1. Activities / Method / Progression RAP - The Third Phase

2. Phase 3.Methods Progressive Scheme Section Methods Activities Phase 1.Setting Goals Final Educational Objectives Areas of Personal Growth Educational Proposal Phase 2.Organising Age Sections Section Educational Objectives Renewed Approach to Programme

3. Definition of an Activity An activity is a flow of experiences which offer a young person the possibility to acquire knowledge, skills and attitudes corresponding to one or more educational objectives Tool box 007

4. Educational objective Activity Experience Activities

5. Scouting offers young people objectives to achieve This enables them: * to develop all the dimensions of the personality * to serve as a basis on which to assess their personal growth * to establish a framework by which each young person can achieve that purpose in accordance with their age and individual character

6. We carry out activities to reach our objectives The educational objectives are achieved through everything the young people do, within Scouting and outside it The young people are the main players in the activities.

7. Educational objective Activity Experience Activities

8. Activities as a flow of experiences The young people learn through the experiences they gain from the activities ACTIVITY * what is happening externally the action which involves everyone. * a tool which generates different situations. EXPERIENCE * it happens within each person. * it is what each person gets from the action

9. The experience is a personal relationship between each young person and reality. As leaders we cannot affect, manipulate or foresee it with any degree of certainty. But we can influence the activities, to try to make them generate or facilitate experiences. Experiences are personal

10. Activities and Objectives Carrying out an activity does not automatically lead to the achievement of the desired objective The activities help to achieve the educational objectives CUMULATIVELYSEQUENTIALLYGRADUALLY

11. Fixed Usually take a single form and generally relate to the same subject. Activities can be Variable Take many different forms and refer to very different subjects, depending on the young people´s interests

12. Fixed and Variable Fixed Activities Variable Activities Need to be carried out continually to create the right atmosphere for the Scout Method. Are not repeated, unless the young people particularly want to and then only after a certain length of time. Contribute in a general way to achieving the educational objectives Contribute to achieving one or more clearly specified educational objectives.

13. The extremes Can make for a “closed” Unit, which is self- centred. Runs the risk of de-characterizing, the Scout Unit. A PROGRAMME WITH TOO MANY FIXED ACTIVITIES A PROGRAMME WITH TOO MANY VARIABLE ACTIVITIES Affects the overall educational atmosphere. Can affect the young people´s harmonious development. May help the programme to become obsolete. May turn the programme into activity for its own sake.

14. Some fixed activities Camps and outings Patrol meetings Games and play Unit meetings

15. Challenging Useful Rewarding Attractive Variable activities should be

16. Manual techniques and skills Knowledge and protection of nature Human rights and democracy Education for peace and development Sport Different kinds of arts Community service Family life Intercultural understanding Variable activities can involve

17. Variable activities They can follow each other or run in parallel The proficiencies are the main variable activity of an individual nature They are usually conducted jointly but some may be individual Variable activities differ in duration

18. Duration and complexity From activities to projects Youth involvement Directed activity Participative activity Project

19. Through observation During the activity and at the end By all those who have participated To determine how far the objectives have been achieved Activities are evaluated:

20. « Play is the first great educator » « Scouting is a jolly game » Baden-Powell Section Methods

21. Spontaneous game Rules Action Space Teams & roles Identifications

22. The Scout Method Law & Promise Action Nature Team System Symbolic Framework Progression Adult support

23. A « charter » based on human rights and universal values Most activities are run at the level of the team. The Rovers Assembly is led by and elected Chairman The « Road » The journey A code of behaviour expressed in simple terms, already conveying universal values The team system operates fully. The Patrol leaders’ Council operates as the Government of the troop Exploration, Discovery The Scouts Tangible rules of behaviour Short text Simple Vocabulary Sixes with limited autonomy The Sixers’ Council brings together the Sixers and the Adult leaders The Jungle Book Symbolic Framework Team System Law & Promise Section Methods

24. A « charter » based on human rights and universal values Most activities are run at the level of the team. The Rovers Assembly is led by and elected Chairman The « Road » The journey A code of behaviour expressed in simple terms, already conveying universal values The team system operates fully. The Patrol leaders’ Council operates as the Government of the troop Exploration, Discovery The Scouts Tangible rules of behaviour Short text Simple Vocabulary Sixes with limited autonomy The Sixers’ Council brings together the Sixers and the Adult leaders The Jungle Book Leadership Nature Learning By Doing Section Methods

25. Personal Progressive Scheme The progressive scheme is the main tool used to support one of the elements of the Scout Method – personal progression Focused on each individual Considering each person’s strengths Based on a set of educational objectives

26. What for? to work out a set of personal development objectives to establish how, in concrete terms, he or she intends to reach those objectives to motivate young people to be and to do better to guide young people on his/her development trail

27. to enable young people to discover new skills, talents or professional opportunities to evaluate, recognise and celebrate the progress made. To acquire analysis and planning routines for his/her life What for?

28. Learning about Scouting ’s proposal and decision to make a personal commitment (Promise) Half of the section educational objectives are achieved All section educational objectives are achieved Final stage Intermediate stage Welcome and discovery stage Proficiency badges The progressive scheme Structure

29. Arrival Life within the section Passage/ Departure Diagnostic/ “Contract” Opportunities Youth/adult relation EvaluationRecognition The progressive scheme Components

30. Let’s have a “Bingo of opportunities”