Woodcraft Folk Leader Training

By the end of the residential, participants will:

● Have increased their knowledge of Woodcraft Folk by exploring Woodcraft Folk’s history, aims and principles and resources

● Have met, worked with, and learnt from other Woodcraft Folk leaders● Have practiced developing a group programme based on Woodcraft Folk aims and

principles● Be competent and confident in their responsibility to safeguard children and young

people in our care● Be competent and confident in writing risk assessments for group activities● Share and learn songs and games that are suitable to use in Woodcraft Folk groups● Value the impact of Woodcraft Folk on children and young people● Identify their further training and support needs and know where go to achieve

them

Sessions will include a mixture of presentations, small group work and individual reflection.

Friday 11th March

Arrival at the CentreDinner from 7.30pm

Welcome!

8:30pm Welcome & introductionsAgenda and practicalitiesExpectationsGroup agreement

9:15pm Woodcraft Folk quiz (optional)

9.30pm Woodcraft Folk history project film (optional)

Saturday 12th March

8:00am

9am

Breakfast

Morning circle with young people

9:30am Creche 9.30-11Adults: Putting the aims & principles into practice

11am Break

11:15am Co-operative craft with young people

12 noon Lunch

1pm Creche 1-2.30pmAdults: Safeguarding children and young people

2.30pm Free time and a possible walk

4:30pm Discussion techniques with young people

5:30pm Games share with young people (and young children’s virtual campfire)

6:30pm Dinner

7:30pm Board games/ downtime for young people 7.30-8.30Adults: Managing behaviour and reflection.

8.30pm Singing and virtual campfire

Sunday 13th March

8:00am

9:00am

Breakfast

Morning circle with young people, and pack personal bags

10am Creche 10-11amAdults: Keeping safe - risk assessments: what, why, when, how?

11am Break

11:30am Creche 11.30-12.30Adults: Outcomes for children and young people

12:30pm LunchTidy up

1:30pm Creche 1.30-2.30Adults: Training, resources and sources of support

2:30 Closing circleEvaluation

3pm Close

Session 1 – Welcome & introductions

Session aims:● Share getting to know you games● Participants know what to expect of the weekend● Participants share their expectations for the weekend

Time Activity Equipment8:30pm Welcome

● Ask participants to come and sit on chairs in a circle● Welcome all participants● Introduce self● Explain our aims for this evening

Enough chairs in a circle for all

8:35pm Ask if anyone has a name game.● Play their game, or do name and a silly action that

everyone repeats.

8:45 Practicalities for the weekend● Bedtimes - we want everyone to participate in

the programme as much as they can, it is challenging with different age groups.

● What are your bedtime needs, and does the programme look like it will stop you meeting that need? (Suggest option of doing bedtime and quiz/film first, with welcome afterwards)

● Ask us if you have any questions or issues.● Share other practicalities eg fire procedure, food

8:50pm Agenda● Read out the agenda, and explain that there will be

some joint sessions with the crèche and some free time but we have all committed to join in the training provided

● Introduce participants to the ‘car park’ (if someone brings up a question or topic we don’t have time to cover in the session, write it up on the sheet), ‘activities/ games played’, ongoing feedback sheet explain that we don’t have any time scheduled in for addressing car park issues but we can signpost and will try to bring up issues during existing sessions

● Explain that soon we will agree how we will work together to ensure we are all happy

Agenda clearly written up on flipchart and displayedCar park sheet on wallActivities sheetResource sheet

8:55pm Expectations Post-it notes and

● In pairs, ask participants to share and record their individual responses to the following questions:1. What are they most looking forward to?2. What are they hoping to learn?3. What are they most anxious about?

● 1 post-it note for each response

penDisplay questions on flipchart paper – 1 question per sheet

9:00pm Feedback● Ask participants to feedback their responses to the 3

questions, stick the post-it notes onto the questions● Respond reassuringly to any issues raised

9:05pm Group agreementExplain why a group agreement is important e.g. make us all feel comfortable, to ensure things go well. Its important to do for this training, but also important for your group.Ask participants to make suggestions about what should go in the agreementRecord suggestions on flipchart and displayCan everyone agree to these rules? If so, sign the paper - this gives everyone ownership.

