Scout Section Proficiency Badges Badges Requirements 2012.pdfScout Program and give the opportunity...
Transcript of Scout Section Proficiency Badges Badges Requirements 2012.pdfScout Program and give the opportunity...
/ /
Scout Section
Proficiency Badges
/ /
Contents
Introduction ........................................................................................... 3
Mastery Badges ..................................................................................... 4Orienteer .............................................................................................................................................. 5First Aider.............................................................................................................................................. 6Pioneer .................................................................................................................................................. 7Cook ...................................................................................................................................................... 8Camper ............................................................................................................................................... 10Backpacker .......................................................................................................................................... 11
Interest Badges .................................................................................... 12Animal Lover ....................................................................................................................................... 13Arts Enthusiast .................................................................................................................................... 15Design & Building ................................................................................................................................ 20Entrepreneurship ................................................................................................................................ 22Ethnic Diversity ................................................................................................................................... 24Family Life ........................................................................................................................................... 25My Community ................................................................................................................................... 26Nature ................................................................................................................................................. 27Personal Fitness .................................................................................................................................. 29Personal Management ....................................................................................................................... 33Scouting Heritage ............................................................................................................................... 35 Sea Scouts Badges .............................................................................................................................. 36Air Scouts Badges................................................................................................................................ 36
/ /
Introduction
The main objective in the Scout Section is to stimulate the scout to progress through a progressive program. The badges are one of the tools that help towards this objective. However, time and time again as many troop leaders will tell you, scouts prefer to focus on the badges as they see them as a quicker way to be awarded a badge. This new format will help by focusing on the completion of the Scout program as well as to introduce new skills for today’s needs. Mastery badges are a direct continuation of the progressive scheme where a scout who completes all the relevant items along the whole program in a particular section, masters the section to be awarded the badge. There are 6 areas which have a direct progressive structure throughout the Scout Program. Thus a Scout who has progressed through all topics in one particular area needs to show that he now can master the area in question to be recognised. Interest badges are an indirect continuation of the progressive scheme where a Scout who has completed a particular item in the Scout Program furthers his/her interest in the topic by completing the relevant badge. Interest Badges latch on to some requirement from the Scout Program and give the opportunity to the scout to explore the interest further. Currently fourteen badges will be available to the scout as the focus will be on the continuation of the Scout Program. However a Scout can aim to work on 2 interest badges per year. Items in the requirements which have been done during the Progressive scheme do not need to be done again.
Mastery Badges Most of the items in the Scout program can be subdivided into several areas; First Aid ‐ First Aider Mapping ‐ Orienteer Pioneering ‐ Pioneer Camping Skills ‐ Camper Cooking ‐ Cook Backpacking ‐ Backpacker These 6 areas have a direct progressive structure throughout the Scout Program. Thus a scout who has progressed through all topics in one particular area needs to show that he now can master the area in question to be recognized. Let’s take a look at what each of these mastery badges involve.
Orienteer Program Requirements
1. Show that you know Basic First Aid for the types of injuries that could occur while orienteering including: cuts, scratches, blisters, insect stings, heat and cold exhaustions; heatstroke; hypothermia, dehydration. (Pathfinder – Factsheet 2)
2. Show that you understand a map, know how to use a compass and the use of the 8‐digit grid reference. (Pathfinder – Factsheet 3)
3. Pack a Rucksack and Personal Equipment. (Pathfinder – Factsheet 5) 4. Know the Country and Highway Code. (Pathfinder – Factsheet 8) 5. Plan and Organise an 8KM hike. (Pathfinder – Factsheet 9) 6. Show that you understand what contours and back bearing are. Be able to follow a
route. (Explorer – Factsheet 6) 7. Participate in an orienteering hike. (Pioneer – Factsheet 3) 8. Have knowledge of Survival Techniques. (Pioneer – Factsheet 5) 9. Be able to understand Risk Management. (Pioneer – Factsheet 5) 10. Undertake a 20KM Journey. (Voyager)
Mastery Requirements
10. Understand what Orienteering is.
11. Set up a 100‐metre pace course. Determine your walking and running pace for 100 metres. Why is it important to pace‐count?
1.
12. Take part in three orienteering events (one of them in conjunction with Requirement 7 above). After each event, write a report with:
a. A copy of the master map and description sheet b. Copy of the route you took on the course c. Discuss how you could improve your time between each point d. List your major weaknesses on this course and describe what you could do to
improve
13. Set up an orienteering course of no less than 20KM, without using any roads (footpaths are allowed) (In conjunction with Requirement 9). Give a brief detail of:
a. The type of terrain b. Difficulty level, gradient of certain areas etc. c. Discuss this activity before and after with your Scout Leader
14. Act as an official during an orienteering event. This may be during the running of the
course you setup for requirement 12.
15. Teach orienteering techniques to your patrol or troop.
First Aider Program Requirements
1. Show that you know Basic First Aid for the types of injuries that could occur while orienteering including: cuts, scratches, blisters, insect stings, heat and cold exhaustions; heatstroke; hypothermia, dehydration. (Pathfinder – Factsheet 2)
2. Demonstrate advanced first Aid knowledge in practice. (Explorer – Factsheet 3 ) 3. Be able to understand common medical problems and knowledge to deal with
medical emergencies. (Pioneer – Factsheet 4) 4. Be able to understand Risk Management. (Pioneer – Factsheet 5)
Mastery Requirements
5. Achieve the Red Cross or St John’s Ambulance First Aid Certificate.
6. Organise and run a First Aid activity for your patrol or troop. Discuss this activity before and after with your Scout Leader.
