Volunteering at Scouts is changing to help us reach more young people
Volunteering is changing to help us reach more young people
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The validation guides on the following pages are designed to help you work with a learner to construct their Personal Learning Plan. Each page covers a different module and tells you:
For each module there are questions designed to help you establish what the learner already knows, and the learning they still have to complete for each module. You should work with the learner to identify any learning they have left to complete and how they can complete this. The same questions are also outlined in the Adult’s Personal File in a Check Your Knowledge chart for each module.
The validation criteria for each module are shown in the following pages. For some modules all the criteria must be completed by all roles or there is a choice of criteria to pick from. However, in some cases, there are certain validation criteria for all roles and some additional criteria that are only relevant to certain roles. It's been indicated for each validation criteria which roles will find the criteria relevant for them. For some roles, it will depend on the learner’s agreed role description whether certain criteria are relevant to them.
The module pages below will state when revalidation of a module is required when a learner changes role within Scouting.
To develop a Personal Learning Plan to allow them to complete the training requirements for their role, taking into account existing knowledge and skills.
Creation of a Personal Learning Plan including:
Revalidation of this module is required for any change of role
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
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Part 3 - click to see the table in full screen.
One to One
To validate this module, the learner will need to:
Evidence you could use may include one or more of the following: completed Personal Learning Plan Document, discussion with the learner, focussing on how they will complete the training requirements of the role.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To provide all adults in Scouting with the essential information needed to get started in their role.
By doing this training you will:
Revalidation of this module is not required for any change in role.
eLearning
To validate the Module, you will need to:
To provide all adults in Scouting with an understanding of safety practice and responsibilities as a member of Scouts, to keep everyone safe.
By doing the e-learning you will:
Revalidation of this module is not required for any change in role. It is though required to be renewed every three years.
eLearning
To validate the Module, you will need to:
To provide all adults in Scouting with an understanding of safeguarding practice and responsibilities as a member of Scouts, to keep everyone safe.
By doing this workbook you will:
Revalidation of this module is not required for any change in role. It is though required to be renewed every three years.
eLearning
To validate the Module, you will need to:
To provide the Charity or managing Trustees with information on their legal responsibilities and current regulations.
By doing this training you will:
Revalidation of this module is not required for any change in role.
eLearning
To validate the Module, you will need to:
To provide Section Leaders and Section Supporters with basic information on the section they support, their role and area of responsibility, along with some practical help to get individuals started in their role.
Revalidation of this module is required when changing sections.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
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Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
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Part 5 - click to see the table in full screen.
Part 6 - click to see the table in full screen.
To validate this module the learner will need to complete one of the following:
You should include:
Remember to consider:
Evidence you could use may include one or more of the following: A visit from your Training Adviser,
a written or verbal statement to your Training Adviser from an observer summarising your role in a section meeting, programme plans you have developed or assisted in the development of including information on activities, games, ceremonies or section meetings that you have run, instructions for running a game, activity or ceremony for your section including instructions for various members of the leadership team, photos/videos of you running activities, games or ceremonies or section meetings, discussion of evidence of activities, games, ceremonies or section meetings that you have run, this should focus on how you incorporated the elements listed into the section meeting and be accompanied by another form of evidence.
Any other ideas subject to agreement with your Training Adviser.
Additional validation criteria can be created in consultation with a Training Adviser if necessary. Any additional validation criteria created will need to check what you have learnt and that you can apply the skills that you have acquired to your role.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To provide all adults in Scouting with an understanding of what the General Data Protection Regulations (GDPR) means for them, their Scout Group, District and County and how to effectively align with it.
Revalidation of this module is not required for a change of role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
Part 4 - click to see the table in full screen.
e-learning
To validate the Module the learner will need to:
To provide leaders, managers and supporters with information about how we deliver Scouting to young people and young adults, and how we ensure it meets their needs.
Partial Revalidation of this module is required when moving to a Manager or Supporter appointment; in which case learners must complete one of the manager specific validation criteria in light of their new role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
Part 4 - click to see the table in full screen.
Part 5 - click to see the table in full screen.
Part 6 - click to see the table in full screen.
To validate this module the learner will need to complete the following:
Managers and Supporters will also need to complete one of the following:
Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
Section Leaders are also required to complete Programme Planning (12B)
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding to their role.