Flipchart and pens

Handout LT1 Behaviour management example approach

9:15pm Close for Woodcraft Folk quiz

Session 2 – Woodcraft Folk quiz

Session aims:● Increase participant’s knowledge of Woodcraft Folk

Time Activity Equipment9:30pm Introduce session

9:35pm Leslie Paul says● Ask participants to sit in a the circle● The game is a simple adaptation of Simon Says● Start by asking if anyone knows who Leslie Paul is

(founder of Woodcraft Folk)1. Leslie Paul says stand up2. Sit down3. Leslie Paul says put your hands on your head4. Leslie Paul says stick your tongue out5. Walk like a penguin6. Leslie Pauls says run on the spot

9:45pm Woodcraft Folk quiz● Explain to participants that they need to move

around the room, standing in front of A, B, C or D depending on what they think the answer is

● See handout for quiz questions

ABC signs displayed around the room

LT(a) Quiz questions

9:55pm History resources

● Remind people of the heritage website to find out more: http://heritage.woodcraft.org.uk/archive

Showcase history resources e.g.Fashioning a new world1985 filmYoung Roots film

10pm Close for bedtime or film & snacks

Breakfast

Morning circle

Session aims:● Participants get to know each other better, forming the group and building

relationships of support that will hopefully go beyond the weekend

Time Activity Equipment9am Welcome

● Ask participants to sit in the circle, and ask generally how they are feeling – OK?

● Groundrules recap9:05am Name Game / warmup game

● Can anyone introduce a game?● Group juggling, zombie

Balls/ bean bags

9:10 My Woodcraft Folk journey● Individually, or as families draw a map that

represents you and your Woodcraft Folk journey:1. Your name2. Where you are from3. How did you find out about Woodcraft Folk?4. What interested you most about Woodcraft Folk?5. Things you have done with Woodcraft Folk

If you’re new, your journey might be quite short! Please include where you’re hoping Woodcraft Folk might take you.

Flipchart paper and pen

9:20am Leave flipchart on the floor and let other groups mill round and read what people have put

9:25am Crèche● Children to leave with crèche

9:30am Close for putting the aims and principles into practice session

Session 3 – Putting the aims and principles into practice

By the end of the session, participants:● Can explain the Woodcraft Folk aims & principles, what they think of them, and how they

believe they fit with their group sessions● Are confident and competent at developing group programme activities that support the

Woodcraft Folk aims and principles

Time Activity Equipment9:30am 5 Session introduction

9:35am 10 What do we do during programme?● As a whole group ask participants to consider what

makes up their programme e.g. craft, singing, circle, outdoor activities, discussions, guest speakers

● If struggling, ask the group to describe a usual group night e.g. arrival, game, circle, activity, game, snacks, circle, leave

● This may be more experienced participants telling new leaders what they do.

Flipchart paper & pens

Handout LT2 Aims and Principles

9:45am 25 Aims & Principles● Explain to participants that Woodcraft Folk is

founded on a number of key principles, and that group programme should reflect these principles.

● Ask participants to move around the room, standing next to:1. The A&P that means the most to them2. The A&P that is the least important to them3. The A&P that they find (or, if new, would find)

easy to promote in sessions.4. The A&P that they find (or, if new, would find)

easy to promote in sessions.● Each time ask participants to share their reasoning

(although not all of them)

LT(b) A&Ps big - displayed around the room (keep these up for the weekend to keep in people’s minds)

10:10 30 Putting the A&P into practice● Ask participants to form a line starting with the

person who has been involved in WcF the longest, and finishing with the person whose been involved for the shortest time. Do this in silence! Number off the line to split into four groups. This will ensure there is a mixture of experience in each group.

● In those groups, design a programme/group night linked to one of the aims and principles using the format below:1. Introductory game2. Circle discussion3. Main activity4. Closing circle

Paper & pens

5. SongEncourage them to think about who will do what, drawing on individual strengths as if it were a real session they were planning.

10:40 15 FeedbackParticipants share their plan, with comments on how they found the process

10:55 5 Resources share● Follow the trail● Activity books

Can you think of any?Add them all to a flipchart sheet and leave up to add to during the weekend.

11am Close for break

Session 4 – Co-operative craft with the crèche

Session aims:● Opportunity for the crèche to join participants● Model group leaders● Practice working with children● Test our co-operative skills

Time Activity Equipment11:15am Session aims

11:20am Team work● Ask participants to organise themselves in a circle● Explain that we are going to work in small teams to

undertake a challenge● Divide the group into 3 groups, keeping families or

people from the same group together.● Ask teams to sit at prepared tables

11:25am Introduce challengesEach team has a different challenge:

Spaghetti towerDen buildingBottle top symbol

Note: any co-operative craft activity would work here.