Pioneer Program Requirements
1. Show that you know Basic First Aid for the types of injuries that could occur while pioneering including: cuts, scratches, blisters, insect stings, heat and cold exhaustions; heatstroke; hypothermia, dehydration. (Pathfinder – Factsheet 2)
2. Know the different parts, proper care and storage of a rope. (Pathfinder – Factsheet 1)
3. Know basic knots and their use. (Pathfinder – Factsheet 1) 4. Show knowledge and use of lashings. (Explorer – Factsheet 2) 5. Do a Pioneering Project. (Pioneer – Factsheet 2) 6. Be able to understand Risk Management. (Pioneer – Factsheet 5) 7. Whipping and Splicing. (Voyager – Factsheet 1) 8. Know the uses and how to tie Rescue Knots. (Voyager – Factsheet 2)
Mastery Requirements
8. Explain why it is useful to be able to throw a rope, and then demonstrate how to coil and throw a 40‐foot length of 1/4‐ or 3/8‐inch rope. Explain how to improve your throwing distance by adding weight to the end of your rope.
9. Discuss which types of rope are suitable for pioneering work and why. Include the following in your discussion: breaking strength, safe working loads, and the care and storage of rope.
10. Using a rope‐making device or machine, make a rope at least 6 feet long consisting of
three strands, each having three yarns.
11. Build a scale model of a signal tower or a monkey bridge. Correctly anchor the model using either the 1‐1‐1 anchoring system or the log and stake anchoring method. Describe the design of your project and explain how the anchoring system works.
12. Demonstrate the use of a rope tackle by lifting a weight of 15 kilos and pull a log at
least 6 inches in diameter and 6 feet long with the tackle. Use the tackle to put tension on a line. Explain the advantages and limitations of using a rope tackle. In your explanation, describe the potential damage that friction can do to a rope.
13. By yourself, build an A‐trestle OR X‐trestle OR H‐trestle using square and diagonal
lashings. Explain the application of the trestle you build.
14. With your patrol, select a pioneering project. Create a rough sketch of the project. Make a list of the ropes and spars needed, then build the project. (Note: This requirement may be done at camp.)
Cook Program Requirements
1. Show that you know Basic First Aid for the types of injuries that could occur while cooking including: burns and scalds, and the proper treatment. (Pathfinder – Factsheet 2)
2. Knife, Axe, Saw and Hatchet. (Pathfinder – Factsheet 4) 3. Know how to build and light a fire; understand the safety precautions and cook a
simple meal. (Pathfinder – Factsheet 6) 4. Prepare a 3‐course meal. (Explorer – Factsheet 4). 5. Backwoods cooking and Camp Oven. (Pioneer – Factsheet 1) 6. Cooking for the patrol. (Voyager – Factsheet 3)
Mastery Requirements
7. Describe how meat, fish, chicken, eggs, dairy products, and fresh vegetables should be stored, transported, and properly prepared for cooking.
8. Describe the following food‐related illnesses and tell what you can do to help
prevent each from happening: a. Salmonella Enteritis b. Staphylococcal Enteritis c. E.Coli Enteritis d. Botulism e. Trichinosis f. Hepatitis
9. Illustrate the food pyramid that fits you.
a. Label the following food groups in the pyramid and how much of each you should eat each day.
i. Grains ii. Milk, yogurt, cheese iii. Vegetables iv. Meats, poultry, fish, beans, eggs, nuts v. Fruits vi. Oils (fats) and sugars
b. Explain why you should limit your intake of oils and sugars c. Explain the number of servings recommended per day from each group d. Give examples from each food group e. Describe the measurements of servings for each food group f. Describe food preparation techniques that result in more healthful and
nutritious meals.
…../cont
10. Plan a menu for two straight days (6 meals) of camping including the following: a. A camp dinner with soup; meat, fish, poultry, or an appropriate substitute;
two fresh vegetables; drink; and dessert. All are to be properly prepared. When preparing your menu, follow the nutritional guidelines set by the food pyramid.
b. A one‐pot dinner. Use foods other than canned.
11. Using the menu planned for requirement 10, make a food list showing cost and amount needed to feed your patrol.
12. List the utensils needed to cook and serve these meals.
13. Using the menu planned for requirement 10, do the following and discuss the process with your Scout Leader:
a. Prepare and serve for yourself and two others, the two dinners, one lunch, and one breakfast. Time your cooking so that each course will be ready to serve at the proper time.
b. The meals for this requirement may be prepared for different trips. They need not be prepared consecutively. Scouts working on this badge at summer camp should plan around food they can get at the camp.
c. For meals prepared in requirement 5 for which a fire is needed, use a lightweight stove or build a low‐impact fire. Include support for your cooking utensils from rocks, logs, or like material. The same fireplace may be used for more than one meal. Use a backpacking stove to cook at least one meal.
d. For each meal prepared, use safe food‐handling practices. Dispose of garbage, cans, foil, paper, and other rubbish by packing them out and depositing them in a proper container. After each meal, clean up the site thoroughly.
