1. Choose one of the following three activities:

   1. Type 200 words using a word processor or desktop publisher, ensuring that there are no mistakes before printing it out.

   2. Use a typewriter to type 200 words, with not more than ten mistakes.

   3. Write, with a good legible hand, 100 words of prose.

2. Show a general knowledge of the administrative arrangements of a Scout Group. This might include the key roles and responsibilities of the Group Scout Leader, the Chairman, Secretary and Treasurer of the Group Executive Committee.

3. Know how a personal bank account operates.

4. Write a letter on a subject after consultation with the assessor and send it to the assessor using mail, email or fax.

5. Draft a wording for an invitation card addressed to members of the public about a Group, Troop or Patrol event.

6. Choose one of the following two activities:

   1. Prepare a press release for a Group, Troop or Patrol event.

   2. Write an article for a magazine or newsletter, reporting a Group, Troop or Patrol event.

Requirement A also covers motor or power gliders.

Alternative B

1. Know the safety rules relating to access to airfields as laid down in Policy, Organisation and Rules.

2. Carry out research into one of the following areas of the history of flight, and share the findings with the assessor and other Scouts.

   1. The development of aviation or flight over a period agreed with the assessor.

   2. The development of a specific aircraft type, giving details of its history, role and achievements. Examples for study include the Spitfire, Boeing 747, BAe Harrier or the MacDonald Phantom.

   3. The development of balloons or airships from their first appearance to the present day.

   4. The development of rockets, including their role in space exploration.

   5. The development of a type of aero engine. Examples of study include jet or piston engines in general, or a specific engine such as the Rolls-Royce Merlin.

3. In the course of their research, visit at least one place of interest which is directly relevant to the project, for example, a museum, an air display or a factory.

4. Present the findings, including a model that was made to illustrate some aspect of their research. Other resource materials such as diagrams should be used wherever possible.

1. Identify from photographs or silhouettes shown for ten seconds each, threequarters of the aircraft in the list published by Headquarters for this purpose.

2. Keep a log for three months reporting aircraft seen, giving identities or recognition features, approximate headings, times, dates and so on.

3. Choose one of the following three activities:

   1. Recognise and name national aircraft markings, both service and civil, of at least six countries including the United Kingdom.

   2. Understand the RAF system of letter designation according to aircraft function and give examples of three such designations.

   3. Name three basic training aircraft used in private flying. Give a brief report on one, naming a club and airfield where it is used, preferably local.

Health and safety

Angling craft

Waterside awareness

Tackle and techniques

Know your fish

Administration and law

1. Take an active interest in a particular art form, for example, painting, music, sculpture, theatre, architecture or similar.

2. Describe to the assessor two visits made in relation to their interest. they could use photographs, film, recordings, guides or other aids.

3. In discussion with the assessor, demonstrate a detailed knowledge of a particular aspect of interest. For example, a particular artist, composer, sculptor or architect; or a particular movement or period within the art form.

4. List major events or venues connected with the chosen art form and be able to discuss with the assessor their significance.

1. Paint or draw an illustration of a scene from a story chosen by the assessor.

2. Paint or draw either a person from life or an object set before them.

3. Paint or draw a landscape chosen by the assessor.

4. Show the assessor a selection of their recent work.

A computer drawing package may be used.

1. Recognise the prominent constellations visible throughout the year, such as:

   • Winter: Orion, Aries, Auriga, Taurus (Pleiades and Hyades), Canis Major, Canis Minor.

   • Spring: Leo, Bootes.

   • Summer: Cygnus, Lyra, Aquila, Delphinus.

   • Autumn: Pegasus and the Circumpolar constellations of Ursa Major and Cassiopeia.

2. Recognise and show a basic knowledge of the following stars:

   • Winter: Sirius, Procyon, Betelgeuse, Saiph, Rigel, Aldebaran, Hamal, Capella.

   • Summer: Deneb, Vega, Altair.

   • Autumn: Merak, Dubhe.

3. Talk to the assessor about their experience of astronomy. This should include sightings of meteor showers, changes of planetary positions and eclipses.

4. Know the meanings of basic astronomical terms such as axial rotation, synodic and sidereal periods, opposition, conjunction, meridian, ecliptic and celestial equator.

5. Give a general description of the Solar System, the individual planets and the Galaxy.

6. Know about landings made or planned on other bodies in the Solar System since 1969 and about human activity in space.

7. Explain how astronomy contributes to space missions.

1. Demonstrate to the examiner an appropriate warm-up routine that involves gentle stretching and loosening exercises, using all the main muscle groups. The warm-up should last between five and ten minutes. After the session, demonstrate an appropriate warm-down.

2. Discuss with the examiner the safety rules associated with athletics, particularly the throwing and jumping events.

3. Compete in any three track and field events, which must include both track and field, and gain points as indicated on the scoring chart which appears below.

1. Know the rules relating to access to airfields as laid down in Policy, Organisation and Rules. Draw a diagram/map or make a model of an airfield to show and name the different areas.

2. Understand the terms: nose, fuselage, tail, mainplane, port and starboard. Know the names of the control surfaces of an aeroplane.

