1. Scouting in the UK 6-25 Programme changes Community impact Scouting and schools strategy How leaders, managers and supporters deliver the Programme and how are they supported Discussion and Q&A

4.  Outdoor and adventure  Shaped by young people  Teamwork and leadership skills  Community Impact  Progression and personal development  Focus on top awards 6-18 Programme Changes Meeting the needs of young people and adult leaders, now and towards 2018

5. Developed by members  1,300 adults and 500 young people consulted  All asked for ‘some change’  Evolutionary – small changes for Beavers and Cubs, more for Scouts, Explorers and Network  Refresh not a rebrand  Shaped and owned by young people

8. Publications – consultation  There are too many resources  People don’t know what their purpose is  A successful programme can run without them  Resources are often left at home and not looked at again  They are not particularly functional  Young people want to remember their time in Scouting

11. Explorer Section – Numbers rise rapidly year on year. Network Section – numbers continue to hover (with a slight increase) year on year. 18-25 Network Changes

12. 18-25 Network Changes - Timeline 2002 – Network Section introduced at County Level 2007 – Structure eased to allow Districts to form network sections locally 2010 – Explorer Section numbers reach 35000 2010 – Network Section numbers reach 5000 2011-13 – research undertaken to establish current thinking on the Network section across the UK 2012 – Operations Committee receive initial feedback & proposals discussed and agreed 2014 – Network ready for rebooting...

13. District Scout Network Or county (England/NI), Area (Wales), Region (Scotland) Only in exceptional circumstances

14. Every 18-25 year old in Scouting becomes a member No UK HQ Network membership fee Clear programme focussed areas Becoming District based Growing All 18-25 year will join the District Network Fees no longer become a barrier to membership within the Section Members are encouraged to join a section and take part in a programme suited to them Better relations with Explorer scout Section, actively encouraging membership and easy transition Youth Shaped Members remain an integral part by engaging them in adult roles Allows young people to work in partnership with adults to have their say on projects they would like to take part in Young People from Districts can engage in a programme as defined by them and work on projects together Inclusivity Potential members from deprived areas can be encouraged to become involved. Programme areas can be centred around ScoutingforAll culture within communities or bringing people together within the community Community Impact More 18-25 year olds to engage with the community and bring projects to the District Programme area for community can involve groups engaging with external community partners to benefit their local area Strengthen numbers wanting to take part in a local action project that is right for them 18-25 Network Changes

16. Community Impact Vision 2018: Make a positive impact in our communities Embrace and contribute to social change Create active citizens 8,000 groups undertaking a project per annum by 2018 70% externals agree that Scouting is relevant to modern society

17. What is Community Impact? Community Impact is when young people take practical action in the service of others in order to create positive social change that is of benefit to the wider community as well as to the young person themselves. So Community Impact projects: 1.Genuinely change the lives of others 2.Substantially develop the young people taking part 3.Take action on issues that are relevant to the community they are trying to help 4.Are embedded within the 6-25 Programme and progressive

18. improving the lives of those disabled by society Improving the lives of those affected by dementia improving mental wellbeing and resilience of families, Scout Groups and broader society ensuring everyone, everywhere has access to clean water and sanitation The adoption, upkeep and use of waterways and land to take action on the above issues Collective Action

19. https://www.youtube.com/watch?v=mLKrbATN8wk &feature=youtu.be

20. Community Impact Staged Badge 1.Identify need. 2.Plan action. 3.Take action. 4.Learn and make more change. 5.Tell the world.

22. non-formal education has an important role to play in ensuring young people have the skills they require to be successful in life. Activities provided outside of the classroom are an important part of a young person’s education The two can be complementary, rather than competing or undermining the quality and/or robustness of either Scouting and Schools

23. Produce tangible recommendations for Government, schools and non-formal education organisations to increase the likelihood of non-formal education being delivered in partnership with schools. So far we have: 1.Organised discussions of 12 youth organisations 2.Hosted a think tank specialising in social policy Scouting and Schools

24. Four main barriers: 1.The recognition in the curriculum 2. The ability to prove the impact of non-formal education 3. A lack of systems/processes 4. A lack of knowledge/support for local volunteers in how to implement a partnership with a school 5. Existing teachers knowledge of non-formal educational methods/activities. Scouting and Schools

25. Programme Training

26. New training for Leaders and for Managers (Commissioners) on the revised programme 4 new modules, part of our modular training scheme Focus on: –Delivering a quality programme –Youth shaped Scouting –Practical skills of planning a programme Shaped by feedback from Leaders on what skills they wanted help with Practical validation Programme Training

27. Flexible approach – e-learning

29. Support for existing Leaders Support Members who have already done their training. Aim to help them understand the changes and deliver the revised programme Tools: –Dedicated programme website –Detailed recorded webinar (video) –Resources to deliver a presentation –Short animated video

30. A programme for all young people

32. Local and national support

33. Leadership and Management

34. New Framework - 6 Areas of leadership and management. Role descriptions Communications

35. Core aims – training should be: Attractive Valuable to and valued by managers High quality Compulsory Clear and straightforward Available as ongoing learning Linked directly to a Wood Badge

36. Core aims – content should be: Relevant to all line managers Meet the L&M objectives Be linked to skills needed to implement 2018 Vision Avoid repetition as far as possible Flexible, but with core models and vocabulary

37. Core aims – delivery should be: AffordableSustainable Blended Logistically viable

38. Getting Started Non-role specific training Manager knowledge Manager Skills

39. Lessons Learnt Choose the name carefully Have a clear message Take a staged approach Allow Time - ‘Sell and support’ not ‘launch and leave’ Have a central location for information Keep talking about it Embed it in everything