Red Badge 1: Spiritual 1 The Christmas Story Christmas and Easter are two of the most important celebrations for a Christian. Both Christmas and Easter involves the life of Jesus. Lesson Aim: 1) To tell Boys about the Christmas Story, with an emphasis on the following elements: Jesus’ humble birth God’s love for Mankind At the end of the Lesson, Boys should be able to: Relate the circumstances of Jesus’ birth: The angels’ declaration to the shepherds Relate why God sent Jesus: a) Jesus as Mankind’s Saviour b) Making right the relationship Resources: The Boys’ Workbook Bible passage: Luke 2: 1-20 Instructor to note: Keep language simple and be friendly in your approach. Answers which are solicited should not be dismissed for their innocence. Instead, use these answers to tie in with the learning points you have in store. A variation of the lesson could come in the form of colouring the pictures. Time 10 min: Welcome Boys to today’s lesson. Ask them for their thoughts about Christmas, and to write these briefly into their workbooks. Tell them that the story they will hear, shows them about the real reason for Christmas. (Boys will talk about presents and feasting. Allow them to talk about their presents the previous year. However, there will be some who will talk about going to church. Tell them that Christmas is indeed a time for celebration; a celebration of God’s love for us. But we should not allow the merry-making distract us from the reason why Jesus came.) Time 20 min: Relate the story stated in the Bible passage. Focus on the following aspects: - Why did Jesus have a humble birth? To identify with the common people. - Why did the angels declare His birth to the shepherds and not to the wealthy and powerful? They, like other common folk, would be more ready to accept Jesus. - What was wrong with Mankind, that we needed a Saviour? That we were separated from a relationship with God because of Adam’s disobedience. God sent His Son to make that relationship right. - Why did God want to make that relationship right? God is love and He loves us.(1 Jn 4) Ask Boys to refer to their workbooks and to select the pictures which best represents their understanding of Christmas, and to do the same for how God might have seen Christmas. (When talking about Jesus’ birth, the Instructor can ask Boys where they were born. They would, in most cases, cite the hospital. Ask them what they thought would be important differences: - Modern hospitals would be cleaner, with expert help from doctors and nurses etc.) Time 5 min: Conclude the lesson by reiterating the significance of Jesus’ humble birth and why God sent Jesus. Tell Boys that they will be able to celebrate Christmas with even more meaning from now on.

Red Award

The First Christmas Read Luke 2:1-20. Colour the picture which best shows what Christmas is about.

Since Jesus is God’s Son, why wasn’t Jesus born in a palace? Thinking Point: Since Jesus is God’s Son, why wasn’t Jesus born in a palace?

Thinking Point: Why did the angels tell the shepherds about Jesus’ birth, but not to the wealthy and powerful people?

Why do people need a Saviour? Thinking Point: Why do people need a Saviour?

Why did God send Jesus to save us? Thinking Point: Why did God send Jesus to save us?

Red Badge 2: Spiritual 2 The Easter Story Easter is celebrated at the end of a special week in the Christian calendar – the Holy Week. Lesson Aim: To tell Boys about the Easter Story, with an emphasis on the following elements: Why Jesus had to die Why Jesus rose from the dead At the end of the Lesson, Boys should be able to: State why Jesus had to die State why Jesus had to rise from the dead Resources: The Boys’ Workbook Bible passage: Luke 23: 32 – 24:12 Instructor to note: Keep language simple and be friendly in your approach. Answers which are solicited should not be dismissed for their innocence. Instead, use these answers to tie in with the learning points you have in store. A variation of the lesson could come in the form of colouring the picture. Time 10 min: Welcome Boys to today’s lesson. Ask them for their thoughts about Easter, and to write these briefly on their workbooks. Tell them that the story they will hear, shows them about the real reason for Easter. Ask Boys to refer to their workbooks and no. the pictures inorder. (Boys will talk about Easter eggs and Easter bunnies. Allow them to talk about their presents the previous year. However, there will be some who will talk about Jesus’ death and resurrection. Pick up on these answers. Tell them that Easter is indeed a time for celebration; a celebration of Jesus’ obedience and love for us.) Time 20 min: Relate the story stated in the Bible passage. Focus on the following aspects: - Why did Jesus have to die? To pay the debts (sins) of man which man could not pay for himself. - Why did Jesus have to die on the cross? To fulfill Old Testament prophecy and bear the curse. By His sacrifice, nailed our sins to the cross, and gave us righteousness and peace everlasting. - Why did Jesus rise from the dead? To prove His divinity, by becoming victorious over death. To show that all who believe, will have eternal life, even if they die. (When talking about Jesus’ death, the Instructor can ask Boys if they knew whether they knew of anyone who had died, and had risen from the dead. They would, in all likelihood, say no. Ask them what they would be great about rising from the dead and having eternal life.) Time 5 min: Conclude the lesson by reiterating the significance of Jesus’ death and resurrection. Tell Boys that they will be able to celebrate Easter with even more meaning from now on.