To explore the Fundamentals of Scouting and the Religious Policy; and to consider their relationship with the high-quality balanced programme delivered to young people.
Revalidation of this module is not required for any change of role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
To validate this module, the learner will need to complete two of the following:
Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To promote the policies of The Scouts that encourage inclusion and to consider how the individual, in their role, can help make Scouting available to all.
Partial revalidation of this module is required when moving to a manager appointment, in which case learners must complete the manager specific validation criteria in light of their new role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
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Part 2 - click to see the table in full screen.
To validate this module the learner will need to complete one of the following:
Outline the Equal Opportunities Policy and explain how you are making Scouting a diverse and inclusive organisation by completing one of the following tasks:
Evidence you could use may include one or more of the following: a sectional visit to the learner observing them running an activity or game to increase awareness of additional needs or equal opportunities, a visit to the learner observing them running a recruitment event that highlights that Scouting is open to all, a written or verbal statement from an observer summarising the learner’s role in an activity to make Scouting more accessible, videos or photos of the learner running an activity or game, an article in a magazine/on the internet showing that Scouting is open to all.
Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and ensure that they can apply the skills acquired to their role in Scouting.
Managers should also:
Produce a plan to help their Group/District better reflect the community in which they live and give examples of how you are putting it into action. This could relate to any of the strands of diversity and inclusion.
Evidence you could use may include one or more of the following: a copy of a development plan, photos or videos demonstrating the learner putting the diversity plan into action, a visit to the learner observing them creating a plan, a visit to the learner where you observe them putting the plan into action through an activity or event, a written or verbal statement from an observer summarising the learner’s role in creating a plan, a written or verbal statement from an observer summarising the learner’s role in an activity or event to realise the plan, a discussion with the learner, the discussion should focus on their plan and activities or events they will use to put it into action and be accompanied by another form of evidence.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner wishes to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To provide information and best practice on how to manage administrative tasks in Scouting.
Revalidation of this module is not required for any change of role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
Part 4 - click to see the table in full screen.
To validate this module the learner will need to complete one of the following:
Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To cover the skills and knowledge necessary to enable adults to manage an incident and provide basic first aid.
Revalidation of this module is not required for any change of role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
The learning for this module should be completed using one of the following delivery methods:
First Response –The First Response certificate is designed specifically for adults in Scouting, based on the situations and issues that occur within those roles. It is not therefore externally recognised. It can be delivered externally, or by an individual within Scouting who has a full first aid certificate. Further guidance can be found on the members area of our website.
To validate this module the learner will need to:
To provide Section Leaders with an opportunity to plan and review a sectional programme including the use of a variety of methods to generate programme ideas.
Revalidation of this module is required for change of section.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
To validate this module the learner will need to:
And complete two of the following:
Additional validation criteria can be created in consultation with a Training Adviser if necessary. Any additional validation criteria created will need to check what you have learnt and that you can apply the skills that you have acquired to your role.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To enable adults to plan and run exciting, safe and developmental activities for the young people in their section.
Revalidation of this module is required when changing from a Supporter role to a Leader role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and to identify any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which these gaps can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
Part 4 - click to see the table in full screen.
Part 5 - click to see the table in full screen.
To validate this module the learner will need to complete two of the following:
Evidence you could use may include one or more of the following: a visit to observe the learner in a programme planning meeting, a written or verbal statement from an observer describing the learner’s role in planning an activity for the section, programme plans, risk assessments, InTouch procedure documents, registers, and letters to parents or budgets, a discussion with the learner, this should focus on how the learner has incorporated the criteria above when planning an activity for the section and should be accompanied by another form of evidence.
Evidence you could use may include one or more of the following: a sectional visit to observe the learner acting as the leader in charge for an activity for the section, a written or verbal statement from an observer describing the learner’s role in acting as the leader in charge for an activity for the section, programme plans, risk assessments, InTouch procedure documents, registers, letters to parents or budgets, showing the perspective of the leader in charge, discussion with the learner, this should focus on how the learner incorporated the criteria above whilst acting as the leader in charge for an activity and should be accompanied by another form of evidence.
Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To encourage adults to gain and develop practical skills for the benefit of the young people in their section.
