Leaders Manual

Transcription

Leaders Manual

Leaders Manual
Guidelines and Instructions for the Award Work
that complement the Handbook
4th Edition
Published by Das Internationale Jugendprogramm in Deutschland e.V.
– Version 4.0.0 • 17 May 2014 –
Entwicklung und Herstellung dieser Arbeitshilfe wurde von der Jugendstiftung Baden-Württemberg gefördert.
© 2014 Das Internationale Jugendprogramm in Deutschland e.V.
Koordinationsbüro
Adelsheimer Str. 19
74706 Osterburken
Redaktion: Katharina Kleiser, Barbara E. Oehl, Deborah Salm, Denise Tanner, Karsten Vogel, Klaus Vogel
(verantwortlich), Eva Wilke
of the Leaders‘ Manual
LEADERS‘ MANUAL
The Leaders’ Manual is the English version of the
Leitermappe and like this template supplements the
Handbook with instructions in the form of a loose-leaf
collection. With regard to the fundamentals, this includes
Programmes Files for the Service, Skills and Physical
sections as well as the Expedition Training Framework for
the different levels – and with regard to the management
guidance for developing the “Six Pillars” and the
implementation of the “Help Concepts”. Other elements
are Examples for Best Practice, Regulatory Statutes (like
the Terms of Delivery), Testimonials, Annual Reports and
Circulars.
Like all print media the Leaders’ Manual has a website
as its “web companion”: www.jugendprogramm.de/
manual. There you can get not only more information on
the loose-leaf collection, but also the option to download
its latest version from the Library (Bibliothek). Much
more than the Award Handbook the Leaders’ Manual is
a work in progress and doing its first steps; the pace of
development is determined primarily by the support of
our International Schools. To close the huge gap to the
Leitermappe in the foreseeable future, help is urgently
needed. “Plus est en vous!”
Information
1. Introduction
Structure . ........................................................................ 3
2. Fundamentals
Including Programmes Files for the Service, Skills and
Physical sections as well as the Expedition Training
Framework for the different Award levels.
Contents . ........................................................................ 5
Award Philosophy and System ........................................ 7
Service Section .............................................................. 11
Expeditions Section ....................................................... 33
Skills Section .................................................................. 41
Physical Section ............................................................. 65
Residential Project ..............................................................
3. Award Management
Including Examples for Best Practice, Regulatory Statutes
(like the Terms of Delivery) and Testimonials.
Contents . ....................................................................... 87
Award System ................................................................ 89
Award Development: Components .....................................
Award Development: Framework – Enablers ......................
Award Development: Framework – Results ........................
Award Development: RADAR logic ..................................... 4. Regional Representatives
Contents . ..................................................................... 119
General ......................................................................... 121
Specific Roles .............................................................. 123
4. Terms*)
Glossary ..............................................................................
English-German Dictionary .................................................
German-English Dictionary .................................................
*) Not yet available
www.jugendprogramm.de
www.intaward.org
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Structure
Introduction
Structure
Leaders Manual
Contents
LEADERS‘ MANUAL
Information
Introduction
Skills Section
Contents . ..........................................................................5
General
Choice List ..................................................................... 41
Fundamentals
Programmes Files
Agriculture ......................................................................
Astronomy ......................................................................
Collections .....................................................................
Cookery ..........................................................................
Drama and Theatre . .......................................................
Event Planning ...............................................................
Fashion . .........................................................................
Journalism ......................................................................
Photography . .................................................................
Reading ..........................................................................
Supervision and Support
Code of Practice .................................................................
Gold Level
Guidelines for Gold Award Participants ........................... 7
Registration of Expedition Ventures ................................. 9
Award Process Documentation
Participant’s File ..................................................................
Record Book........................................................................
Participants’ Logbook .........................................................
Programme Planner ............................................................
Physical Section
Service Section
General
Choice List ..................................................................... 11
Programmes Files
Animal Welfare . ..............................................................
Award Leadership ..........................................................
Elderly People ................................................................
Emergency Service ........................................................
Environment....................................................................
Fundraising . ...................................................................
Helping Children . ...........................................................
People in Need .............................................................
Sports Leadership ..........................................................
Youth Work .....................................................................
45
47
49
51
53
55
57
59
61
63
13
15
17
19
21
23
25
27
29
31
Expeditions Section
General
Choice List ..................................................................... 65
Programmes Files
Canoeing ........................................................................
Cycling ..........................................................................
Dance .............................................................................
Fitness ............................................................................
Football ..........................................................................
Gymnastics ....................................................................
Horse Riding . .................................................................
Running ..........................................................................
Swimming . .....................................................................
Table Tennis . ..................................................................
67
69
71
73
75
77
79
81
83
85
Residential Project
General
Outline Expedition Programme ...................................... 33
Training
Bronze Expedition Training Framework ......................... 35
Silver Expedition Training Framework ............................ 37
Gold Expedition Training Framework ............................. 39
Other Instructions
Notification of Gold Expeditions .........................................
Notification of Ventures Abroad ..........................................
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Fundamentals:
Fundamentals
Fundamentals: Contents
Leaders Manual
for Gold Award Participants
LEADERS‘ MANUAL
Fundamentals
The Gold Award gives opportunity to truly experience
that “there is more in you than you think!” Participants
appropriately rise to the challenge of managing their own
programme, including the responsibility for adhering to
organisational processes given by the Operating Authority.
Participation in the Gold Award is supported through an
organisational framework:
• The Operating Authority must always be ready to give
appropriate assistance; thus a licence extension for the
Gold Award is required. The additional support given
by the Award Association by keeping records on the
participants and by monitoring the activities does not
relieve the Operating Authority from their responsibility
for the participants. The submission of documentation
to the Award Association and the guidance of
participants are still done by the Operating Authority,
just as for the Silver and Bronze Award.
• In order to be prepared for the added responsibility,
each Gold participant must begin his/her Award by
attending an Introductory Course in the form of a Gold
Seminar or a Leaders Course. (Independent participants
must attend a Leaders Course.)
• Part of the Introductory Course is the registration of
participants and activities in the Electronic Record
Book, which is part of the Online Administration
System. Individual activities can be added at a later
point (but before beginning the activity) to be monitored
and approved by the Award Association. The Award
Association must be notified of the Final Practice
Expedition and Expedition in order to spot-check the
planning. The supervisor still monitors all planning
done by participants. Please use the correct forms
and adhere to deadlines when communicating this
information to the Award Association. For more detail,
please see “Process” below.
• Ventures for the Gold Award must take place in a
special environment (see Award Basics p. 38). Planning,
execution and success of expeditions in Germany are
assessed by a Gold Assessor qualified through the
Award Association. For expeditions abroad, the Final
Practice Expedition is assessed in Germany.
• The Award Association arranges the Gold Award
Ceremony. Dates can be found in the Online Calendar.
Procedure
The steps in this process build upon each other and must
be followed in this order:
1. Basic Information
a. Each Gold participant must be in possession
Guideline
of the Award Basics, the Expedition Guide and
the following pages from the Record Book Page
Collection: Choice Lists, Outline Expedition
Programme for Participants, Gold Award Planner
and all five Sectional Planners.
b. As preparation for the Introduction, each participant
should read the Award Basics and begin planning
his/her individual Award using the different planners.
2. Introductory Course. The first practical step is the
Introductory Course. The materials listed above are
needed for the course, with the addition of a Record
Book Folder. Dates can be found in the Online
Calendar.
3. Registration
a. As part of the Introductory Course, participants
are registered through the Online Administration
according to the instructions in the Leaders Manual.
b. Activities can only be counted towards the Award
from the point of registration and approval from the
Award Association.
4. Late Registration of Activities
a. As soon as a suitable activity is chosen or an activity
must be changed, the Award Association must be
informed.
b. When the Award Association has approved the
activity, the Operating Authority can update the
Electronic Record Book accordingly. The activity
counts from this date onward.
5. Final Practice Expedition and Expedition
a. Both Final Practice Expedition and Expedition
must be registered. Having registered the Practice
Expedition is a pre-condition for registering the
Expedition.
b. Expeditions and Final Practice Expeditions must be
registered six weeks in advance if held in Germany,
twelve weeks in advance if held abroad.**)
6. Confirmation of Completion
a. Confirmation of completion will be by email. The
Award Coordinator can request this as soon as the
Electronic Record Book is complete (assessments
for all five sections included).
b. Confirmation of completion should be requested for
each participant as he/she completes the Award,
rather than wait for a group of participants to finish.
c. Certification of completion is needed in order to
register for the Award Ceremony.
7. Gold Award Ceremony
a. When participants have been correctly registered
for the Ceremony and the Award Association has
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Guidelines
Fundamentals
confirmed the registration, then Gold “graduates”
may attend the Gold Award Ceremony.
b. Participants must be registered by their Operating
Authority at least six weeks prior to the Ceremony
using forms f33 and f63. Upon checking all the
records, the Award Association then confirms the
registration.
Guidelines for Gold Award Participants
c. Dates for Gold Award Ceremonies can be found in
the Online Calendar.
*) Details on deadlines and documentation can be found in
the Award Basics pages 47-48 as well as in the Guidelines for
Registration of Expedition Ventures.
Leaders Manual
of Expedition Ventures
LEADERS‘ MANUAL
Assumed Understandings
These explanations for Gold expeditions and wild country
expeditions (all levels) assume that participants and
supervisors have read and understood the following
documents:
• The chapter on expeditions in the Handbook (Award
Basics), especially the section on “special options”
• The entire Expedition Guide, especially the “technical”
chapters on route planning, observing, documenting
and presenting and hiking as well as all chapters on the
process of the expedition section
• The Outline Expedition Programme for Participants and
the Expedition Planner from the Record Book Pages or
the Leader’s Manual
• The worksheets and forms on the expedition section
from the Forms Collection
• The explanations on Wild Country Areas on the website
(www.jugendprogramm.de/wildnisgebiete)
Fundamentals
As the diagram Outline Expedition Programme for
Participants shows, the group plans the expedition after
completing the practice expedition (step five) and submits
the plans to the supervisor. The supervisor checks the
plans in detail, helps the group improve the planning and
then submits the plans appropriately.
• For Bronze and Silver expeditions not held in wild
country areas and for expeditions in Germany the
planning is sent directly to the assessor.
• For all other expeditions the planning is sent to
the Award Association. The assessor receives the
documents from the Association.
Final Practice Expeditions for the Gold Award, any
expeditions in Wild Country Areas and expeditions abroad
must also be registered with the Award Association. For
expeditions abroad, the final Practice Expedition must
take place in Germany and must also be registered.
(Further information on this can be found in the Guide to
Registering Expeditions Abroad.) After registration of
the individual Gold participant, the registration of the
practice expedition is the second official step towards
a successful Gold expedition.
Registration with the Award Association is necessary in
order to
• Develop a central overview and shared knowledge of all
ventures at Gold level, in Wild Country Areas or abroad
(see also www.jugendprogramm.de/wildnisgebiete)
• Ensure better quality for expeditions by monitoring the
planning of Final Practice Expeditions
Guideline
• Offer an added “safety valve,” facilitate the work of
assessors and ensure consistent standards by spot
checking expedition planning
• Ensure that the Award Association has relevant
information on the expedition in the case of serious
problems with the execution of the venture.
Despite registration and monitoring by the Award
Association
• The group is responsible for organizing any permissions
(private property, camp spots, etc.)
• The assessor independently checks the plans and
together with the supervisor initiates any necessary
changes
• The Award Association does not take responsibility for
the safety of the participants. The registration of the
route does not affect the responsibility of the Operating
Authority and the supervisor.
Deficiencies in planning are to be corrected. The
improved plans must be sent to the Award Association
at least 14 days prior to the expedition. The Award
Association may assess any Gold expedition in addition
to the official assessor.
Conditions for Reviewing
The Award Association will only review expedition plans if
• The Operating Authority has a licence extension for
the Gold Award and all other obligations to the Award
Association are met
• All participants under assessment took part in an
introductory course and were appropriately registered
through the Online Administration before beginning their
Gold Award.
• The requirements for expedition training have been
met and documented by the Certificate of Expedition
Training as part of the Electronic Record Book
• The Final Practice Expedition was held in an
appropriate environment with at least two overnight
stays and was appropriately registered and executed
• The expedition planning was done on time using the
correct forms in their most current version
• The expedition planning has been thoroughly checked
by the supervisor, i.e. no apparent mistakes or
oversights have been left unattended (see below.)
Registration
The Outline Expedition Programme for Participants
applies. The current forms for registration can be found in
the Forms Collection in English or German. As explained
in the Award Basics, the Award Office must receive the
www.intaward.org
Registration
Fundamentals
form with attachments (see below) at least six weeks prior
to the start of the venture.
The following documents must be checked by the
supervisor and submitted by the Operating Authority:
• The completed Registration Form (f9)
• The Certificate of Expedition Training for each
participant
• The planning details consisting of
– Worksheet on the Aim (at least as detailed as f44)
– Route Tracings – The route in legs, plotted on
an original topographical map (scale 1:25 000 or
1:50 000)
– The completed Route Card (f1) for each day, including
direction, coordinates for start and finish points,
camp spots, emergency/escape routes and details on
activities for the aim of the expedition
– Meal Plan (as least as detailed as f56)
– List of Personal and Group Equipment (f2 or other
format)
• A stamped and self-addressed return envelope.
A complete set of documents remains with the group.
Award Units also send a set to their Operating Authority.
Each group must be registered separately.
Process
When the documents are received by the Award Office,
the process is as follows:
1. A pre-check determines if the registration meets all the
conditions. If not, the documents are sent back.
2. If the conditions are met, the documents are spot
checked by the relevant division of the Award
Association.
Registration of Expedition Ventures
3. The result of the review is communicated to the
assessor and the supervisor. At the same time, the
documents are forwarded to the assessor.
4. The supervisor ensures that the group makes any
necessary improvements to the planning and that the
changes are communicated to the Award Office at
least two weeks prior to the start of the venture.
5. The expedition is approved when assessor and Award
Office have received the changes. The assessor
discusses any remaining issues during the first
meeting.
Apparent Mistakes
Apparent mistakes are problems with planning that can be
easily spotted. For example:
• The aim is too broad (such as “Fauna and Flora in the
Odenwald”)
• The achievement standards such as eight hours
planned activity per day or 80 km distance for hiking
tours are not met
• There are serious safety concerns such as late arrival in
the wild country area, start after 8:00 am, poorly defined
campsites, unbalanced distribution of distances per day
or unrealistic elevation gains
• Starting points, checkpoints and finish points are not
defined in UTM coordinates
• Times for observations and activities are not explicitly
listed on the Route Card and/or the description of the
activity on the back of the route card is missing
• The appointed assessor does not meet the conditions
of the Award Association (for example is not qualified.)