Camper Program Requirements
1. Show that you know Basic First Aid for the types of injuries that could occur while cooking including: burns and scalds, and the proper treatment. (Pathfinder – Factsheet 2)
2. Know how to pack a rucksack and personal equipment. (Pathfinder – Factsheet 5) 3. Know about the different type of tents and their uses. (Pathfinder – Factsheet 7) 4. Pitch and strike a Hike Tent. (Pathfinder – Factsheet 7) 5. Know how to plan a campsite and what to look for in a campsite. (Campsite –
Factsheet 5) 6. Be able to understand Risk Management. (Pioneer – Factsheet 5) 7. Participate in a Patrol Leaders’ Camp either on a District Level or on a National Level.
(Pioneer). 8. Undertake an adventurous activity. (Voyager)
Mastery Requirements
8. Learn the Leave No Trace principles.
9. Make a duty roster showing how your patrol is organised for an actual overnight campout. List assignments for each member.
10. Plan the campsite layout of your Troop Camp and act as the quartermaster during
the Troop Camp. Your duties should include maintenance of all equipment which should include: tools, cookers, gas lamps, hurricane lamps, tentage, pioneering poles, lashings etc and you should ensure that all the equipment your Troop is using is being used in the proper manner and is being taken care of.
11. Do the following:
a. Prepare a list of clothing you would need for an overnight camp in both warm and cold weather.
b. Explain the term layering c. Discuss how the right footwear is important for protecting your feet d. Explain the proper care and storage of camping equipment (clothing,
footwear, bedding)
12. Discuss the importance of camp sanitation and highlight why water treatment is important. Demonstrate two ways to treat water.
13. Discuss the types of sleeping bags and what kind would be suitable for different
conditions. Explain the proper case of your sleeping bag and how to keep it dry.
Backpacker Program Requirements
1. Show that you know Basic First Aid for the types of injuries that could occur while backpacking including: cuts, scratches, blisters, insect stings, heat and cold exhaustions; heatstroke; hypothermia, dehydration. (Pathfinder – Factsheet 2)
2. Show that you understand a map, know how to use a compass and the use of the 8‐digit grid reference. (Pathfinder – Factsheet 3)
3. Pack a Rucksack and Personal Equipment. (Pathfinder – Factsheet 5) 4. Know the Country and Highway Code. (Pathfinder – Factsheet 8) 5. Have knowledge of Survival Techniques. (Pioneer – Factsheet 5) 6. Be able to understand Risk Management. (Pioneer – Factsheet 5)
Mastery Requirements
6. Learn the Leave No Trace principles.
7. Do the following: a. List 10 items that are essential to be carried on any backpacking trek and
explain why each item is necessary. b. Describe 10 ways you can limit the weight and bulk to be carried in your
pack, and pack without jeopardising your health or safety
8. Know the following: a. Define limits on the number of backpackers appropriate for a trek crew b. Describe how a trek crew should be organised c. Tell how you would minimise risk on a backpacking trek d. Describe how to properly handle human and other waste on a backpacking
trek e. Describe the importance of personal cleanliness while on a backpacking trek f. Explain the importance of staying well hydrated during a trek
9. Demonstrate that you know how to operate a backpacking stove safely and prepare
at least 3 meals using a stove you can carry in a backpack.
10. Show you can properly shoulder your pack and adjust it for proper wear
11. Conduct a pre‐hike inspection of the patrol and its equipment
12. While carrying your pack, complete a hike of at least 12 kilometres.
13. Upon your return, write a report about the trek that includes a day‐by‐day description of what you did or what happened. (If you have already undertaken the 20KM Journey in the Voyager level, this requirement can be skipped. However, if this Journey was used as part of another badge, this requirement should be done again)
Interest Badges Interest Badges latch on to some requirement from the Scout Program and give the opportunity to the scout to explore the interest further. Currently eleven badges will be available to the scout as the focus will be on the continuation of the Scout Program. However, a Scout can aim to work on 2 interest badges per year. The Items in the requirements that have been done during the progressive scheme do not need to be done again. The following are the interest badges that are available in the Scout Programme;
Animal Lover
Arts Enthusiast
Design & Building
Entrepreneurship
Ethnic Diversity
Family Life
My Community
Nature
Personal Fitness
Personal Management
Scouting Heritage
Animal Lover Pre‐requisites:
Own at least 1 pet Requirements:
1. Choose 3 different animals (at least one domestic) of your choice from at least 2 different animal groups (Amphibians, Birds, Fish, Invertebrates, Mammals and Reptiles)
2. Explain, to your Troop, about the care, feeding habits, and if possible housing of your
chosen animal. Tell some interesting facts about it. Tell why you chose this kind of animal. Give local laws, if any, relating to the animal.
3. Non Domestic Animals
a. Briefly discuss the historical origin and if possible domestication of the chosen animal/s.
b. Describe some common characteristics of the animal/s you chose c. Point out or a sketch at least 10 body parts. Give the correct name of each
one. d. Identify some interesting facts about it. e. Explain why you chose this/these kind of animal/s. f. Identify local laws, if any, relating to the animal/s.