3. Construct and fly a chuck glider for at least five seconds, or build and fly a hot-air balloon or kite.

4. Choose one of the following two activities:

   1. Collect photographs or pictures of six aircraft of interest, give their names and describe their operational uses.

   2. Discuss an airline that they are interested in or have travelled on, showing pictures of aircraft livery and badges.

5. Take part in a Patrol or Troop visit, with other Scouts, to a place of aviation interest.

6. From the list of aviation skills training activities, complete four items, each item to be taken from a different section.=

1. Choose one of the following two options:

   1. a Hold the Basic Aviation Skills Badge.

   2. Be at least 11½ and complete requirements 1 and 5 of the Basic Aviation Skills Badge.

2. List the main types of aircraft and identify the parts of an aeroplane.

3. Identify either from pictures or in flight 12 aircraft in common use today. This must include at least two civil commercial aircraft, two military aircraft and two light private aircraft.

4. Explain how wind speed and direction are measured and how weather can affect various air activities. Demonstrate how to get a local forecast for an air activity.

5. Recite the phonetic alphabet and explain why it is used.

6. Explain the relationships between lift, drag, thrust and weight. Demonstrate the ability to trim a suitable model glider to perform a straight glide, stall and specified turn.

7. Choose one of the following two activities:

   1. Know the rules in Policy, Organisation and Rules relating to flying, and fly in a light aircraft or glider as a passenger.

   2. Organise a visit to an airfield or place of aviation history for a group of Scouts. Explain to the assessor what they would need to tell the Scouts before the visit.

8. From the list of aviation skills training activities, complete another six items, taken from at least four different sections.

1. Choose one of the following two options:

   1. Hold the Aviation Skills Badge.

   2. Be at least 13 and complete requirements 1 and 4 of Aviation Skills.

2. Name the main control surfaces of an aeroplane; explain how they work and how they are controlled.

3. Choose one of the following two activities:

   1. Explain the duties of an aircraft marshaller and demonstrate marshalling signals.

   2. Explain the duties of a crew leader for a glider launch and demonstrate procedure and signals.

4. Know the types of air maps and the conventional signs used on them.

5. Choose one of the following two activities:

   1. Explain the basic principles of a piston engine, including the four-stroke cycle with consideration of valve and ignition timing.

   2. Compare and contrast the main parts and workings of a piston engine and a jet engine.

6. Explain the difference between ground speed and air speed, and how wind is used to aid take-off and landing. Explain how a wing gives lift and list factors affecting lift and the causes of stalling.

7. Take part in an air experience flight and point out on an air map the features that they fly over. Choose any means of air travel, for example, powered aircraft, glider, balloon or airship.

8. From the list of aviation skills training activities, complete a further six items from at least four different sections.

1. Discuss with the assessor how and where to shop for food and how to transport it.

2. Demonstrate proper storage and cooking under camp conditions. This must include knowledge of hygiene in the camp kitchen and how to prevent food poisoning.

3. Create a day's menu that includes quantities for a group of between four and six Scouts. Don't forget to consider any cultural, religious or vegetarian needs of the group.

4. Successfully cook and serve the menu that they have created.

1. Camp under canvas as a Scout for a total of at least 15 nights.

2. Lead a group of Scouts in the pitching, striking and packing of a four to six person tent.

3. Know what to look for when choosing a campsite.

4. Show an understanding of the reasons for camp hygiene and the importance of being safe and tidy in camp.

5. Demonstrate how to store food in a suitable tent.

6. Construct a camp larder, a camp oven and two other gadgets of their own choice.

7. At a camp, cook for between two and six people one of the following two meals:

   1. A hot breakfast meal

   2. A dish for a main meal, which must include two vegetables.

8. Have a good knowledge of Nights away, a complete guide to Scout camping, holidays, expeditions and Sleepovers.

1. Hold the Camper Badge.

2. Have worked for at least five days at a permanent District, County, Area or National Scout campsite, helping the Wardens or Managers to their satisfaction.

3. Explain, and where possible demonstrate, the daily maintenance required for campsite equipment.

4. Explain, and where possible demonstrate, four of the following:

   1. The importance of having clean toilets, both from a health point of view and to maintain the image of the site.

   2. The procedure for unblocking a blocked drain.

   3. The procedure to prevent burst pipes during the winter and the steps to take when pipes do burst.

   4. The need for good drainage and keeping ditches clear.

   5. Refuse disposal and how this can be set up to separate out the recyclable materials.

   6. The need to respect wildlife alongside the needs and requirements of campers, for example, leaving a strip of long grass around field edges to encourage insect life, establishment of copses and the planting of new trees.

   7. The increased use of computers in campsite management.

5. Become familiar with an activity run on site and explain the use and maintenance of equipment used for that activity.

6. Demonstrate the ability to use three of the following:

   1. Hand axe

   2. Bush or bow saw

   3. Maul

   4. Two-man cross-cut saw

   5. Pruning tool

   6. Sickle

   7. Hand tools, such as a hammer and chisel, wood saw and hacksaw.

7. Discuss with the assessor developments and improvements they would like to see on any permanent campsite with which they are familiar.

1. Qualify for the British Canoe Union's Two Star Award.

1. Take part in at least four different trips to at least two different cave systems as a member of a properly led group.

2. Keep a record of these trips, and the routes followed.

3. Have a good knowledge of the contents of the caving and cave conservation codes, and be able to discuss with the assessor measures that can be taken by participants in the activity to reduce conflict and promote conservation.