Leaders Manual
Section: Choice List
LEADERS‘ MANUAL
Guideline
Helping people
Helping a charity or community organisation
• Helping children
• Fair Trade Shop (Weltladen)
• Helping older people
• Faith communities
• Helping people in need
• Federal Agency for Technical Relief (THW)
• Helping people with special needs
• Firefighters (Feuerwehr)
• Youth work
• Fund-raising
Community action and raising awareness
• German Lifeboat Institution (Deutsche Gesellschaft zur
Rettung Schiffbrüchiger)
• Citizens‘ initiative
• Mountain Rescue Service (Bergwacht, …)
• Drug and Peer Education
• Order of Malta (Malteser)
• Health Education
• Railway Mission (Bahnhofsmission)
• Home accident prevention
• Red Cross
• Personal safety
• Road Safety Association (Straßenwacht)
• Road safety
• Religious education
• Volunteer Service Centre
• Samaritans (Arbeiter-Samariter-Bund)
• Youth Parliament
• Search dog team (Rettungshundestaffel)
Coaching, teaching and leadership
• SOS Children‘s Villages (SOS-Kinderdörfer)
• Award Leadership
• Soup Kitchen (Tafel)
• Group Leader in Youth Work
• St John’s Ambulance (Johanniter Unfallhilfe)
• Sports Tutor
• Water Rescue (DLRG, Wasserwacht)
• Student Tutor (different fields; Schülermentor)
• Welfare Centre (Sozialstation)
Working with the environment or animals
• …
• Animal Welfare
• Environmental Protection
• Nature Conservation & Protection
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Service
Service Section
Service Section: Choice List
Leaders Manual
Welfare
LEADERS‘ MANUAL
What is it?
The opportunity to learn and gain an understanding of
basic animal welfare issues and an appreciation of the
inter - relationship between animals, people and the wider
community. Participants should choose topics or specific
animals in which they are interested to study further.
Safety Message
Participants should follow the correct procedures when
dealing with animals and handle them with care.
Ideas / Aims
The following list contains suggested points which you
might want to think about /undertake when doing this
service activity:
• Why do people keep pets? What are their
responsibilities when they do so?
• Where can you get pets? What are the animal welfare
considerations involved in the different sources of
supply (e.g. animal re-homing centres, puppy farms, pet
shops, breeders, breed rescue organisations)?
• How do you care for and keep pets? Identify their
needs? What are the implications of providing/not
providing for those needs?
• What is the role of the Animal Welfare Services, such as
animal welfare organisations and veterinary surgeries?
Instruction
• What are the welfare issues concerning the role of
animals in captivity, sport, farming, in the wild, service
(e.g. police dogs, guide dogs for the blind, hearing dogs
for the deaf, guard dogs etc.)?
• What is the role of animal welfare in relation
to endangered animals and strategies for their
preservation and conservation, animal experimentation,
international issues (e.g. whaling, bull- fighting, ivory
trade, fur trade)?
Practical service opportunities could be found in animal
shelters / sanctuaries, helping a neighbour in need with
their pet, helping at a local stable, helping on a farm or
similar establishment looking after animals or volunteering
for organisations such as Guide Dogs for the Blind, Riding
for the Disabled, etc.
Review/Assessment
The reviewer / assessor should ensure that the young
person understands and appreciates what animal welfare
is and what is involved in caring for animals. The reviewer
/assessor should discuss these and any other relevant
animal welfare issues with the participant. Written reports,
oral presentations, photographic displays etc. could also
be used for review or assessment, in conjunction with
evidence of practical service undertaken.
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Animal
Service Section
Animal Welfare
Leaders Manual
Leadership
LEADERS‘ MANUAL
What is it?
This programme provides participants with an
understanding of the aim, content and conditions of the
Award and training for an active leadership role within
an Award Group. It is hoped that participants will continue
in a leadership capacity within a group beyond the time
required for this Section. Award Leadership programmes
should include a training course, ongoing practical
service within an Award Group and a leadership
development exercise of the participants own choice.
Ideas / Aims
Participants should be encouraged to attend an Award
Leaders Course organised. If this is impractical a personal
training programme may be organised by the Award
Leader. Topics to be covered should include::
• The aim and principles of the Award.
• Framework and conditions of the Award.
• Details of each Section.
• The support structure of the Award.
• Management and organisation within a group and the
concept of teamwork.
• Operational and promotional literature and videos.
• An introduction to the skills of working with young
people in a group, including listening and counselling
skills and instructing.
• The world of young people - using the Award
Programme to meet the individual needs of young
people.
• Targeting particular groups, such as young offenders,
young people with special needs and ethnic minority
groups.
Instruction
or physical activity at which he/she is proficient.
With the support of the Award Leader, he/she should
undertake a specific project to demonstrate organisational
and leadership skills. For example:
• Organise an Expedition training programme leading to
assessment for a Bronze Group.
• Give an introductory talk to a group of potential
participants and guide them in their choice of activity.
• Draw up a training programme for a participant or group
of participants in one of the Sections of the Award.
• Arrange a social event or fundraising event for the
Award group.
Review/Assessment
All participants should work with the support and
supervision of an appropriately qualified and experienced
Leader approved by the Operating Authority. Participants
should keep notes, along with a diary, showing dates
and details of practical service together with a report on
their leadership development exercise. This should be
discussed with the assessor. The assessment should be
ongoing and be undertaken by the Award Officer of the
Operating Authority.
Participants will also be encouraged to:
• Acquire specific skills which they can use within the
group e.g. mountain walking or physical recreation
qualifications.
• Visit an Award Group within another Operating Authority
in order to broaden your experience.
They should be involved in a leadership capacity within
the Award group, under the supervision of an experienced
Leader. Possible roles include:
• Arranging and supervising a course in a specific Section
of the Award.
• Instructing in a specific activity, e.g. campcraft,
navigation or Physical Achievement Tests.
• Offering leadership to and co-ordinating the activities of
a Bronze Group.
• Acting as an assessor for a particular activity, e.g. a skill
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Award
Service Section
Award Leadership
Leaders Manual
People
LEADERS‘ MANUAL
What is it?
Assisting elderly people who have specific needs by
giving service which will improve their quality of life.
Safety Message
Participants should be appropriately briefed to carry out
the service safely and effectively. Where any equipment
is used, relevant training must be given and safety
procedures should be followed. Participants must
not attempt to carry out work for which they are not
appropriately trained.
Ideas / Aims
• Have an appropriate knowledge of the needs and
background of the elderly person(s) they are helping.
• Have knowledge of the aims and functions of the
organisation / establishment with whom the service will
be given and understand the purpose of your role within
it.
• Have general background knowledge relating to the
difficulties facing some elderly people, e.g. deteriorating
health, illness, loneliness, and appreciate the effects
these have on their lifestyle.
• Know about the support services and organisations
available to elderly people, particularly in the local
community.
• With the assistance of the supervisor, ensure that the
person(s) being assisted understand the period of time
the service is to be given for and the implications when
it comes to an end.
Instruction
• Know where to seek support if the people they are
caring for experience difficulties or become distressed
as a result of giving service.
• Regularly visit an elderly person to provide company,
conversation and assistance with correspondence and
reading. This may be in sheltered accommodation, a
home for elderly people, a hospital or in the person’s
own home.
• Assist an elderly person with odd jobs in the home such
as gardening, decorating or shopping.
• Help with the work of an organisation concerned with
the care of elderly people.
• Help in other venues, such as old people’s clubs or day
centres.
Review/Assessment
The assessor should see adequate evidence of suitable
briefing carried out before the commencement of the
service, and should establish that the young person
understands and appreciates what caring for the elderly
involves. The young person should be able to tell the
assessor what his /her specific role was in helping the
elderly person(s), and should discuss what benefits the
elderly person(s) gained from the service.
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Elderly
Service Section
Elderly People
Leaders Manual
Service
LEADERS‘ MANUAL
Instruction
What is it?
Ideas / Aims
This programme allows young people to explore the
Police, Fire, Ambulance and Mountain Rescue Services,
considering how these services complement each other
and the work in the community. This must cover the
relevant Award timescales and enables participants to
build their service choices according to their chosen
practical side.
• Become aware of the full range of emergency services
within their community and the specific functions of
these services.
• Gain an understanding of how the emergency services
compliment each other and provide a service for the
community.
• Participants should be in a position to assess and
identify an opportunity for practical service in the
community through one, some or all of these services.
This is not a suggestion to do away with existing police,
fire etc. courses but to complement existing courses
where they exist and to make a provision where courses
do not exist. In either case, the purpose is to broaden the
opportunities available to young people participating in
the Award whilst enabling the services to make effective
use of time and resources through a targeted response.
Review/Assessment
The chosen practical element reflects the objectives of
the service(s) involved. The participant should produce a
report / presentation of their service(s).
Safety Message
The safety messages of each of the service courses
should be considered when developing this course.
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Emergency
Service Section
Emergency Service
Leaders Manual
Environment
LEADERS‘ MANUAL
What is it?
Service through the environment offers a wide range of
opportunities, from straightforward conservation projects
through to local education and awareness projects.
Working on environmental projects should be of benefit
to the community at large and to our heritage. It may
also provide participants with the opportunity to become
involved with environmental issues at a practical, social or
political level.
Safety Message
Participants should receive adequate training/briefing and
have relevant practical knowledge to carry out the activity
safely and effectively, before they commence the activity.
Participants must not attempt to carry out tasks for which
they are not appropriately trained. Where any machinery
or tools are used, relevant training and safety procedures
must be followed and protective clothing worn. Participant
s must know who to contact if immediate help is needed.
Ideas / Aims
• Have a clear understanding of the purpose of the
project and the aims and functions of the organisation
or group involved and your role within it.
• Have an understanding of the importance of caring
for the environment, and develop an understanding of
environmental issues, particularly in relation to the local
community.
Instruction
• Campaign for improved cycle routes.
• Help with the construction and repair of footpaths,
stiles, fences, and stone walls.
• Assist with checking rights of way and sign posting.
• Help with urban conservation projects such as
improving derelict areas or organising litter collections.
• Improve natural habitats and encourage the growth of
specific types of flora and fauna.
• Assist with and raise awareness of recycling and waste
collection projects.
• Work on projects of local historical interest such as
steam railways, canals and locks, cycle ways, public
and other buildings, working museums etc.
• Undertake watches or surveys of wild life and plants in
conjunction with a conservation group or trust.
• Get involved with local community projects such as
community woodland projects.
Review/Assessment
The assessor should see adequate evidence of suitable
briefing carried out before the commencement of the
understands and appreciates what caring for the
environment involves. The participant should be able to
tell the assessor what his /her specific role was in the
project, and should discuss what benefits were derived,
both for the environment and themselves.
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Service Section
Environment
Leaders Manual
Fundraising
LEADERS‘ MANUAL
What is it?
Instruction
Participants should seek advice to ensure that all legal
requirements are met (e.g. public liability insurance,
licensing).
• Decide on the method of fundraising and plan any
activities properly. The effort, thought and preparation
are more important than the amount raised.
• Decide on the procedure for collecting funds and plan
how any fundraising activities should be concluded (i.e.
the presentation of a cheque to the charity).
• Publicise events as appropriate. At some events a
display could be set up illustrating the role of the charity
and how monies will be spent.
• Organise fundraising activities such as a sponsored
event (e.g. walk, ride, swim) or a jumble sale, car boot
sale, book sale, bring and buy or an event, e.g. dinner,
disco, fashion show, sporting event.
• Help in a local charity shop, stall or office.
• Co- ordinate a series of fundraising events.
Ideas / Aims
Review/Assessment
• Contact a local branch, or meet with an officer of the
charity which you have chosen.
• Have a clear understanding of the aims and functions of
the charity, and the issues that lie behind its work.
• Have knowledge of how funds raised will be used, and
the subsequent effects this will have on the lives of the
recipients.
• Where opportunities exist, a visit to the recipients is
recommended.
The assessor should see adequate evidence of planning
before the fundraising activities are started, and it should
be clear which charity the young person is fundraising
for. The participant should show the assessor evidence
of the events, which were organised, and the amount of
money raised. The assessor should be satisfied that all
money raised was donated to the identified charity and, if
possible, should see evidence of the presentation.
Involvement in raising funds for local or national charities,
disadvantaged groups or individuals, or for worthwhile
community projects. (Participants raising funds for their
own Award group or to aid their own participation in the
Award may not count this as Service). The choice of
charity or cause should be the participants, but it is vital
that they develop an understanding of the context in
which fundraising takes place, and the background needs
of the recipients.
Safety Message
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Service Section
Fundraising
Leaders Manual
Children
LEADERS‘ MANUAL
What is it?
Helping children with particular needs, which will add to
the quality of their life, or help them to learn or practice
new skills. The service should provide something extra
over and above normal provision (baby- sitting in itself is
not an acceptable form of service).
Safety Message
Where any equipment is used, relevant training must be
given and safety procedures followed. Participants must
not attempt to carry out tasks for which they are not
appropriately trained. Due regard must be made to the
responsibilities for the approval of staff and others in
regular contact with children. Advice should be obtained
from the Operating Authority, and any Child Protection
Policy should be followed.
Ideas / Aims
• Gain an understanding of the needs and background of
the children you will be helping.
• Have knowledge of the aims and functions of the
organisation or establishment with whom the service
will be given.
• Be sufficiently and appropriately briefed or trained to
carry out the service safely and effectively, and have
knowledge of your role.
• Have background knowledge, where appropriate, of
child development and the difficulties facing those
children who are deprived, in care or in need. Know
about the support services and organisations available
to children.
Instruction
children being assisted understand the period of time
service is to be given for, and the implications when it
comes to an end.
• Know where to seek support should the children in your
care experience any difficulties or become distressed,
as a result of giving service.
Practical service opportunities include:
• Visiting a children’s home, the children’s ward at a local
hospital or school and working with children in need
by providing supportive learning (e.g. playing games,
talking, music, reading).
• Providing additional support for children with special
needs, such as looking after disadvantaged children on
holiday, befriending schemes, literary schemes.
• Assisting with children at risk (e.g. escorting them on
outings such as sports fixtures or going shopping).
• Assisting children in need at day centres, in churche
facilities, on play schemes or at jigsaw and toy libraries.
Review/Assessment
The assessor should see adequate evidence of briefing
being carried out before the commencement of the
understands and appreciates what caring for children
involves. The young person should be able to tell the
assessor what his /her specific role has been in helping
children, and should discuss the benefits to each party.
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Helping
Service Section
Helping Children
Leaders Manual
in Need
LEADERS‘ MANUAL
What is it?
The opportunity to undertake some work which will
improve the quality of life of an individual or group in
need.
Safety Message
Participants should be sufficiently trained/briefed to carry
out the service safely and effectively. Service may be
confidential and participants must not attempt to carry out
tasks for which they are not trained or qualified. Where
equipment is used, relevant training must be given and
safety procedures followed.