Mission cards explaining tasks

spaghetti, marshmallows,(including some vegetarian) den kit, bottle tops and symbol

11:30am Why?● After giving them their mission cards, but before

handing out resources ask participants to brainstorm ‘why you are asking them to do this challenge’

Flipchart paper & pen

● Record responses on to flipchart paper

11:35am Activity● Hand out resources● Tell participants they have 5 minutes, then teams

will rotate, so each team has a go at each task, inheriting the project from the previous team.

1 packet of dry spaghetti, 10 marshmallows

den building equipment - canes, pegs, fabric, adjustable cable ties

bottle top symbol11:50am Reflection

● Ask the teams to look at the list of why I asked them to do the task and reflect on:1. What they did well2. What could have been better

● Ask for feedback to the whole group from each team

Is this an activity you’d consider doing in your group?● Reflect on how the activity supports team working

and adopting a co-operative approach to life, and the aims and principles more generally.

Flipchart paper & pen

ResourcesShare resources relating to craftCraft, Craft, Crafthttp://redfelineninja.org.uk/woodcraft/craft_x3/craft_x3.html

12 noon Close for lunch & free time (Eat the marshmallows!)

Lunch

Session 5 – Safeguarding children and young people Session aims:

● To clarify what is meant by ‘safeguarding’ and ‘child protection’● To ensure all Woodcraft Folk members are aware of the principles of the Woodcraft Folk

Safeguarding Policy● To support all Woodcraft Folk members to explore how practice supports safeguarding of

children and young people at group nights, on camp and other Woodcraft Folk events● To inform all Woodcraft Folk members how they should raise concerns or safeguarding

worries● To signpost all Woodcraft Folk members to sources of further information, training and

support

Time Activity Equipment

1pmIntroduction to sessionIf this brings anything up, take time out, give us a nod if you want one of us to talk now or afterwards, then space/ walk

1:05What is safeguarding?● Ask participants to share what they think of when they hear

the word ‘safeguarding’● Share with the group the agreed sector/legislative

safeguarding definition● Share with the group the agreed sector/legislative child

protection definition

LT4 Safeguarding policy (includes safeguarding definition)

Definitions written up on flipchart

LT5 Safeguarding Flowchart

1:15How do we safeguard?Give all participants two or three safeguarding jigsaw pieces● Ask participants to find the matching pieces● When paired, read out and display

Jigsaw pieces to include: Designated Safeguarding Officer, Member screening e.g. CRB checks, references, Collection of health and consent forms from all children, young people and helpers, Appropriate Volunteer: Children ratios, Programme planning, Safeguarding training, Competent & experienced members, Risk assessments, Avoid 121 contact, Keep parents informed, Actively engage children and young people, Safeguarding Policy & Procedure documents, Whistle-blowing policy

Explain that all adults helping with the group need to read and agree to follow: Local safeguarding plan, National safeguarding policy, group risk assessments, WcF code of conduct.

LT(c)Safeguarding jigsaw pieces

LT6 Code of Conduct

1:45How to raise concernsPresent to the whole group the process for reporting concerns

LT7 What to do if you are worried

e.g. Group Leader, District Safeguarding Officer, national Lead Safeguarding Officer

● Make all members aware of the Incident & Disclosure form, designed to assist record keeping and in making a formal referral to a Local Safeguarding Children Board or Child Protection team

● Make all members aware of the Woodcraft Folk Whistle-blowing policy, designed to support those wishing to raise concerns of internal practice

Key messages:- Don’t assume that anyone already knows about

issues.- Talk to leaders or safeguarding officer about anything

that worries you right down to little niggles. Good communication flow is the way to pick up patterns and problems.

about a child

Write up procedure on to flipchart1 copy for participants to view: Whistle blowing policy, incident report form, district safeguarding plan

LT(d) Whistle blowing policyLT(e) Local safeguarding planLT(f) Incident report form

2:15Safe working practices through scenarios

● In small groups of 3 or 4 ask members to take 10 minutes to consider one of the presented scenarios.