1. Discuss with the assessor how and where to shop for food and how to transport it.

2. Demonstrate proper storage and cooking. This should include knowledge of hygiene in the kitchen and how to prevent food poisoning.

3. Create a menu for a three-course meal for between two and four people including all of the following parts:

   • Two cooked dishes

   • A cake or pastry dish

   • Two sauces, such as Mornay, Apple, Curry, Mustard, Parsley, Chocolate etc.

4. Cook and serve the menu they have designed, demonstrating the necessary preparation and serving skills.

5. Plan a balanced and varied menu for a group of Scouts lasting at least one weekend. Assume full kitchen facilities and common utensils are available. Discuss their choices with the assessor.

1. Select two skills from the list below. Under experienced guidance, show evidence of continuing effort and achievement in the chosen skills, and demonstrate their ability in both before an audience.

   1. Aerial: Trapeze, Roman rings, aerial ladder, aerial rope, wire walking and related skills

   2. Balance: Trick-cycling, stilts, ladder, tightrope, wire walking, perch, roller bolo, slack-rope

   3. Manipulative: Plate spinning, cigar boxes, club swinging, devil sticks, diabolo sticks, juggling

   4. Ground: Handstands, tumbling, acrobatics

   5. Clowning: Including make-up and costume

2. Find out about one aspect of circus life, and discuss it with the assessor.

3. Watch at least two events, such as circus or street performers, and discuss these with the assessor.

1. Show knowledge of ropes used in rock climbing and explain the care and inspection for faults.

2. Demonstrate ability to fit a climbing harness and tie in correctly.

3. Demonstrate ability to select, test and make the following:

   • A spike belay using main ropes.

   • A thread belay using a suitable sling and karibiner.

   • A running belay using chocks, nuts or similar devices.

4. Show understanding of the calls used in climbing.

5. Demonstrate ability to abseil down a face (not less than ten metres).

6. Take part in four separate climbs (the standard should be 'difficult'), each using a different route. An experienced climber must supervise the climb and will judge and report on their ability.

7. Show understanding of Safety on Mountains (published by the British Mountaineering Council).

8. Be able to discuss the various pressures on cliff environments including those caused by climbers. Discuss what measures can be taken by climbers to reduce conflict and promote conservation.

1. Push a friend or get a friend to push them in a wheelchair around the neighbourhood, visiting shops and public buildings. Describe the experience to the assessor.

2. Show how to open and close a wheelchair properly and how to take it up and down curbs, down a slope and up and down stairs.

3. Demonstrate the techniques of lifting someone who has a weakness in the legs and of transferring them from one chair to another.

4. Describe and, if possible, show eight items of aids used by people with Special Needs. Explain to the assessor how these items are used.

5. Learn some words in Makaton or British Sign Language, such as: Hello, Please, Thank you, Friend, Help, Home, Tired, Eat, Drink, Yes, No, Okay, Wash, Toilet and Goodbye.

6. Help to run a Special Needs awareness activity for a group of Scouts.

7. Choose one of the following activities:

   1. Help at a PHAB Club or Gateway Club or Pack or Troop that caters for Scouts with Special Needs for an agreed period.

   2. Help at a camp at which there are a number of Scouts with Special Needs.

   3. One other activity of a similar nature and level of achievement as agreed between yourself and the Section leadership team.

8. Having completed sections 1 - 7, discuss how they now feel about people with Special Needs and how they will behave towards them in the future.

   
   
   Alternative C

9. Take part in a visit to a local police station and find out about:

10. The organisation of the police service including the rank structure and the various specialist departments.

11. Communications including personal radio, emergency system and phonetic alphabet.

12. The practical side of preventing and detecting crime.

13. Show an understanding of crime prevention in the home and the community.

14. Watch a stranger for a period of two minutes and, after a period of time, be able to describe him or her in such a way as to allow the person to be recognised.

1. Make or decorate one or more items, using their own design ideas as much as possible. For example:

   • Make a container by basket-making, wood turning, pottery, embroidery on plastic canvas, glass-blowing, or fibreglass construction.

   • Make a belt, bag, wall-hanging, table mat or waistcoat by weaving, macramé, beadwork or from leather.

   • Make an item of clothing or soft furnishing by sewing or knitting. They may follow a pattern.

   • Decorate some clothing, soft furnishing, cushion or tablecloth using embroidery, tapestry, lace-making, tie and dye, batik or fabric paints.

   • Make a picture using techniques such as mosaic, staining glass, quilling, calligraphy, pyrography, pressed flowers, fabric collage or printing with potato, lino, string, drypoint, aquatint, silk screen.

   • Decorate an article by engraving or etching on wood, metal, glass or enamelware.

   • Make an ornament or decorative article by candlemaking, arranging flowers, carving wood, slate, stone or soap, fly tying, jewellery-making, pewterwork, copper- or silver-smithing, stone polishing, stonemasonry, sculpture or making a corn dolly.

1. Own, or have used satisfactorily for at least six months, a bicycle properly equipped and in good working order.

2. Demonstrate an ability to carry out small general repairs, including at least four of the following, to the satisfaction of the assessor:

   1. Replacement of a brake cable

   2. Replacement of a worn chain

   3. Replacement of a broken spoke

   4. Removal and replacement of cranks or pedals

   5. Adjustment of bearings and gears.

3. Complete all the requirements in one of the following alternatives:



Alternative A - On the road

4. Explain to the assessor what extra precautions should be taken when cycling in the dark or in wet weather conditions, including lights, reflectors, dynamos, and the additional time needed by those in motor vehicles to stop in the wet.