…./cont
4. Domestic Animals a. Do any ONE of the following:
i. Show your animal in some show. ii. Train an animal in three or more tricks or special abilities
b. Do the following:
i. Explain, to your Troop, about the care, feeding habits, and housing of your chosen animal.
ii. Identify some interesting facts about it. iii. Explain why you chose this kind of animal. iv. Identify local laws, if any, relating to the animal. v. Explain the importance of house‐training, obedience training, and
socialisation training the animal. vi. Explain what “responsible pet ownership” means. vii. Explain what issues (including temperament) must be considered
when deciding on animal to get as a family pet. viii. For two months, keep and care for your animal, maintain a log of
your activities during this period that includes these items: feeding schedule, types of food used, amount fed, exercise periods, training schedule, a weekly body weight record, grooming and bathing schedules, veterinary care, if necessary, and costs. Also include a brief description of the type of housing/shelter arrangements you have for your animal.
ix. Explain the correct way to obedience train your animal and what equipment you would need.
x. Discuss the proper vaccination schedule for your pet from birth through adulthood.
xi. Discuss the control methods for preventing fleas, ticks, heartworms, and intestinal parasites (worms) from birth through adulthood.
xii. Explain the importance of dental care and tooth brushing of a dog or cat.
xiii. Discuss the benefits of grooming on a regular basis. xiv. Visit a veterinary hospital or an animal shelter and give a report
about your visit.
Arts Enthusiast Requirements: Choose 1 section: Photography
1. Explain how the following elements and terms affect the quality of a picture:
a. Light‐natural / light‐ambient
b. Flash
c. Exposure‐aperture (f‐stops)
d. Shutter speed
e. Depth of field
f. Composition‐rule of thirds
g. Leading lines
h. Framing
i. Depth
j. Angle of view
k. Stopping Action
l. Exposure‐aperture (f‐stops)
2. Explain the basic parts and operation of a film camera or digital camera.
3. Discuss with your Scout Leader the differences between a film camera and a digital
camera.
4. List at least five advantages and five disadvantages of using a digital camera versus
using a film camera.
5. Do ONE of the following:
a. Produce a picture story using the photojournalist technique of documenting
an event. Share your plan with your patrol and get your Scout Leader’s input
and approval before you proceed. Then, using either a film camera or a
digital camera, produce your approved picture story. Process your images
and select eight to 12 images that best tell your story. Arrange your images
in order, and then mount the prints on a poster board. If you are using digital
images, you may create a slide show on your computer or produce printouts
for your poster board. Share your picture story with the troop.
….cont
b. Choose a topic that interests you to photograph for an exhibit or display.
Photograph (digital or film) your topic. Process your images. Choose 20 of
your favourite images and mount them on poster board. Share your display
with your Troop. If you are using digital images, you may create a slide show
on your computer or produce printouts for your poster board.
6. Discuss with your Scout Leader the career opportunities in photography. Pick one
that interests you and explain how to prepare for such a career. Discuss the
education and training such a career would require.
Art
1. Tell a story with pictures or using 3‐D Rendering
2. Render a subject of your choice using FOUR of these ways:
a. Pen and Ink
b. Water Colours
c. Pencil
d. Pastels
e. Oil Painting
f. Tempera
g. Acrylics
h. Charcoal
i. Computer drawing
3. Visit a museum, art exhibition, art gallery or an artist’s workshop. Find out about the
art displayed there and discuss what you learn with your Scout Leader/Patrol
4. Find out about three career opportunities in art. Pick one and find out the education,
training, and experience required for this profession.
5. Discuss this with your leader/parent, and explain why this profession might interest
you.
Dance
1. Do the following:
a. Show that you are proficient in some form of dance: Ballet, Hip Hop, Jazz, Break
Dance, and Ballroom by performing in front of your Troop.
….cont
Drama
1. See or read three full‐length plays or scripts. These can be from the stage, movies,
television or video. Write a review of each. Comment on the story, acting and
staging.
2. Write a one‐act play that will take at least eight minutes to perform. The play must
have a main character, conflict and a climax.
3. Do 3 of the following:
a. ACT a major part in a full‐length play; or act a part in three one‐act plays
b. DIRECT a play. Cast, rehearse and stage it. The play must be at least 10
minutes long
c. DESIGN the set for a play or a production
d. DESIGN the costumes for five characters in one play set
e. SHOW your skills in stage makeup. Makeup yourself or friend as an old man,
a clown, a monster or any other character of your choosing.
4. Mime or pantomime any ONE of the following, chosen by your Scout Leader/Patrol
a. You have come into a large room. It is full of pictures, furniture, other things
of interest
b. As you are getting on a bus, your books fall into a puddle. By the time you
pick them up, the bus has drove off
c. You have failed a school test. You are talking with your teach, who does not
buy your story
d. You are at a camp with a new Scout. You try to help him pass a cooking test.
He learns very slowly.
e. You are at dinner. The meet is good. You don’t like the vegetable. The
dessert is ice cream.
5. Explain the following:
a. Proscenium arch
b. Central or arena staging
c. Spotlight, Floodlight, Flies
d. Centre stage, Stage Right, Stage Left, Stage brace
e. Stage crew
f. Sound board
6. Do two short entertainment features that you could present either alone or with
others for a troop meeting or campfire.
…cont
Music
1. Sing or play a simple song or hymn chosen by your Scout Leader using good
technique, phrasing, tone, rhythm and dynamics. Read all the signs and terms of the
score.
2. Name the five general groups of musical instruments
3. Create an illustration that shows how tones generated and how instruments produce
sound.
4. Do ONE of the following:
a. Attend a live performance, or listen to three hours of recordings from any
two of the following musical styles: Blues, jazz, classic, country, bluegrass,
ethnic, gospel, musical theatre, and opera. Describe and log the music of
your choice, the instruments used, composers or songwriters, performers
and titles of the pieces you heard.
b. List five important people who made a difference in music and explain why
they continue to be influential. Include at least one composed, one
performer, one innovator and one person born more than 100 years ago.
5. Catalogue your own collection of 12 or more compact discs, records or other
recorded music. Show how to handle and store them.