1. What are the issues?2. How should they respond?3. What could be done to reduce risk of harm?● Feedback (Difference between “I wouldn’t have

done it that way” and “That should never happen”)

Flipchart & pensLT(g) Scenarios

(divide into age groups and give out scenarios appropriate for the ages participants are working with)

2:20Why people do not raise concerns● In three small groups ask participants to take 5 minutes to

consider why people do not share concerns, each from a different perspective:1. Child2. Volunteer3. Parent

● Write each response on to a different post-it note – ensure each group have a different colour

● Feedback by reading out and placing the post-it notes on to the picture of the child

● Key message: This is why people do not raise concerns and the child/ safeguarding issue gets overlooked. This is why we need this session. The most important thing is to raise concerns about anything that you are uncomfortable with.

A picture of a child drawn on flipchartPost-it notes in three colours

2:25Sources of support

● Safeguarding portal http://woodcraft.org.uk/safeguardingLT8 Sources of support

2:30 Close for break

DefinitionsSafeguarding is the broader preventative and precautionary approach to planning and procedures that need to be in place to protect children and young people from any potential

harm or damage. It is more than child protection, although child protection is one important aspect of safeguarding.Safeguarding involves keeping children and young people safe from a much wider range of potential harm and looks at preventative action, not just reaction.Child protection involves recognising signs of physical, sexual or emotional abuse or neglect and acting on it.

Session 6 – Discussion techniques with the crèche

Session aims:By the end of the session, participants● have used a variety of techniques for facilitating a discussion with with children● can recognise when children and young people make valuable contributions to the

Woodcraft Folk experience

Time Activity Equipment4:30 5 Session aims4:35 5 Why discussions and debating?

● As a whole group explore why we have discussions and debates in Woodcraft Folk

● Record responses on to flipchart paper● Response might include – explore ideas, hear

people’s views, to plan next term’s sessions

Flipchart paper & penAims and principles displayed around the room

4:40 5 Team planning● Explain that in small groups we are going to

decide:1. I come to Woodcraft Folk because...2. What shall we do at our next group night?3. One thing we can do to make our group even

better than it already is…

Tell them that in addition to discussion, the aim of the second two questions is to make a decision that everyone is happy with.

Questions displayed on flipchart paper

4:45 25 Discussion time

Divide into age groups rather than families (age of children, or which age group adults will be working with:Woodchips, elfins, pioneers, venturers & DFs

● Each small group to adopt different approaches to discussion:

Woodchips - Talking stickElfins - TokensPioneers - Silent debateDFs - Use consensus hand signals (see back page of A-Z

Flipchart paper & pensA stick / objectbuttons

Copies of A-Z of good discussion

of good discussion)

After 10 minutes, switch to using no rules and observe how the dynamic changes.

If time, try out one of the approaches other groups have done, bearing in mind age of group.

5:10 5 Reflection● In small groups take 5 minutes to reflect:

1. Did you learn anything new or about each other?

2. Did you manage to make a decision?3. Did everyone get a say?4. How would this method work with your

group?5. What was different about the approaches?

Flipchart paper with questions on

5:15 10 Feedback

5:25 5 ResourcesSeeds for change consensus materialsChoose it, Plan it, Do itFollow the trail

5:30 Close for reflection circle

Discussion group 1Talking stick

Use a talking stick to ensure everyone takes their turn and listens.

A talking object is used by many groups to indicate who should be talking (the person holding the stick) and who should be listening (those without the stick).

Anyone who wants to say something must put their hand up and wait until the stick is passed to them.

Variations: You could pass the stick round the whole circle for a ‘go round’ to get everyones views.

Instead of people putting up their hands to request to speak, the holder of the stick hands it to someone they wish to hear from.

Discussion group 2TokensIn your small group give everyone the same number of tokens.

To make a contribution to the discussion an individual must place their token in the middle of the circle. Once all your tokens are used up, you cannot contribute until everyone has used up their tokens.

If this happens, distribute the tokens equally again and continue the conversation.

Discussion group 3Silent debateIn your small group write the question on flipchart or other large paper. Give each individual a pen (different colours if poss).Write or draw your responses on the sheets of paper. It is OK to comment, circle, dot, underline, draw on things written or drawn by others.DO NOT SPEAK or communicate in any other way than on the paper.

Discussion group 4ConsensusUse consensus hand signals in your debate. You’ll find them in the A - Z of Good Discussion.

5.30-6.30 Gameshare & kids virtual campfire

Ask participants, including children to share their favourite games. Try to have a mix of energetic, quiet and circle games, and talk about how they would work at your group.

You can make a virtual campfire using flashing red bike lights, or torches covered with red or orange fabric, then covered with sticks. Use Woodcraft Songbooks to sing favourite tunes.