Ideas / Aims
• Gain an appropriate understanding of the needs and
background of the people they are helping.
• Develop knowledge of the aims and functions of the
organisation / establishment with whom the service will
be given, and your role within it
• Develop the relevant background knowledge relating
to the difficulties facing the particular person(s) in need
and appreciate the effects these have on lifestyle.
• Learn about the relevant support services and
organisations available, particularly in the local
community.
person(s) being helped understand the period of time
Instruction
the service is to be given for and the implications when
it comes to an end.
Practical service opportunities include:
• Hospital visiting, hospital hostess schemes or escorting
patients to Sunday Services in thehospital Chapel.
• Working with a hospital radio or in a hospital library.
• Working with homeless people, e.g. in soup kitchens or
hostels.
• Helping at day centres or on trips or excursions.
• Assisting at a local support centre, such as a drug
support unit.
• Working with local support groups, e.g. bereavement
groups, victim support groups etc.
• Assisting with telephone or face-to-face counselling
services.
Review/Assessment
The assessor should see adequate evidence of briefing
being carried out before the commencement of the
understands and appreciates what caring for people in
need involves. The participant should be able to tell the
assessor what his /her specific role was in helping the
people in need, and should discuss what benefits each
party gained from the service.
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People
Service Section
People in Need
Leaders Manual
Leadership
LEADERS‘ MANUAL
Instruction
What is it?
Ideas / Aims
Sports Leadership can be undertaken either through the
coaching schemes of one of the Governing Bodies for
the respective sports activity. Young people get trained
to be leaders in their community. They develop qualities
recognisable in great leaders: communication skills,
planning, organisation, and the ability to motivate and take
responsibility for others through the medium of sport. The
training is designed to help people of all ages to develop
their sporting interests so that they are better qualified
to offer their services as coaches and organisers. This
programme also applies where participant s want to
help coach one particular sport, for example: Football,
Canoeing, Kayaking, Basketball, Swimming etc. Bronze
/young participants may not always need to go though
a sports qualification and will help/learn on a volunteer
basis with a club/ team.
Participants wishing to lead organise or assist with
the coaching of individual sport s should contact the
Governing Body for that sport to establish if there is a
training course or qualification appropriate to their age
and level of involvement. This training/qualification should
then be under taken and accompanied by practical
service. Younger Participants may want to assist with
coaching sessions, work with small groups of trainees
on individual skills and gaining qualifications. If a training
course /qualification is not available then an appropriately
approved /qualified coach or teacher for that sport may
provide the training. An approved /qualified/ experienced
adult should supervise the participant’s practical services.
Safety Message
Participants should be aware of any relevant safety
instructions, and communicate them to the young people
on their course.
Review/Assessment
Learning is expected to take place through practical
experience. The Coach should ensure that the majority of
sessions are of a practical nature and written work is only
used to reinforce knowledge and understanding.
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Sports
Service Section
Sports Leadership
Leaders Manual
Work
LEADERS‘ MANUAL
What is it?
Many National Voluntary Youth Organisations organise
comprehensive packages of training which provide ideal
opportunities for participants to undertake this option.
In such cases, this syllabus will assist participants
and Leaders in selecting an appropriate course. It will
also indicate the requirements for each level of Award
to those organisations who do not arrange their own
training scheme. There are three strands to the syllabus:
training programme and a project, active leadership and
participation in a group / club, and personal development
of the participant.
Safety Message
Participants should be aware of and follow and safety
procedures that are relevant to their programme.
Ideas / Aims
• Develop your background knowledge about the group /
club that you are helping with, including what it provides
and other local youth provision.
• Research the purpose of youth work and its educational
role.
• Develop a membership profile covering age range,
background, balance of members in terms of gender,
race and ability and their reasons for attending the
group or club.
• Develop a profile of your local community including the
issues affecting them, and compare and contrast this to
the youth club profile.
• Discuss the purpose of youth work in providing social
education opportunities. Participate in the organisation
Instruction
and running of an activity or event for peers or a
younger age group and record the learning outcomes.
• Identify personal skills and qualities and how to develop
them in a youth club setting.
• Work alongside another youth worker, planning
and carrying out a project with a purpose such
as publicising an event or organising, under close
supervision, an activity in a junior club.
• Explore the concept of informal education and delivery
of the youth work curriculum which is educational,
participative, empowering and seeks to promote equal
opportunities. Think about the issues confronting young
people in the transition towards adulthood and those
affecting young people in today’s society.
• Discuss the different styles and functions of leadership,
relationships between youth workers and young people,
decision- making processes, committee work and
methods of evaluation.
• Undertake and evaluate a practical project with a
purpose, such as organisation of a junior club, planning
an Open Award night, or organising an arts event.
• Practical service: adopt a leadership role in a group /
club with guidance from a youth worker, for the required
period.
Review/Assessment
Participants should discuss with the assessor what they
have learnt from their studies about youth work, or the
local community etc. and any projects that they have
undertaken which have been related to their findings. The
assessor should also discuss with the participant their
practical service - their role within the group/ club etc.
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Youth
Service Section
Youth Work
Leaders Manual
Expedition Programme for Participants
LEADERS‘ MANUAL
Guideline
Form a team of between four and seven young people.
Decide on an aim for the expedition, a location and the mode of travel.
Undertake training according to the Training Framework, the mode of travel and aim of the expedition.
Assemble equipment and complete practice journeys.
Plan and prepare for the expedition. Decide on the
format of the presentation and to whom it will be
presented. Produce tracings/outlines, route cards
and other details for the supervisor to dispatch to the
Assessor. Build up physical fitness.
Supervisor checks
and forwards to
Assessor
(National Award Office,
if Gold, Wild Country or
abroad).
Team makes any amendments
suggested by the Assessor.
Supervisor checks and
forwards to team.
Assessor (and National
Award Office – if Gold,
Wild Country or abroad)
suggests any essential
amendments,
makes
initial contact
with supervisor
and confirms
arrangements.
Team has local pre-expedition check
with a local Assessor about a week
before the expedition.
First meeting: Participants and supervisor meet with Assessor the day before setting out
on their journey in the expedition area.
Expedition:
Participants undertake the expedition.
Debriefing: At the final destination the team meets the Assessor for an oral debriefing.
The Assessor confirms the arrangements for the presentation of reports and signs the
appropriate page in the Record Books.
Presentation
Participants make their presentation to the designated person and ensure the
Record Books are signed to complete Expeditions section. Oral reports may be presented to the
Assessor in the expedition area if prior arrangements have been made.
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Outline
Expeditions Section
Outline Expedition Programme for Participants
Leaders Manual
Expedition Training Framework
LEADERS‘ MANUAL
Common Training Syllabus for all Bronze Ventures
First Aid and Emergency Procedures
Training based on the syllabus of the “Bundesarbeitsgemeinschaft Erste Hilfe” (Arbeiter-Samariter-Bund,
Deutsche-Lebensrettungs-Gesellschaft, JohanniterUnfall-Hilfe, Malteser Hilfsdienst).
• Action in an emergency - resuscitation, airway,
breathing and circulation;
• The treatment of wounds and bleeding;
• Treatment for shock;
• The treatment of blisters, cuts, abrasions, minor burns
and scalds, headaches, insect bites, sunburn, splinters;
• The recognition of more serious conditions such as
sprains, dislocations and broken limbs;
• Knowing what to do in the case of an accident or
emergency;
• Summoning help - what people need to know, phoning
for help, written message;
• Getting help, self-help and waiting for help to arrive,
keeping safe and warm, helping people to find you.
An Awareness of Risk and Health and Safety Issues
• Expedition fitness;
• Telling people where you are going;
• Identifying and avoiding hazards;
• Keeping together;
• Weather forecasts - knowing how, where and when to
obtain weather forecasts, relating weather forecasts
to observed conditions, looking for signs which will
indicate changes in the weather.
Navigation and Route Planning
In normal rural country, all route finding should be based
on the map alone. Using a compass in rural country
devoted to agriculture, with its hedges, meadows and
fields under crop, is inappropriate and unnecessary. It
causes ill-feeling with the farmers, hinders young people
in developing a sense of direction and impedes their map
reading skills. 1:25 000 scale maps should be used as
they make instruction and learning easier. They show the
field boundaries, making it easier to locate precisely the
footpaths, tracks and lanes used for travel in this type of
country, so helping to reduce friction with landowners.
Participants should also be familiar with 1:50 000 scale
maps. Bronze groups who undertake expeditions in large
areas of woodland or forested areas may wish to use the
full compass syllabus of the Gold level of the Award.
Guideline
Preparatory Map Skills
• The nature of maps;
• The use of 1:25 000 and 1:50 000 topographic map;
• Map direction;
• Scale and distance, measuring distance, distance and
time;
• Conventional signs;
• Marginal information;
• Grid references;
• A simple introduction to contours and gradient;
• The ability to give a verbal description of a route linking
two places from the map.
Practical Map Skills
• Setting the map by inspection (two methods);
• Locating position from the map;
• Determining geographical direction and direction of
travel from the map;
• Checking the direction of paths using the set map;
• Identifying features in the countryside by using the
map;
• Locating features marked on the map in the
countryside;
• Planning a route, preparing a simple route card;
• Following a planned route.
Compass Skills
The introduction of the compass at Bronze level should
only be at a basic level. It should not be introduced until
the participants have mastered the techniques of finding
their way using the map alone.
• The care of the compass;
• Direction from the compass in terms of the cardinal and
the four inter cardinal points;
• Setting the map by the compass where magnetic
variation may be ignored.
Camp Craft Equipment and Hygiene
• Choosing suitable clothing, footwear and emergency
equipment and knowing how to use it;
• Choosing and caring for camping gear;
• Packing a rucksack, waterproofing the contents, always
keeping the weight down to a minimum, and to about a
quarter of the body weight when walking;
• Choosing a campsite, arrangements for water, cooking
and sanitation, refuse disposal, fire precautions;
• Pitching and striking tents.
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Bronze
Expeditions Section
Food and Cooking
• Cooking and the use of stoves, safety procedures
and precautions which must be observed when using
stoves and handling fuels;
• Cooking simple meals under camp conditions.
Legal Provisions
• Nature Protection;
• Rules for different kinds of protected areas;
• The avoidance of noise and disturbance to rural
communities;
• A thorough knowledge of the content of the ‘Highway
Code‘ with special emphasis on specific modes of
travel such as horse riding or cycling if they are to be
utilised during the venture;
• If undertaking a water venture, a thorough knowledge of
the ‘Water Sports Code’.
Observation, Recording and Presentations
• Developing observation skills and different methods of
recording information;
• Skills relevant to the method of presentation;
• Choosing a purpose;
• Researching relevant information.
Team Building
Team building should permeate all Expedition training and
can be enhanced through team building exercises and
regular reviews so that when the group sets out on the
qualifying venture, participants are able to work together
as an effective and cohesive unit.
Additional Training for Cycling and Horse Riding
All participants must
• Wear appropriate buoyancy aids or life jackets.
Exceptions may be made, with the approval of the
Operating Authority, for rowing ventures on canals
and rivers, and for sculling craft where traditionally, by
custom and practice, life jackets are not usually worn,
except on the instruction of the cox;
• Wear suitable clothing and footwear;
• Be able to recognise and treat hypothermia;
• Understand the ‘Water Sports Code‘;
All craft must have adequate buoyancy and be sound,
suitable and fitted out for the conditions in which they
are to be used. A suitable repair kit must be carried and
participants should be trained in its use.
Canoeing
All participants must be adequately trained to:
• Satisfy the Assessor as to their competence;
• Demonstrate that their equipment is waterproofed;
• Satisfy the Assessor that their kayak or canoe,
equipment and clothing are suitable for the venture;
• Training must be aligned to the Requirements for
Paddle Ventures (at least according to the “Green
Paddle” of the European Paddle Pass).
Rowing
All participants must undergo training based on the
syllabus for ‘Boat work‘ in the Expedition Guide.
Sailing (Sailing dinghies or keel boats)
All participants must attain proficiency to the standard of
the RYA National Sailing Seamanship Skills certificate.
*) Please use UK standard as a reference
Cycling
Training to the standard of the National Cycling
Proficiency Scheme*) and the Right Track Awareness
Programme*) as appropriate*)
• Maintenance and repair of the cycle;
• Loading a cycle with equipment;
• Handling a loaded cycle;
• The skills associated with off-road cycling as
appropriate.
Horse Riding
The horse riding expedition training syllabus is set out in
the horse riding expeditions – additional training syllabus
(www.DofE.org/expedition).
Additional Training for Water Ventures
Training should be directed towards the completion
of a journey on water and not restricted to the skills
of handling the craft. It must be concerned with any
potential hazards associated with the water on which
the venture will take place, as well as infections or health
concerns related to any possible water pollution.
Participants must be able to swim a distance of at least
25 metres in light clothing without any buoyancy aid and
be competent and confident in the relevant capsize and
recovery drill and man overboard drill.
Bronze Expedition Training Framework
Leaders Manual
LEADERS‘ MANUAL
Common Training Syllabus for all Silver Ventures
Deutsche-Lebensrettungs-Gesellschaft, JohanniterUnfall-Hilfe, Malteser Hilfsdienst).
• Action in an emergency – resuscitation, airway,
• Treatment of hypothermia;
and scalds, headaches, insect bites, sunburn, splinters;
• The recognition of more serious conditions such as
sprains, dislocations and broken limbs;
emergency;
• Summoning help - what people need to know,
telephoning for help, written message;
• Getting help, self-help and waiting for help to arrive,
• Identifying and avoiding hazards;
Participants should also be familiar with 1:50 000 scale
maps. Silver groups who undertake expeditions in large
areas of woodland or forested areas may wish to use the
full compass syllabus of the Gold level of the Award.
Guideline
• The use of 1:25 000 and 1:50 000 topographic map;
• Map direction;
time;
• A simple introduction to contours and gradient.
• Setting the map;
• Locating position from the map;
• Determining geographical direction and direction of
• Identifying features in the countryside by using the
map.
countryside;
• Relating the map to the ground and estimating speed of
travel and arrival times;
• Planning a route, preparing a simple route card;
• Following a planned route.
Compass Skills
Participants should be confident with a range of compass
skills:
the four intercardinal points;
• Measuring direction in degrees.
• Setting the map by the compass where magnetic
variation may be ignored;
• Determining the direction of footpaths or direction of
travel;
• Travelling on a bearing. Obtaining a grid bearing
from the map, allowing for magnetic variation where
appropriate;
• The influence of ferrous objects and electromagnetic
fields;
• Magnetic variation and the relationship between True,
Magnetic and Grid Norths;
www.intaward.org
Silver
Expeditions Section
equipment and knowing how to use it.