5. Demonstrate the ability to control a cycle through a slalom course.

6. Show an understanding of the Highway Code as it relates to cyclists including road signs and helmets.

7. Have a basic knowledge of First Aid and what to do in the case of accidents.

8. Have a sound knowledge of map reading, be able to estimate distances, identify countryside features and terrain and orientate a map using local geography and a compass.

9. Plan and carry out an all-day ride of not less than 40 kilometres (25 miles).



Alternative B - Off road

10. Have an understanding of The Scout Association's Rules for taking part in adventurous activities.

11. Show an understanding of the Mountain Bike Code of Conduct.

12. Demonstrate the ability to control the cycle over different types of terrain.

13. Show an understanding of the damage that may be caused to the environment through careless cycling across the countryside.

14. Have a basic knowledge of First Aid including the treatment of hypothermia and know what to do in the case of an accident.

15. Have a sound knowledge of map reading, be able to estimate distances, identify countryside features and terrain and orientate a map using a compass.

16. Plan and carry out an all-day ride of not less than 30 kilometres (20 miles).



Alternative C - Cycle tricks

17. Achieve the Gold Trix Award of the British Schools Cycling Association.

Cycle helmets should be worn at all times during cycling activities.

Reference should be made to Policy, Organisation and Rules.

1. Be aware of safety in the home, which may include:

   • Recognise chemical hazard symbols such as toxic, flammable and irritant, and know how to minimise the danger to themselves and others.

   • Recognise hazards in particular environments, for instance, slippery surfaces.

   • Know about and use safety equipment such as goggles, gloves, masks, ear defenders.

   • Know how and where to turn off main supplies to the house such as water, electricity and gas, and to isolate individual electrical circuits if necessary.

   • Be aware that there are regulations that limit what an amateur may do.

2. Show or explain how they would deal with four minor emergencies, such as:

   • Unblocking a sink.

   • Repairing a leaking tap, for instance, renewing a washer.

   • Thawing frozen pipes and patching a leak.

   • Adjusting the float arm in a cistern or water storage tank.

   • Fitting or rewiring an electrical plug.

   • Replacing a fuse or resetting a circuit breaker.

   • Changing a light bulb.

   • Helping to repair a broken window.

   • Repairing a tear in clothes or upholstery.

   • Removing common stains such as ink, wine or coffee.

3. Take an active part in two major DIY projects, indoors or out, such as:

   • Insulate the loft or fit draught-proofing to windows and doors.

   • Insulate the cold water storage tank, pipes and hot water cylinder.

   • Plan a colour scheme for a room and prepare a sample board.

   • Prepare and paint, wallpaper or tile the walls of a room.

   • Prepare and paint woodwork or furniture.

   • Fit a curtain track and hang curtains.

   • Make a free-standing storage unit or put up shelves.

   • Cover a floor with vinyl overlay, lino, tiles or carpet.

   • Hang a door and fit or repair locks and other door furniture.

   • Carry out a home security survey and take action to make the house more secure, such as fitting window locks, marking property with a UV pen and fitting a burglar alarm.

   • Lay a patio or path.

   • Build a low wall, barbecue, gate or fence.

   • Create and maintain a garden pond.

   • Repair bodywork on a car and clean and polish the car.

   • Any other projects of a similar skill level as agreed with the assessor. They should be involved in the planning of the project, which will probably include taking measurements. Choose the right materials and tools for the job and make sure that they know how to use them safely.

1. Qualify for the Royal Yachting Association's Young Sailing Scheme - Start Sailing Stage 2.

1. Understand the safety rules, capsize drill and the buddy system.

2. Know the procedures for loading, numbering off, stopping, bracing the boat, forward and backward paddling.

3. Understand the instructions and commands as advised by The Dragon Boat Racing Association.

4. Carry out practice training sessions for a minimum of two hours. Practise a race over a distance of at least 250 metres.

5. Take part in competitive or timed dragon boat event over a course of at least 250 metres.

1. Show an understanding of components by completing the following three tasks:

   1. Be able to recognise common electronic components which are shown to them by the assessor. Explain, in simple terms, the functions that they usually perform in electronic circuits.

   2. Understand the systems used for marking components with their values and be able to identify the values of marked resistors and capacitors. Understand the importance of the rating of a component.

   3. Know the symbols that are used to represent common components in circuit diagrams. Show how to identify the polarity of a diode and a specific pin number on an integrated circuit.

2. Demonstrate a knowledge of safe working practices to be followed when handling electronic components, working on electronic circuits and when soldering.

3. Use a multimeter to measure voltage, current and resistance in a simple circuit. Discuss with the assessor the relationship between these values.

4. Discuss with the assessor the main differences in operation of digital and analogue circuits.

5. Show an understanding of circuits by completing the following two tasks:

   1. Construct three simple circuits, one of which should be based mainly on digital electronics. These may be from a book or magazine, or circuits that they have designed themselves. At least one of the circuits should be soldered, using either strip-board or a custom-made printed circuit board.

   2. Explain to the assessor the principles behind the operation of each circuit and the typical values of voltage and current found in each

1. Choose one of the following two options:

   1. Hold, or meet the requirements of the Young Lifesaver (Key Stage 3 [Senior]) of the St. John Ambulance, and demonstrate how to prevent and treat the effects of sunstroke and dehydration and hypothermia.