6.30-7.30 Dinner

7.30-8.30 Promoting Positive Behaviour

By the end of the session, new volunteers will be able to:Work with other adults (and children) to establish consistent behaviour guidance.Use a range of techniques to respond constructively to challenging behaviour.

Time Activity Equipment19:00 1. Introduction

● Session aims/ plan - how they fit expectations, and reassure there are further resources/ support if not coveredo The subject can bring up strong feelings. If

you need to take a break that is fine. Please challenge the statement not the person.

● Woodcraft Managing Behaviour policy

Aims/session plan on flipchart

o members feedback showed a need for more support and guidance, eg research in Scotland by Catch the Light, and common training request

o New Groups Project developed this session – feedback welcome

o Joe Wyatt, WCF Development team, talked to several groups and worked on new policy and guidance, approved in Dec 2015 by General Council.

o Definition of challenging behaviour is in the policy.

o Approach is based on our Aims and Principles – empowerment, co-operation, children’s rights and non-violence:“The key to promoting positive behaviour is setting clear expectations from the start. This should be done collaboratively with the children - giving them a sense of ownership, and because we believe children have the right to take part in decisions that affect them”

o Useful guidance for how to promote positive behaviour in 1986 Elfin handbook, but need to go beyond that to explore dealing with the challenges too

LT9 Managing behaviour policy

19:05 2. What do you do already to manage behaviour? Write ideas on post its.

Write as many as you can. Emphasise - this shows you already do a lotThen place under 3 headings:

1) to prevent challenging behaviour● establishing the behaviour you want to see

○ groundrules activity, positive reinforcement

○ Mention example session plan prompts and ground rules/ behaviour strategy

● how you design your programme / activities to encourage good behaviour○ balance of energetic/ thinking activities,

clans to encourage mix, informal sessions / camp to strengthen friendships

2) to address challenging behaviour○ shout, use eye contact and name,

warnings, sit out, respond calmly3) to follow up challenging behaviour

Paper and pensQuestions on flipchart

LT1 Behaviour management example approach (this was given out during groundrules session on Friday)

o talk to parents/ carers, other leaders, children

o review approaches to prevention and addressing the behaviour

19:15 3. Woodcraft guidance.

Working together to manage behaviour● “We all come to Woodcraft with different

leadership and parenting styles.● It is important that we work together to agree a

consistent group approach● Parent/ carers need to give each other (and other

leaders) permission to manage behaviour of their children. Many opt to try not to parent their own children (even if they may nudge others to tell their child off!)”

Hand out the 22 paragraphs chopped out of the guidance, and ask participants to read and place under each of the three headings above: (prevent, address, follow up)

Choose the one most important to you and swap top tips (going round the group or just with a partner):● How could that work in your group?● In what situations would that be most useful?

Highlight: best practice in dealing with challenging behaviour (final paragraphs)● Distraction – Avoiding confrontation by distracting

the child into another activity for example, helping to prepare the drinks or helping to get another activity ready.

● Verbal warning – Warn of consequences (pick your battles, and use distraction in most cases)

● Acknowledge – If the unacceptable behaviour continues then follow through with what the group has already agreed should happen.

● Remove - If all else fails ask the child to move to a quiet place, or remove the group from the immediate area around the child so that he/she has a chance to calm down

LT(h) Managing Behaviour guidance chopped into 22 paragraphs

LT10 Managing behaviour guidance

19:30 4. Putting the guidance into practice (scenarios)

Split into pairs. You may wish to suggest a scenario of challenging behaviour that you have witnessed, to get

LT(h) ScenariosPaper and pens

some feedback and other perspectives. Describe the scenario anonymously on a post it. Pass post it to another pair.

Read scenario. Discuss in pairs how you would manage this behaviour to:

● Prevent it● Address it● Follow it up

Scenario 1A child in your group often interrupts people when talking in groups, and doesn’t always follow instructions. During a craft activity, the child climbs onto a wobbly stack of tables and does not get down when asked to by an adult.● Prevent:

o introduce talking sticko check everyone understands instructionso if persistently disruptive time out/ miss a

sessiono floating behaviour person aware of that

child’s needso reinforce groundrules re safetyo set clear physical boundaries remove or

cover tables● Address

o lift down if in dangero leave 1 adult dealing with it and continue

group activity● Follow up

o record and review at next meeting - risk assessments/ approach to behaviouro acknowledge different leaders’

approaches/ tolerance levels

Scenario 2A new child often does things that are different from what the group is doing. The child is competitive, completes activities quickly and independently, then starts disrupting the group. On a walk, the child has been racing ahead, and leading other younger children jumping on rocks in a stream. The child climbs a tree and refuses to come down.● Prevento Share info about child from parent/ carer,

friends about how best to engage and get to know child

o give some 121 attention where possible

o agree physical boundaries about how far to go, don’t go past front marker

● Addresso (one leader knew that child was a good

climber and struggles to join in, so kept an eye until came down and was ready to join in)