• Choosing and caring for camping gear.
keeping the weight down to a minimum, and about a
quarter of the body weight when walking.
• Choosing a camp site, arrangements for water, cooking
and sanitation, refuse disposal, fire precautions.
Food and Cooking
• Cooking and the use of stoves.
• Safety procedures and precautions which must be
observed when using stoves and handling fuels.
• Cooking substantial meals under camp conditions.
Legal Provisions
• Nature Protection
• Rules for different kinds of protected areas
communities
• A thorough knowledge of the content of the ‚Highway
utilised during the venture
recording information.
• Skills relevant to the method of presentation.
• Choosing an aim.
• Researching relevant information.
Team Building
The Expedition section involves participants working
together as a team in order to complete the expedition.
Team-building should permeate all expedition training
and can be enhanced through team building exercises
and regular reviews so that when the team sets out on
the qualifying expedition, participants are able to work
together as an effective and cohesive unit.
Cycling
Proficiency Scheme*) and the Right Track Awareness
Programme*) as appropriate:
• Maintenance and repair of the cycle.
• Loading a cycle with equipment.
• Handling a loaded cycle.
appropriate.
Silver Expedition Training Framework
Horse Riding
potential hazards associated with the water on which the
expedition will take place, as well as infections or health
All participants must:
Operating Authority, for rowing expeditions on canals
except on the instruction of the Cox.
• Wear suitable clothing and footwear.
• Be able to recognise and treat hypothermia.
• Understand the Water Sports Code.
Canoeing
• Satisfy the Assessor as to their competence
• Demonstrate that their equipment is waterproofed
equipment and clothing are suitable for the venture
• Training must be aligned to the Requirements for
Paddle Ventures (www.DofE.org/expedition) – at least
according to the „Green Paddle“ of the European
Paddle Pass“.
Rowing
syllabus for ‚Boat work‘ in the Expedition Guide.
Sailing
• Sailing dinghies or keel boats. For Silver level, all
participants must attain proficiency to the standard of
the RYA National Sailing Scheme Seamanship and Day
Sailing*).
• Yachts. All participants must attain the RYA Day
Skipper Shore Based and Practical Certificates*) or
have an equivalent level of competence.
Leaders Manual
LEADERS‘ MANUAL
Common Training Syllabus for all Gold Ventures
Deutsche-Lebensrettungs-Gesellschaft, Johanniter-UnfallHilfe, Malteser Hilfsdienst):
• Action in an emergency - resuscitation, airway,
• The recognition and the immediate treatment of more
serious conditions, sprains, dislocations and broken
limbs;
• The emergency transport of casualties;
• The recognition, treatment and prevention of
hypothermia;
and scalds, headaches, insect bites, sunburn and
splinters;
emergency;
• Summoning help - what people need to know,
telephoning for help, the written message;
• Getting help, self-help and waiting for help to arrive
Guideline
maps and/or any foreign maps of the area in which the
expedition is to take place.
• Map direction;
time;
• Understanding contours, recognition of major land
forms such as hills, valleys, ridges, spurs. Interpretation
of contours into mountain land forms and relief, slope
and gradients and the determination of height;
• Undertaking a risk assessment;
• Setting the map;
• Relating the map to the ground;
• Locating position using the map;
• Determining geographical direction, and direction of
• Identifying and locating features in the country by using
the map;
countryside;
• Relating the map and contours to the ground.
Estimating journey times in wild country;
• Planning a route, preparing a route card. Estimating
speed of travel and arrival times (ETA – estimated time
of arrival);
• Following a planned route;
• Navigation in restricted visibility. Action to be taken in
the event of being lost.
Participants must also be familiar with 1:50 000 scale
Compass Skills
Participants should be confident with a range of compass
skills:
• The influence of ferrous objects and electromagnetic
fields;
• Magnetic variation and the relationship between True,
Magnetic and Grid North;
inter-cardinal points. Measuring direction in degrees;
• Setting the map by the compass;
• Determining the direction of footpaths / travel;
www.intaward.org
Gold
Expeditions Section
• Travelling on a bearing. Obtaining a grid bearing
from the map, allowing for magnetic variation where
appropriate.
appropriate.
Practically all the understanding and techniques listed
above are equally important for expeditions on land or on
water, but instruction should be modified as necessary for
water expeditions and charts substituted.
Horse Riding
equipment and knowing how to use it;
• Choosing and caring for camping gear;
keeping the weight down to a minimum, and about a
quarter of the body weight when walking;
• Choosing a camp site, arrangements for water, cooking
and sanitation, refuse disposal, fire precautions;
Food and Cooking
• Cooking and the use of stoves;
• Safety procedures and precautions which must be
observed when using stoves and handling fuels;
• Cooking substantial meals under camp conditions.
All participants must:
Operating Authority, for rowing expeditions on canals
except on the instruction of the cox.
• Wear suitable clothing and footwear.
• Be able to recognise and treat hypothermia.
• Understand the ‘Water Sports Code’.
Legal Provisions
• Nature Protection;
• Rules for different kinds of protected areas ;
communities;
• A thorough knowledge of the content of the ‘Highway
utilised during the venture;
• Choosing an Aim.
• Researching relevant information and useful contacts;
recording information;
• Skills relevant to the method of presentation.
Team Building
The Expedition section involves participants working
together as a team in order to complete the expedition.
Team-building should permeate all expedition training
and can be enhanced through team building exercises
and regular reviews so that when the team sets out on
the qualifying expedition, participants are able to work
together as an effective and cohesive unit.
Cycling
Proficiency Scheme*) and training programmes
appropriate to the environment in which the participant is
cycling
• Maintenance and repair of the cycle;
• Loading a cycle with equipment;
• Handling a loaded cycle.
Gold Expedition Training Framework
potential hazards associated with the water on which the
expedition will take place, as well as infections or health
Canoeing
• Satisfy the Assessor as to their competence
• Demonstrate that their equipment is waterproofed
equipment and clothing are suitable for the venture
• Training must be aligned to the Requirements for Paddle
Ventures (www.DofE.org/expedition) – at least according
to the “Green Paddle” of the European Paddle Pass.
Rowing
syllabus for ‘Boat work’ in the Expedition Guide.
Sailing
• Sailing dinghies or keel boats. At Gold level, all
participants must attain proficiency to the standard of
the RYA National Sailing Scheme – Seamanship and
Day Sailing as a base level minimum*).
• Yachts. All participants must attain the RYA Day
Skipper Shore Based*) and Practical Certificates or
have an equivalent level of competence. For offshore
expeditions it is mandatory to hold the appropriate
award. For expeditions in vessels making overnight
passages in open sea areas, at least one crew member
must hold the RYA/DTP Coastal Skipper Certificate of
Competence.
Leaders Manual
Life skills
• Casualty simulation
• Committee skills
• Cyclist training
• Democracy in action
• Digital Lifestyle
• Driving - car maintenance
• Driving - car road skills
• Driving - motorcycle maintenance
• Driving - motorcycle road skills
• Event planning
• First Aid
• Health and Style
• Household (power saving included)
• Learning about Balanced Diet
• Learning about Civil Aid
• Learning about Lifesaving
• Learning about the Ambulance service
• Learning about the Coastguard
• Learning about Consumer Information/Protection
• Learning about the Emergency services
• Learning about the Fire service
• Learning about the Police service
• Learning about Lifeboats
• Library and information skills
• Model United Nations
• Money management
• Power saving
• Navigation
• Public speaking and debating
• Saving, private insurance and provision
• Skills for Employment
• Typewriting
• Young enterprise
Performance arts
• Ballet appreciation
• Cabaret
• Carnival: show, speech, … (NOT dance!)
• Ceremonial drill
• Cinema appreciation
• Circus skills and Clowns
• Comedy
• Conjuring and magic
• Dance appreciation
LEADERS‘ MANUAL
Guideline
Skills
Skills Section
• Drama & Theatre skills
• Majorettes and ‘Gardetanz’
• Pantomime
• Puppetry
• Theatre appreciation
Science and technology
• Biology
• Chemistry
• Electronics
• Information technology
• Physics
• Young engineers
Creative arts
• Basket making
• Batik
• Boat work
• Bookbinding
• Braiding
• Brass rubbing
• Broom making
• Cake decoration
• Camping gear making
• Candle making
• Canoe building
• Canvas work
• Carnival/Festival float construction
• Carpeting
• Car restoration
• Carving
• Ceramics
• Clay modelling
• Cookery
• Corn dollies and straw work
• Creative embroidery
• Crocheting
• Cross-stitch
• DIY
• Dough craft
• Drawing
• Dressmaking
• Egg decorating
• Enamelling
• Engraving
• Etching
www.intaward.org
• Fabric printing
• Felting
• Floral decoration
• French polishing
• Fretsaw
• Furniture restoration
• Glass painting
• Glass work
• Interior design
• Jewellery
• Knitting
• Lace making
• Leather work
• Lettering and calligraphy
• Marquetry
• Metal work
• Model construction
• Mosaic
• Origami
• Painting & Design
• Paper craft
• Patchwork
• Pewter working
• Photography
• Pottery
• Quilting
• Rope work
• Rug making
• Salt dough modelling
• Sculpture
• Sewing
• Silk painting
• Soft furnishing
• Soft toy making
• Stonemasonry
• Straw dolls
• Tailoring
• Tatting
• Taxidermy
• Textiles
• Tin figurines
• Turnery
• Weaving and spinning
• Wine making
• Wood engraving
• Woodwork
Media and communication
• Amateur radio
• Communicating with people who have a hearing
impairment
• Communicating with people who are visually impaired
• Film and video making
• Journalism
• Languages
• Newsletter and magazine production
• Rhetoric
Skills Section: Choice List
• Signalling
• Survey
• Writing
Music
• Composing
• Conducting
• Disc jockey
• Jazz - playing a musical instrument
• Music appreciation
• Music - playing an instrument
• Singing
• Church bell ringing
Natural world (Working with animals and plants)
• Agriculture (Keeping livestock)
• Aquarium keeping
• Beekeeping
• Budgerigars and canaries
• Cacti growing
• Conservation
• Dog training and handling
• Horses - handling and care
• Groundsman ship
• Forestry
• Gardening
• Insects
• Keeping of pets
• Orchid growing
• Pigeon breeding and racing
• Plant growing
• Reptiles
• Sheep
Learning and collecting
• Aeronautics
• Aircraft recognition
• Archaeology
• Architecture
• Astronautics
• Astronomy
• Bird watching
• Coastal navigation
• Collections, studies and surveys
• Costume study
• Criminology
• Ecology
• Fashion
• Forces insignia
• Gemstones
• Geology
• Genealogy
• Heraldry
• History
• History of art
• Local history
• Mapping
Leaders Manual
Games and (recreative) sports*)
• Board Games
• Card Games
• Chess, Queen and other
• Clay target shooting
• Cycle maintenance
• Darts
• Fantasy games
• Fishing/fly-fishing
• Flying
Leaders Manual
• Gliding
• Historical period re-enacting
• Karting
• Kite contraction and flying
• Marksmanship
• Model construction and racing
• Motor sports
• Parlour Games
• Power boating
• Snooker, pool and billiards
• Sports appreciation
• Sports officiating
• Table games
• War games
*) Activity must not be listed in the Physical section‘s list.
• Military history
• Philosophy
• Reading
• Religious studies
• Ship recognition
• Signs and symbols (defined topic)
• Stamp collecting
• Weather / meteorology
Leaders Manual
Agriculture
LEADERS‘ MANUAL
Instruction
What is it?
Ideas / Aims
This activity gives the opportunity to increase knowledge,
appreciation and the practical skills associated with crop
and animal production, horticulture and many of the
individual skills or techniques associated with farming.
The list of possible avenues is extensive, for example,
stockmanship, fencing techniques, machinery handling,
sheep shearing, sheep dog handling as well as many
of the country skills such as dry stone walling or hedge
layering.
Keeping Livestock
• Develop a knowledge of all the physiological needs of
the specific animal.
• Be able to identify related diseases for the animals and
those who care for them.
• Understand and be competent in discussing animal
welfare issues and animal husbandry.
• Understand the importance to preserve and promote
consumer confidence.
The programme of activity involve one or more of these
key activities and will undoubtedly allow the development
an understanding of life, culture and the skills associated
with the rural community. This programme may be taken
either as a member of a group or in conjunction with a
mentor who will provide guidance and advice. Participants
are encouraged to pursue the skill by joining one of
the many rural clubs or societies; for example a young
farmer’s club, a grassland club, an agricultural show
society or a breed society, where they will be able to
obtain advice, assistance and access to courses which
may become part of their personal plan.
Safety Message
In undertaking this programme Participants must be fully
aware of the risks involved and the dangers and hazards
associated with both farming in general and the specific
techniques or skills to follow. Where appropriate the
safe use of farm equipment, handling materials and the
dangers associated with looking after farm animals must
be clearly understood and researched. In addition due
regard must be given to personal health issues, hazards,
safe working practices and current legislation.
This Programme provides an opportunity to further an
interest or develop a new interest in breeding or looking
after animals. Participants must recognise that in keeping
an animal they accept responsibility for its well being,
both mental and physical. It is critical, before undertaking
this responsibility that participants gain sufficient
knowledge and have adequate resources to look after it
properly. It is paramount that animals in their care do not
suffer in any way.
Crop production and horticulture
• Develop knowledge of the role and position of various
crops in the food chain.
• Recognise the importance of disease control.
• Understand and be competent in crop husbandry
techniques.
• Understand the issues surrounding the safe use of
pesticides and fertilisers.
• Develop an opinion on the merit of organic production
and the issues surrounding genetically modified foods.
Developing an agriculturally related technique or skill
• Understand the safety applications in all aspects of the
chosen skill.
• Develop a knowledge of the history and need of the
application of the skill within the rural community.
• Understand all the practical aspects of the chosen skill
and aspire to achieve increased levels of competency.
Review/Assessment
Participants should show evidence of progress,
understanding and commitment throughout your period
of involvement. This should reflect their physical work and
the knowledge gained by use of notebooks, scrapbooks
and photographs. Group projects will be assessed with
regard to each individual’s contribution to planning,
execution and completion. Personal knowledge the safety
issues associated with the chosen activity within the
Agricultural Programme and agriculture in general should
be part of the assessment.
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Skills Section
Agriculture
Leaders Manual
Astronomy
LEADERS‘ MANUAL
What is it?
The study of Astronomy should give a balance between
the attainment of knowledge and the application
of practical skills and, throughout the programme,
participants should have the opportunity to develop
an understanding of related historical and scientific
development. The activity may be followed either on an
individual basis or as part of a group or club.