The Holy week begins with Palm Sunday, to remember Jesus’ Triumphal Entry into Jerusalem. Read Matthew 21:8-11.

Christians also remember Jesus’ Last Supper, which is celebrated on Maundy Thursday. Good Friday follows, where Christians remember the Crucifixion and Death of Jesus. Easter ends Holy Week with a great celebration – The Resurrection of Jesus. Read Matthew 28:1-10

Put the following pictures in the correct order.

Why did Jesus have to die? Thinking Point: Why did Jesus have to die?

Why must Jesus die on the Cross? Thinking Point: Why must Jesus die on the Cross?

What does the empty tomb show? Thinking Point: What does the empty tomb show?

What does Jesus’ Resurrection mean for us? Thinking Point: What does Jesus’ Resurrection mean for us?

Red Badge 3: Physical 1 Drill Caps Off, and Salute to the Front (Buka Topi, and Hormat Ka-hadapan Hormat) Red Badge Lesson 3 Caps Off, and Salute to the Front (Buka Topi, and Hormat Ka-hadapan Hormat) (Physical Achievement 1) Lesson Aim: To introduce Boys to the 2 commands: Caps Off (Buka Topi) Salute to the Front (Hormat Ka-hadapan Hormat) At the end of the Lesson, Boys should be able to: Correctly execute the 2 movements, according to the word of command. Resources: The Boys’ Brigade Drill Manual The Boys’ Workbook Instructor to note: Do allow Boys to have a drink before and after the lesson, especially if it is held outdoors. Emphasise to the Boys, the main reasons for doing drill – to get organized quickly, and to develop physical endurance and discipline, as well as to maintain a right bearing. Get Primary 6 Boys to assist in the instruction process as “big brothers” and demonstrators. Instruct them prior to the lesson about revising the earlier 2 commands. During practice, keep the group small, about 1 older Boy to 3 to 5 Blue Badge Boys. Be prepared to answer questions like why drill commands are in Malay. Time 10 min: Welcome Boys to their fifth Drill lesson in BB. Tell them about what they will learn today: the Caps Off and Salute commands. Time 30 min: Organise Boys such that they can see the demonstration. Get P6 Boys to demonstrate the drill commands for 2 movements. Get Boys into small groups and practise the 2 commands. Instructor to check for mistakes. (Common mistakes: not showing the cap badge, when cap is held over the left chest area, right palm not in the right position when saluting, right arm not parallel to the ground when saluting.) Instructor rounds up the learning points for the lesson. Remind Boys to practise on their own in front of mirror. Recap the reasons and differences for the 2 commands they have learnt to date.

Caps Off / Buka Tope – BU-KA You will remove the cap with the right hand smartly and returning your right hand to the side with the cap. The cap will be then brought across and placed at your left chest at the same time as when your head is bowed. After the prayer or BB Vesper, the cap will be brought back to the side.

Saluting to the Front / Hormat ka-hadapan – HOR-MAT In attention position, bring the right arm up sideways; fingers straightened and closed together; palm facing front. Bend the arm, fingers still extended and closed, until the tip of the forefinger is just in front of the tip of the right eyebrow.

