Open College Network Awards – Guidance for Training Advisers · Witness statements Witness...

OCN Awards – TA Guidance of 21

Open College Network Awards – Guidance for Training Advisers

Contents

Page

What are the OCN Awards? 1

What do learners need to do to complete an Award? 1

Registration and administration procedure 3

Role of a Training Adviser in the OCN process 4

Validating a unit 4

Contact details 6

Example unit summary sheet – Unit E: Team Working and Leadership 7

An example unit validation 8

Where to find answers to unit questionnaires 9

Appendix 1 – OCN Award of Credit form for Managing Voluntary Youth Services

18

Appendix 2 – OCN Award of Credit form for Providing Voluntary Youth Services

20

What are the OCN Awards? The Scout Association offers two different Open College Network (OCN) Awards, both at Level 2:

Managing Voluntary Youth Services (for Managers and Supporters) Providing Voluntary Youth Services (for Section Leaders)

These Awards can be beneficial if people wish to demonstrate to someone outside Scouting (such as an employer) the skills and knowledge that they have gained through Scouting.

All government-recognised qualifications and awards are put into a ‘qualifications framework’. The two Awards, Providing and Managing Voluntary Youth Services have been accredited at Level 2. This means that they are comparable with a GCSE (Grade A*-C), an Intermediate GNVQ or a Level 2 NVQ.

What do learners need to do to complete an Award? Each Award is made up of a number of units which correspond to one or more of the modules of the Adult Training Scheme. The learning outcomes for the OCN units link directly to the objectives of the modules in the Adult Training Scheme. This means that any learning required for an OCN unit can be completed in the same way as learning required for the Wood Badge. The key difference is that to obtain the award


learners have to show clearly (by providing evidence) that they can meet all the requirements of the units.

Each OCN unit is made up of a number of learning outcomes and assessment criteria. Learners have to provide evidence that they have met all of the assessment criteria for the unit. It is helpful, although not essential, for learners to decide to work towards the OCN Award when they put together their Personal Learning Plan, as this saves time and allows you to work out whether the same evidence can be used both for module validation and OCN. Evidence used for OCN Awards can be backdated up to two years.

This table shows how the modules in the Adult Training Scheme link to the OCN units for each Award.

Managing Voluntary Youth Services Unit title Scout Association module A Essential Information for Adults in Scouting

1 - Essential Information

C Tools for the job – Managers 4 - Tools for the Job (Managers) D The Values of Scouting 5 - Fundamental Values of Scouting

6 - The Changes in Scouting 7 - Valuing Diversity

E Team Working & Leadership 8 - Skills of Leadership 9 - Working with Adults

G Administration for Managers 20 - Administration (Managers) N Growing the Movement – Managers 21 - Growing the Movement (Managers) O Providing support to the Sections 22 - Section Support P Safety for Managers 23 - Safety for Managers and Supporters Q Supporting and Managing Adults 24 - Managing Adults

26 - Supporting Adults

Providing Voluntary Youth Services Unit title Scout Association module A Essential Information for Adults in Scouting

1 - Essential Information

B Tools for the job – Section Leaders 3 - Tools for the Job (Section Leaders) D The Values of Scouting 5 - Fundamental Values of Scouting

6 - The Changes in Scouting 7 - Valuing Diversity

E Team Working & Leadership 8 - Skills of Leadership 9 - Working with Adults

F Section Administration 11 - Administration (Section Leaders) H Providing a Balanced Programme 12 - Providing a Balanced Programme

19 - International I Young People Today 14 - Young People Today

15 - Challenging Behaviour J Residential Experiences (Nights Away) 16 - Nights Away K Activities Outdoors 17 - Activities Outdoors L Gaining, using & Instructing Practical Skills

18 - Practical Skills

M Growing the Movement – Section Leaders

13 - Growing the Movement (Section Leaders)


Registration and administration procedure In order to register to complete an OCN Award learners need to contact Brigitte Hurlock in the Adult Support office. They will be sent an application form, which needs to be returned along with a registration fee of £40. The learner is then registered with the Open College Network and they are sent the candidate pack for the Award they have chosen to work towards. A candidate number is sent to the learner from OCN. However, work can start on the award before this number is received.

This flowchart shows the process of a learner working through, and being awarded, their Award:

Most learners will save up all of their OCN evidence until they have completed all of their units then send them off at once, however units can be sent in singly (along with the Award of Credit form, fee and portfolio of evidence for that unit) and the learner will receive directly a unit completion certificate for any single units.