This programme is for guidance and is not to be taken
as a rigid syllabus. To indicate the content appropriate
to young people with varying degrees of knowledge and
experience it is arranged under three different headings
‘For beginners’, ‘For those with some knowledge’, and
‘For the more advanced’, and participants are free to
select as broad or as restricted an aspect of this skill as
they wish.
Ideas / Aims
For beginners
Participants starting this activity should develop a good
knowledge of:
• The night sky as seen with the unaided eye from their
home area.
• The main constellations and the brighter stars.
• Finding directions by the stars.
• The seasonal changes in appearance of the night sky
and the apparent motion of the Sun, Moon and planets.
• The Earth-Moon and the solar system, the Sun as a
moving star and member of the Milky Way system or
Galaxy and the Milky Way as one amongst countless
other galaxies in the Universe.
For those with some knowledge
Participants should:
• Compile a record of regular observations and suitable
charts. This must include reference to at least one of the
following:
Instruction
– The phases of the Moon and its motion against
the star background. The seasonal change in the
apparent height of its path
– The observed change in position of one of the five
planets visible to the naked eye, to be made at
regular intervals during the period
– The apparent tracks of bright meteors, preferably
observed during one of the regular meteor showers
occurring during the year
– The observed tracks of artificial satellites
– Sunspot positions obtained by projection through
binoculars or a small telescope. The observation of
aurorae in appropriate locations
• Learn to make and use simple pieces of apparatus,
e.g. a home-constructed clinometer, a simple two-lens
telescope or other forms of sighting devices.
• Observe and record in a systematic manner any unusual
object, e.g. a comet, which may be visible during the
period.
For the more advanced
Participants should:
• Make regular observations with binoculars or a simple
telescope and produce a written record in diary form.
• Produce a written paper on some aspect of
astronomy which has appealed to them from their
own observations. This should involve further reading,
research and a development of their scientific and
historical understanding of astronomy.
Review/Assessment
Evidence of individual progress, sustained interest and
a commitment of genuine leisure time should be shown
over the required period. This should take the form of a
diary, log or notebook. Group activities are to be assessed
with regard to each individual’s contribution to planning,
execution and completion.
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Skills Section
Astronomy
Leaders Manual
Collections
LEADERS‘ MANUAL
What is it?
To build on an existing collection / study / survey, or
to start a new one, based on a chosen theme. Some
research should be under taken prior to starting the
collection / study / survey, which may help participant s
choose a theme. Further details: Coin Collecting - This is
known as Numismatics (which is on this Skill list).
Safety Message
Participants should take care to read and follow any
safety instructions for substances /materials used during
their collection / study / survey.
Ideas / Aims
• Choose an interesting topic on which to base your
collection / study / survey, and define an area on which
to carry out the study/ survey.
• Research your chosen topic by visiting libraries,
museums etc, or speak to an enthusiast or a specialist
organisation.
Instruction
• Do some original work on the topic.
• Think of different ways to present your collection.
• Research the different pieces of equipment / resources
needed in making a collection like yours, and identify
those most useful / relevant to you.
• Learn how to take care of your collection, and practice
different methods on your own collection.
• Collate the information from the study/ survey and
present it in an interesting way. For example, a display,
a collage, a report, or tell a group of people about the
results.
Review/Assessment
The reviewer / assessor should talk to the young person
to find out what research they carried out before starting
their collection, study or survey, and what influenced them
to make their collection on this topic. Written reports, oral
presentations, photographic displays etc. could be used
for review /assessment.
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Skills Section
Collections
Leaders Manual
Cookery
LEADERS‘ MANUAL
What is it?
This activity involves the development of a skill through
practical application, and participant s should be
encouraged to expand their knowledge of the historical,
social and cultural significance of food in their society.
The programme may be under taken either as a group or
on an individual basis, and could include visits to meet a
chef at various venues, such as a restaurant, a pizzeria or
a school kitchen.
Safety Message
Participants should receive adequate training in handling
equipment, and due regard should always be given to
safe working practices.
Ideas / Aims
• Be able to maintain a clean and hygienic kitchen and
understand the importance of the safe use and storage
of basic utensils and equipment.
• Be able to lay a table in a creative and imaginative way.
• Understand the meaning of a well- balanced diet and
how food contributes to health and fitness. Plan and
cost a balanced menu for a family of four for one day,
being aware of the need for protein, fibre, vitamins,
minerals and sugars.
• Use and maintain a variety of kitchen equipment, e.g.
food processors / blender s, deep- fat fryers, griddles,
steamers etc. and be familiar with different types of
Instruction
cooking, e.g. with gas and electric cookers and hobs,
pressure cookers, microwave ovens.
• Understand the importance of the correct storage of
food to avoid cross - contamination and the prevention
of food related illnesses, and demonstrate the hygienic
use of refrigerators and freezers for storage.
• Understand the advantages and disadvantages of
convenience foods.
• Prepare simple meals for one day.
• Plan and prepare two of the following:
– A buffet meal for four using fresh and frozen foods
– A vegetarian two- course family meal using pulses,
rice or wholemeal foods
– A meal for two students using a small stove and basic
equipment
– A summer barbecue for six people
• Experiment with foods for expeditions, e.g. calorific
energy foods, and produce a small collection of simple
recipes, using basic ingredients, which can be prepared
on a portable stove.
Review/Assessment
The assessor should see evidence of the participant’s
planning before cooking meals, and should be satisfied
that the participant can use a variety of kitchen
equipment. The participant should show his /her
knowledge of the importance of a well- balanced diet, and
the proper ties of food.
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Skills Section
Cookery
Leaders Manual
& Theatre
LEADERS‘ MANUAL
Instruction
What is it?
Ideas / Aims
This activity provides a vehicle by which individuals
express themselves and their beliefs, and communicate
with others. The acquisition of technical skills provides the
basis upon which the ideas and creativity of participants
can be expressed. Participant s should be encouraged
to join a school or local theatre group in order that they
may have the opportunity to develop as wide a range of
drama skills as possible. It is also possible for a group to
take part in this activity by forming their own drama group.
In this case it is important that adults with appropriate
experience are invited to work with the group during their
participation.
• Show evidence of regular involvement with a drama
group or drama groups under appropriate guidance;
• Choose to specialise in one aspect of a practical activity
within a production and work with the group towards
a theatrical presentation, showing an appropriate
degree of responsibility for this aspect along with the
development of a level of knowledge and ability;
• Take the opportunity to watch at least four productions
in a theatre;
• Be able to discuss critically the productions they have
seen;
• If possible, attend a workshop conducted by a
professional on their chosen aspect of practical drama.
This programme emphasises the practical and creative
aspects of the art of theatre and offers the possibility of
a general interest in theatre developing into a specialised
one. It is suggested that specialisation may be in one
of the following areas: acting; direction; production
(organisation, publicity and programme construction,
business and front of house management, rehearsal
arrangement s); lighting; sound; costume (including
makeup if appropriate); set design and construction; stage
management (controlling performance operation).
Safety Message
Participants should be aware of any safety precautions
they should take, before commencing and during an
activity.
Review/Assessment
Evidence of individual progress, sustained interest and
commitment of genuine leisure time should be shown
over the appropriate period. Group activities are to be
assessed with regard to each individual’s contribution
to planning, execution and completion. A record of their
participation might be kept in the form of a notebook,
diary, sketches, photographs, video, etc, but assessment
by an experienced and recognisably accomplished group
member may be more appropriate.
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Drama
Skills Section
Drama & Theatre
Leaders Manual
Planning
LEADERS‘ MANUAL
What is it?
The skill of planning a whole event, and identifying and
evaluating at the conclusion of the project.
Safety Message
Participants should receive adequate training in the safe
use of appropriate equipment.
Ideas / Aims
• Make a proposal for a simple event and state its
objectives.
• Suggest options for a specific type of event, and make
a proposal to a group, explaining the options identified.
• Prepare and plan for the event showing tasks, resources
required, costs and time scales.
• Show an awareness of health and safety factors, and
make a basic risk assessment.
Instruction
• Prepare a budget for the event and a balance sheet
afterwards.
• Draw up a timetable for organising the event.
• Produce leaflets or posters for the event, and use a
variety of advertising media for the event.
• Carry out the key tasks from the event plan, and
delegate and supervise all other tasks.
• Review the event tasks, identify successes and things
which could be done differently next time.
Review/Assessment
The assessor should look for evidence of planning of the
event, and should see an account of the event, which
could be presented either in written or oral format, or a
photographic display. The participant should show the
assessor the evaluation, and should explain anything
which went wrong, and ideas of what they would do
differently next time.
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Event
Skills Section
Event Planning
Leaders Manual
Fashion
LEADERS‘ MANUAL
What is it?
This programme is intended for those who wish to
develop an understanding of the very diverse aspects of
fashion, rather than focussing on one particular discipline.
It lends itself to a structured course which could include
a series of visits to venues, e.g. fashion stores and
boutiques, design studios, clothing manufacturers,
hairdressers, museums etc. and people with specific
skills may be brought in to the group to give help and
inspire participants. This activity should provide a balance
between academic interest and practical skills.
Safety Message
Participants should receive adequate instruction in the
safe use of materials and equipment.
Ideas / Aims
• Research the development of two types of fashion
accessory, e.g. jewellery, belts, hats etc. throughout the
past thirty years and keep a record of the findings.
• Learn methods of embellishing clothing, e.g. fabric
painting, embroidery etc. and use it to decorate an item
of clothing.
• Learn about symbols used by manufacturers to denote
washing instructions.
• Learn how to sort laundry for washing, choose the
appropriate washing powder /liquid and operate a
washing machine.
• Learn how to produce a design brief and present a
design for a particular occasion, e.g. evening wear, and
make the garment.
Instruction
• Visit a hairdressing salon, a beauty salon, or fashion
show to learn more about the profession. Follow press
releases from seasonal designer collections, and keep
notes of the findings.
• Choose an outfit and investigate ways in which it can be
complemented with accessories, make-up or hairstyles.
• Choose a public figure / personality and record their
fashion choices over a period of time, and see how they
influence high street fashion.
• Investigate the development of knitting or sewing
machines to present day.
• Learn about the use of stain removal products and
investigate their suitability / effectiveness on different
fabrics / stains.
• Investigate a range of skin care products, their cost,
suitability for a variety of skin types, and different
packaging techniques.
• Develop knowledge of fashion in a different culture.
• Help to organise a fashion show displaying a range of
garment s, ideally including one that the participant has
made.
Review/Assessment
The Assessor should see evidence of research into
different aspects of the programme, which may be in
the form of a diary, or photographic record etc. The
participant should tell/show the Assessor the different
techniques which have been learnt, in producing garments
in different styles, and the advantages and disadvantages
of using different materials for different garments.
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Skills Section
Fashion
Leaders Manual
Journalism
LEADERS‘ MANUAL
What is it?
This activity should offer an introduction to journalism
and the media. The media has an important role in the
modern world, and the purpose of this activity is not
only to introduce young people to the experiences and
techniques used in the creation and publication of articles;
but to make them think of the consequences and ethical
considerations that are also involved. Although the
lower level of this activity could be carried out through
involvement in a school magazine, the more advanced
levels are more demanding in terms of experience, ability
and time. It is suggested that these be undertaken at
university or through a local newspaper rather then in the
more limited environment of a school.
Safety Message
Participants should pay due regard to safe working
practices, and receive appropriate training for any
equipment which they may need to use.
Ideas / Aims
• Research and write an article to be published at a local
level, i.e. for a school or student newspaper. The piece
should reflect a degree of research - finding out what
friends think, talking to teacher’s etc.
• Learn how to use the English language correctly: a
competency in spelling, vocabulary and grammar is
vital.
• Produce a project displaying the various ways in which
the media work, show how different newspapers
approach the same story from different angles and,
therefore, produce radically different results. You should
also illustrate the difference between newspapers and
the way in which other media produce stories. For
example, radio reports will be briefer and will go into
less depth, but will update far more frequently than a
daily paper.
• Write a series of articles on the same topic, showing
knowledge of the ways in which a particular situation
can develop, and especially the way media coverage
can affect that change.
• Show an awareness of the responsibilities of a writer
in terms of bias and libel. Be able to use various
techniques to research stories from newspapers and
periodicals, libraries, the Internet and e-mail.
• Arrange to shadow a reporter from a local newspaper,
and produce a report reflecting your experience, and
what you learnt.
• Write reviews of books, plays, films or music, and
become aware of the need to balance your own opinion
Instruction
with an impartiality, so that the reader is not confused.
To do this, read different reviews of the same film and
then write an independent review.
• Learn how to use a word-processor or word processing
package, and show a good telephone manner/ability to
deal with strangers.
• Show a familiarity with the various ethical and legal
issues surrounding the media - the debate over
press intrusion into the private realm - defamation
- responsibility balance and conversely, the ways in
which the media can be manipulated.
• Show a competency with word-processors, word
processing packages and one of the major desktop
publishing packages e.g. Quark Express, as well as
a knowledge of the workings of other production
packages i.e. scanners, PhotoShop, etc.
• Become involved with a regular publication. Show
an ability to follow through a story/ article from its
commissioning to its publication:
– Allocate the story and match photos to it
– Suggest angles that could be followed
– Check it with the writer
– Edit it for spelling and grammatical mistakes as well
as for possible defamation
– Arrange the layout on the page with reference to form
as well as content
• Show knowledge of the actual printing process of the
publication. Take on some responsibility of producing
something regularly.
• Write articles and submit them to larger publications
to print (actual publication cannot be guaranteed, but
show that you have tried.) Possible publications are:
newspaper and magazine writing competitions, student
pages in newspapers, cold submission to publications.
Review/Assessment
Participants should show the assessor any reviews which
they have carried out, or any articles which they have
written for regular publications. The assessor should ask
the participant what difficulties they have experienced, if
any, and how they overcame them.
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Skills Section
Journalism
Leaders Manual
Photography
LEADERS‘ MANUAL
What is it?
Instruction
Due care should be taken in the handling of chemicals
while developing film and making prints. Some chemicals
may be harmful to skin and clothing. Proper ventilation
should be provided in the darkroom.
• Choose themes (e.g. portraits, landscapes, photojournalism, sport, advertising or fashion photography) to
help produce a series of photographs.
• Make a presentation, either photographically or with
mixed media (e.g. audio-visual, video, computer s, etc.),
illustrating a subject of special interest in the community
or recording an event such as a newsworthy occasion.
• Research the work of other photographers as a source
of reference and inspiration.
• Learn the techniques associated with digital
photography e.g. image manipulation.
• Contribute photographs to an exhibition or publication
for example local newsletter, historical record, Award
Journal, website etc.
Ideas / Aims
Review/Assessment
• Have a good understanding of how to operate and care
for the camera.
• Understand the functions of aperture and shutter speed
and their relationship to each other.
• Know the basic rules of composition and lighting.
• Have a working knowledge of developing a black and
white film, producing contact sheets and making final
prints.
