Module A - Prepare for take-off (essentials and expectations)

Duration: 15 minutes

Resources: Printed out or hand-written dominoes from the session plan

Objectives the activity links to: All

This activity provides a quick introduction to the session. It can be done with a group of any size and is designed to encourage ESYLs to talk to each other and work together.

1. Place the hand-written or printed dominoes around the room, jumbled up. On each card is a question and an answer. The answer matches another question.
2. Give the team the first domino. Ask them to read the question aloud. The team need to work together to find the corresponding answer on another domino, to match up with the question.
3. They should read the question on the new domino and search for the relevant answer.
4. The game ends once they have got all the way around and created a chain with the first and last domino meeting.

Alternative delivery: If running this during an online session, you could use a quiz method and ask ESYLs to answer each question in the chat or as part of a discussion.

Duration: 15 minutes

Resources: Plain A4 or A3 paper and pens or pencils

Objectives the activity links to: 2. Explain how local Scouting is organised

1. Explain that there are lots of people in Scouting who can help ESYLs succeed at every step of their journey. Sometimes, the hardest thing is knowing where to go and who to approach.
2. Give out some pieces of A4 or A3 paper and ask the ESYLs to draw a large tree. On the branches of the tree, they should draw or write down the names of all of the people who are part of their ESYL family. These are the people who can help, support and influence them. They should include their fellow peers, members of their Explorer Teams, their Section Teams, the group  leadership Team, the 14-24 team, and the District and County  leadership Teams as appropriate. Alternatively, you could run this activity by placing printed words of the relevant people on the wall, and asking the ESYLs to match the names and roles to the pictures. How do these roles link up?
3. Encourage the ESYLs to fill out the front page of their logbook, or to record the relevant contact details somewhere safe. They should now know exactly who to turn to for support.

Duration: 20 minutes

Resources: Paper and pens

Objectives the activity links to: 1. Explain your role as an ESYL for the section you're supporting

Station 1: Rank it

1. On strips of paper, write down some of different reasons why a young person might want to complete the Scheme. Examples could include: ‘using the Scheme to complete my Duke of Edinburgh's Award and Scouts' Top Awards’, ‘developing new skills’, ‘giving back to my community’, ‘improving my employability’, ‘making new connections and friends’.
2. Ask the ESYLs to rank their reasons in order of what’s most important and motivating to them personally. Make sure they know there are no right or wrong answers.
3. The activity demonstrates that there are lots of reasons to complete the Scheme, and shows how each individual’s journey is unique. Do your ESYLs have the same motivations for being here? Did they know about all of the positive benefits of doing the Scheme? Are they surprised by any of these benefits? Asking questions will help you to kick-start a wider discussion.

Station 2: Role outline

1. Ask ESYLs to brainstorm responsibilities they might hold in their new role as a Young Leader.
2. Prompt questions could include: What might they be in charge of? How will their new role change their dynamic with the young people and adult volunteers in the section?

Station 3: Worries box

1. Ask ESYLs to write down any worries they may have, and to post them into the box.
2. Reassure the group that it's fine to have worries when you're embarking on a new adventure, and let them know that you'll be opening the box during the group feedback session, talking through any concerns together. This can be a great opportunity to link to other modules that may cover some of the areas they feel unsure about.

Group feedback

Go over the feedback received from the ESYLs at each station. Talk through any worries or differences in opinion. What experiences have the ESYLs had so far in their Scouting journey? Did you have an ESYL when you were in a younger section? What do they remember about them?

What did they do?

If you're using the ESYL Logbook, point out the page that contains a breakdown of ESYL responsibilities. Go over anything your young people don’t understand or are unsure about. Conclude this activity by giving ESYLs a more in-depth explanation of the Scheme and where they fit within the organisational structure of Scouting.

Duration: 15 minutes

Resources: Printed out or hand-written Scout Fundamentals words and definitions and post-it notes

Objectives the activity links to: 2. Explain how local Scouting is organised

Stick the following words and definitions around the room:

Integrity - We act with integrity; we are honest, trustworthy and loyal.
Respect - We have self-respect and respect for others.
Care - We support others and take care of the world in which we live.
Belief - We explore our faiths, beliefs and attitudes.
Cooperation - We make a positive difference; we cooperate with others and make friends.

1. Discuss the words. What do they mean to the ESYLs as individuals? The ESYLs may need a more in-depth explanation of the words. You could offer alternatives if needed.
2. Give the ESYLs some post-it notes.
3. Ask them to go around the room, jotting down some activities they have tried inside and outside of Scouting. Do any of these activities match with the words and their meanings?
   For example, they might write down some examples of how they have shown respect for others, or explored their faiths through their activity choices.
4. Explain how these keywords relate to the values of Scouting, using examples. Then, discuss the ESYLs own experiences, and show them how taking part in a wide variety of activities can help them embody the values of Scouting. Often, young people express these values in their everyday lives, without even realising they are doing so.
5. Conclude by giving some other examples of methods used to fulfil the values of Scouting.

Duration: 15 minutes

Resources: Copies of the Orange Card for each ESYL and 'do' and 'don't' signs

Objectives the activity links to: 4. Explain how the Safeguarding and Safety policies apply to you

The Orange Card is available for free from Scout Store.