A sample unit summary sheet is shown on page 7 of this document, and the Award of Credit forms are on pages 18 and 20.

Learner gathers evidence and validates unit with their Training Adviser.

When a unit has been completed, the Training Adviser signs off the unit summary sheet

When all units in the Award are complete the OCN Award of Credit form is completed by the Training Adviser

These items are sent into the Adult Support office:

Signed unit summary sheets Portfolio of evidence OCN Award of Credit form A fee of £4 per completed unit

Information on completed units is sent to the Open College Network

Learner receives unit completion certificates for their units, and a certificate for completion of their Award


Portfolios are moderated by The Scout Association’s internal moderators, and then sampled by the Open College Network. Once they are no longer needed, they will be returned to the learner, however this may be some time after the certificate has been received. Moderators will never reverse a Training Adviser’s decision on a learner’s achievement, but may give feedback to you as a Training Adviser for future assessments.

Role of a Training Adviser in the OCN process Learners are advised that if they think they would like to complete one of the OCN Awards they should discuss it with their Training Adviser first. They may want to know more about what they would need to do to complete the Award, or they may already have all the information they need and would like to check that you will guide them through it.

OCN units can be validated by any Training Adviser who has validated Module 25 Assessing Learning (Training Adviser) of the Adult Training Scheme. So, if you are a Training Adviser for someone working towards their Wood Badge and OCN Award at the same time you can validate both with them.

A Training Adviser is the person who signs off each of the learner’s units, and completes the OCN Award of Credit Form when completed units are sent into Adult Support.

Validating a unit Validating an OCN unit is essentially the same as validating a Wood Badge module – it is about being confident that the learner has demonstrated an understanding and application of the content of that module/unit. The difference with OCN is that this needs to be documented in a portfolio – someone other than the Training Adviser and the learner (ie. the moderator) needs to be confident that the learner has demonstrated understanding and application, by looking at their portfolio.

For each OCN unit the learner will have a unit summary sheet. This outlines the learning objectives and assessment criteria for that unit, any evidence that must be produced, and any other suggested evidence. An example summary sheet is shown on the next page

What can be used as evidence?

Evidence is proof that the learner can meet the assessment criteria specified in each unit. It can be anything that proves:

What they can do How well they can do it The level of knowledge that they have in relation to what they do, and The level of understanding that they have about what they do, how they

do it and why they do it

Some examples of evidence are:

Copies of sectional programmes that the learner has run Copies of letters/notices that have been sent to parents or young people Notes from meetings that they have run or attended Copies of records kept (attendance registers, financial records etc.) Completed questionnaires Witness statements


How much evidence is needed?

The learner needs to provide evidence that they can meet all of the assessment criteria in each unit. They do not however need to provide a different piece of evidence for each assessment criteria and you will find that one piece of evidence (for example a programme for an activity) meets many assessment criterion across a range of units.

Unit questionnaires

Each unit has a questionnaire which goes alongside it which asks questions that check the learner’s knowledge and understanding of the assessment criteria in that unit. The questionnaire may be completed in written form (and included in the portfolio) or through discussion with a Training Adviser. If it is answered through discussion the Training Adviser can then complete a witness statement to be included in the portfolio as evidence.

In order for the unit questionnaire to be used to sign off the assessment criteria the Training Adviser needs to be satisfied that the answers given by the learner demonstrate correctly their knowledge and understanding of that question.

Whilst the questionnaire will usually cover all of the topics in that unit other evidence does also need to be provided for some or all of the assessment criteria to show that knowledge and understanding has been applied.

Witness statements

Witness statements are a record made by someone else of what the learner has done or achieved. For example, a learner may plan and run a sectional meeting and submit as evidence both their own written plan, and a witness statement from a Section Leader who observed the session recording the work that the learner put into making it run well in practice.

A common use of witness statements is when the learner discusses a subject with their Training Adviser to show that they understand it. The Training Adviser can note down a summary of this discussion, showing the learner’s level of knowledge and understanding, so that it can be used as evidence.

Witness statements need to be signed and dated by the person making the statement.