6. Do TWO of the following:
a. Teach three songs to a group of people and lead them in singing the songs
b. Serve for six months as a member of a school band, scout band, choir or
other organised musical group
c. Perform as a soloist in public six times
d. Compose and write the score for a piece of music of 12 measures or more
and play this music on an instrument
e. Find out about a traditional instrument and if you can learn to play it
…cont
Graphic Arts
1. Review with your Scout Leader the processes for producing printed communications:
Offset lithography; Screen printing; Electronic/digital; Relief
2. Collect samples of three products, each one produced using a different printing
process.
3. Explain the difference between continuous‐tone; line; halftone artwork
4. Describe how it can be created and/or stored in a computer
5. Design a printed piece (flier, t‐shirt, program, form etc) and product it. Explain your
decision for the typeface you use and the way you arrange the elements in your
design.
6. Review the following post press operations with your leaders:
Drilling; Cutting; Trimming
7. Collect, describe or identify examples of the following types of binding:
Perfect; Spiral; Plastic comb; Saddle stitched; Case
8. Do ONE of the following, then describe the highlights of your visit:
a. Visit a newspaper printing plant
b. Visit a retail, commercial or in‐plant printing facility
c. Visit a school’s graphic arts program.
d. Visit 3 web sites that belong to graphic arts professional organisations
and/or printing related companies. Print out or download product or service
information from two of these sites.
9. Find out about three career opportunities in art. Pick one and find out the education,
training, and experience required for this profession.
10. Discuss this with your leader/parent, and explain why this profession might interest
you.
Design & Building Requirements
1. Understand the requirements for personal safety when using hand tools such as craft knives, handsaws, vices, files, hammers, screwdrivers, hand drills and drill bits, pliers, and portable power tools, and when to use proper protective equipment such as goggles and gloves.
2. 2. Know what precautions to take when using flammable or hazardous products such as
glue, epoxy, paint, and thinners.
3. Explain the uses for each of the following types of models: architectural, structural, process, mechanical, and industrial conduct some research on the different types of materials that could be used in making models.
4. Select a subject from requirement 5 for your model project (no kits), this model
should be your own original work. a. Prepare the necessary plans to the proper scale. b. Make a list of materials and a list of the required tools.
5. Do ONE of the following:
a. Build an architectural model of a house to a scale of 50:1. Discuss the materials you intend to use, the amount of detail required, outside treatment (finish, shrubbery, walks, etc.), and colour selections. After completing the model, present it for approval.
b. Construct a structural model showing corner construction of a wood‐frame building to a scale of 8:1. All structures shown must be to scale. Cardboard or flat sheet wood stock may be used for sheeting or flooring on the model. Review the problems you encountered in gathering the materials and supporting the structure. Be able to name the parts of the floor and wall frames, such as intermediate girder, joist, bridging, subfloor, sill, sole plate, stud, and rafter.
c. Build a process model showing the plumbing system in your house. Show hot and cold water supply, all waste returns, and venting to a scale of 15:1. Present the scale and the materials you will use. After completion, present the model, and be prepared to discuss any problems you had building this model.
d. Build a mechanical model of a mechanical device that uses at least two of the six simple machines. After completing the model, present it. Be prepared to discuss materials used, the machine's function, and any particular difficulty you might have encountered.
…cont
e. Build an industrial model of an actual passenger‐carrying vehicle to a scale of 10:1 or 25:1. Take the dimensions of the vehicle and record the important dimensions. Draw the top, front, rear, and sides of the vehicle to scale. From your plans, build a model of the vehicle. Discuss the most difficult part of completing the model.
f. Build a special‐effects model of a fantasy spacecraft that might appear in a Hollywood science‐fiction movie. Determine an appropriate scale for your design—one that makes practical sense. Include a cockpit or control area, living space, storage unit, engineering spaces, and propulsion systems. As you plan and build your model, do the following:
i. Study aircraft, submarines, and naval ships for design ideas. ii. Arrange and assemble the parts. iii. Sketch your completed model.
6. Identify at least six occupations in which model making is used and discuss some
career opportunities in this field.
Entrepreneurship Requirements:
1. In your own words, define entrepreneurship and explain the role of the entrepreneur in the economy.
2. Identify and interview an individual who has started his or her own business. Find
out how the entrepreneur got the idea for the business and how the entrepreneur recognised it as a market opportunity. Find out how the entrepreneur raised the capital (money) to start the business. How well is the business doing? Report what you learn.
3. Do the following:
a. Identify as many ideas as you can think of for a business (try using mind maps). Get ideas from your family and friends. From your list, select three ideas that you believe are the best opportunities for you.
b. Explain why you chose these three ideas rather than the others on your list. c. For each of the three ideas that you chose, prepare a list of questions that
you would ask potential customers. d. For each of your three ideas, informally interview potential customers, using
the lists of questions from requirement 3c. Report what you learn. e. Using the information you have gathered, choose the one idea that you feel
is your best business opportunity.
4. Conduct a feasibility study of your business idea by doing all of the following (briefly writing or explaining each item):
a. Product or Service i. Tell how you will make the product or perform the service. Determine
whether it is technically feasible (practical or doable). ii. Determine how you can make enough of the product or provide
enough of the service to meet your business goals. Explain how you will accomplish this.
iii. Determine what type of license you might need in order to sell or to make your product or service.
b. Market i. Determine who your customers are. Identify the type of person who
would buy your product or service. ii. Identify your business goals. iii. Identify and describe the potential liability risks of your product or
service.