1. Qualify for The Pony Club's 'C' Standard.

1. Understand how the local fire service works.

2. Give a simple explanation of the process of combustion. Know the effects of smoke and heat, and how to act in smoke.

3. Know the dangers of and understand the fire precautions necessary in the home relating to:

   • Oil heaters and open solid fuel fires

   • Portable electric fires

   • Drying clothes

   • Electric wiring and fuses

   • Smoking materials, particularly matches

   • Uses of household gas and petrol

   • Party decorations and candles

   • Closing doors and windows.

4. Explain the benefits of having smoke detectors in the home and describe where they should be located.

5. Know the dangers of fire at camp and what precautions should be taken. Know the causes of heath and grass fires and how to deal with an outbreak.

6. Explain what action should be taken, and why, on an outbreak of fire. Know how to call the fire service and the correct procedure to be followed.

7. Know how to use and recognise various fire extinguishers including water, dry powder, foam and carbon dioxide types. Know what kinds of fire they should be used on.

8. Know how to deal with a person whose clothes are on fire.

9. Talk with their family about the actions to be taken in the event of a fire in their home.

1. Be able to identify at least eight common types of tree growing in their area, including deciduous and coniferous.

2. Know how to identify trees using the identification keys.

3. Prepare soil and successfully transplant a young tree.

4. Understand the management of both natural woodland and commercial forestry. Know some of the dangers to which these areas may be exposed, for example, frost, fire and animals.

5. Know how to select, use and care for appropriate equipment, and the safety issues involved.

6. Know how to fell and trim out a tree or know the principles of laying a hedge.

1. Find out all they can about animals, birds, plants or fish which are in danger of extinction in their own country. Find out what can be done to save them and, if possible, help to do so with expert advice.

2. Over a week, make a list of everything that their family throws away. Highlight items that could have been reused or recycled.

3. Find out about local facilities for recycling and encourage their family and friends to use them.

4. Find out how families can save energy in their homes.

5. Look for and record evidence of wildlife in their garden or a local park.

6. Be aware of some of the effects gardeners can have on local wildlife, for

7. Find out about a local group or organisation that works for conservation.



Section B - Group local conservation

Choose one of the following activities:

1. Make a list of ways in which the Troop camp could prevent pollution. Make sure that their list is used when planning a camp or expedition.

2. Plan and carry out a conservation project with members of an Explorer Scout Unit.

3. Create a scented garden for a blind person.

4. Adopt a pond and carry out conservation work and maintenance, getting permission and expert advice as necessary.

5. Build a hide, use it for observing wildlife, preferably staying overnight, and then report their findings.

6. Assist with the preservation of a stretch of water, such as a stream or canal.

7. Survey a derelict site, recording how nature has started to reclaim it. Plan and, where possible, take action to help further reclamation.

8. Survey the local area to find examples of how man has damaged nature. Show how this can be avoided. Send the results of their survey to the relevant authorities.

9. Survey the local area to find examples of how man has tried to improve his environment. Send a letter of appreciation to the relevant authorities.



Section C - Global conservation

Choose two of the following activities:

1. Explain how different types of pollution in soil affect growing plants. Describe the safeguards that need to be taken.

2. Explain the pollution caused by motor vehicles. Describe how this affects people, plants and buildings and, where possible, illustrate their findings.

3. Explain the causes of water pollution and the action that could be taken to lessen the effects.

4. Explain how government, industries and other agencies are helping people to become aware of conservation.

5. Explain how trees are useful to man.

6. Explain why so many animals in the world are threatened by extinction and suggest what the Patrol can do to assist in their survival.



Section D - Telling others

Choose two of the following activities:

1. Prepare a checklist of do's and don'ts for campers and hikers, so that the natural environment is neither destroyed nor harmed by their activities. Give a copy of the list to each member of the Troop.

2. Plan a campaign to conserve energy at home, at school, at camp or at Troop meetings. Support their campaign with posters, displays, and information for the press and advertising material.

3. Help to make a bird box, bird table or bird feeder with a Cub Scout Pack.

4. As part of the plans for an expedition, plan a project to improve the environment. Carry out the project and report on it to the local Lions or Rotary Club, sponsoring authority, Parents'/Carers' Open Evening or similar occasion.

5. Use an original and eye-catching method to inform others about the importance of saving energy and resources. For example, design a poster or collage, produce a photographic display or a short video, compose a song or poem or make a model out of recycled material.

Alternative activities may be undertaken as agreed between Scouts and the Section leadership team. An adult with some expertise in conservation may be consulted to help with the selection of projects and preparation of alternatives.

1. Working as a group of at least four and not more than seven Scouts, carry out three expeditions or journeys as follows:

   • A journey or expedition of at least 12 kilometres.

   • Two journeys or expeditions of at least 20 kilometres, both of which must include an overnight stop.

2. Before undertaking each expedition or journey, the group must provide a detailed route card.

3. All members of the group must also show that they know the intended route and have knowledge of basic navigation, First Aid and emergency procedures.