● Follow upo Put in place prevention measures for futureo Record on incident form and keep record

for group and parent/ carero Debrief with other adults and children

present about what happened and agree boundaries eg. “Be more cautious if younger children are following”; “Do not climb above your height without close adult supervision”o Ensure safeguarding plan and risk

assessment reflect agreed boundaries

Scenario 3A child often won’t engage in games or activities and sits at the side of the hall or lies on the floor in the circle staring at the ceiling. Some leaders accept this behaviour, and no-one is paying much attention. One leader is annoyed by the behaviour and speaks firmly to the child. The child joins in, but is easily upset and then refuses to join ‘Link your hands’.● Prevent

o Individual attention where possible eg before session, or if spare helper has 5 minutes while child iso Ask child to suggest their favourite game

(and be ‘on’); and future activities● Address

o Consider impact on group – how disruptive to others or noto Encourage participation but have some

flexibility● Follow up

o Discussion with friends and parent revealed that the child is reluctant to engage in any activities including school, and Woodcraft is a highlight of the week.o Agree more consistent approach among

leaders and decide when to intervene

FeedbackUse handouts and guidance to mention those that people

miss that could help.

19:50 5. Introduce behaviour and unmet needs. Consider what needs that young person was trying to meet. Does this change your responses? How?

“Behaviour is trying to meet an ‘unmet’ need. We behave to get what we want.”

Use the prompts below if they help1. Physiological needs e.g. food, shelter2. Safety and security e.g. health, employment,

family3. Love and belonging e.g. friendship, sense of

connection4. Self-esteem e.g. confidence, respect of others5. Self-actualisation e.g. creativity, morality,

acceptance, purpose

As a whole group: look again at the scenario you just used.

Does the information we have give us any clues as to what need the child might be trying to meet? (to gain attention? release energy? relieve boredom? get out of a situation where they don’t understand / feel stupid?) Use needs below as prompt.

Once we’ve made a guess at what that need might be, how do we check we’re right?(ask the child, ask parents, talk to other volunteers - these are more for working out strategies over a longer term for a particular child)

You may be able to come up with a strategy to help that child meet the need you identified.

Needs written up on flipchart

LT11 summaries of theories

20:15 6. Wrap up and mention further support/ resources● Support from

o Parent or Guardian, Co-Leaders, District Committee, Safeguarding Coordinator - particularly if you think anyone’s safety has been compromised by the behaviour.

o Woodcraft Facebook groups, webinars, SEN inclusion partnerships

● http://woodcraft.org.uk/managing-behaviour

and webinaro Guidance on key areas of behaviour

managemento Case studies of behaviour management

in Woodcraft Folko Documents from practice eg session

plans set ground rules for different ages; and group guardian role descriptions

o The theory behind behaviour management

● Risk assessment template, guidance, webinar and outdoor safety webinar

● First aid reporting form/ training● Guidance on running groups

o New Group Journey Guidance online module and guidance sheets – starting points to help navigate web resources, eg on staying safe, working together, programme planning

o Experienced volunteers – meet at events eg training/ gathering/ camps; local/ regional/ national Facebook; visit other groups for ideas; ask your district

● Whistle blowing and grievance policy – last resort for disputes over managing behaviour (not positive for anyone to go through formal procedure. Would get district member to mediate)

● Tip to use search field on main website woodcraft.org.uk or go to resources section

20:25 7. Most important next steps/ action for you and for your group● Write on personal action plan (or post-it note to

self, or note to group leaders)● Share if time

Pens, post-its

20:30 Close for free reflection circle

Reflection circle

Time Activity Equipment8:30pm Reflection

● Share that the day has been really packed, and go through the agenda

● Ask participants to sit in the circle reflect for a few moments on the day

8:35pm Meeting expectations● Ask participants to revisit the expectations wall from

earlier.● If they have learnt the thing they wanted to learn, ask

them to move the post-it note to the ‘done’ sheet● Respond to any issues in the car park

‘Done’ sheet on wall e.g. learnt, done

8:45pm How are you feeling?● Invite participants to share their reflections

1. What have they enjoyed?2. What are they looking forward to?3. What is worrying them?

8:55pm What next?● Share with participants the plans for later this evening.

