

All activities must be safely managed. You must complete a thorough risk assessment and take appropriate steps to reduce risk. Use the safety checklist to help you plan and risk assess your activity. Always get approval for the activity, and have suitable supervision and an InTouch process.

Sharp objects

Teach young people how to use sharp objects safely. Supervise them appropriately throughout. Store all sharp objects securely, out of the reach of young people.

If some people are experienced with using tools, they could help run the bases and support beginners to use. They could also use the session to spend time developing their skills by practising.

Make sure everyone can reach any surfaces (for example, sawhorses).

All Scout activities should be inclusive and accessible.

Scouts Outdoor Challenge Award

If people enjoyed this introduction to tool, take the toolkit on your next night away. Responsible tool users can use their skills to make campsite gadgets and keep the woodpile well-stocked.