A portfolio of work should be compiled for assessment.
The portfolio should provide evidence of new techniques
and a thematic approach to the activity. Participants are
encouraged to work towards involvement in a display,
exhibition, event or publication.
This is a practical subject which aims to build up a
portfolio of photographic images. Work can be done
individually or in groups. Throughout the programme
participants should develop their technique and
basic knowledge of all aspects of photography. They
should also be encouraged to examine the impact of
photography on everyday life.
Safety Message
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Skills Section
Photography
Leaders Manual
Reading
LEADERS‘ MANUAL
What is it?
This programme should be agreed between the
participant and Award Leader, in order to take into
consideration the participant’s previous experience.
Attendance at a literacy course undertaken in free time
may form part of this programme. Participants should
be encouraged to broaden their reading material, by
exploring different authors and topics.
Ideas / Aims
Participants may like to:
• Improve their reading skills by attending a local literacy
class.
• Read books on a subject which they would like to
explore, e.g. fiction, historical novels.
• Using the facilities of a school, local library etc. research
the lives of either the author or the subject of one of
these books. Present a brief account of their lives and
discuss this with the assessor.
• Choose a book, which has been made into a stage
play, film or television series, and make a comparison
between the two media. Consider what made the book
suitable for adaptation, and what compromises, if any,
the author of the adaptation had to make. Was the
casting successful?
• Try reading different material, for example, poetry.
Instruction
• Research material from people or places, which will
help to widen your knowledge of the theme, e.g.
museums, libraries, art galleries, Public Records Office
etc.
• Develop the skills of reading critical comments on
recently published books, fiction and non-fiction.
• Read non-fiction books by a local author, and if
possible, visit the places referred to in the books.
• Choose an author and read a wide selection of their
most representative work. Comparison should be made
with a writer of an earlier or later period, whose works
deal with similar subjects.
• Plan a library suitable for a family with school age
children. Decide which authors and reference material
you would include. Reasons for choices should be
discussed with the assessor.
Review/Assessment
The participant and assessor should discuss the goals,
which were set at the start of this programme, and
discuss whether they have been achieved, and if so,
what the participant has learnt from the time spent on
this activity. The participant should show the assessor
a reading diary or any notebooks etc. which they have
kept during the time spent reading the books, and should
discuss which book they enjoyed the most.
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Skills Section
Reading
Leaders Manual
LEADERS‘ MANUAL
Individual sports
• Karate
• Archery
• Kendo
• Athletics
• Kung-fu
• Biathlon/Triathlon/Pentathlon/Decathlon
• Self-defence
• Boxing
• Wrestling
• Carpet Bowling
• Croquet
• Cross country running
• Cycling
• Fencing
• Flat Green Bowls
• Golf
• Hill running
• Horse riding
• Nordic Walking
• Orientating
Extreme sports
• Bob run
• Caving and potholing
• Climbing
• Ice hockey
• Ice skating
• Mountain biking
• Parachuting/sky diving
• Skateboarding
• Snow sports (Skiing, snowboarding, snowshoeing)
• Pet an que, Boccia, Boule
Racquet sports
• Racewalking
• Badminton
• Running
• Real tennis
Fitness
• Aerobic
• Cheerleading
• Squash
• Table Tennis
• Tennis
• Fitness activities
Dancing
• Gymnastics
• Ballet
• Jogging
• Boogie-woogie
• Keep fit
• Folk-dance
• Medau movement
• Historical dance
• Physical achievement
• Jazz dance
• Pilates
• Latin dances
• Trampolining
• Modern dance
• Walking
• Rock and Roll
• Weight lifting
• Standard dances
• Yoga
Team sports
Martial arts
• American Football
• Aikido
• Baseball
• Judo
• Basketball
• Jujutsu
• Boccia
Guideline
Physical
Physical Section
www.intaward.org
• Bounce Basketball
• Rugby Football Union
• Camogie
• Softball
• Carriage Driving
• Stool ball
• Cricket
• Street ball
• Curling
• Tchoukball
• Dodgeball
• Ultimate Flying Disc
• Fist ball
• Volleyball
• Fives
• Football
• Handball
• Hockey
• Hurling
• Indiaca
• Kabaddi
• Korfball
• Lacrosse
• Netball
• Polo
• Prellball
• Rounders
• Rugby Football League
Physical Section: Choice List
Water sports
• Canoeing
• Diving
• Dragon Boat Racing
• Rowing and sculling
• Sailing
• Sub aqua (SCUBA diving and snorkelling)
• Surfing/body boarding
• Swimming
• Synchronised swimming
• Water polo
• Water skiing
• Windsurfing
Leaders Manual
Canoeing
LEADERS‘ MANUAL
What is it?
Canoeing is a sport for everyone, from calm steady pace
touring, to racing down raging torrents; from exploring
Germany’s coastal scenery by sea kayak, to performing
the ultimate play-boating moves. Canoeing offers
something for everyone.
Safety Message
Participants should be able to swim confidently before
taking part in this activity. Canoeing can be done
indoors in a swimming pool, or outdoors on the river. All
participants should be receive instruction in the sport, by
an appropriately trainer supervisor.
Ideas / Aims
Through taking part in this activity you should:
• Have a sound knowledge of the rules of the sport.
Instruction
• Attain a reasonable proficiency in the basic skills of
canoeing.
• Understand how to care for and maintain equipment
used.
• Show improvement in the standard of participation, and
further develop your skills.
• Enter and compete in a competition, for example,
racing or slalom.
• Try kayaking as well as canoeing.
• Aim for a national governing body standard.
Review/Assessment
Participants should show the assessor how they have
developed, and what skills they have learnt. They should
show a sound understanding of any rules, and use of
equipment.
www.intaward.org
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Physical Section
Canoeing
Leaders Manual
Cycling
LEADERS‘ MANUAL
What is it?
Cycling is an individual or team event, where individuals
try to improve their times over distances, on a bicycle.
This programme includes touring bikes and racing.
Safety Message
Participants should know about the Highway Code before
they take their bicycle onto the road. Participants should
also know how to check the suitability of the bike and how
to maintain it.
Ideas / Aims
• Learn how to maintain a bicycle before you take up this
activity, including how to repair punctures etc.
• Understand how to adjust the bicycle so that it is the
right size for you, before you take it out.
• If you are cycling competitively in an indoor arena, learn
the rules of the sport.
Instruction
• Improve your times over your preferred distance.
• Try cycling over different distances, and if possible, in
different arenas.
• If cycling on the road, try different routes of varying
difficulty, to test your stamina and strength.
• Try cycling your own routes, or some that have been
documented in books of local cycling routes.
• Touring - take part in a regular participation programme.
Review/Assessment
The assessor should make sure that the participant
understands how to care for their bicycle, and the
participant should demons t rate to the assessor that
he/ she has improved their times over the period of
participation.
www.intaward.org
Page 69 • Version 3.0.0 • 27 May 2012
Physical Section
Cycling
Leaders Manual
Dance
LEADERS‘ MANUAL
What is it?
Dance covers a variety of forms and means of expression.
Participants can choose from a wide range of dance forms
and styles, from ballroom or classical ballet to South
Asian dance or street jazz. It enhances fitness, flexibility
and stamina but also encourages creative expression and
performance abilities.
Safety Message
It is essential that participants find a teacher who is
appropriately qualified and/or experiences in the dance
style. As with other physical disciplines, poor guidance
can result in injury. The dance student should also make
sure that the studio or hall is safe (i.e. not dancing on a
concrete floor). Clothing will depend upon the dance style
studied. Some require special footwear; other styles are
usually performed barefoot.
Ideas / Aims
Participants should draw up with your teacher appropriate
targets depending upon previous experience. There are
many examinations and certificates in dance on offer and
some students may wish to work towards one of these.
The following list provides some general areas / issues,
Instruction
which a you might consider:
• Find out about the history and/or cultural context of the
dance form (e.g. ballet, contemporary dance).
• Acquire a basic understanding of anatomy and how
this relates to safe dance practice, for example, the
importance of warming up the muscles properly before
starting a class.
• Consider what are the benefits of participating in dance
apart from improving one’s physical fitness.
• Arrange a dance performance - this might be just for
friends, family or other people in your class.
Review/Assessment
The reviewer / assessor must ensure that the young
person is aware of safe dance practice. He or she should
set goals for the participant, which are realistic, taking into
consideration the person’s level of dance knowledge and
skill when he or she starts the programme. The participant
should show improvement over a period of time, but that
improvement might include a greater understanding of
the context of dance as well as improvement in his or her
performance and possibly the attainment of a governing
body award or standard.
www.intaward.org
Page 71 • Version 3.0.0 • 27 May 2012
Physical Section
Dance
Leaders Manual
Fitness
LEADERS‘ MANUAL
What is it?
A general fitness programme incorporating a variety
of disciplines to improve personal health and fitness.
Enabling a participant to develop her/his knowledge of
how to maintain and monitor her/his fitness, for a healthy
and enjoyable lifestyle.
Safety Message
Participants should receive appropriate training and
instruction from a qualified fitness instructor, on how to
safely operate gymnasium equipment, and warm up and
cooling down techniques. Suitable clothing should be
worn for all exercising.
Ideas / Aims
The activities included in this programme are: multigym,
aerobics, aquaerobics, step aerobics, jogging, walking
and skipping. In addition to taking part in one of these
activities, you could also consider the following areas:
• Why do we exercise and how can it affect us?
• What are the signs of exercising too much, and what
should you do if you recognise them?
• Try out some different exercise machines at a gym,
which exercise different muscles, but remember to
receive training in the use of them before starting the
activity.
Instruction
• Why not take up a different exercise technique, such
as Aerobics, Aquarobics, or Step Aerobics? Make
progress in one of these, and have some understanding
of the activity, such as the intensity of the exercise, the
duration, and the range of movement involved.
• Take up running as an activity and set yourself targets,
(e.g. run/walk to a set distance, increase the distance
over a period of weeks, decrease the time for a set
distance, or increase the distance for a set time.) Find
out about the treatment of injuries, which may occur,
e.g. blisters, sprained ankles.
• Develop your skipping techniques, especially speed
and duration, and increase the frequency of training
sessions, in different following exercises (e.g. slow
running steps with rebound, running steps, stephop, pas-de-bas and other dance steps, or different
sequences of steps.).
Review/Assessment
The reviewer / assessor should ensure the young person
understands and appreciates the importance of warming
up prior to exercise and cooling down after exercise,
and why exercise is an important component of health.
The participant should show improvement in the chosen
fitness activity, over the required period of time.
www.intaward.org
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Physical Section
Fitness
Leaders Manual
Football
LEADERS‘ MANUAL
What is it?
Instruction
Participants should warm up properly before playing the
game, and cool down afterwards.
• Show knowledge of the care and maintenance of
equipment.
• Compete in appropriate club competitions.
• Show skills and an improvement in standard of play.
• Be selected and play in a team, which has proper
fixtures.
• Develop an appreciation of tactics and positioning play.
• Research the history of the game, and the countries,
which it is played in.
Ideas / Aims
Review/Assessment
In addition to playing football, you should also:
• Learn about the rules of the game.
• Attain a reasonable proficiency in the basic skills of the
game, in order to participate and compete in a serious
game.
Participants should show the assessor what skills they
have developed while playing the sport, and what tactical
moves they have learnt. Participant s should know how
to warm up and cool down before and after the game, in
order to avoid injury as much as possible.
Football is a team sport, which has both a professional
and amateur status. It is played in teams of eleven people,
with one person in goal, and the others spread out on the
field. It is a game which tests stamina and team spirit.
Safety Message
www.intaward.org
Page 75 • Version 3.0.0 • 27 May 2012
Physical Section
Football
Leaders Manual
Gymnastics
LEADERS‘ MANUAL
What is it?
An aesthetic activity involving body management and coordination skills. The opportunity to learn about how to
control the body in a variety of situations using a variety of
apparatus and equipment.
Safety Message
Participants should receive coaching and training from an
appropriately qualified gymnastics coach. Warm-up, cool
down and body preparation skills are essential to the safe
practise of gymnastics.
Ideas / Aims
• What are the essential underlying qualities needed in
gymnastics?
Instruction
• What basic skills do you need to construct a floor
routine?
• Develop your own warm-up routine using aerobic,
flexibility and strength exercises.
• Experiment with different pieces of equipment.
• Put together a floor routine showing balance, agility and
good linking elements.
• Aim for a national governing body award.
Review/Assessment
The reviewer / as ses sor should ensure the young person
understands the safety implications of the activity and
also the need to improve stamina, flexibility and strength.
The participant should show a command of basic skills
and techniques and an ability to perform a sequence or
routine linking different skills together.
www.intaward.org
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Physical Section
Gymnastics
Leaders Manual
Riding
LEADERS‘ MANUAL
What is it?
To encourage you to ride and care for ponies and horses,
to enhance knowledge and understanding and improve
personal fitness and health.
Safety Message
You should receive appropriate tuition and training
on riding and stable management skills from qualified
instructors. Suitable and appropriate safety equipment
should be worn when handling and riding ponies and
horses.
Ideas / Aims
In addition to riding horses you should also learn how to:
• Handle Ponies and Horses safely.
• Tack up Ponies and Horses.
Instruction
• Ride at walk, trot and canter with and without stirrups.
• Trot over ground poles and jumping low fences.
• Groom Ponies and Horses.
• Know the Highway Code.
• Basic feeding skills.
• Care for a pony or horse in a stable or out at grass.
• Aim for an award or standard as set by the British Horse
Society.
Review/Assessment
The assessor should check that the participant fully
understands the need for safety awareness when working
with and riding horses or ponies. The young person
should show improvement in their riding ability over the
required period of time.
www.intaward.org
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Horse
Physical Section
Horse Riding
Leaders Manual
Running
LEADERS‘ MANUAL
What is it?
Running can take many forms – running daily close
to home, running mini and full marathons, or running
distances down a running track.
Safety Message
Participants should take care to warm up and cool down
before and after running, and should wear appropriate
clothing and footwear.
Instruction
• Wear clothing which will maintain an appropriate body
temperature.
• Develop from walk to run/walk to run a set distance.
• Increase the distance over a period of weeks, e.g. week
1 = 2 km, week 12 = 6 lm.
• Decrease the time for a set distance.
• Increase the distance for a set time.
• Increase the number of running sessions per week.
• Attempt a fun run, 10 km run, half marathon or full
marathon.
Ideas / Aims
In addition to actually running you should also:
• Demonstrate knowledge of prevention, and basic
treatment of, injuries which may occur such as blisters,
sprained ankles, shin soreness etc.
• Appreciate the nutritional and fluid intake requirements
for longer distance running.