9pm Close

8:00 Breakfast

Sunday morning circle

Time Activity Equipment9am 5 Welcome

● Welcome the group

9:059:35am

10 Warm up game● Sun shines on

9:159:45am

5 Children leave. Say goodbye to the crèche

9:209:50am

10 Reflection● Remind the group of what we did yesterday● Talk the group through today’s plans● Respond to any questions● Focus on the things people enjoyed

Agenda written up on to flipchart paper

9:30 Close to pack bags ready for risk assessment

Session 7 – Keeping safe – risk assessments: what, why, when, how?

Session aims:● Understand and have practiced completing risk assessments

Time Activity Equipment

10am Session aims

10:05am What is a risk assessment?● Explore with the group ‘what is a risk assessment?’● Record responses onto flipchart● Responses might include a record of potential risk, all the

things that could go wrong, a plan for how to protect children

● Explain to the group that they are required to complete risk assessments for each type of activity and for each venue they use e.g. craft risk assessment, camp risk assessment, trip to the park risk assessment, cooking risk assessment

● It is important to share with all volunteers a general risk assessment for your group venue, and offsite activities. Remind children/ adults as relevant before activities.

● This is a live document to be reviewed and updated regularly, including after incidents/ near misses, and for new activities to be added.

Flipchart paper and pen

10:15am What to include?● Inform participants that they should list the following types

of risk:1. Environmental risks = venue, equipment, location2. Activity risks = equipment, physical contact3. Participant risks = needs, experience, abilities,

relationships & interaction4. Leader risks = experience, abilities, relationships &

interaction5. External factors = weather, members of the public

Types of risk to be displayed on flipchart

10:20am Complete risk assessment● In small groups, ask individuals to use the risk assessment

template and begin to risk assess any of the following activities:● An elfin weekend away at Lockerbrook● A Pioneer night hike● A Woodchip craft session● An activity you’d like to run which needs to be risk

assessed because it is different to your usual activities

LT12 Template risk assesmentPensPaper

10:35am Feedback

10:45am Scoring risk assessments● Reassure participants that many people struggle with

scoring risk assessments, and that this comes with experience. The important thing is to create the mitigation actions and do them.

● As a simple pointer when scoring risks. It is useful to keep in mind the following:

Write up scoring suggestions on to flipchart

1 = Reassurance and some tender loving care2 = Minor First Aid treatment e.g. clean and cover3 = Major First Aid treatment and GP referral4 = Hospital visit or ambulance called5 = Multiple A&E visits or fatal injury

10:55am Golden rules● Ask participants to share what they think the golden rules of

risk assessment should be● Record responses on to flipchart● Responses might include:

1. Important that it is shared and communicated with children and volunteers – not good enough to be sitting in a folder

2. Must be reviewed regularly, especially after any incidents or near misses

Flipchart paper and pen

Resourceshttp://woodcraft.org.uk/resources/template-risk-assessmentRisk assessment webinar available to watch online

11am Close for morning break

Session 8 – Outcomes for children and young people

Session aims:● Leaders remind themselves of the benefits Woodcraft brings to young people● Leaders can identify ways to achieve their desired outcomes for young people

Time Activity Equipment11:30am 5 Session aims

11:35am 5 Why do young people come to group?● Ask participants to reflect on the discussions

they had with the crèche the day before● Ask participants to share the responses given

by children to the question ‘I come to Woodcraft Folk because…’

● Responses might include my mum takes me, it is fun, I enjoy camps, I like playing games, I am only free on a Tuesday and it is the only group that runs on a Tuesday

Flipchart paper & pen

11:40am 10 What do we want them to gain?Divide the group into groups or 3 or 4. Encourage people to find people they haven’t spoken to much yet.● Ask them to remember why children come,

but to think about what impact we want Woodcraft Folk to have on children

● Set up 3 or 4 tables, each with a piece of paper and the question ‘what do you want young people to gain from woodcraft?’

● In small groups, participants to write down as many things as they can think of.