Links to the Wood Badge

It is important to remember that completing the Wood Badge does not count as automatic validation for the linked OCN Award. This is partly because, whilst learners may choose validation options for Wood Badge modules, they must provide evidence for all of the OCN assessment criteria. It is also because all evidence used for OCN must be documented – so a discussion held between learner and Training Adviser to show that they understand a topic may be enough for the Wood Badge validation, but to be used for OCN a summary of the discussion (or witness statement) needs to be recorded.

The module pages in the Adult’s Personal File show which Wood Badge validation options can also be used as OCN evidence, and for which units.


For example, these are the validation criteria taken from the Module 1 page of the Adult’s Personal File:

You can see that most of these validation criteria link to the assessment criteria for OCN Unit A (Essential Information). If the learner uses these validation criteria to validate Module 1, and documents their evidence, they can also then use it for OCN evidence.

Some of the validation criteria for Module 1 could also be expanded to provide evidence for other OCN Unit assessment criteria. For example a District/County structure chart listing support mechanisms could be expanded to also include support through training. A documented discussion around this chart could then also be used as evidence for assessment criteria A 4.3 “Describe the training process and other development opportunities for adults in Scouting.”

Contact Details Forms, portfolios and other administration should be sent to:

Adult Support Office The Scout Association Gilwell Park Chingford E4 7QW

For general queries or advice email [email protected], or call 020 8433 7100

If you have a specific administrative query you can email Brigitte Hurlock on [email protected] or call on 020 8433 7126.

mailto:[email protected]

mailto:[email protected]


Unit Summary sheet – E: Team Working and Leadership OCN Unit Code: PR5/2/ER/014 Links to Modules 8 and 9 of the Adult Training Scheme Candidate name ____________________

OCN Candidate Number ____________________

TSA Candidate Number ____________________

Purpose and aim of the unit: To enable the learner to understand leadership and team working. Training Adviser Information Candidate information Learning outcome The learner will:

Assessment criteria The learner can:

1 Understand how to plan systematically

1.1 Use a systematic approach to planning activities.

2 Understand the Hersey model of Situational Leadership

2.1 Describe the functions of leadership in terms of: the task to be done and actions to assist it, actions to assist group cohesion and actions required to meet the needs of individuals within the group.

To complete this unit you must: 1. provide an example of a time when you have systematically planned something 2. be observed by your Training Adviser demonstrating effective verbal and non-

verbal communication and effective listening 3. complete the unit questionnaire and place it in your portfolio behind this page 3.1 Describe the different leadership styles and

apply to situations in which they might be appropriate.

3 Understand different leadership styles

3.2 Describe their predominant or preferred style of leadership. 4.1 Describe the main features of effective

communication.

4 Know how to communicate

effectively with adults and young people

4.2 Demonstrate different aspects of verbal and non-verbal communication and appropriate responses.

5.1 Describe situations when listening skills are particularly important.

5 Understand how to use listening skills to help other people solve their own problems

5.2 Demonstrate the techniques of effective listening.

Notes 1. It is possible for someone to write testimony that you have systematically planned

an activity and demonstrated effective communication skills.

2. You may wish to have a conversation with your Training Adviser that covers everything in the unit questionnaire rather than writing your answers down.

3. Other assessment methods which could be used to assess this unit are written question & answer, oral question & answer, written description, practical demonstration and group discussion.

4. This unit offers clear opportunities for learners to provide evidence of achievement in the Key Skills area of communication.


An example unit validation Each learner is different, and most units have very little, if any, compulsory evidence. This means that every learner’s portfolio is likely to be a bit different. However, there will be a lot of common themes. This section takes you through an example set of validations for the one OCN unit (E: Team Working and Leadership).

1.1 Use a systematic approach to planning activities.

An example of this could be when a Section Leader has used the DOOR systematic approach to planning to plan an incident hike. Evidence could be:

a paper record of their notes made when working through the systematic process

photos of the operation (implementation) of the event and a witness statement covering the review done with other leaders

involved.

This evidence doesn’t need to be typed up neatly, or staged in any way. It could be a photocopy of relevant pages in a notebook, with some additional annotation to show which stage of the DOOR process is shown where.

2.1 Describe the functions of leadership in terms of: the task to be done and actions to assist it, actions to assist group cohesion and actions required to meet the needs of individuals within the group.

This question is asked in the unit questionnaire (5. Describe the functions of leadership in terms of the Hersey model of Situational Leadership), and could be answered in written or verbal form. If it is answered through discussion with a Training Adviser, they can then complete a witness statement to be included as evidence.

