Adrian Farrugia Cub Leaders’ Forum – 2009 THE scout ASSOCIATION OF MALTA

 Renewed Approach to Programme:  is the method of how a National Scout Curriculum should be designed and assessed.  Why is it important that we use this tool?  RAP was developed by the European Scout Office in collaboration with the International Scout Office and the Educational Methods Group of the World Scout Bureau.  Did we use this tool when creating the Cub Book?  Malta was the pioneer in using RAP tool which was in draft form in 1999 and launched in March 2000.

 The concept to cover the totality of the experience proposed to young people:  WHAT: what does a young person do in the movement – THE ACTIVITIES  HOW: the way in which it is carried out – THE SCOUTING METHOD  WHY: based on the Purpose and Fundamental principles of the Movement -THE EDUCATIONAL OBJECTIVES

Because society itself changes from one generation to another.

 Taken from “Education in Love in Place of Fear” Presented by Baden-Powell in 1922 The training is directed to four main ends: 1. Character and intelligence, individual “manliness” i.e. responsibility and self-reliance 2. Handcraft and skill 3. Health and Strength 4. Service for others, collective co-operation and goodwill

Stages of Development Decision Making Process Framework leading to the Full Development of the Individual USING THE SCOUT METHOD

A human being is made up of: Body Intelligence Emotions Social Nature Soul Identity Physical Development Intellectual Development Affective Development Social Development Spiritual Development Character Development

7yrs to 9 yrs Mid- Childhood 9yrs to 11 yrs Late- Childhood Tender Paw - Bronze Silver – Gold and preparing for Link

 Why do we skip arrows when an older cub joins our pack? Adolescence Adolescence (15-17)Youth (17-21) Pre-Adolescence Pre-Puberty (11 – 13)Puberty (13-15) CHILDHOOD Mid (7-9)Late (9-11) FINAL EDUCATIONAL OBJECTIVES

 THE PEOPLE  The children  The leaders  And the relationship between them Q.Have you noticed that adults are at the bottom of the diagram? A.This is to symbolise their supportive rather than authoritative role

Reached by means of creating activities in line with the principle of learning by doing Objectives are reached by committing the cubs to educational objectives as presented by the leaders and agreed upon with active participation of the children.  What we want to achieve  The educational objectives and the activities which help reach them  Activities to give the cubs the personal experience

 How they propose to achieve it – through the other elements of the scout method  Having their say in choosing activities with it Responsibility Ownership Commitment

 GROUP STRATEGY CubsScoutsVentures Involvement Duration/Complexity

 Section Strategy Involvement Duration/Complexity Bronze Silver Gold

 Play is not possible  There is neither a framework nor rules. This corresponds to the “laissez-faire” attitude.

 Play is limited  Not enough room for freedom; the framework is too tight. This corresponds to the attitude of authoritarianism or overprotection adopted by some leaders

 Development  There is room for freedom and initiative but there is also a framework as well as rules.

Excerpt from “SCOUTING IN PRACTICE”

 A system of Educational Elements …… composed of several different educational tools…. Law & Promise, learning by doing, a team system, a symbolic framework, personal progression, nature and adult support. Excerpt from “SCOUTING: An Educational System”

‘Scouting is a medicine composed of various ingredients and, unless they are mixed in their proper proportions according to the prescription, the users must not blame the doctor if the effects on the patient are unsatisfactory’ Baden-Powell – Jamboree 1922 Excerpt from “SCOUTING: An Educational System”

Excerpt from “SCOUTING IN PRACTICE”

 Educational Objectives of the Scout Movement  Scouting: An Educational System  Scouting in Practice  Action for Growth  The Youth Involvement Tool Box Excerpt from “SCOUTING IN PRACTICE”

Total of 52 Lectures split into:  Bronze Arrow (3 Parts)  19 Lectures  7 Mowgli, 6 Baloo, 6 Bagheera  Silver Arrow (3 Parts)  15 Lectures  5 Kaa, 5 Raksha, 5 Chill  Gold Arrow (3 Parts)  18 Lectures  6 Hathi, 6 Rama, 6 Shere Khan NB: Excluding Tenderpaw and Link badge

Total of 48 Lectures split into:  Bronze Arrow (4 Parts)  16 Lectures  4 Mowgli, 4 Baloo, 4 Bagheera 4 Bronze Arrow  Silver Arrow (4 Parts)  16 Lectures  4 Kaa, 4 Raksha, 4 Chil 4 Silver Arrow  Gold Arrow (4 Parts)  16 Lectures  4 Hathi, 4 Rama, 4 Shere Khan 4 Gold Arrow NB: Excluding Tenderpaw and Link badge

 Tender Paw – 7yrs – 7½yrs  Bronze Arrow - 7½yrs – 8½yrs  Silver Arrow - 8½yrs – 9½yrs  Gold Arrow - 9½yrs – 10½yrs  Link Badge - 10½yrs – 11yrs working in collaboration with the New Scout Programme to weave the link stage in both programmes

 Promise  Law  Motto  Grand Howl  Jungle Book  Scout Sign  Good Deeds  Our National Identity Legend: Moved ~ Text update ~ Picturised

 Knotting  Tracking Signs  Pack a Back Pack  Safety in Open Fire Cooking  Scouting History  Country Code  Our Country  Our Environment  Our National Identity  First Aid  Safety at Sea  Safety at Home  Dealing with Emergencies  Highway Code  Good Deeds  Faith  Handcrafts  Communication  Animation Legend: Moved ~ Text update ~ Picturised

 Knotting  Firelighting & Cooking  Compass  Campsite Safety  Scouting History  Our Country  Our Environment  Nature Hikes  First Aid  Safety at Sea  Community Service  Faith  Handcrafts  Animation  Communication Legend: Moved ~ Text update ~ Picturised

 Knotting  Pack a Ruc Sack  Mapping & Orienteering  Help in Pitching & Striking a Tent  Camp Safety & Hygiene  Cooking a Meal  Scouting History  Our Country  Star Constellations  Cloud Formation  Local Animals & Fauna  Our Environment  First Aid  Faith  Making Choices  Handcrafts  Animation  Communication Legend: Moved ~ Text update ~ Picturised

The most appropriate leader today is one who can lead others to lead themselves. The more traditional image of a leader as a shining figure on a rearing white horse crying, “Follow me!” may represent an incomplete view of leadership Mary Parker Follett

You can clutch the past so tightly to your chest that it leaves your arms too full to embrace the present Jan Glidewill