Remind ESYLs of the Codes of Conduct that they may have created when they were active in other sections and of the Yellow Card Code of Practice for adult leaders, which they should be familiar with. Now they are leaders, there is a new Code of Practice set out specifically for them to follow.

Full guidance is laid out in Young People First Code of Practice for Young Leaders (Orange Card).

This Code of Conduct is about:

• ensuring young people are kept safe
• being a role model to other young people
• behaving appropriately at all times
• reporting any concerns

1. Prepare two signs, one that says ‘do' and one that says ‘don’t’. Stick these on the wall, on opposite sides of the room.
2. Tell ESYLs that they'll read a statement from the Orange Card. They must decide whether it's something they should do or not do, and then go and stand at the sigh they think is correct.
3. After each answer, discuss with ESYLs any questions arising from answers being incorrect and address and misconceptions.

Ensure all ESYLs have their own copy of the Orange Card after this activity.

Duration: 10 minutes

Resources: Copies of the Orange Card for each ESYL

Objectives the activity links to: 4. Explain how the Safeguarding and Safety policies apply to you

The Orange Card is available for free from Scout Store.

Refer ESYLs to the section of the Orange Card which says ‘What do I do if a young person tells you they are being abused or they raise a concern about their safety or wellbeing’.

Explain that they should:

• stay calm and listen carefully to what the young person says, allow them to speak and don’t interrupt them.
• accept what they say, don’t give your opinion.
• reassure the young person they are right to tell.
• let the young person know that they will treat what they have said seriously, but that they have to pass the information on to an adult leader.
• immediately tell an adult leader.
• immediately make a note of the facts as they know them, and give these to the same leader.

Duration: 15 minutes

Resources: Copies of the Orange Card for each ESYL

Objectives the activity links to: 4. Explain how the Safeguarding and Safety policies apply to you

The Orange Card is available for free from Scout Store.

1. Ask ESYLs to share an example of someone who is a role model to them. They could describe someone they know well, or talk about a celebrity who has inspired them. What it's that they admire about that person? Has that person influenced them to think or behave in a certain way?
2. Once they have shared their role models among their group, they should summarise some of the key attributes they have in common, highlighting any particular skills or behaviours that crop up frequently.
3. Remind ESYLs that they are now role models to the younger members in the section they are volunteering with. They need to set an example other young people will want to follow. Even though they are still young people themselves, they will need to act appropriately and maturely.
4. Develop this discussion by asking ESYLs to think of people they don’t consider to be good role models. Why is this? Which qualities are unappealing or uninspiring to them? This exercise can provide a useful contrast, highlighting the key differences between negative and positive attributes.
5. Try to pull out key points from the Orange Card. Talk about respect, equality, behaviour and attitudes. Link this to their understanding of being a role model to others. Why do these things matter?

Make sure you cover the following points in your group discussion:

• ESYLs should keep their own copy of the Orange Card with them at all times.
• In their role, an ESYL might notice changes in a young person’s behaviour, whether that involves someone becoming more aggressive, withdrawing, or displaying other personality changes. This may be a cause for concern, but it doesn’t necessarily mean that the young person is being abused. There may be other reasons underpinning the behaviour, such as an invisible illness, or changes to a young person’s family dynamic. If ESYLs are ever concerned about a young person, they must tell an adult leader.
• As leaders, it's our duty to think about young people’s welfare. This is why it's so important for us to get to know our young people and their personalities. This awareness will be much easier for ESYLs to gain, because the younger sections are more likely to relate to them, and may be more likely to disclose information to someone who is closer in age.
• If an ESYL has concerns about young people or adults, it’s important that you report it to the leaders you're working with, rather than trying to decide what’s happening yourself.
• If they are concerned about a young person, ESYLs must act immediately. They should never keep things to themselves or rely on someone else to take action.
• If they have concern about an adult they are working with, they may report this to their ESLYL or to another adult outside the group. Reassure them that they will not be in trouble for doing so, but that they have an important role in helping to keep young people safe, and they should feel confident in challenging and reporting behaviours that are not appropriate.
• ESYLs can play an important role in encouraging everyone to talk freely about behaviour or attitudes they do not like or find uncomfortable. ESYLs may be more aware of issues than some adult leaders. With this awareness, they can position themselves so nobody is out of sight. They can also suggest more appropriate ways of organising activities. While all adults should have attended a safeguarding session, they may not pick up on things that ESYLs notice. Remember to highlight that adult volunteers abide by similar rules, following the guidance set out in Young People First (Yellow Card).

Duration: 15 minutes

Resources: Pens and paper

Objectives the activity links to: 4. Explain how the Safeguarding and Safety policies apply to you

1. Explain that ESYLs have a right to be kept safe. Even though they have leadership responsibilities, they are still young people themselves.
2. Ask ESYLs to create a spider diagram featuring some of the ways they might look after their own welfare. This could include things like not being left on their own with the whole section, having their own sleeping accommodation on nights away, and deciding sensibly whether they befriend younger members on social media.

Duration: 30 minutes

Resources: Printed out or hand-written safeguarding scenarios available from the session plan.