3.1 Describe the different leadership styles and apply to situations in which they might be appropriate.

The different leadership styles might be described either in written or verbal form. The learner may then choose to try out different leadership styles in different situations, for example if a Scout leader they could:

Telling (directive) – direct a group of new, younger Scouts, when finding kit from the store cupboard for camp.

Selling (persuading) – lead a group of new Scouts who are putting up a patrol tent – showing them how to do it but also explaining why its done that way, and inviting suggestions.

Sharing (consulting) – during a backwoods night, encourage Scouts to make suggestions and take responsibility for building a group shelter.

Delegating – the organisation of a patrol night is delegated to Patrol Leaders.

Photographs, statements from the people they were leading (or other observers) or the learner’s own reflections on how the leadership style worked out could then be included as evidence.

3.2 Describe their predominant or preferred style of leadership.

The leadership style may be identified using a questionnaire or similar tool. The learner may wish to reflect on this question and either provide a written answer, or


have a discussion with their Training Adviser. The Training Adviser can then complete a witness statement to be included as evidence.

4.1 Describe the main features of effective communication.

The learner could meet this criteria by running a session for young people or adults on communication. Notes used to plan this session, showing the main features of effective communication that they are trying to get across, could be used as evidence for this assessment criteria.

If a systematic approach to planning the session has been used, this evidence could also meet assessment criteria 1.1.

4.2 Demonstrate different aspects of verbal and non-verbal communication and appropriate responses.

As shown in the unit summary sheet, the learner needs to be observed demonstrating effective verbal and non-verbal communication by their Training Adviser. This could be, for example, during a Section meeting when words, tone and body language are combined in order to get a message across to young people which results in them behaving well during the session. The Training Adviser can then complete a witness statement to be included as evidence.

The learner may also wish to include evidence of written communication, for example a letter to parents which explains the programme for the next term.

3.2 Describe situations when listening skills are particularly important.

This is covered in the unit questionnaire (question 4 “When are listening skills particularly important?”), and could be answered in written or verbal form. If it is answered through discussion with a Training Adviser, they can then complete a witness statement to be included as evidence.

3.3 Demonstrate the techniques of effective listening.

As shown in the unit summary sheet, the learner needs to be observed demonstrating effective listening skills by their Training Adviser. This could be, for example, during a District team meeting where the learner chairs the meeting and listens to the views of others. The Training Adviser can then complete a witness statement to be included as evidence.

The learner might also wish to include evidence from other people about times when they have demonstrated the techniques of effective listening. For example, after conducting an appointment review they could ask the person that they have reviewed to complete a witness statement describing how the learner listened to them during the review.

Where to find answers to unit questionnaires Remember, in order for a unit questionnaire to be used to sign off assessment criteria you need to be satisfied that the answers given by the learner demonstrate correctly their knowledge and understanding.

All of the material covered in the OCN units is the same as material covered in the Wood Badge, so if you have the knowledge to be a Training Adviser for the learner working through their Wood Badge then your knowledge should also be enough to support a learner working through their OCN Award.


As there is such a lot of knowledge contained in the OCN questionnaires it may be useful to refresh your memory of the subjects before reading through or discussing the answers to unit questionnaires with the learner. This section provides a summary of where to find information on each of the topics/questions contained in each of the units.

Unit A: Essential Information for Adults in Scouting

Module 1 materials – including Trainer’s notes, DVD and e-learning POR Chapter 1 – Fundamentals of Scouting, including Promise and Law FS322016 The Promise – information about the Promise, and variations

on workings FS140004 Fundamentals of Scouting – Fundamentals of Scouting,

including Purpose, Principles and Method FS140099 Background to the Purpose and Principles of Scouting – how

the Fundamentals of Scouting were developed, and how they relate to the Promise

POR Chapter 2 – Key Policies Key Policies Card – Purpose, Principles and Policies of The Scout

Association, including the Child Protection, Equal Opportunities, Safety, Religious and Anti-Bullying Policies

FS500005 The key policies of The Scout Association – more information on the key policies, as summarised on the key policies card

Young People First code of behaviour (Yellow Card) – Child Protection policy, and actions to take if child abuse is suspected or alleged

DC’s procedures – actions that a DC needs to take if child abuse is suspected or alleged

POR Chapter 9 – Activities, including emergency procedures and accident reporting