Revalidation of this module is required when changing sections or changing from a Supporter role to a Leader role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
To validate this module the learner will need to complete two of the following:
Evidence you could use may include one or more of the following: a visit to observe the learner, a
written or verbal statement from an observer describing you demonstrating a practical skill the learner have learnt or developed, photos or videos of the learner demonstrating two practical skills, a qualification in a practical skill, programme plans, instructions for carrying out a practical skill, risk assessments for carrying out a practical skill discussion with the learning, this will focus on the learner demonstrating a practical skill and should be accompanied by another form of evidence.
Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
An overview of the role of residential experiences for young people in Scouting, and their organisation and planning.
Please note that the nights away permit scheme is operated separately from the Adult Training Scheme. The learner will be required to complete additional training and assessment separately from the completion and validation of this module if they wish to achieve a night’s away permit.
Revalidation of this module is only required if the new role contains a substantial increase in responsibility for residential experiences. The revalidation for this module should be discussed with the learner and their line manager to determine whether it is necessary in their new role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
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Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
Part 4 - click to see the table in full screen.
Part 5 - click to see the table in full screen.
If the learner holds the Nights Away Permit, this will count as validation for this module.
To validate this module the learner will need to:
And complete one of the following:
Evidence you could use may include one or more of the following: team rotas, letters to parents or contingency planning documents from a residential experience, a visit to a camp briefing in which the learner is playing a part, a written or verbal statement from an observer describing the learner’s role in planning or supporting a residential experience, discussion with the learner, this should focus on the role that they played in planning or supporting the residential experience and be accompanied by another form of evidence.
Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
1. Why do we have a Nights Away Permit scheme?
The aim of the Nights Away Permit scheme is to promote safe, quality residential and camping experiences within Scouting.
All those leading residential experiences for young people within Scouting need to have the skills, experience and suitability to take young people away safely.
Everyone who leads a residential event for young people within Scouting is required to hold a Nights Away Permit for the event they are running.
The Nights Away Permit Scheme is a national scheme, but it is administered locally, so once gained a permit will allow you to run a Night’s Away Event in any District or County.
2. What are the four types of Nights Away Permit available to adults in Scouting?
3. True or False?
The type of permit available is based on the section an adult volunteers with
False – leaders in all sections may hold any type of Nights Away Permit
A section leader can lead an event for another section if they hold the correct permit
True - all leaders may hold any permit and can lead events in other sections.
4. What is the maximum possible term for each type of permit?
Permits are valid for up to five years
5. Is a Nights Away Permit needed for each County/Area/ Region in which you camp?
No. Permits are nationally recognised. Explain where further guidance on the Nights Away Permit Scheme and guidance on the different areas can be found.
6. Family camps are a good way to enthuse parents. Which sections can attend a family camp?
All sections can attend. Family camps are events arranged by a group or district for youth members accompanied by parents/carers and siblings. They aim to introduce parents to the methods of Scouting and strengthen the links between the constituent sections of the group.
7. What are the specific rules for Beaver Scouts attending a family camp? Where can you find this information?
Beaver Scouts may attend family camp under the supervision and control of parents/carers/responsible adult, who must be present the whole time the child there. The responsible adult has to be nominated by the parent/carer, and the appropriate form completed, if the parent is unable to attend.
Information about Beaver Scouts attending family camps can be found in POR Chapter 9: Activities
8. True or false?
Parents don’t need to have any criminal records checks to attend a family camp.
False - All adults must be checked via appropriate vetting organisation as per POR.
Parents or supporters will need to have extra insurance to cover them on a family camp
True - Members of the Movement are covered by The Scouts’ general insurance policies. Non‐members, such as supporters, parents and carers, need to be covered by additional insurance, which the County may already have purchased (the trainer should check this information beforehand).
9. How may international residential experiences be organised?
10. Where can you find more information about international residential experiences?
There are two principle ways to learn about international and global Scouting. The first is to visit
international Scouts and Events. The second is to contact their local international representative. In England, Wales and Northern Ireland this is the ACC or AAC International. In Scotland contact the Regional Adviser for International.
11. What are Nights Away Event Passports and who are they for?
Nights Away Event Passports are for young people who wish to go on a Nights Away event that involves young people under 18 only, for example an Explorer expedition.
12. True or false?
Any Permit holder can grant a Nights Away Event Passport
True - Any Nights Away Permit holder can grant a Nights Away Event Passport equivalent to the permit they hold. For example, if the permit holder has a lightweight expedition passport, they can issue passports for lightweight expeditions, and so on.