4. After each journey or expedition, the group must give a verbal report.

5. Demonstrate their awareness of the latest developments in technology such as the Global Positioning System.

1. With others, plan at least five one-day journeys of at least 14 kilometres in hilly countryside. Suitable terrain might be coastal paths, South Downs, Chiltern Hills and Malvern Hills. At least three of these to be in areas defined in Policy, Organisation and Rules as Terrain One, and be led by an appropriately authorised person.

2. Using Ordnance Survey maps, and other local knowledge, complete all the information requested on the Scout Route Plan.

3. Complete each of the one-day journeys that they have planned. Take turns in leading the group for part of the time. Make sure that they take with them appropriate clothes, food, safety and emergency equipment. Keep a log to include route cards, sketch maps or photographs and comments of the areas visited.

4. Demonstrate the use of map and compass during the journeys.

5. Show that they know about the equipment needed for hill walking including:

   • What to wear

   • What to carry in a day rucksack.

6. Gain an awareness of the preservation of the natural environment, for example, erosion, wildlife habitat and so on.

7. Demonstrate awareness of the latest developments in electronic technology, such as the Global Positioning System.

8. Show knowledge of Safety on Mountains (published by the British Mountaineering Council).

1. Demonstrate how to look after and care for books.

2. Show how to use a library catalogue. This could include the subject index or on-line computer catalogues.

3. Explain how fiction and non-fiction books are arranged on the shelves and why they are treated differently.

4. Know what is meant by a reference book. Demonstrate what sort of information they could get from the following types of books: dictionaries, timetables, almanacs, gazettes and Who's Who?

5. Demonstrate how to search for information on a CD-ROM encyclopaedia.

1. Understand and explain how to effect a rescue using the following methods: reach, throw, wade and row.

2. Hold one of the following:

   1. The Royal Lifesaving Society UK Rookie Star Grade 3 Summary Award.

   2. The Royal Lifesaving Society UK Lifesaving 3 Award.

   3. The National Aquatic Rescue Standard Silver Cross.

3. Explain, and where possible demonstrate, methods of rescue used in case of ice-breaking, house fire, gas poisoning, car accident and contact with live wire.

1. Discuss the safety rules of their chosen activity, and the responsible use of the skills learned, with the assessor or instructor.

2. Demonstrate their ability in a Martial Art activity recognised by the Sports Council.

3. Have attended regular training sessions in the selected activity for a period of not less than six months and demonstrate an improvement of at least one level over that period.

4. Take part in a competition or demonstration and discuss their performance with the assessor or instructor.

1. Demonstrate their ability in an activity such as fencing, shooting or archery.

2. Know the safety rules associated with their chosen activity and demonstrate their use.

3. Have attended regular training sessions in the selected activity and demonstrate an improvement in their ability. This should involve six to eight sessions over a period of three months.

4. Take part in the selected activity in a properly supervised contest and discuss their performance with the assessor.

1. Be able to explain and demonstrate how the following are measured:

   • Wind force and direction

   • Cloud type and amount

   • Temperature

   • Pressure

   • Rainfall amount

2. Keep a record of these weather conditions for at least two weeks.

3. Understand at least three different ways in which clouds are formed.

4. Know the typical weather produced in their own area by 'warm' and 'cold' air masses in summer and winter, noting the effects of land and sea. Understand the weather associated with a change of air mass at 'fronts'.

5. Know how synoptic weather maps are produced and be able to understand a simple map, with fronts and isobars, similar to those shown on television and printed in some newspapers. Relate their observations in requirement 1 to these maps.

6. Understand the effects of temperature, wind and water on the human body in cases of hypothermia and exhaustion

1. Take an active part in the place of worship of their religion. For example, volunteer to get involved in community work, take a special part in the services, if possible, or take part in the youth programme.

2. Complete the following:

   • Find out more about the origin of their religion and present their findings to a suitable audience.

   • Explore the history of their faith. This may be at a local, national or international level. This could be done by finding about important people in the history of their faith or they could visit a place of importance for their faith.

   • Be able to explain some of the beliefs of their faith. This could be done by explaining the meaning of the important festivals.

1. Find out about plant and animal wildlife during any two of the seasons of the year, in one of the following sets of environments:

   1. • a piece of woodland

      • a piece of parkland

      • a piece of downland

      • a piece of moorland

      • a piece of seashore, sand-dune or rocks.

      The area looked at should be approximately 5,000 square metres (or half hectare) in size.

   2. 1. a length of hedgerow

      2. a length of roadside verge

      3. a length of stream, river or canal

      4. a small pond.

   Tell the assessor what they have discovered, using field notes, simple sketches or photographs and sketch maps.

2. Discuss with the assessor how human activities or management, for example, replacing deciduous trees with conifers, waste oil discharged by oil tankers at sea, and cutting hedges and roadside verges by machine instead of manually can all affect the wildlife.

3. Find out more about any one plant or animal, for example, a fern, grass, wild flower, tree, shrub, butterfly, moth, insect, amphibian, wild animal, bird or fish. Discuss with the assessor the results of their observations and the sources of any information used, for example, museums, books, and the Internet.

1. Swim 50 metres and stay afloat for five minutes.

2. Explain the safety rules that apply to boating, and the effects of winds, tide and current.

3. Explain the difference between a buoyancy aid and a life-jacket. Adjust one to fit them and wear it to enter the water from a height of one metre.