FS120084 Scout Led Activities Index – rules and guidance for Scouting activities

FS120086 Commercially Led Activities Index – rules and guidance for activities led by commercial instructors

Purple emergency procedures card – actions to take following an accident/incident, or other emergency

Welcome prompt card – includes contact details for the Scout Information Centre, questions on support, and the Adults in Scouting model

Adult’s Personal File – outlines the Adult Training Scheme, and opportunities

Unit B: Tools for the Job – Section Leaders

Module 3 materials – including Trainer’s notes and e-learning Sample role descriptions – information about key responsibilities of

different roles in Scouting. Available from www.scouts.org.uk/roledescriptions

Colony, Pack, Troop, Unit and Network Essentials – Section ages, themes, groupings, meetings, decision making etc.

Colony, Pack, Troop, Unit Programme – Sectional programme, awards etc.

Colony, Pack, Troop, Unit Programmes Plus – programme ideas for the Sections

The Induction Toolkit – information about each of the Sections FS200202 6-25 Programme – Sections, Balanced Programme

www.scouts.org.uk/roledescriptions


Programmes Online www.scouts.org.uk/pol - ready made programme ideas

FS315015 Games for Scouts – why and how to play games, ideas for running them

FS170014 Games for Cub Scouts – why and how to play games, ideas for running them

FS155013 Games for Beaver Scouts – why and how to play games, ideas for running them

FS460004 Young Leaders’ Scheme Game on! – types of games, when to play them and why

Unit C: Tools for the Job – Managers and Supporters

Module 4 materials – including Trainer’s notes and e-learning Sample role descriptions – information about key responsibilities of

different roles in Scouting. Available from www.scouts.org.uk/roledescriptions

Colony, Pack, Troop, Unit and Network Essentials – Section ages, themes, groupings, meetings, decision making etc.

The Induction Toolkit – information about each of the Sections FS200202 6-25 Programme – Sections, Balanced Programme Policy, Organisation and Rules – printed and online at

www.scouts.org.uk/por Factsheets – from the Information Centre (www.scouts.org.uk/infocentre)

or Scoutbase (www.scoubase.org.uk)

Unit D: The Values of Scouting

Module 5 materials – including Trainer’s notes and e-learning Module 6 materials – DVD Module 7 materials – including Trainer’s notes and DVD POR Chapter 1 – Fundamentals of Scouting POR Chapter 2 – Key Policies FS140004 Fundamentals of Scouting – Fundamentals of Scouting,

including Purpose, Principles and Method FS140099 Background to the Purpose and Principles of Scouting – how

the Fundamentals of Scouting were developed, and how they relate to the Promise

Colony, Pack, Troop, Unit Programme – Sectional Balanced Programme, awards etc.

Programmes Online www.scouts.org.uk/pol - ready made programme ideas

Key Policies Card – Purpose, Principles and Policies of The Scout Association, Equal Opportunities and Religious Policies

‘Mixed Scouting’ module material (an ongoing learning module) – includes Trainer’s notes and workbook

Module 36 materials – Trainer’s notes

Unit E: Team Working and Leadership

Module 8 material – Trainer’s notes Module 9 material – Trainer’s notes FS140093 Leadership Styles – different styles of leadership FS140031 The Skills of Leadership – including Task, Group, Individual

model (Hersey model of Situational Leadership)

www.scouts.org.uk/pol

www.scouts.org.uk/roledescriptions

www.scouts.org.uk/por

www.scouts.org.uk/infocentre

www.scoubase.org.uk



FS140042 Group Development – Forming, norming, storming and performing model of group development

Unit F: Section Administration

Module 11 material – Trainer’s notes POR Chapter 8 – Insurance POR Chapter 3 – The Scout Group – including census, registration and

finance POR Chapter 4 – The Scout District – including census, registration and

finance POR Chapter 5 – The Scout County – including census, registration and

finance FS270001 Data Protection Act Record Cards, Personal Detail cards, Wallchart – available for each