Objectives the activity links to: 4. Explain how the Safeguarding and Safety policies apply to you

This part of the session gives ESYLs the chance to apply what they’ve learned to certain situations.

1. Explain that part of keeping young people safe is being able to spot if something is wrong or concerning.
2. Split the group into small teams. Give each team a safeguarding scenario. Give them time to consider the question ‘what would you do?’ for their scenario. Signpost that ESYLs will also learn how to support positive behaviour in Module D, which will further help them to determine whether a young person’s behaviour is usual or a cause for concern.
3. Once they’ve discussed their scenario, ask each group for feedback and facilitate discussion with the whole group about each scenario using the points for discussion from the safeguarding scenarios for guidance. Remind them to use their experience as young people to think about times they might have been in similar situations. This will help them to see life through the eyes of a younger member, and highlight the fact that ESYLs may well spot concerns before adults do.

Duration: 25 minutes

Resources: Pens and post-it notes

Objectives the activity links to: 4. Explain how the Safeguarding and Safety policies apply to you and 7. Explain why it's important to run activities safely and why it's necessary to carry out risk assessments

1. Split ESYLs into two groups and ask them to imagine that they are running an activity. For example, one group could pretend that they are building bird boxes with Beaver Scouts, and another could pretend they are running an obstacle course with Scouts. Give each group a stack of Post-it notes. Ask them to walk around your meeting place looking for anything that could be a potential hazard. Explain that a hazard is anything that could cause harm. Every time they spot something, they should label it. Remind ESYLs to consider whether the activity they are running is suited to both the young people taking part, and to the area they are working within.
2. Ask ESYLs to think about the different levels of risk associated with the various hazards. Which hazards could they deal with themselves? Explain that risk is the chance of someone being harmed by the hazard. Which permanent, long-term hazards do they need to be aware of, regardless of the space or context? You could discuss everyday hazards such as the road traffic outside, or the steps to the kitchen facilities, for example. Ask ESYLs to go back to their Post-it notes and mark with an X those which they think could cause the most harm.
3. The next step is working out how to control the risk: this is how we reduce it and make activities safer. For at least 4 of their Post-it notes ESYLs should discuss and agree ways to reduce the risk. Before they start, give ESYLs some examples of how we reduce risk and some questions they can ask themselves to help:

Can the hazard be removed entirely?

• Is there a less risky option?
• What can be done to reduce the risk of people being in contact with the hazard?
• What instructions and supervision are needed?
• Is protective or safety equipment available to reduce risk?

4. Ask each group for feedback about how they would reduce the risk for their hazards. Explain that they have just carried out a basic risk assessment. Explain that this is what adult leaders do for every activity to identify and reduce risks, and that they must also communicate this to all involved, including young leaders and young people and they must review risk assessments regularly. Highlight to ESYLs that they should make sure they always understand what measures have been put in place to keep an activity safe. Remind them that they have a key part to play and that they should never be afraid to stop or change an activity if they feel it's not safe, or to tell an adult leader. If they have concern about an adult they are working with, they may report this to their ESLYL or to another adult outside the group.

Duration: 25 minutes

Resources: Soft ball

Objectives the activity links to: 4. Explain how the Safeguarding and Safety policies apply to you and 7. Explain why it's important to run activities safely and why it's necessary to carry out risk assessments

1. Ask ESYLs to set up a game of dodgeball. Before they start, ask them to carry out a risk assessment. Remind them they need to:
   1. Identify the hazards
   2. Decide who might be harmed and how. Remind them to consider the individual needs of the young people in the group. Who is playing? What is being played?
   3. They should then agree how they can control the risks. Do they need to introduce some additional rules?
2. Once they have agreed how they will play the game to keep it as safe as possible, they should play the game.
3. After playing dodgeball, ask them to review their first risk assessment. Did they miss anything? What would they do differently next time? Who will be responsible for carrying out or managing any controls they put in place, and what is the most effective way to communicate this? Does everyone understand their role? Explain that this process is one which adult leaders go through every time they do an activity. Remind them of their importance in ensuring that activities are as safe as possible.

Duration: 20 minutes

Resources: None, unless it's needed for their game of choice

Objectives the activity links to: 5. Explain the importance of Policy, Organisation and Rules (POR) and access the information within it and
6. Show that you understand how POR affects your actions

1. Start by playing a game of your choice. This can be any game, as long as it has a number of set rules, and involves splitting players into two teams.
2. Relax the rules for one team, so that it has a major advantage over the other. If you’re playing a game of football, you could widen the goal posts, give one team more players than the other, or insist that one team has to play the whole game on one leg, for example.
3. See how long it takes before people start to complain that the game is unfair. When this happens, stop the game, and ask the ESYLs to write down their ideas about what life would be like if there were no consistent rules. Why might we set rules in society?
4. Discuss some of the different rules ESYLs come across in their everyday lives. For example, you could discuss the rules of the law, rules at school and work, or rules of any sports they play. Then, lead a group discussion about how Scouting is no less exempt from rules. Explain that the organisation has its own rulebook called POR, giving an overview of what it's, why we have it and where to find it.