Red Badge 4: Physical 2 Drill Cepat Jalan and Berhenti (Quick March and Halt) Red Badge Achievement 4 Cepat Jalan and Berhenti (Quick March and Halt) (Physical Achievement 2) Lesson Aim: To introduce Boys to the 2 commands: Chepat Jalan (Quick March) Berhenti (and Halt) At the end of the Lesson, Boys should be able to: Correctly execute the 2 movements, according to the word of command. Resources: The Boys’ Brigade Drill Manual The Boys’ Handbook Instructor to note: Do allow Boys to have a drink before and after the lesson, especially if it is held outdoors. Emphasise to the Boys, the main reasons for doing drill – to get organized quickly, and to develop physical endurance and discipline, as well as to maintain a right bearing. Get Primary 6 Boys to assist in the instruction process as “big brothers” and demonstrators. Instruct them prior to the lesson about revising the earlier 2 commands. During practice, keep the group small, about 1 older Boy to 3 to 5 Blue Badge Boys. Be prepared to answer questions like why drill commands are in Malay. Time 10 min: Welcome Boys to their sixth Drill lesson in BB. Tell them about what they will learn today: the Quick March and Halt commands. Time 15 min: Organise Boys such that they can see the demonstration. Get P6 Boys to demonstrate the drill commands for 2 movements. Get Boys into small groups and practise the 2 commands. Instructor to check for mistakes. (Common mistakes Quick March: Not locking elbows when swinging arms, looking down at the feet and not ahead, not starting on the left foot. Common mistakes Halting on the March: Not executing on the ‘correct’ foot, sequence muddled, and not stamping.) Instructor rounds up the learning points for the lesson. Remind Boys to practise on their own in front of mirror. Recap the reasons and differences for the 2 commands they have learnt to date.

Marching in Quick Time / Cepat – JA-LAN Starting with the left foot, take a pace forward bending the left knee only slightly to allow the foot to clear the ground. At the same time, swing the right arm forward until it is horizontal, thumb upwards and the left arm as far back as it will go, without bending your elbows or wrists. Keeping the right knee braced, the left foot is driven to the ground heel first. Immediately bring the right foot forward in the same way, this time swinging the left arm to the front and the right arm back. Continue with the left foot again, then the right, and so on. Cepat Jalan

Halting in Quick Time / Sekuad – BERHENTI-TI The command is given as the left foot strikes the ground. For subsequent steps, act as follow: RIGHT take one pace with the right foot, swing both arms. LEFT take another pace with the left foot, still swinging the arms. RIGHT halt by raising the right leg until the thigh is horizontal and stamping to attention, at the same time bringing both arms to the side. Berhenti

Red Badge 5: Enrichment Achievement 1 Working with Others Red Badge Lesson 5 Working with Others (Enrichment Achievement 1) Lesson Aim: 1) To teach Boys how to set goals together At the end of the Lesson, Boys should be able to: State that in relating with others, they must remember that a) The team is only as strong as its members, b) That setting goals together is important since everybody must be clear about their roles in the team, in order that the group’s goals are achieved. Resources: The Boys’ Workbook Kite-making materials Markers and Mahjong paper Paper on “Steps on making a kite” Instructor to note: Provide each group with the steps and design for the Kite. Time 5 min: Welcome Boys to today’s lesson. Tell them that they will be given a group task of making a paper kite. Divide the Boys into groups of between 4 to 6 Boys. Distribute the materials to the Boys in the sub-groups. Time 10 min: Tell Boys that they will have to make a kite within the time limit and using the materials provided. They will need to plan out the design, as well as various sub-tasks. After doing that, they will have to assign these tasks to all in the team, such that no one is left idle. They must appoint a group leader and a scribe. (Have the scribe write down their goals and to show who these goals have been assigned to.) Boys to start brainstorming on the various tasks at hand, thinking of the best ways to settle them. They must assign people to the various tasks. Give Boys a water-break and ask them if they enjoyed themselves. Ask them to say what it was like partnering someone of a different build from them. Point them towards explaining what they think compromise is. Is it difficult to do? Why or Why not? Tell them that compromise begins when one can: - Accept that people are made differently, - These people can all make a difference, - See that these differences are valuable too. Conclude the lesson by asking the Boys to write down in their workbook what was taught by the Instructor and what they learnt about themselves, when they interact with each other. Ask Boys to write these points down in the relevant portion of the workbook.

Setting Goals A goal is a target that we set for our actions. In a group, it becomes important that everyone understands what the goal is. Otherwise, all the effort be wasted, if we work towards different things. Sometimes, a goal needs to be broken into simpler “parts” - subtasks. By achieving these parts, we are on our way of achieving the goal. If your goal is to organise a BBQ, then some subtasks would be to get the food items and to buy charcoal. Without these, you can’t have a successful BBQ.