Section District Explorer Scout Administrator Training Pack – including data

collection and communications FS625028 Personal Records and Reports – general use of records FS330084 Group Information Form – for use with new parents FS120081 Activity Information Form – collecting information about young

people needed on an activity FS452013 Explorer Scout Finance – help and guidance on finance

arrangements for the Explorer Scout section FS500008 Administration and Record Keeping (Sections and Groups) –

what administration is needed

Unit G: Administration for Managers

Module 20 material – Trainer’s notes, management game POR Chapter 8 – Insurance POR Chapter 3 – The Scout Group – including census, registration and

finance POR Chapter 4 – The Scout District – including census, registration and

finance POR Chapter 5 – The Scout County – including census, registration and

finance POR Chapter 6 – The structure of The Headquarters of The Scout

Association FS270001 Data Protection Act – requirements, and how it affects

Scouting Trustee Card – who is a trustee, and their role and responsibilities Supporting the Group… Chairman, Secretary, Treasurer, Supporter –

information on these roles and responsibilities. FS310610 Guidance for the storing and destroying of adult appointment

forms FS500008 Administration and Record Keeping (Sections and Groups) –

what administration is needed Ticking all the Boxes – Workshop for Appointment Secretaries – ongoing

learning module on using the online member admin area, includes Trainer’s notes, presentation and 3 sample forms.

Appointment Process User Guide – step-by-step guidance to using the online membership admin area for Appointments Secretaries (available at www.scouts.org.uk/appointment)

www.scouts.org.uk/appointment


Unit H: Providing a Balanced Programme

Module 12 material – Trainer’s notes and e-learning Module 19 material – Trainer’s notes Colony, Pack, Troop, Unit and Network Essentials – Section ages,

themes, groupings, meetings, decision making etc. Colony, Pack, Troop, Unit Programme – Sectional programme, badges,

awards etc. Colony, Pack, Troop, Unit Programmes Plus – programme ideas for the

Sections Scout Handbook – information on the Scout challenge badges, and other

awards FS200202 6-25 Programme – Sections, Balanced Programme Programmes Online www.scouts.org.uk/pol - ready made programme

ideas FS260010 World Scouting – facts and figures about World Scouting FS260009 International Resource Material – where to get resources about

‘International’ FS260016 The World Membership Badge – meaning and origins of the

World Scout Badge The Scout Association’s educational objectives (available from the Adult

Support office)

Unit I: Young People Today

Module 14 materials – Trainer’s notes, workbook Module 15 materials – Trainer’s notes, workbook POR Chapter 15 – Complaints, Suspensions and Dismissals Training Adviser’s Guide – modules 14 and 15 pages – characteristics,

needs and influences of young people FS140101 Guidance on the formal suspension of youth members – an

expansion on the rules as set out in POR FS185090 Managing Behaviour – action and support for dealing with

challenging behaviour

Unit J: Residential Experiences (Nights Away)

Module 16 material – Trainer’s notes Nights Away – practical advice for running residential experiences Scout Handbook – information on the Scout challenge badges, including

outdoor and adventure tips Scout Skills Cards – tips on a variety of Scouting skills FS315071 Scout Skills – Campsite Layout and Selection FS315072 Scout Skills – Camp Toilet FS315085 Scout Skills – Tent Pitching FS315086 Scout Skills – Types of Tent FS120075 InTouch – communications systems (the ‘home contact’

system) FS120000 Activities – Risk Assessment – how and why to undertake risk

assessment FS315088 Scout Skills – Wide Games – how and why to play them FS120626 Avoiding ill health at camp - Guidance to stop the spread of E.

coli O157 and viral gastro-enteritis infection at camp Young People First code of behaviour (Yellow Card) – Child Protection

policy, and actions to take if child abuse is suspected or alleged



FS140048 First Aid Kits and Accident Books – what to include in a First Aid kit, and guidance to how to keep an accident bok

FS250051 Allergies – including information about providing/administering medication to young people

Purple emergency procedures card – actions to take following an accident/incident, or other emergency

Emergency card (white) – for use in an accident FS120083 Family Camps – guidance and rules for running a family camp,

including purpose, participation of family members, health and hygiene, programme

FS320004 Camp Food Safety – food hygiene considerations, particularly on camp

Unit K: Activities Outdoors

Module 17 materials – Trainer’s notes Colony, Pack, Troop, Unit Programme – Sectional Balanced programme POR Chapter 9 – Activities, including emergency procedures and accident

reporting FS120084 Scout Led Activities Index – rules and guidance for Scouting

activities FS120086 Commercially Led Activities Index – rules and guidance for

activities led by commercial instructors Purple emergency procedures card – actions to take following an

accident/incident, or other emergency FS120000 Activities – Risk Assessment – how and why to undertake risk

assessment FS129999 Safety in Scouting: Safety Checks – general advice on risk

assessments FS120079 Accidents – Leaders’/Commissioners’ Guide to Reporting –

what to do when an accident/incident happens or is reported to you FS120075 InTouch – communications systems (the ‘home contact’

system)