The permit holder who grants the Nights Away Event Passport must attend the event
False - The principle of the passport is that it is used for a young person only event (under 18s). The permit holder remains responsible for the event, but they do not need to attend.
The Nights Away Event Passport can only be used by under 18s, but they can be used for multiple events
False - The Nights Away Passport can only be used by under 18s, a Nights Away Event Passport can only be used for a single occasion. Each event will require a new Passport.
To provide an international focus appropriate to their section and appreciate the global nature of Scouting.
Revalidation of this module is not required for any change of role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
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Part 4 - click to see the table in full screen.
To validate this module the learner will need to:
And complete two of the following:
Evidence you could use may include one or more of the following: a visit from to observe the learner
planning and running an activity; a written or verbal statement from an observer describing the learner’s role in planning and running an activity with the young people in the section, programme plans, instructions for an event or activity with young people, photos of videos of a game or activity the learner has run, discussion with the learner, this should focus on their role in running a game or activity for young people and should be accompanied by another form of evidence.
Evidence you could use may include one or more of the following: a visit from to a planning meeting the learner is supporting, a sectional visit that showcases the learner’s support to young people taking part in an international experience, a written or verbal statement from an observer describing your role in providing support to young people attending an international experience, letters and other resources created to support young people on an international experience, discussion with the learner, this should focus on their role providing support to young people attending an international experience and should be accompanied by another form of evidence.
Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To enable adult volunteers working with young people, to understand and meet their needs.
Revalidation of this module is required when changing sections or changing from a Supporter role to a Leader role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
Part 4 - click to see the table in full screen.
To validate this module the learner will need to complete one of the following:
And complete one of the following:
Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between
you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To enable adult volunteers to proactively promote positive behaviour and appropriately manage challenging behaviour in their section
Revalidation of this module is required when changing sections or changing from a Supporter role to a Leader role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
Part 4 - click to see the table in full screen.
To validate this module the learner will need to complete one of the following:
And also complete one of the following:
Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To cover ways in which an adult volunteering in a section can assist their line manager and others to plan for and contribute to the growth of their section and/or group.
Revalidation of this module is required when changing sections or changing from a Supporter role to a Leader role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
Part 4 - click to see the table in full screen.
Part 5 - click to see the table in full screen.
To validate this module the learner will need to:
Explain the role that they play in the recruitment and retention of young people and adults and explain why growing Scouting is important, giving examples of new members (adults or young people) who have joined Scouting as a direct result of action they have undertaken, and the steps that they took to enable this to happen.
And complete two of the following:
Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To understand the underlying functions required to work effectively as a member of an adult team.
Revalidation of this module is not required for any change of role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learners already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
To validate this module the learner will need to complete two of the following:
Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To introduce models, tools and techniques that will enable adults to be effective leaders of other adults and of young people.
Revalidation of this module is not required for any change of role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learners already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
To validate this module the learner will need to complete two of the following:
Additional validation criteria can be created in consultation with the learner if necessary. Any additional
validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role
Providing the knowledge, skills and attitudes to effectively support, validate and assess adults in The Scouts’ Adult Training Scheme, the Adventurous Activity Permit Scheme, Nights Away Permit Scheme and the Scout Show National Recognition Scheme.
Any other change in role.
To validate this module the learner will need to meet the validation criteria as laid out below for the particular role they are taking on:
If they are a Training Adviser:
If they are a Training Adviser for Managers and Supporters:
If they are a Nights Away Adviser:
If they are an Activity Assessor:
If they are a Scout show assessor:
To provide the skills, knowledge and attitudes necessary to instruct practical skills.
Revalidation of this module is not required for any change of role.
To validate this module the learner will need to:
Discuss the module content and objectives with a Training Adviser and construct a portfolio of evidence of instructing practical skills
Notes
This module is one of a number targeted at those who wish to be Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced.
For further information and the detail of this module see the Guide to Instructing Practical Skills.
To provide the skills, knowledge and attitudes to facilitate individuals and small groups.
Revalidation of this module is not required for any change of role.
To validate this module the learner will need to:
Discuss the module content and objectives with a Training Adviser and construct a portfolio of
evidence of facilitating.
Notes
This module is one of a number targeted at those who wish to be Trainers in The Scouts. Therefore,
there is no choice of validation method. All the criteria need to be met and a portfolio of evidence
produced.