…cont c. Finances
i. Describe the unique benefits of your product or service. ii. Tell how you will promote and sell your product or service to potential
customers. iii. If you are selling a product, determine how much it will cost to make
one prototype. iv. Calculate the selling price of your product or service. Explain how you
determined the price. v. Tell how you will sell your product or service and make a profit. vi. Determine how much money you will need to start your business.
Explain how you will get the money. d. Personnel
i. Determine what parts of the business you will handle yourself. Describe your qualifications for the work. Determine how your business responsibilities will fit into your schedule.
ii. Determine whether you will need additional help to operate your business. If you will need help, describe the qualifications your helpers should have and what duties they will perform.
5. Do TWO of the following:
a. Sketch a prototype of your product or write a description of your service. b. Create the prototype. List all of the materials you used to make your
prototype. Calculate the cost of all the materials and labour to compute the total cost of making your prototype.
c. Design a promotional poster or flier for your product or service. d. Project (estimate) your sales through the first three months of operation.
Calculate the profit you expect to make.
Ethnic Diversity Requirements:
1. Choose THREE countries that have different racial, cultural, national, or ethnic backgrounds. Use these countries to meet requirements a, b, and c.
a. Do TWO of the following, choosing a different group for each: i. Go to a festival, celebration, or other event identified with one of the
countries. Report on what you see and learn. ii. Go to a place of worship, school, or other institution identified with
one of the countries. Report on what you see and learn. iii. Talk with a person from one of the countries about the heritage and
traditions of the country. Report on what you learn. iv. Learn a song, dance, poem, or story that is traditional to one
country, and teach it to a group of your friends. b. Imagine that one of the countries had always lived alone and had no
influence from neighbouring countries. Tell what you think the country might be like today.
c. Tell about some differences between the religious and social customs of the three countries. Tell about some ideas or ways of doing things that are similar in the three countries.
2. Identify a contribution made to our country by three different people, each from a
different racial, ethnic, or religious background.
3. Give a talk to your Scout troop or class at school on how people from different countries have gotten along together.
Family Life Requirements: The family is the basic unit of society and is important to both individuals and communities.
The world is rapidly changing, making today's society much more complex than ever before.
As Scouts earn this merit badge, they will realize why it is important to know more about
family life and how to strengthen their families.
1. Prepare an outline on what a family is and discuss this with your leader. Outline why
families are important to individuals and to society. Discuss how the actions of one
member can affect other members.
2. List several reasons why you are important to your family and discuss this with your
parents or guardians and with your leader.
3. Prepare a list of your regular home duties or chores (at least five) and do them for 30
days. Keep a record of how often you do each of them.
4. With the approval of your parents or guardians and your leader, decide on and carry
out a project that you would do around the home that would benefit your family.
Submit a report to your leader outlining how the project benefited your family.
5. Plan and carry out a project that involves the participation of your family. After
completing the project, discuss the following with your leader:
a. The objective or goal of the project
b. How individual members of your family participated
c. The results of the project
6. Do the following:
a. Find out about the following and discuss with your leader.
b. Understanding the growing‐up process and how the body changes, and
making responsible decisions dealing with sex
c. Personal and family finances
d. The effect of technology on your family
7. Discuss the following with your leader:
a. Your understanding of what makes an effective father and why, and your
thoughts on the father's role in the family
b. Your understanding of the responsibilities of a parent
My Community Requirements:
1. Discuss with your leader what it takes to be a good citizen in your community.
Explain how you can demonstrate good citizenship in your community, Scout Group,
place of worship, or school.
2. Do the following:
a. On a map of your community, locate and point out the following:
i. Government buildings such as your Local Council, Local Tribunal,
Social Services and any other Government amenities
ii. Fire station, police station, and hospital nearest your home
iii. Historical or other interesting points
3.
3. Chart the organisation of your local council. Show the top offices and tell whether
they are elected or appointed.
4. Do the following:
a. Choose an issue that is important to the citizens of your community; then do
the following:
i. Find out which branch of local council is responsible for this issue.
b. With your leader's and a parent's approval, interview one person from the
branch of the council you identified in requirement 4a. Ask what is being
done about this issue and how young people can help.
c. Share what you have learned with your leader.
5. List some of the services (such as the library, recreation centre, public transportation,
and public safety) your community provides that are funded by the government. Tell
your leader why these services are important to your community.
Nature Requirements: Do the following:
1. Explain the meaning of "animal," "invertebrate," "vertebrate," and "mammal." Name
three characteristics that distinguish mammals from all other animals.
2. Make a drawing and identify five or more parts of a flowering plant. Tell what each
part does.
3. Explain photosynthesis and tell why this process is important. Tell at least five ways
that humans depend on plants.
4. Explain how water, light, air, temperature, pollinators, and pests affect plants.
Describe the nature and function of soil and explain its importance. Tell about the
texture, structure, and composition of fertile soil. Tell how soil may be improved.
Choose three of the following:
1. Do the following:
a. Explain what soil is and explain how it is formed.
b. Describe three kinds of soil and explain how they are different.
c. Name the three main plant nutrients in fertile soil. Explain how they can be
put back when used up.
d. Define soil erosion.
e. Explain why it is important. Explain how it affects you.
f. Name three kinds of soil erosion. Describe each.
g. Take pictures or draw two kinds of soil erosion.