Setting Goals Remember these guidelines: Keep the goal simple Make sure that everyone in the group understands the goal Distribute the subtasks amongst the group members Help each other along the way

Setting Goals Main Goals Subtasks Assigned To

Why is setting goals important? Thinking Point: Why is setting goals important?

Red Badge 6: Enrichment Achievement 2 Working with Others Red Badge Lesson 6 Working with Others (Enrichment Achievement 2) Lesson Aim: 1) To show how Boys can display both positive leading and following attitudes. At the end of the Lesson, Boys should be able to: State that in relating with others, they must remember that a) Leadership gives direction and purpose to the group, b) Following is the glue that holds the group together. Resources: The Boys’ Workbook 1 Rope of about 10 to 15 metres in length (at least 1 more coil, if a mini-competition between groups will be organized) Sufficient blindfolds 1 Stopwatch Instructor to note: 1) Officers can add more challenge to the activity, by shortening the time available. Alternatively, challenge can come by preventing the 2 sighted leaders from speaking to each other and to the blindfolded members. If the group is big enough, divide the Boys into 2 smaller sub-groups and a mini competition can be organized. Time 5 min: Welcome Boys to today’s lesson. Briefly revisit the learning point for the previous lesson on setting group goals. Tell them that this lesson, they will learn following and leading. Time 30 min: Get 2 Boys to be leaders in this activity, with the rest being followers. Get Boys to blindfold each other. Hand out the rope to the blindfolded Boys, who will hold on to that portion of the rope. Have the blindfolded Boys form a geometrical shape, which the Officer will call out. When time is up, the Officer will give them another 90 seconds to complete this task. After the 90 seconds are up, select the 2 leaders and ask them to remove their blindfolds. Their new task is to guide and assist the rest of the team in doing the same tasks. Increase the level of difficulty by varying the time limit. (The Officer should give them a time limit to do so: about 5 minutes. The Boys should face some difficulty in doing this. Officers / Instructors to observe interaction of Boys, in terms of how they are able to lead and follow. Officers should try giving them the same time limit of 5 minutes. Boys should be able to complete this in an even shorter time.) Get one leader and one blindfolded member of the group to share what they felt: - Frustrations, - Discomfort, - What went right. The Officer/Instructor should highlight the following points: - The importance of leadership in providing directions and giving the group as complete a picture as possible, - The importance of following, by trusting the leaders’ instructions, - The importance of dealing with frustrations. Conclude the lesson by asking the Boys to write down in their workbook what was taught by the Instructor and what they learnt about leading and following. Ask Boys to write these points down in the relevant portion of the workbook.

It’s All About Attitude Often, we think of the Leader as the most important person of the group. However, this is not true. If group members do not have positive “following” attitudes, the group as a whole will not achieve their goals. A Leader gives _______________________(direction) and _______________________(purpose) to the group. A Follower ________________________(holds) the group together. To be a good follower, you need to _________________________(trust) the Leader.

Thinking Point Frustration Frustration with your leaders or followers is common when working with others. This is because each person views a problem differently.

Thinking Point Frustration Besides compromising, what other ways can you use to minimise frustrations? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Red Badge 7: Social Achievement 1 Kindness towards the environment Red Badge Lesson 7 Kindness towards the environment (Social Achievement 1) Lesson Aim: To extend Boys’ ideas and practice of kindness to caring for the environment. At the end of the Lesson, Boys should be able to: State the reasons why they need to be kind to the environment. Identify at least 3 ways they can be kind to the environment. Resources: The Boys’ Workbooks Enlarged Pictures & Newspaper cuttings to show both dangers to the environment, as well as actions to minimize the effects of these dangers. Instructor to note: It might be useful to use the Company Notice Board to highlight environmental issues for about 2 weeks before lessons to create awareness. Time 5 min: Welcome Boys to today’s lesson. Use the enlarged pictures and newspaper cuttings as a focus for the Boys. Time 10 min: Tell Boys that being kind to the environment is important. In doing so, we are protecting what God has created for our enjoyment, as well as the evidence to see that He exists. Remind them of the 3 reasons for being kind to the environment: - We treasure God’s creation, - We are preserving it for the enjoyment of future generations, - The quality of our lives will be lowered due to the destruction of the environment. Ask them to write these down into their workbooks. Remind them about the reasons why they need to be kind to the environment. Conclude the lesson by expressing confidence that the Boys will be able to touch others’ lives through their acts of kindness to the environment. Create expectations of an exciting time for the next Social Achievement Lesson.

