Activities / Method / Progression

RAP - The Third Phase

Phase 3. Methods Progressive Scheme Section Methods Activities

Phase 1. Setting Goals Final Educational Objectives Areas of Personal Growth Educational Proposal

Phase 2. Organising Age Sections Section Educational Objectives

Renewed Approach to Programme

Definition of an Activity

• An activity is a flow of experiences which offer a

young person the possibility to acquire knowledge,

skills and attitudes corresponding to one or more

educational objectives

Tool box 007

Educationalobjective

Activity

Experience

Activities

Scouting offers young people objectives to achieve

This enables them:

* to develop all the dimensions of the personality

* to serve as a basis on which to assess their personal growth

* to establish a framework by which each young person can achieve that purpose in accordance with their age and individual character

We carry out activities to reach our objectives

• The educational objectives are achieved through everything the young people do, within Scouting and outside it

• The young people are the main players in the activities.

Educationalobjective

Activity

Experience

Activities

Activities as a flow of experiences

The young people learn through the experiencesthey gain from the activities

ACTIVITY* what is happening externally the action which involves everyone.* a tool which generates different situations.

EXPERIENCE* it happens within each person. * it is what each person gets from the action

The experience is a personal relationship between each young person and reality.

As leaders we cannot affect, manipulate or foresee itwith any degree of certainty.

But we can influence the activities, to try to make them generate or facilitate experiences.

Experiences are personal

Activities and Objectives

Carrying out an activity does not automatically lead to the achievement of the desired objective

The activities help to achieve the educational objectives

CUMULATIVELYSEQUENTIALLYGRADUALLY

FixedUsually take a single form and generally relate to the same subject.

Activities can be

VariableTake many different forms and refer to very different subjects, depending on the young people´s interests

Fixed and Variable

Fixed Activities

Variable ActivitiesNeed to be carried out continually to createthe right atmospherefor the Scout Method.

Are not repeated, unless the young people particularly want to and then only after a certain length of time.

Contribute in a general way to achievingthe educational objectives

Contribute to achieving one or more clearly specified educational objectives.

The extremes

Can make for a “closed” Unit, which is self-centred.

Runs the risk of de-characterizing,the Scout Unit.

A PROGRAMME WITH TOOMANY FIXED ACTIVITIES

A PROGRAMME WITH TOO MANY VARIABLE ACTIVITIES

Affects the overall educational atmosphere.

Can affect the young people´s harmonious development.

May help the programme to become obsolete.

May turn the programme into activity for its own sake.

Some fixed activities

Camps and outings

Patrol meetings

Games and play

Unit meetings

• Challenging

• Useful

• Rewarding

• Attractive

Variable activities should be

• Manual techniques and skills

• Knowledge and protection of nature

• Human rights and democracy

• Education for peace and development

• Sport

• Different kinds of arts

• Community service

• Family life

• Intercultural understanding

Variable activities can involve

Variable activities

They can follow each other or run in parallel

The proficiencies are the main variable activity of an individual nature

They are usually conducted jointly but some may be individual

Variable activities differ in duration

Duration and complexity

From activities to projects

Youthinvolvement

Directed activity

Participative activity

Project

• Through observation

• During the activity and at the end

• By all those who have participated

• To determine how far the objectives

have been achieved

Activities are evaluated:

« Play is the first great educator »

« Scouting is a jolly game  »

Baden-Powell

Section Methods

Spontaneous game

Rules

ActionSpace

Teams & roles

Identifications

The Scout Method

Law &Promise

Action Nature

TeamSystem

SymbolicFramework

Progression

Adultsupport

A « charter »

based on human

rights and

universal values

Most activities

are run at the

level of the team.

The Rovers Assembly

is led by and

elected Chairman

The « Road »

The journey

A code of behaviour

expressed in simple

terms, already

conveying

universal values

The team system

operates fully.

The Patrol leaders’

Council operates

as the Government

of the troop

Exploration,

Discovery

The Scouts

Tangible rules

of behaviour

Short text

Simple

Vocabulary

Sixes with limited

autonomy

The Sixers’ Council

brings together the

Sixers and the

Adult leaders

The Jungle BookSymbolic

Framework

Team

System

Law

&

Promise

Section Methods

A « charter »

based on human

rights and

universal values

Most activities

are run at the

level of the team.

The Rovers Assembly

is led by and

elected Chairman

The « Road »

The journey

A code of behaviour

expressed in simple

terms, already

conveying

universal values

The team system

operates fully.

The Patrol leaders’

Council operates

as the Government

of the troop

Exploration,

Discovery

The Scouts

Tangible rules

of behaviour

Short text

Simple

Vocabulary

Sixes with limited

autonomy

The Sixers’ Council

brings together the

Sixers and the

Adult leaders

The Jungle BookLeadership

Nature

Learning

By

Doing

Section Methods

Personal Progressive Scheme

The progressive scheme is the

main tool used to support one

of the elements of the Scout

Method – personal progression

• Focused on each individual

• Considering each person’s strengths

• Based on a set of educational objectives

What for?

• to work out a set of personal development

objectives

• to establish how, in concrete terms, he or she

intends to reach those objectives

• to motivate young people to be and to do

better

• to guide young people on

his/her development trail

• to enable young people to discover new skills,

talents or professional opportunities

• to evaluate, recognise and celebrate the

progress made.

• To acquire analysis and

planning routines for

his/her life

What for?

Learning about Scouting ’sproposal and decision to make a personal commitment (Promise)

Half of the sectioneducational objectivesare achieved

All section educational objectives are achieved

Final stage

Intermediatestage

Welcomeand discovery

stage

Pro

fici

en

cy b

adg

es

The progressive schemeStructure

Arrival Life within the sectionPassage/Departure

Diagnostic/“Contract”

OpportunitiesYouth/adult

relationEvaluation Recognition

The progressive schemeComponents

Let’s have a

“Bingo of opportunities”