2. Do the following:
a. Explain what is meant by "water pollution."
b. Describe common sources of water pollution and explain the effects of each.
c. Explain what is meant by "primary water treatment," "secondary waste
treatment" and "biochemical oxygen demand."
d. Make a drawing showing the principles of complete waste treatment.
…cont
3. Prepare a field notebook, make a collection, and identify 8 species of trees, wild
shrubs, or vines in a local wooded area. Write a description in which you identify and
discuss the following:
a. The characteristics of leaf, twig, cone, or fruiting bodies
b. The habitat in which these trees, shrubs, or vines are found
c. Find and examine two types of animal, insect, or damage on trees. In the
field notebook, identify the damage, explain how the damage was caused,
and describe the effects of the damage on the trees. Photograph or sketch
each example.
4. Do the following:
a. Grow six vegetables, three from seeds and three from seedlings, through
harvest.
b. Grow six flowers, three from seeds and three from seedlings, through
flowering.
5. Do the following:
a. Describe the meaning and purpose of fish conservation and management.
b. List and discuss at least three major problems that continue to threaten your
country's fish resources.
c. Describe some practical ways in which everyone can help with the fish
conservation effort.
Personal Fitness Requirements:
1. Explain the following: a. Why physical exams are important b. Why preventative habits (such as exercising regularly) are important in
maintaining good health, and how the use of tobacco products, alcohol, and other harmful substances can negatively affect our personal fitness.
c. Have a dental examination. Get a statement saying that your teeth have been checked and cared for. Tell how to care for your teeth.
2. Explain to your Scout Leader verbally or in writing what personal fitness means to
you, including: a. Components of personal fitness b. Reasons for being fit in all components c. What it means to be mentally healthy d. What it means to be physically healthy and fit e. What it means to be socially healthy. f. What you can do to prevent social, emotional, or mental problems?
3. With your Scout Leader/Parents answer and discuss the following questions:
a. Are you free from all curable diseases? b. Are you living in such a way that your risk of preventable diseases is
minimized? c. Do you understand the meaning of a nutritious diet and know why it is
important for you? d. Does your diet include foods from all food groups? e. Are your body weight and composition what you would like them to be and
do you know how to modify it safely through exercise, diet, and behaviour modification?
f. Do you carry out daily activities without noticeable effort? g. Do you have extra energy for other activities? h. Are you free from habits relating to poor nutrition and the use of alcohol,
tobacco, drugs, and other practices that could be harmful to your health? i. Do you participate in a regular exercise program or recreational activities? j. Do you sleep well at night and wake up feeling refreshed and energized for
the new day? k. Are you actively involved in the religious organization of your choice, and do
you participate in its youth activities? l. Do you spend quality time with your family and friends in social and
recreational activities? m. Do you support family activities and efforts to maintain a good home life?
…cont
4. Explain the following about physical fitness: a. The components of physical fitness b. Your weakest and strongest component of physical fitness c. The need to have a balance in all four components of physical fitness d. How the components of personal fitness relate to the Scout Laws and Scout
Promise
5. Explain the following about nutrition: a. The importance of good nutrition b. What good nutrition means to you c. How good nutrition is related to the other components of personal fitness d. The three components of a sound weight (fat) control program
Aerobic Fitness ‐ Choose either the nine minute run/walk for
distance OR the one mile run/walk.
Need to
improve?
9 minute Run/Walk ‐ You can run or walk.
‐or‐ 1 kilometre Run/Walk
Strength – Record your performance on all three tests
Sit‐ups in 60 sec ‐ Arms crossed, knees bent, feet flat on the floor,
have someone hold your feet down
Push‐Ups in 60 sec ‐ Keep shoulders, hips, and legs in a straight
line. Start flat on the ground.
Pull‐Ups in 60 sec ‐ Palms forward. Start with your arms fully
extended and your feet a few inches above the ground. Pull up
until your chin is on top of the bar and repeat.
Flexibility
Sit and Reach ‐ Do four repetitions. Record the fourth reach after
holding it for 15 seconds to qualify. Keep your knees down. You
can tape a meter ruler to the edge of a bench laid on its side with
your feet placed flat on the seat panel. Tape down a meter ruler
so that the 9‐inch mark is in line with the panel against which the
feet are placed.
Body Composition
Right Arm Circumference ‐ Right upper arm, midway between the
shoulder and the elbow, with the arm hanging naturally and not
flexed.
Shoulder Circumference ‐ With arms hanging, place the tape two
inches below the top of the shoulder and around the arms, chest,
and back after breath expiration.
Chest Circumference ‐ Place the tape under the arms and around
the chest and back at the nipple line after breath expiration.
Abdomen Circumference ‐ At navel level (relaxed).
Right Thigh Circumference ‐ Right thigh, midway between the hip
and the knee, and not flexed.
If possible, have the same person take the measurements whenever you are ready to be re‐
measured to chart your progress.
7. Outline a 12‐week physical fitness program using the results of your physical fitness
tests. Before beginning your exercises, have the program approved by your leader.
a. Warm‐up
b. Aerobic Exercises
c. Strength Exercises
d. Flexibility Exercises
e. Cool‐Down
8. Complete the physical fitness program you outlined in requirement 7. Keep a log of your fitness program activity (i.e., how long you exercised; how far you ran, swam, or biked; how many exercise repetitions you completed; your exercise heart rate; etc.). Repeat the aerobic fitness, muscular strength, and flexibility tests every two weeks and record your results. After the 12th week, repeat all four tests, record your results, and show improvement in each one. Compare and analyse your pre-program and post-program body composition measurements.