4. Complete the following:

   1. Row a dinghy single-handed and carry out basic manoeuvres.

   2. And one of the following four activities:

      1. Scull a dinghy over the stern and carry out basic manoeuvres.

      2. Sail a figure-of-eight course.

      3. Qualify for the BCU One Star Test.

      4. Qualify for the RYA National Dinghy Certificate Scheme Dinghy Level 1 - Start Sailing or Youth Sailing Scheme - Start Sailing Stage 1.

5. Carry out an activity using a knot, a bend, a hitch, and a lashing and demonstrate rope sealing.

6. Take part in a half-day expedition or exercise afloat.

7. From the list of nautical skills training activities, complete four items, each one from a different section.

8. Keep a log of the water activities they complete.

1. Hold the Basic Nautical Skills Badge, or be at least 11½ and complete requirements 1, 2, 3, 4a, 5 and 6 of the Basic Nautical Skills Badge.

2. Have some knowledge of rescue by boat or canoe and be able to carry out a simple rescue exercise.

3. Heave a lifeline from a boat, to land within reach of a target six metres away, within two attempts.

4. Know the steering and sailing rules and apply these to the craft being used.

5. Plan and take part in a one-day expedition or exercise afloat.

6. Complete from the list of nautical skills training activities:

   1. One item from the Practical Skills section.

   2. One item from the Safety section.

   3. Two items from the rules of the road and communications section.

   4. A further five items from the remaining five sections.

7. Keep a log of the water activities they complete

1. Hold the Nautical Skills Badge, or be at least 13 and complete requirements 1 to 5 of the Nautical Skills Badge.

2. Demonstrate knowledge of pilotage, navigation lights, sound signals, tides, currents and eddies, as relevant to their local waters.

3. Take care of and maintain a boat or canoe for a period of at least three months.

4. Know how to get local weather forecasts, understand their importance and be able to recognise signs of changing weather.

5. Choose one of the following two activities

   1. Gain the Pulling Coxswain Award, or take charge of a pulling boat and carry out a range of manoeuvres including: getting underway, man overboard, picking up a buoy, anchoring and coming alongside. Show a working knowledge of the pulling orders and be able to demonstrate them to less experienced members of the crew.

   2. Gain the RYA Dinghy Level 2 - Basic Skills or Young Sailing Scheme - Start Sailing Stage 3, or take charge of two other people in a sailing boat and demonstrate crew management and a range of sailing skills including: launching and recovery, getting underway, coming alongside, tacking and gybing, man overboard, picking up a buoy, anchoring and capsize recovery.

6. Take part in an expedition afloat with a minimum 24 hour duration.

7. Obtain an authorisation to undertake water activities (Form W).

8. Complete from the list of nautical skills training activities:

   1. One further item from the Practical Skills section, making sure that at least two skill areas have been covered.

   2. Two further items from the Safety section.

   3. One further item from the Rules of the road and communications section.

   4. Three further items from the remaining five sections.

9. Keep a log of the water activities they complete.

1. Demonstrate knowledge of the Country Code.

2. Show an understanding of safety procedures, basic First Aid, appropriate clothing and equipment required for countryside navigation.

3. Explain the following principles of orienteering:

   • Check points

   • Attack points

   • Route planning and the importance of contours.

4. Using a 1:10 000 or similar scale orienteering map, show an ability to set the map and transfer relevant details from a master map.

5. Take part in three competitive orienteering events and complete the courses.

1. Take part regularly in two active sports or physical pursuit activities in which they do not already hold an Activity Badge. These can range from team games such as rugby, football, cricket or water polo, to individual sports such as tennis, squash, running and gymnastics, to pursuits such as walking, yoga, dancing and keep fit.

2. Show a commitment to their sport or pursuit for an extended period. The assessor will be looking for a minimum involvement of an hour a week, or half day a month.

3. Be able to demonstrate that they have reached a reasonable level of skill in their sport or pursuit, and show evidence that they have improved.

4. Explain to the assessor any rules, laws or guidelines that govern their sports or pursuits.

5. Demonstrate to the assessor any preparations they make before taking part in their sport or pursuit. These may include any special equipment or clothes required and warm-up and warm-down routines.

6. Choose one of the following two activities:

   1. Act as an official, such as a referee, linesman or umpire in a game organised for the group.

   2. Demonstrate to a group of young people some of the skills or knowledge they have developed, and encourage them to try the sport or pursuit. All due care must be taken to ensure the young people are not put at risk as it must be recognised the candidate is not a trained instructor.

7. Choose one of the following two activities:

   1. Know the names and performances of two international, national or local sports personalities. Be able to discuss what they have achieved within the sport or pursuit.

   2. Show they have further developed their interest in the sport or pursuit through studies on their own, using books, videos or magazines.

1. As a member of a group take part in the following:

   • An indoor pioneering project, for example, constructing a guided missile launcher or chariot.

   • An outdoor pioneering project, for example, building a monkey bridge, water raft, or parallel or aerial runway.

2. Demonstrate the following:

   • A whipping

   • A splice

   • The correct way to coil and store a rope

   • The use of simple blocks and tackle

   • The use of levers to extract or move heavy weights

   • Anchorage for firm and soft ground

   • An understanding of the need for supervision and safety in pioneering projects.