Unit M: Growing the Movement – Section Leaders

Module 13 materials – Trainer’s notes, workbook Colony, Pack, Troop, Unit and Network Essentials – Section ages,

themes, groupings, meetings, decision making etc. Colony, Pack, Troop, Unit Programme – including Moving On and

Membership awards FS1700187 Links between the Beaver Scout Colony and the Pack – tips

to help with the Moving On process FS315019 The Troop and its Links – ways to improve links with the Cub

Scout Pack and Explorer Scout Section FS452008 The Unit and its links – ways to improve links with the Scout

Troop and Scout Network FS500008 Administration and Record Keeping (Sections and Groups) –

including advice on waiting lists. Recruitment of Adult Volunteers – the six step approach to recruitment Recruitment Prompt Card – quick reminder of the six step approach to

recruitment Induction: Starting adults in a new role – key stages in the induction

process


Induction prompt card – quick reminder of the key stages in the induction process

Unit N: Growing the Movement – Managers

Module 21 materials – Trainer’s notes Training Adviser’s guide – module pages for modules 21 and 14 –

characteristics, needs and influences on young people Colony, Pack, Troop, Unit and Network Essentials – Section ages,

themes, groupings, meetings, decision making etc. Colony, Pack, Troop, Unit Programme – including Moving On and

Membership awards FS1700187 Links between the Beaver Scout Colony and the Pack – tips

to help with the Moving On process FS315019 The Troop and its Links – ways to improve links with the Cub

Scout Pack and Explorer Scout Section FS452008 The Unit and its links – ways to improve links with the Scout

Troop and Scout Network FS500008 Administration and Record Keeping (Sections and Groups) –

including advice on waiting lists. Recruitment of Adult Volunteers – the six step approach to recruitment Recruitment Prompt Card – quick reminder of the six step approach to

recruitment Induction: Starting adults in a new role – key stages in the induction

process Induction prompt card – quick reminder of the key stages in the induction

process Welcome Prompt Card – Adults in Scouting Model The Appointment Process: Guide to Appointing Adults – key stages in

appointment of adults, induction and reviews Review – helping adults choose the right path – purpose, benefits and

necessary elements of effective reviews Review Prompt Card – quick reminder of the key points to remember in

the review process FS310602 Managing Change – a change management strategy for use in

Scouting FS295204 Developing a Scouting Website – guidance on an effective

website (public relations) FS295419 Guidelines for Radio Interviews – PR guidance when using the

radio FS295424 Celebrating a Groups Centenary 21st Century Style – PR

guidance for celebrating a Group centenary FS500010 Recruiting Adults – running a name generation evening – help

with this part of the six-step process of adult recruitment

Unit O: Providing support to the sections

Module 22 material – Trainer’s notes Colony, Pack, Troop, Unit and Network Essentials – Section ages,

themes, groupings, meetings, decision making etc. Colony, Pack, Troop, Unit Programme – Sectional programme, badges,

awards etc. Colony, Pack, Troop, Unit Programmes Plus – programme ideas for the

Sections


Scout Handbook – information on the Scout challenge badges, and other awards

FS200202 6-25 Programme – Sections, Balanced Programme FS260010 World Scouting – facts and figures about World Scouting FS260009 International Resource Material – where to get resources about

‘International’ Nights Away – practical advice for running residential experiences FS120075 InTouch – communications systems (the ‘home contact’

system) FS120800 Nights Away Permit Scheme – general overview of the Nights

Away scheme FS120000 Activities – Risk Assessment – how and why to undertake risk

assessment POR Chapter 8 – Insurance FS120082 Nights Away Information Form – parent/guardian consent form,

including health details FS120803 Nights Away Permit Scheme – Commissioners’ Guide – role of