For further information and the detail of this module see the Guide to Facilitating
To provide the skills, knowledge and attitudes to make effective presentations.
Revalidation of this module is not required for any change of role.
To validate this module the learner will need to:
Discuss the module content and objectives with a Training Adviser and construct a portfolio of
evidence of presenting.
Notes
This module is one of a number targeted at those who wish to be Trainers in The Scouts. Therefore,
there is no choice of validation method. All the criteria need to be met and a portfolio of evidence
produced.
For further information and the detail of this module see the Guide to Presenting.
To provide the skills, knowledge and attitudes for Local Training Managers to coordinate the learning plans of individuals to produce a programme of learning.
Revalidation of this module is not required for any change of role.
To validate this module the learner will need to:
Discuss their role with a Training Adviser and how they provide practical support to learning locally.
And complete two of the following:
To provide the skills, knowledge and attitudes necessary to research and design training experiences.
Revalidation of this module is not required for any change of role.
To validate this module the learner will need to:
Discuss the module content and objectives with a Training Adviser and construct a portfolio of
evidence of planning a learning experience.
Notes
This module is one of a number targeted at those who wish to become Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced.
For further information and the detail of this module see the Guide to Planning and Delivering a Learning Experience.
To provide the skills, knowledge and attitudes necessary to plan, prepare and run training experiences.
Revalidation of this module is not required for any change of role.
To validate this module the learner will need to:
Discuss the module content and objectives with a Training Adviser and construct a portfolio of evidence of delivering a learning experience.
Notes
This module is one of a number targeted at those who wish to become Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced.
For further information and the detail of this module see the Guide to Planning and Delivering a Learning Experience.
To provide the skills, knowledge and attitudes to enable Training Managers to plan to meet the learning needs in their area of responsibility.
Revalidation of this module is not required for any change of role.
To validate this module the learner will need to:
Discuss the module content and objectives with a Training Adviser and construct a portfolio of evidence of planning a learning provision.
Notes
This module is one of a number targeted at those who wish to become Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced.
For further information and the detail of this module see the Guide to Planning and Managing a Learning Provision.
To provide the skills, knowledge and attitudes to ensure County Training Managers are able to manage the learning provision in their area of responsibility.
Revalidation of this module is not required for any change of role.
To validate this module the learner will need to:
Discuss the module content and objectives with a Training Adviser and construct a portfolio of
evidence of managing a learning provision.
Notes
This module is one of a number targeted at those who wish to become Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced.
For further information and the detail of this module see the Guide to Planning and Managing a Learning Provision.
To provide information, support and resources for those working with young people with additional needs.
Revalidation of this module is only required if this module is considered to be relevant to the new role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learners already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
To validate this module the learner will need to complete two of the following:
Additional validation criteria can be created in consultation with a Training Adviser if necessary. Any additional validation criteria created will need to check what you have learnt and that you can apply the skills that you have acquired to your role.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To enable an adult to participate fully as a member of the Appointments Advisory Committee.
Revalidation of this module is only required if this module is considered to be relevant to the new role.
What are the four stages of the appointment process and in what order do they happen?
The four stages of the appointment process are Application, Approval, Appointment and Induction.
The first three stages follow on from one another. Induction starts at the Application stage and continues throughout and (if necessary) after the other stages of the appointment process.
How can the appointment process be made welcoming and non-threatening?
The appointment process can be made welcoming and non-threatening by:
Who is the Appointments Advisory Committee made up of?
The Appointments Advisory Committee is made up of an Appointments Chairman, an Appointments Secretary and a pool of committee members to undertake approval meetings.
What are the main responsibilities of the Appointments Advisory Committee?
The main responsibilities of the Appointments Advisory Committee are:
When arranging or running an approval meeting what factors might you need to consider?
There are some practical things that should be considered before an approval meeting. These include:
What is the purpose of the approval meeting?
The purpose of the approval meeting is to consider:
How many people should be present at an approval meeting?
Three members of the Appointments Advisory Committee should be present at the approval meeting. In some circumstances, the Appointments Chairman may allow one additional person to be present at the approval meeting, for example, if Module 37 (the training module for members of Appointments Advisory Committees) is being validated or if the applicant needs an interpreter/signer to attend the meeting.
What types of questions should be used at an approval meeting and why?