3. Demonstrate and know the names of at least ten knots and lashings. These could include:

   • Sheetbend

   • Clove hitch

   • Round turn and two half hitches

   • Bowline

   • Timber hitch

   • Sheepshank

   • Square and sheer lashings

   • Harvesters hitch

   • Double sheetbend

   • Fisherman's knot

   • Rolling hitch

   • Figure of eight lashing

   • Diagonal lashing

1. Using some visual aids, give a five-minute verbal presentation about Scouting to an external body not involved in Scouting, for example, the local Lions or Rotary Club or sponsoring authority.

2. Get some media coverage for a Scouting event, expedition or activity. This can be done by preparing a press release, taking a photograph, producing a publication or writing a short article for the Group, District or County/Area newsletter, parish magazine or similar.

3. Assist the Group, District, or County/Area with a promotional event.

4. Complete two of the following:

   1. Produce at least four editions of a newsletter for Scouts in the Group.

   2. Create a simple display or exhibition to show Cub Scouts the fun of being a Scout or for use at an open evening for parents.

   3. Arrange a visit for a group of Scouts to the local newspaper or radio or television station, which may include hospital radio.

   4. Prepare and carry out a simple survey to find out the image of Scouting locally amongst their friends. Report the findings to the Section leadership team and others in the Troop.

1. Qualify for the Royal Yachting Association's Young Sailors Scheme Start Sailing Stage 3.

2. Qualify for the Royal Yachting Association's Red Badge.

The International In-Line Skating Association (IISA) has taken the lead in promoting in-line skating safety, and has issued some Rules of the Road as part of its safety campaign.

The assessor should visit the garden at least four times during the year.

Alternative C

1. Know the rules and laws governing their chosen sport and be able to answer questions on them.

2. Know about the varying levels of training or competition of the sport they follow, and be able to describe the differences at each level.

3. Have a good background knowledge of the teams and/or sporting personalities of their chosen sport.

4. Talk about the equipment required for the sport.

5. Be able to list major events for the sport of their choice.

6. Describe events that they have attended in pursuit of their interest. If this has not been possible, explain to the assessor how they keep up to date with their sport.

1. Demonstrate knowledge of the following:

   • How to prevent and treat the effects of extreme heat (sunstroke and dehydration) and cold (hypothermia).

   • The First Aid treatment for external bleeding and shock, the correct method of applying mouth-to-mouth breathing and the dangers involved in moving injured people.

   • How to construct different kinds of shelter.

   • How to build several different types of fire and the burning qualities of different woods.

   • The correct use of the International Distress Signal, using signals involving items such as whistle, torch and mirror.

   • Rescue techniques, for example, air and sea rescue.

   • Edible plants, or fruit, or both.

   • A suitable method of filtering and purifying water.

2. With a group of at least three Scouts, take part in a survival exercise lasting about 24 hours, during which the group will:

   • Construct a shelter of natural or salvaged materials and sleep in it.

   • Cook all meals over an open fire.

   • Cook without utensils or aluminium foil. A knife may be used.

   • Demonstrate methods of finding direction by day or night without a compass.

1. Qualify for the Watermanship Proficiency Award of the Amateur Rowing Association;

2. Qualify for the Snorkel Diver Award of the British Sub-aqua Club;

3. Qualify for the British Surfing Association's Junior Scheme Level 3 Award;

4. Qualify for the Bronze Grade of the British Water Ski Federation;

5. Qualify for the Royal Yachting Association National Windsurfing Scheme Level 1;

6. Complete a PADI (Professional Association of Diving Instructors) Discover Scuba

1. Visit a place of worship for a religion other than their own, and find out the differences between this building and their own place of worship.

2. Attend a religious festival from a faith different to their own. Present what they found out to a suitable audience.

3. Find out about a founder of a faith or a prominent leader of a faith, for example, Prince Siddartha Gautama, Mohammed or Jesus Christ.

4. Look at the sacred text of another faith and see if they can find a teaching that is comparable to their own faith.

5. Find out about the impact that believing in a faith different from their own has upon the daily lives of those who follow it, for example, food and dietary laws, rituals and prayers.

1. Compose a poem of at least eight lines, and discuss its meaning and construction with the assessor.

2. Write a short story of around 600 words from an idea agreed with the assessor.

3. Write a descriptive passage of around 600 words on a subject agreed with the assessor.

4. Write a 400 word review of a favourite book, play or other work of literature and discuss this with the assessor.

5. Produce a published article of around 500 words in length. This could be in the form of a contribution to a school, faith community or Scout magazine, or a letter to a local paper.

6. Keep a diary on a subject and for a length of time agreed with the assessor.

7. Write a play or dramatic sketch lasting at least ten minutes.

8. Interview a local celebrity, or other interesting person. Write or type out the interview to show the questions they asked and the interviewee's replies.

9. Write a letter to a pen pal of at least 150 words. The pen pal can be real or imaginary.

Stage 1

Complete one night away as part of a recognised Scout activity, sleeping either in tents, bivouacs, hostels, on boats or other centres.

Stage 2

Complete five nights away on recognised Scout activities, sleeping either in tents, bivouacs, hostels, on boats or other centres.

Stage 3

Complete ten nights away on recognised Scout activities, sleeping either in tents, bivouacs, hostels, on boats or other centres.

Stage 4

Complete twenty nights away on recognised Scout activities, sleeping either in tents, bivouacs, hostels, on boats or other centres.

Stage 5

Complete fifty nights away on recognised Scout activities, sleeping either in tents, bivouacs, hostels, on boats or other centres.