Review/Assessment
Participants should keep a score card of the number of
runs which they have done over the required time, and
any times which they have improved on. They should
demonstrate to the assessor that they could deal with
minor injuries likely to occur when running. Progress
should be reviewed against targets set.
www.intaward.org
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Physical Section
Running
Leaders Manual
Swimming
LEADERS‘ MANUAL
What is it?
The movement through water using limbs for propulsion.
Swimming is an important life skill and can contribute
to the health and safety of all those who take part. The
different awards available assess a variety of skills limited
to the development of endurance and educate individuals
about survival techniques.
Safety Message
Swimming indoors in a warm pleasant environment is very
different from swimming in open water. Tides, currents
and cold water present many difficulties and only those
with an appropriate level of skill and understanding should
enter open water.
Ideas / Aims
In addition to swimming on a regular basis (either
individually or through a group / club) participants should
also:
• Set appropriate targets to aim towards over the required
period.
Instruction
• Learn and develop your proficiency in the stroke
chosen, or in each of the four strokes.
• Increase your distance /improve on your time gradually
during the required period.
• Keep a record of your times / distances swum.
• Aim for an award / standard as set by DLRG or other
governing bodies.
• Compete in school, club or local competitions if
appropriate.
When taking these awards you should spend time
mastering the range of skills involved whilst also
developing your ability to swim over great distances whilst
still maintaining effective techniques.
Review/Assessment
All the included skills should be assessed but it is also
important to check the individuals understanding relating
to survival in cold water and safety in and around water.
Progress should be reviewed against individual targets
set.
www.intaward.org
Page 83 • Version 3.0.0 • 27 May 2012
Physical Section
Swimming
Leaders Manual
Tennis
LEADERS‘ MANUAL
What is it?
Table Tennis is a fun recreational or competitive sport,
which develops bat and ball skills in a safe environment.
Safety Message
Participants should receive instruction from a qualified
coach before handling Table Tennis tables. A suitable
sectioned-off space is required, as are suitable bats and
3 star balls.
Ideas / Aims
Through this programme you should play table tennis on a
regular basis and:
• Learn/develop the four basic strokes: Backhand push,
Forehand drive, Backhand drive, Forehand push
Instruction
• Understand and develop simple spins.
• Develop simple movement patterns.
• Develop simple rallies.
• Learn to score and play a game.
• Develop co-operation learning to score and play
doubles.
• Aim for an Award, if appropriate..
Review/Assessment
The assessor should ensure the participant understands
the rules of the game and is able to demonstrate a range
of shots. Progress should be reviewed against targets set.
www.intaward.org
Page 85 • Version 3.0.0 • 27 May 2012
Table
Physical Section
Table Tennis
Leaders Manual
Management: Contents
LEADERS‘ MANUAL
Introduction
Contents . ....................................................................... 87
Award System
Operational Guidelines
Operating Authorities and Units
Legal, Security and Insurance .............................................
Fee Schedule 2014 ........................................................ 89
AwardShop: Terms of Delivery ....................................... 91
Annual Report .....................................................................
Gold Level
Organisational Fixed Points ................................................
Gold Presentation: Organisational Hints .............................
Information
Pilot Projects: General . .......................................................
Pilot Projects: Start Project .................................................
Annual Budget . ...................................................................
Introduction of New Team Members....................................
Award Presentation Ceremony.............................................
Special Support for the Gold Level
Gold Network ......................................................................
Award Development*)
*) Not yet available.
Award Team
Expedition Team . ................................................................
School Mentors ...................................................................
Organisational Pillars
Infrastructure for the Expeditions Section . .........................
Adult Time Needed for Expedition Groups .........................
Embedding the Award into the local community ................
Support System
Advice
Local Visits ..........................................................................
Promotion of Good Practice
Award Operator Price . ................................................... 93
Facilities
Alte Bahnmeisterei: General ........................................... 95
Alte Bahnmeisterei as an Expedition Base .................... 97
Courses and Seminars
Organization of external training courses ...................... 99
Terms and Conditions .................................................. 101
Media
Overview of Main Publications ..................................... 103
Forms Collection .......................................................... 105
Internet: Overview ...............................................................
Magazine NETZWERK ........................................................
Online Administration: General .................................... 107
Online Administration: Electronic Record Book ........... 109
Electronic Record Book: Process Documentation ....... 111
Online Administration: Processes ................................ 113
Concepts
Award Documentation..........................................................
www.intaward.org
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Award
Management
Management: Contents
Leaders Manual
Schedule 2014
LEADERS‘ MANUAL
Fees
Members
1. Members of the Association pay an annual fee of
minimum:
a. Regular membership: € 250
b. Operating Authorities: € 150
c. Students in school, university or professional
training: € 50.
2. Honorary members and members of the Board are
exempted from the membership fee.
Operating Authorities
1. Entry Fee: The entry fee for Operating Authorities is
€125, for Award Units its € 50.
2. Annual Fee:
a. Operating Authorities with a multiple licence pay
a base fee of € 200 plus € 50 for each Award Unit
(€ 100 for Award Units of “form B”).
b. The annual fee for Operating Authorities with single
licence is € 175.
c. The annual fee for International Schools is € 300.
This applies also to companies who are actively
supporting the Award Association.
3. Operating Authorities with a single licence pay € 150.Participants
1. The Programme’s starting point for each participant
is the date of registration in the Online Administration.
Only from this point activities can be counted.
2. By registering, a participant fee of € 5 is involved.
3. Operating Authorities receive their invoices quarterly.
Products and Services
Media provided by the Operating Authorities
1. At least the Award Unit Leader and two deputies, as
well as all Gold participants receive the current issue of
the Handbook.
2. Completed sections are confirmed to each participant
through certificates in the Electronic Record Book.
3. Each participant who has completed a level receives
Badge and Certificate (as proved earlier in the Online
Administration).
4. Delivery conditions and prices of the Online Shop
apply.
Operating Authorities’ effort concerning courses
1. Mandatory Participation: The Training Provisions of
part three of the Handbook apply.
Guideline
2. Administration Fee: An administration (registration) fee
for courses and seminars is charged per participant
in order to cover the deployment costs of the Award
Association. The amount due can be found in the
online Course Profile.
3. Cancellation Fee: By registering for an activity of the
Award Association, the participant obliges to take over
the following costs in case he cancels his registration
(cancellation fee):
a. The amount of cancellation fee depends on the type
of activity and the time of cancellation.
b. There are activities with only administration fee (A)
and such with a participation fee (B), e.g. for board
and lodging.
c. Cancellation fee is:
i. Zero, if the cancellation happens before the end
of application time.
ii. Half of the administration (A), resp. participation
(B) fee, if the cancellation happens within one
week before the activity.
iii. The full fee, if the cancellations happens later.
d. If a surrogate person registers late and takes part in
the activity, no cancellation fee occurs.
4. Handbook
a. Every course- and seminar participant needs a
current issue of the Handbook. Its costs are not
included in the administration fee..
b. The handbooks will be cumulatively charged for.
5. Trainer costs for external courses. The hosting
organisation of external courses covers travelling
costs, board and lodging for all participating trainers.
Gold Expeditions
1. Notification fee for each group is € 50.
2. Operating Authority covers all travelling costs, board
and lodging for the required assessor of the Award
Association.
On-site Visits
Operating Authority covers all travelling costs, board and
lodging for the auditors.
Payment dates
The following dates applies:
1. The entry and annual fee of new Operating Authorities
and new members is due to the licence, resp. entry
date; otherwise due to the end of the first quarter.
2. The date of invoice applies for the participant fee.
3. The booking date applies for all products and services.
www.intaward.org
Page 89 • 7376 • Version 4.0.0 • 17 May 2014
Fee
Award System
Fee Schedule and Payment Policies
Leaders Manual
Shop: Terms of Delivery
LEADERS‘ MANUAL
1. Fundamentals
a. Materials that are necessary to run the Award in
Germany must be purchased from the German
National Award Authority.
b. To purchase these materials, there are two options:
i. They can either be downloaded from the Online
Library (www.jugendprogramm.de/bibliothek – if
available online)
ii. Or they can be ordered from the online AwardShop
(www.jugendprogramm.de/shop – including all
restricted items).
c. Disabled trainees of the Nikolauspflege in Stuttgart
ship items ordered from the AwardShop in a school
project. Orders can therefore not be processed during
Baden-Wuerttemberg school holidays.
2. Restricted Items
Guideline
c. For permission to direct debit the appropriate form of
the Forms Collection is to be used.
d. Payments must be made on the account of the
German National Award Authority under the heading
“AwardShop”, stating the invoice number.
4. Fees
a. For the resulting shipping costs an extra, appropriate
fee will be charged.
b. Fees resulting from non-duty accounts are charged.
5. Delivery Times
a. Delivery time is generally 14 days from receipt of
payment, for Badges, Certificates and international
items six weeks.
b. Orders cannot be processed during BadenWuerttemberg school holidays.
a. Operating Authorities are allowed to purchase
restricted items for their own use if both the
i. Annual Fee has been paid
ii. Annual Report has been submitted.
b. Restricted items include:
i. Participants’ Logbook Folder
ii. Record Book
iii. Badges
iv. Certificates.
c. To purchase Award Badges and Award Certificates the
form “Award Record & Authentication“ of the Forms
Collection (or alternatively a copy of the Logbook
certificate) for the corresponding Award level has to be
submitted for every Award holder.
d. To purchase Award Badges and Award Certificates
for the Gold level, also copies of the sectional
assessments of the Record Book (or alternatively
copies of the Participants’ Logbook sectional
certificates) are needed. If requested by the National
Office, they also have to be submitted for Bronze and
Silver Awards before delivery.
3. Billing and Paying
a. Upon receipt of the order,
i. The computer system automatically produces a
confirmation and sends it by e-mail
ii. The National Award Office creates an invoice and
sends it by mail.
b. Items are not delivered until the invoiced amount has
been received either by direct debit or by prepayment.
www.intaward.org
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Award
Award System
AwardShop: Terms of Delivery
Leaders Manual
Operator Price 2014
Instruction
LEADERS‘ MANUAL
General
Standards for the Publication of Photographs
Since 2001, the Award Association acknowledges
best practice of Operating Authorities and Award Units
through the German Award Operator Prize. The aim is
not to acknowledge the extraordinary, but rather highlight
exemplary day-to-day work of the Award team. The
focus is on the “normal” documentation and evaluation of
participants’ progress and of general programme work.
Participants’ testimonials, expedition reports for the
website, pictures of participants in action for a computer
presentation or the publication of a photo-book or
calendar – the possibilities are endless.
Journalistic and legal standards must be met in order to
publish photographs in the NETZWERK.
Three prizes are awarded:
• 1st prize: 250 euro
• 2nd prize: 150 euro
• 3rd prize: 100 euro
However, the recognition goes beyond the prize money
awarded! All submissions also find practical application:
Pictures and testimonials are published in the NETZWERK
and/or other internal media and some publications are
used during Programme and Management Courses.
Closing date for entries is December 1st 2014.
Journalistic standards:
• The quality of the photograph is suitable for publication
(see guidelines)
• The photographer’s name and date of photograph are
included
Legal standards according to copyright law:
• The individuals shown in the picture agree to
publication
• The right to publication lies with the author/
photographer
The editorial staff checks that the journalistic standards
are met before publishing the picture. The Operating
Authority submitting the work remains responsible for
meeting the legal standards and is liable in the case of
neglect.
The decision is final.
Categories
The categories for entries are the same as 2011:
• Participants’ experience: Reflections on personal
experience during the Award as a whole, as well as
reports on individual programme components (such
as expedition reports). Work can be submitted in any
format.
• Pictures of active participation/participants in action:
High quality pictures of different activities in suitable
definition and with a brief description of the content.
Examples can be found in the photo archive. The
Standards for the Publication of Photographs must be
met (see below).
• Open category: Entries may include edited
documentation of the unit’s Award work (Unit Portfolio),
Award publications within the organisation such as
flyers, calendar or website, or a NETZWERK report for a
particularly successful Award Ceremony.
Support
The website contains helpful hints for compiling
participants’ testimonials and photos. Relevant links can
be found in the online info for the Award Operator Prize
under www.jugendprogramm.de/anbieterpreis.
www.intaward.org
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Award
Support System
Award Unit Price 2012
Leaders Manual
Bahnmeisterei: Basic Information
General
The “Alte Bahnmeisterei” (German word for “old railway
maintenance office”) in Osterburken is the German Award
House. The very old building was provided to the National
Award Authority by the municipality of Osterburken
in 2002 and was refurbished by volunteers in three
consecutive years, beginning in December 2002. A couple
of years before the town of Osterburken had bought the
building from German Rail, but never used it. For German
Rail on its part it had served for a very long time as a
domicile for one of its regional maintenance planning
teams. Hence its name...
The facility consists of three interconnected parts:
• The National Award Office (Koordinationsbüro) is the
headquarters of the German National Award Authority.
It is used “inside” as the secretariat of the Association
and “outward” as a service centre for Operating
Authorities, partners and sponsors. To date, the
German Award hasn’t got any full time staff.
• The Editorial Office (Redaktionsbüro), including text and
photo archives, is the “backbone” for the publication of
the German Award’s online magazine NETZWERK and
related Award media.
• The National Education Centre (Bildungsstätte) includes
a large seminar room, group rooms, meeting and
expedition equipment, a small library, a large green
area, PC network, including WiFi access*), kitchen,
toilets, showers and bunks. It hosts almost all courses
and seminars and can also be used by Award Units as
a base for expedition trainings & ventures.
Most visitors of the Alte Bahnmeisterei come to
participate in Award courses or seminars. Although
most participants come from Baden-Württemberg, also
Bavaria, Berlin, Brandenburg, Bremen, Hamburg, Hesse,
Lower Saxony, North Rhine-Westphalia, Saxony and
Schleswig-Holstein were already represented among
the guests. Foreign guests came from Afghanistan,
Bermuda, Cyprus, Czech Republic, Finland, Great Britain,
India, Ireland, Israel, Jordan, Luxembourg, Madagascar,
Mongolia, Pakistan, Nepal, Netherlands, Poland,
Romania, Switzerland, Slovenia, South Africa and USA**).
All visitors can leave greetings in a huge guestbook.
Many ruins (like the Roman bath and the castle) and
tracks (especially the villainous straight Limes path) still
show that, 2000 years ago, Osterburken was a garrison
on the then strongly fortified and heavily guarded border
of the Roman Empire. Expedition groups therefore
often choose Roman history as an aim and prepare
their venture by visiting the famous Roman Museum.
Nowadays, Osterburken is a small town located in
rural north-eastern Baden-Württemberg in the Neckar-
Information
LEADERS‘ MANUAL
Odenwald-Kreis, close to the Odenwald Wild Country
Area. Osterburken is the junction no 6 on the motorway
A 61. The station Osterburken can be reached from the
directions of Mannheim (S-Bahn), Stuttgart and Würzburg.