Commissioners within the Nights Away Permit Scheme

Unit P: Safety for Managers

Module 23 material – Trainer’s notes POR Chapter 8 – Insurance POR Chapter 9 – Activities, including Permit requirements, emergency

procedures and accident reporting FS120084 Scout Led Activities Index – rules and guidance for Scouting

activities FS120086 Commercially Led Activities Index – rules and guidance for

activities led by commercial instructors FS120000 Activities – Risk Assessment – how and why to undertake risk

assessment FS129999 Safety in Scouting: Safety Checks – general advice on risk

assessments FS120075 InTouch – communications systems (the ‘home contact’

system) FS120079 Accidents – Leaders’/Commissioners’ Guide to Reporting –

what to do when an accident/incident happens or is reported to you Purple emergency procedures card – actions to take following an

accident/incident, or other emergency FS120100 Adventurous Activity Permit Scheme – general information on

the scheme FS120103 Adventurous Activity Permit Scheme – Commissioners’ Guide

– information for Commissioners on their role in the Permit Scheme

Unit Q: Supporting and Managing Adults

Module 24 material – Trainer’s notes, workbook Module 26 material – Trainer’s notes, workbook Welcome prompt card – Adult’s in Scouting model FS310514 Motivation of Leaders – two theories of motivation Belbin team roles: www.belbin.com for basic background (in particular the

flash introduction to team roles, and the team role descriptions pdf. summary sheet).

www.belbin.com


http://www.mindtools.com/pages/article/newLDR_83.htm has a good description and explanation of the whole theory and the roles.

Also, look out for these new publications, coming in Spring 2010

Scouting Skills: A complete guide – a guide to a comprehensive range of Scouting skills

Nights Away – a new version of this resource, providing practical help for running residential experiences

Games books – new games for the Sections Programmes Plus 2 – more ready-made programme ideas for each of the

Sections Faiths and Beliefs resource – programme ideas to help incorporate Faiths

and Beliefs in the Balanced Programme

http://www.mindtools.com/pages/article/newLDR_83.htm


Appendix 1 – OCN Award of Credit form for Managing Voluntary Youth Services

OCN Award of Credit Part A – Personal Information For office use only:

Surname

Forenames

Group

District

County/Area

Address

Part B – Programme Information

Which programme are you registered for? (please tick)

[ ] Providing voluntary youth services award [ ] Managing voluntary youth services award

Open College Network Candidate Number______________________________________________

Scout Association Candidate Number_________________________________________________

Part C – Unit(s) or Award(s) claimed

Which OCN Units(s)or awards have been completed?

Essential Information for Adults in Scouting

Tools for the job – Managers

The Values of Scouting

Team Working & Leadership

Administration for Managers

Growing the Movement – Section Leaders

Providing support to the Sections

Safety for Managers

Supporting and Managing Adults

(Continued over)


Part D – Declaration For office use only

I wish to claim for Credit on the above programme. I have enclosed £36 (at £4 per unit)

Signed:

Date:

Part E – Training Adviser declaration

The candidate has completed the unit(s) stated above

Signed:

Date:

Please print name:

When complete please return to:

Open College Network Registration

Adult Support Office

The Scout Association

Gilwell Park

Chingford

London, E4 7QW

For office use only


Appendix 2 – OCN Award of Credit form for Providing Voluntary Youth Services

OCN Award of Credit Part A – Personal Information For office use only:

Surname

Forenames

Group

District

County/Area

Address

Part B – Programme Information

Which programme are you registered for? (please tick)

[ ] Providing voluntary youth services award [ ] Managing voluntary youth services award

Open College Network Candidate Number______________________________________

Scout Association Candidate Number__________________________________________

Part C – Unit(s) or Award(s) claimed

Which OCN Units(s)or awards have been completed?

Providing Voluntary Youth Services

Essential Information for Adults in Scouting

Tools for the job – Section Leaders

The Values of Scouting

Team Working & Leadership

Section Administration

Providing a Balanced Programme

Young People Today

Residential Experiences (Nights Away)

Activities Outdoors

Gaining, Using & Instructing Practical Skills

Growing the Movement – Section Leaders (Continued over)


Part D – Declaration For office use only

I wish to claim for Credit on the above programme. I have enclosed £44 (at £4 per unit)

Signed:

Date:

Part E – Training Adviser declaration

The candidate has completed the unit(s) stated above

Signed:

Date:

Please print name:

When complete please return to:

Open College Network Registration

Adult Support Office

The Scout Association

Gilwell Park

Chingford

London, E4 7QW

For office use only

Open College Network Awards – Guidance for Training Advisers · Witness statements Witness...

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