FITNESS MEASUREMENTS Improved? Hit goal?
BODY COMPOSITION TEST
Measurements: Initial
Results
Week 12 Improvement:
Week12 ‐ Initial
Compare and analyse your pre‐
program and post‐program body
composition measurements.
Right upper arm inches inches inches
Shoulders inches inches inches
Chest inches inches inches
Abdomen inches inches inches
Right thigh inches inches inches
Discuss the meaning and benefit of your experience, and describe your long‐term plans
regarding your personal fitness.
Test Results Initial
Results
12‐Week
Goals
Week
2
Week
4
Week
6
Week
8
Week
10
Week
12
Week12 ‐
Initial
Week12 ‐
Goal
Date – – – – – – – – – – – –
9 Min. Run/walk ‐
or‐
1 mi. Run/walk
(time)
Flexibility Reach
(cm)
Sit‐ups in 60 sec
Pull‐ups in 60 sec
Push‐ups in 60 sec
Personal Management Requirements: Personal management is about mapping a plan for your life that will involve setting short‐
range and long‐range goals and investigating different ways to reach those goals. Education,
training, and experience all help make your goals become a reality. To achieve your goals,
you will choose the best path and make a commitment to it, while remaining flexible enough
to deal with changes and new opportunities.
1. Do the following:
a. Choose an item that your family might want to purchase that is considered a
major expense.
b. Write a plan that tells how your family would save money for the purchase
identified in requirement 1a.
i. Discuss the plan with your leader.
ii. Discuss the plan with your family.
iii. Discuss how other family needs must be considered in this plan.
c. Develop a written shopping strategy for the purchase identified in
requirement 1a.
i. Determine the quality of the item or service (using consumer
publications or ratings systems).
ii. Comparison shop for the item. Find out where you can buy the item
for the best price. (Provide prices from at least two different price
sources.) Call around; study adverts. Look for a sale or discount offer.
Consider alternatives. Can you buy the item used? Should you wait
for a sale?
2. Do the following:
a. Prepare a budget reflecting your expected income (pocket money, presents,
wages), expenses, and savings. Track your actual income, expenses, and
savings for 13 consecutive weeks. When complete, present the results to
your leader.
b. Compare expected income with expected expenses.
i. If expenses exceed income, determine steps to balance your budget.
ii. If income exceeds expenses, state how you would use the excess
money (new goal, savings).
….cont
3. Explain to your leader the following:
a. What a loan is, what interest is, and how the annual percentage rate (APR)
measures the true cost of a loan.
b. The different ways to borrow money.
c. The differences between a debit card and credit card. What are the costs and
pitfalls of using these financial tools? Explain why it is unwise to make only
the minimum payment on your credit card.
d. Credit reports and how personal responsibility can affect your credit report.
e. Ways to reduce or eliminate debt.
4. Prepare a written project plan demonstrating the steps below, including the desired
outcome. This is a project on paper, not a real‐life project. Examples could include
planning a camping trip, developing a community service project or a school or
religious event, or creating an annual patrol plan with additional activities not
already included in the troop annual plan. Discuss your completed project plan with
your leader.
a. Define the project. What is your goal?
b. Develop a time line for your project that shows the steps you must take from
beginning to completion.
c. Describe your project.
d. Develop a list of resources. Identify how these resources will help you
achieve your goal.
e. If necessary, develop a budget for your project.
5. Do the following:
a. Choose a career you might want to enter after 6th Form or University.
b. Research the limitations of your anticipated career and discuss what you have learned about qualifications such as education, skills, and experience.
Scouting Heritage Requirements:
1. Discuss with your leader the life and times of Lord Baden‐Powell of Gilwell. Explain
why he felt a programme like Scouting would be good for the young men of his day.
Include in your discussion how Scouting was introduced in Malta, and the origins of
Scouting under Baden‐Powell.
2. Do the following:
a. Discuss the significance to Scouting of any TWO of the following:
i. Brown Sea Island
ii. The First World Scout Jamboree
iii. The Scout uniform
iv. The Scout Law & Promise
3. Do ONE of the following:
a. Attend a Scouting National Activity, National Camp, OR a World Scout
Jamboree. While there, keep a journal, documenting your day‐to‐day
experiences. Upon your return, report to your leader what you did, saw, and
learned. You may include photos and other documents in your report.
b. Learn about the history of the Scout Association of Malta. Interview at least
two people (one from the past and one from the present) associated with
the Scout Association of Malta. These individuals could be adult leaders, or
Scouts. Find out when the Scout Association of Malta was originally
registered. Create a report of your findings on the history of the Scout
Association of Malta, and present it to your patrol or troop or at a Patrol
Leader's Council. This presentation could be in the form of an oral/written
report, an exhibit, a scrapbook, or a computer presentation such as a slide
show.
c. Make a camp blanket with some of your personal badges and other Scouting
memorabilia. With their permission, you may include items borrowed from
family members or friends who have been in Scouting in the past, or you
may include photographs of these items. Show this collection to your leader,
and share what you have learned about items in the collection. (There is no
requirement regarding how large or small this collection must be.)
d. Reproduce the equipment for an old‐time Scouting game such as those
played at Brown Sea Island. You may find one on your own. Teach and play
the game with other Scouts.
Sea Scouts Badges
Requirements for these badges are in the final stages of completion.
Air Scouts Badges