Why did God create Nature for Man Why did God create Nature for Man? Genesis 1:29 tells us that God created seed-bearing plants for our food. White Badge Lesson 7 Kindness at home, school and the neighbourhood (Social Achievement 1) Lesson Aim: To introduce to Boys the idea and practice of kindness at home, school and the neighbourhood. At the end of the Lesson, Boys should be able to: 1) State 3 reasons why they need to be kind to others. a) Jesus’ example shows that God wants us to be kind to others, b) Kind acts touch others in ways that remind them that they are special, c) Being kind makes us into people who are more sensitive to others. 2) Identify at least 3 ways how they can be kind to people at home (eg. Parents, elders siblings, maids), in school (eg. Teachers, schoolmates) and the neighbourhood. (eg. Neighbours, acquaintances etc) Resources: The Boys’ Workbook Instructor to note: 1) Jesus’ compassion for Lazarus in White Badge Lesson 2, offers good linkage to this lesson. It might be useful to put up a general reminder on the Company Notice Board. Time 5 min: Welcome Boys to today’s lesson. Remind Boys about Jesus’ compassion for Lazarus, and tell them that it was an act of kindness for Lazarus’ family. Ask Boys if they know why they ought to be kind to others. Time min: Time 10 min: After soliciting their responses, confirm their understanding with these reasons for being kind to others are as follows: - Jesus’ example shows that God wants us to be kind to others, - Kind acts touch others in ways that remind them that they are special, - Being kind makes us into people who are more sensitive to others. Ask them to write these down into their workbooks. Time 15 min: Ask Boys to say who they ought to be kind to. Build on what they have offered, tell them that kindness begins at home and to people whom they come into contact with the most. Ask them to identify 3 possible ways they can be kind to these 3 groups and to write these down in their workbooks. Explain to them that over the next 2 weeks, they are encouraged to do one act a day for people at home, in school and their neighbourhood. They are to write down briefly what these acts consist of in their workbooks. Furthermore, prior to the next parade, they are to write down what was the most meaningful act of kindness they did during that period. Tell them to be prepared to share their experiences with the rest of the group the next lesson. Conclude the lesson by expressing confidence that the Boys will be able to touch others’ lives through their acts of kindness. Create expectations of an exciting time for the next Social Achievement Lesson. 1)_____________________________________________________________________________________________________________________________________2)________________________________________________________________________________________

3 Reasons for being kind to the environment: 1) 2) 3)

3 Reasons for being kind to the environment: Creating Environmental Awareness Reduce Reuse Recycle

Red Badge 8: Social Achievement 2 Kindness towards the environment Red Badge Lesson 8 Kindness towards the environment (Social Achievement 2) Lesson Aim: To facilitate Boys’ understanding about being kind to the environment, by focusing on the right attitudes. At the end of the Lesson, Boys should be able to: State the expected attitude about kindness. Relate what they have learnt through their acts of kindness. Resources: The Boys’ Workbook Instructor to note: Select 2 Boys beforehand to share their experiences this week. Brief them on what you want them to talk about. Time 5 min: Welcome Boys to today’s lesson. Ask them about their experiences the previous week. Before they share their experiences, get them to recap the 5 reasons for being kind. Time 10 min: Get two Boys to share about their experiences. Time 15 min: Ask Boys what they have found really different from doing kind acts for the environment to doing kind acts in public places and at home. The Boys will probably mention the less direct impact of their acts. Reiterate that each act is not about its scale, but that we do it on our own. The attitude which we bring into these acts – should focus on being environmentally aware. (The Instructor should, where possible, build on the Boys’ sharing.) Conclude the lesson by reminding that they are expected to complete writing down their thoughts about what was most meaningful to them as they were kind to others. (Also address those who have not been conscientiously doing the acts of kindness and encourage them to do so.)

Is there a difference between doing kind acts for the environment, in public places and places like school and home? List 1 characteristic per box. The first column has been done for you as an example. The Environment Public Places School & Home The people Usually strangers to us. The acts They are done to protect the environment. The reason The environment is precious.