Open questions should be used as they allow more information to be gained from the adult. Open questions start with words such as why, how, who, what and if. They are questions to which a simple yes or no reply is not appropriate. They tend to help find out someone’s views, opinions and motivation in offering to help.
To validate this module, the learner will need to:
Discuss with a Training Adviser the purpose of the appointment process in Scouting and steps that must be taken to ensure that it is welcoming, non-threatening and effective in appointing as far as possible only fit and proper persons.
And complete two of the following:
And (if taking part in approval meetings):
Take part in approval meetings for two people. Discuss with your Training Adviser how the approval meetings were arranged and how the committee members reached their conclusions
To provide adults with the appropriate skills to plan and run successful residential experiences for the young people in their section.
This module should help to prepare adults in the skills and knowledge needed for the Nights Away Permit Scheme.
Please note that the Nights Away Permit Scheme is operated separately from the Adult Training
Scheme. The learner will be required to complete additional training and assessment separately from the completion and validation of this module if they wish to achieve a Nights Away Permit.
Revalidation of this module is only required if the new role contains a substantial increase in responsibility for residential experiences. The revalidation for this module should be discussed with your line manager and Training Adviser to determine whether it is necessary in your new role.
These questions follow the topics covered in the trainers notes and are directly linked to the learning objectives for this module. The questions are designed to support you when establishing what the learner already knows, and any gaps in the learner’s knowledge. Once these gaps have been identified, you should work with the learner to identify ways in which they can be filled.
Part 1 - click to see the table in full screen.
Part 2 - click to see the table in full screen.
Part 3 - click to see the table in full screen.
Part 4 - click to see the table in full screen.
Part 5 - click to see the table in full screen.
Part 6 - click to see the table in full screen.
If the learner holds the Nights Away Permit, this will count as validation for this module.
To validate this module the learner will need to complete and provide evidence of one of the
following activities from each group:
Group 1: Planning and event administration
Group 2: Using practical skills
Group 3: Planning a programme
Plan a programme for a residential experience for the section you support, taking into consideration:
Additional validation criteria can be created in consultation with the learner if necessary. Any additional validation criteria created will need to check the learner’s knowledge and that they can apply the skills acquired to their role in Scouting.
The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that the learner may wish to use to validate this module. These can be agreed between you and the Learner. In addition to looking at the evidence the learner provides, you will need to review and prompt them to explain some elements of the evidence in order to ensure that they have applied their knowledge and understanding in their role.
To provide the skills, knowledge and attitudes necessary to effectively mentor and coach both adults and young people in Scouting Roles.
Revalidation of this module is not required for any change of role.
A ‘formal evidence portfolio’ is not required to validate as a Mentor or Coach. However documentary evidence will be required to show that the validation criteria has been achieved.
Example of this evidence may include:
Notes
As coaching and mentoring sessions should be confidential, observation of these is not appropriate for
validation purposes.
Understand why we have Welcome Conversations, know how to prepare for a Welcome Conversation and be able to deliver a Welcome Conversation.
e-learning
To validate the Module, you will need to:
Question 1:
Question 2:
Question 3:
The Support Centre is your first point of contact for The Scouts. You can ask questions, receive advice and order resources. The Support Centre is open from 9am – 5pm weekdays and can be contacted by:
Live chat: www.scouts.org.uk
Phone: 0345 300 1818 (local rate) or 0208 433 7100
Email: support@scouts.org.uk
Post: Scout Support Centre, Gilwell Park, Bury Road, Chingford, E4 7QW
This document outlines The Scouts’ approach to adult training, the details of the training scheme and the local management of training provision. Also includes information on the minimum module requirements for the different roles in The Scouts. Take a look at the Adult Training Scheme.
This is a resource that volunteers work through as through the Adult Training Scheme. It includes details of all training for Section Leaders and Assistant Section Leaders within the scheme.
The Adult’s Personal File for Non-Wood Badge roles is a shorter version of the Adult’s Personal File with only relevant modules included for these roles. This has been developed to ensure that the support resource is as relevant as possible for members who are not required to undertake a Wood Badge as part of their role.
The Supplementary Module Pages will be useful for members who choose to undertake any of the supplementary modules. These can be printed and inserted into any of the Adult’s Personal Files or referred to online. The Supplementary Module pages for the Adult’s Personal File can be accessed in one document with all the Supplementary Modules or the individual module pages are also available.
Quick-glance guide to the modules in the Adult Training Scheme.