Flipchart paper & pens

11:50pm 10 How are they benefitting?● Leave the groups at their tables and ask them

to feedback their suggestions● Share the results of the TREE impact

evaluation results, Scotland evaluation and Catch the Light evaluation – WE ARE MAKING A POSITIVE DIFFERENCE

LT(j) Statistics

12:00pm 15 How do we make that happen?● In the same groups, ask participants to reflect

on the outcome suggestion and take 10 minutes to list how group leaders make them happen

● Responses might include modelling, effective programming, listening to children, giving children responsibility, allowing children to take risks

Flipchart paper & pen

● After 10 minutes ask groups to create a 1 minute role play to demonstrate how a leader supports positive outcomes for children at Woodcraft Folk

12:15pm Role play● Ask each group to perform their role play and

explain the methodology of the leader

12:25 What did you learn?Resources to help…

● Catch the light impact report● TREE book

http://woodcraft.org.uk/resources/catch-light-impact-evaluation

12:30pm Close & lunch

Katy to shareDuring the Autumn term 2013, all groups in Scotland were visited and asked to complete an outcome survey (which involved smiley faces for Woodchips and Elfins and an Outcomes wheel for Pioneers, Venturers and DFs). The survey suggested that:

● 92% of children enjoyed or really enjoyed games at group ● 84% of children felt safe at group ● 77% of children enjoyed or really enjoyed being outside at group ● 69% of children enjoyed or really enjoyed doing new things at group

Overall, Woodcraft Folk young members gave the highest scores to feeling safe in their group, and the lowest to knowing about where they live.

In a recent research survey which was sent to current Pioneers, Venturers and DFs. When asked if Woodcraft Folk had benefited them:

● 85% strongly agree that they have made new friends from their involvement ● 74% strongly agree that it has provided them with good experience that will benefit them in

future life at school, college and in relation to jobs and training ● 74% strongly agree that they have acquired new skills ● 67% strongly agree that they feel more confident as a result of their involvement

If you include those young people who agreed together with those who strongly agreed, there was universal/100% acceptance that their Woodcraft Folk experience had benefited them in the above ways. In addition:

● 54% agree strongly that they understand themselves better through being involved and ● 38% agree strongly that it has helped them understand people who are different from them

Session 9 – Training, resources and sources of support Ellie

Session aims:● Participants know where and how to get the training, resources and support they

need to continue to improve as a Woodcraft Folk leader

Time Activity Equipment1:30pm Session aims

1:35 Ask participants to share what resources/ training / support they currently use / find helpful. These don’t have to be WcF onesWrite on post-its for us to write up and share later, or for people to note down now

1:40pm What training is available?Share with participants the range of training available e.g.

1. Local Safeguarding Children Board2. External: CVS/CVYS/Voluntary Action3. First aid (fundraise so district can pay)4. Webinars (explain what they are first)5. Upcoming training page (bitesize behaviour,

working together)Sessions that exist as session plans that you could run for your district (help is available for this)

1. Bitesize training2. Working together3. This course

Webinar url on flipchart

http://www.woodcraft.org.uk/training-webinars

1:50pm What resources are available?● Give out resources we brought with us, and handouts.

& explain● Remind participants of the following resources:

1. Follow the Trail2. Leader Handbooks3. Games, games, games book & DVD4. Activity Packs5. Bushcraft Packs6. New Group Journey (online)

Copies of resources to shareGames, Games, Games dvdNew groups resources handoutGreat northern offer /ask as handout

2pm Close for What next? Session

Session 10 – what next?

Session aims:● Participants can identify their further training needs● Participants create an action plan on the things they have learnt and explored during

the training event● Gather feedback and suggestions on how to improve new leader training

Time Activity Equipment2pm Session aims

2pm Meeting expectations● Revisit the expectation post-it notes● Ask participants to move those that are done

to the ‘done’ sheet

2:05pm Q&A● Respond to any post-it notes left on the

expectations sheet● Respond to any issues in the car park

2:10pm Personal action planning● Ask each participant to record their own

personal action plan.1. Write2. Their name3. Their group4. One thing they will do5. One thing they will share with your group6. One thing they need help with

Paper & pensQuestions on a flipchart

2:20pm Hand evaluation &/or evaluation sheets● As a final evaluation ask individuals to draw

around their hand.● Ask individuals to reflect on the following:

1. Something good2. Something to point out3. Something bad4. Something they will treasure5. Something little

Hand out evaluation sheets - these could be in addition to or instead of hand evaluations. Don’t forget to ask the children for feedback too.

Paper & pens for all participantsEvaluation sheets

2:30pm Close & tidy up