Contact
• Address: Adelheimer Str. 19, 74706 Osterburken.
• Phone: 06291/68040, 0172/6351813 (contact time
is between 09.00 and 11.00 am, except during the
holidays).
• E-Mail: [email protected].
How to find us
Osterburken
Closest airports are Stuttgart (110 km) and Frankfurt am
Main (170 km via Würzburg). From both of them you can
access Osterburken easily by train. (Maybe you can even
get a air ticket with the railway travelling costs included!)
In Frankfurt am Main there is an ICE (fast train) railway
station inside the airport (Terminal 1). Travelling time to
Osterburken is a little bit more than 2,5 hours.
The railway station in Osterburken is only five minutes
from the “Alte Bahnmeisterei”. Trains from Würzburg,
Stuttgart, and Mannheim stop in our small town every one
or two hours. To be picked up at the station you just have
to inform us your about your arrival time.
Osterburken has got a motorway exit (A 81, No 6), too.
Way in Osterburken
The Alte Bahnmeisterei is the second house on the small
side road that branches down from B 292 at the end of
the super market southwest of the train station.
Coming from the train station go left towards the
crossroads and the supermarket. At the end of the
supermarket car park, a small side road branches off
downwards. The second house on the left is the Alte
Bahnmeisterei.
Leave the motorway exit Osterburken. In Osterburken
you cross the railway bridge. At the traffic lights you
continue in the direction of Adelsheim. At the end of
the supermarket car park on your left, a small side road
branches left down. The second house on the left is the
Alte Bahnmeisterei.
Usage
General
• The following rooms and areas can be used: Seminar
room, kitchen, roof spaces, the two wet areas on the
www.intaward.org
Alte
Award System
ground floor and the green area behind the house.
• For parking (even with the motor home) the large
parking lot behind the house ) is to use – not the
forecourt.
• Upon request, a key is made available. The deposit is
10 Euro.
• Young people may only stay with an adult supervisor in
the building.
• Legally responsible is the instructor (expedition groups:
group leader).
Accommodation and meals
Accommodation is in dormitories (mattresses on the floor)
under the roof. There are two showers and nearly two
dozens of cots and mattresses available. You should bring
your won sleeping bags (at least a hut sleeping bag). You
can camp with your own equipment on the lawn behind
the house or we can reserve a hotel room for you if you
tell us in advance.
Meals are prepared at the times indicated in the invitation
by the participants as part of the seminar service (cf. ‘selfcatering and services’ below). Since the kitchen duty is
in action after all meals, while another service makes the
seminar room “course-friendly” again, breakfast and lunch
end fifteen minutes before the start or the continuation
of the teaching program. It is important that all course
participants adhere strictly to the time constraints. To let
others wait is rude – and delays are always to be paid by
a reduced course content.
Cleaning and House Rules
Basic rules for staying are:
• The railway tracks behind the green area may not be
entered in any case.
• The whole house is strictly non-smoking. For young
people alcohol is prohibited.
• Dirty shoes will be parked at the entrance.
• Shower room and roof can only be entered with
slippers.
• The library may be used, but books have to be reset
into place. Borrowing is not possible.
• The dishes must be washed and cleaned up after each
meal and before going to bed.
Alte Bahnmeisterei: General
• The neighbours should not be disturbed.
• Night’s sleep will apply from midnight.access
Osterburken easily by train.
Self-catering and services
Preparation of meals
For breakfast and lunch, participants prepare a cold buffet
with bread, cheese, sausage, fruit, etc.
Hot meal takes place in the evening – either delivered by a
delivery service or in a restaurant. If the food is delivered,
participants collect the money.
For outdoor meals, appropriate ingredients and alcohol for
the Trangia stoves are needed.
At all meals, but also in other breaks, tea and coffee can
be cooked free of charge.
These tasks include the cleaning of the tables, applying,
cleaning up, washing and drying. Where to find what in
the kitchen, the participants will “learn by doing”.
Shopping
Participants
• Control the food stocks;
• Create shopping lists;
• Do the shopping (the supermarket is located in the
neighbourhood and a shopping cart is available);
• Take a receipt;
• Collect the money spent for shopping back on course.
Cleaning
Participants clean house and premises on a regular basis
during the course (sweeping; wet clean if necessary).
At the end of the course the participants conduct a
thorough cleaning:
• Sweeping: used rooms and staircase;
• Wet clean: toilets and shower.
Service
To ensure self-catering and cleanliness, participants
create a suitable service plan and ensure its compliance.
Leaders Manual
to use the “Alte Bahnmeisterei” as an Expedition base
LEADERS‘ MANUAL
A steadily growing number of Award Units and
Expeditions Teams are using the “Alte Bahnmeisterei” as
a base for Training, Practice Expeditions and Expeditions
on foot in the surrounding “Bauland Expedition Area”
(Bronze and Silver levels) or the nearby “Odenwald Wild
Country Area” (Silver and Gold levels). This is a very
positive development, since it also helps the German
National Award Authority establishing the quality and
security standards of the Expeditions section beyond the
different Award Leaders Courses and the Gold Expedition
system. This is why the German Award supports Units
and Groups by providing rooms, equipment, and lists of
suitable campsites – and, as appropriate, also Assessors
– free of charge.
With this kind of “help for self-help”, the German Award
does not take over any legal responsibility for training
sessions or Expedition ventures, which remains solely
with the Award Unit using the facilities. In particular, the
Award Unit has to assign a trained Award Leader as the
German Award’s contact person during the stay. This
person is legally responsible for
1. Supervision of the Award Unit’s teams and
enforcing the house rules while staying in the “Alte
Bahnmeisterei”;
2. Supervision of expedition teams;
3. Care for sick helpers or team members;
4. Catering;
5. Transportation of helpers, teams and individual team
members;
6. Return journey of team members who give up or are ill;
7. Cleaning and return of all equipment items;
8. Replacement of any lost or damaged equipment;
9. Final cleaning of the “Alte Bahnmeisterei”.
Requirements
General
In order to use the “Alte Bahnmeisterei” as an Expedition
base, a set of requirements must be fulfilled:
1. The period is a weekend, a long weekend or in the
Baden-Württemberg school holidays.
2. No other courses or seminars are taking place in
the “Alte Bahnmeisterei” during the planned period
(please check the Online Calendar well in advance!).
3. The occupancy is announced at least six weeks in
advance with the appropriate form (e64). This will also
serve as a formal agreement.
4. The programme lasts no less than 2.5 days and
includes no less than two overnight stays.
5. After the Training, Practice Expeditions or Expeditions,
Guideline
the programme allows for enough time for the
cleaning of the Expedition equipment and the final
cleaning of the “Alte Bahnmeisterei”.
6. The group consists of no more than 15 members
altogether, with at least two responsible and trained
adults.
7. There is a written Declaration of Parental Consent
(e53) for each young person.
8. All group members can prove with their Record Books
that they completed the preliminary stages of the
Expedition process successfully.
9. For security reasons, Units are equipped with at least
one minibus (or alternatively two cars).
10.For nights out, only secure campsites in the vicinity
of cooperating farm houses, provided by the German
Award, are allowed.
Practice Expeditions and Expeditions: General
There are additional requirements for Practice Expeditions
AND Expeditions:
1. Each team has its assigned and trained Supervisor,
who is not supervising any other team.
2. The Supervisor examines unfamiliar parts of the
planned route before the venture starts (mountain bike
recommended).
3. All team members are sufficiently fit, trained and
equipped for the venture.
4. If the nearby Odenwald Wild Country Area is used,
the venture has also to comply with the Conditions for
Ventures in Wild Country.
Expeditions: Extra
If the planned venture is an Expedition, these
supplementary conditions have also to be fulfilled:
1. If the unit uses its own Assessor, he/she must have
participated in an Award Leaders Course.
2. Details of the route planning must be submitted no
later than two weeks in advance.
3. If a team stays for at least 3.5 days (Bronze), 5 days
(Silver) or 7.5 days (Gold), its route planning can be
done as a part of the stay.
4. If the Unit wants the German Award to provide an
Assessor, it should also ask no later then two weeks in
advance.
5. Regardless of where the route planning happens,
the teams arrive no later than the day before the
expedition starts (Wild Country Area: no later than two
days before the expedition starts).
6. The Pre-expedition Check will be taking place in the
“Alte Bahnmeisterei” the evening before the expedition
www.intaward.org
How
Award System
starts. As a first step, the Record Books (Training,
Practice Expeditions) will be checked.
7. Also, the “Alte Bahnmeisterei” will be used for the
Debriefing at the end of the journey.
6. For Practice Expeditions and Expeditions, which
are not planned during an additional day in the “Alte
Bahnmeisterei”,
a. Send the corresponding venture planning details
(already checked by the supervisor!) no later than
two weeks in advance:
8. If the teams depart on the last day of their expedition,
the planned departure time is not earlier than 5 pm.
i. List of Equipment (e2.doc or informal).
Application Procedure
ii. Food Plan (e56.doc or informal).
1. Decide on using the “Alte Bahnmeisterei as a base
for an Expedition training, a Practice Expedition or an
Expedition, and the number of days of your stay.
iii. Route Cards (e3.doc) for every day of the
Practice Expedition or Expedition.
iv. Route Tracings.
2. Check the German Award’s Online Calendar for
available dates.
3. Book your stay no later than six weeks in advance with
the appropriate Booking Form (e64.doc).
4. If you have asked for grid references of secure
campsites, you will receive the details for a number of
them about a week later.
b. We will then check these details and will give you
feedback in time if appropriate (so that the teams
can easily change their planning).
7. Collect the Record Books, ensure that they are up-todate and bring them to Osterburken.
5. For all types of stays, send the following items no later
than two weeks in advance:
a. Programme (informal).
b. Participants’ List (e65.doc).
c. Declaration of Parental Consent (e53.doc) for every
participant.
How to use the Alte Bahnmeisterei as an Expedition Base
Leaders Manual
of External Training Courses
LEADERS‘ MANUAL
Fundamentals
External Training Courses
An Operating Authority may wish to organize a weekend
Leaders or Management Course or Operators Conference
to be held by trainers from the Award Association. In
this case the Operating Authority is responsible for the
logistics and costs of the course with the exception of the
registration fee.
External courses therefore differ from those held in the
Alte Bahnmeisterei only in that an Operating Authority is
fully responsible for the local organization. Everything else
stays the same, including duration, schedule, participant
administration, management and the basic openness to
participants of other Operating Authorities.
Since the opening of the Alte Bahnmeisterei the
proportion of external courses has declined from
100 percent to about 25 percent, but with the expansion
of the Award it will probably rise again. As the learning
curve for the first run is pretty steep, a course application
makes only sense if – as part of a long-term cooperation –
courses are planned to happen regularly.
Requirements
An Operating Authority can apply for a course to be held
at their location if the following conditions are met:
• Organizational and technical support can be ensured,
including one person ultimately responsible
• Coverage of room and board for the course trainers
(travel costs are generally covered by the registration
fee)
• At least one trained member of the Operating Authority
to serve as assistant trainer
• At least six pre-registrations (for the leaders course at
least four of these must be for adults).
Obligations during the course
• Ensure availability of rooms, technology, materials as
well as room and board for the trainers
• Support for the training team
• Copy or scan materials as necessary including work
done by participants
• Ensure transfers for trainers, meals, mini expedition
and accommodation
• Billing and collection of any course fees beyond the
registration fee.
Process
• Application to the Award Association at least six
months in advance with two possible dates that are
Guideline
“free” according to the online calendar
• The Award Association determines the final date and
incorporates it into the yearly plan
• Four weeks prior to the course, the course trainer
communicates with the Operating Authority about
the support and equipment need as described in this
chapter
• At least two weeks prior to the course, the course
trainer sends materials to be photocopied and
communicates arrival and departure times to arrange
pick-up.
Accommodation and meals
In addition to supplying suitable space and technology for
the course the hosting Operating Authority is responsible
for arranging meals and accommodation for participants
and course trainers. The costs can be passed on to the
participants.
Location
Ideally, training rooms, accommodation and meals should
be provided within one venue, for example a youth
education centre or hostel. Otherwise the training location
and the accommodation should be reachable within 10
minutes by car. If meals cannot be arranged in the training
location or the accommodation, the venue should be
within a 10-minute walk from the training location.
Accommodation
• Youth education centre or hostel: Generally,
participants share rooms; the course trainers should
have single rooms. If applicable, the Operating
Authority will communicate with the Award Office
about necessary items such as sheets and towels.
• Hotel or guesthouse: Participants can also be referred
to a local hotel or guesthouse as independent guests.
Reservation and payment of accommodation for
course trainers must be arranged by the hosting
Operating Authority.
Meals
The training location should include refreshments for
coffee breaks. Meal times should be included in the
course agenda.
General equipment and technology
Hosting Operating Authorities must ensure the following
equipment and technology. Special requirements apply
for the leaders course.
www.intaward.org
Page 99 • 7288 • Version 2.0.4 • 12 November 2011
Organisation
Award System
Rooms and technology
• Classroom-sized room as the main training location;
chairs arranged as horseshoe facing projection screen
and flipchart
• Ongoing access to computers and photocopier
• Internet access and OHP with backup, flipchart and
presentation supplies (see list below)
• Projection surface (screen or white wall)
• Two tables for materials
• Two display boards
• Functioning beamer and scanner for computer with
Internet access
• At least two other locations for group work or meetings
• Space for teambuilding games in close proximity.
Materials
•
•
•
•
•
•
•
•
Dot stickers in at least four colours
Flipchart paper
Index cards (A6)
Moderation cards in different colours and shapes
OHP transparencies
Roll of packaging paper
Folders or “Heftstreifen” for each participant
Writing pads.
Presentation supplies
• The following items can be part of a presentation case
or supplied separately.
• Paper clips
• Masking tape
• Blu-tack
• Glue stick
• Packaging string
• Pins
• Ruler
• Hole punch
Organization of External Training Courses
•
•
•
•
•
•
•
•
•
Eraser
Scissors
Sharpener
Pencils
Colour pencils
OHP markers, at least 5 sets of four colours
Pens
Flipchart markers
Highlighters.
Special requirements fort the Leaders Course
Environment
• Expedition area as appropriate for a bronze level
expedition
• Possibility for several groups to be on expedition
simultaneously
• Expedition area reachable within 15 minutes by car.
Equipment for the Learning Stations and the Mini
Expedition
•
•
•
•
•
•
•
•
•
•
•
3 first-aid packs (group size)
Tarp
2-3 person tent
Small shovel
3 Trangia alcohol stoves
3 proper fuel bottles (filled)
3 packs of matches
5 topographical maps of the expedition area 1:25 000
5 topographical maps of the expedition area 1:50 000
10 map cases
6 compasses.
Food
Food for participants, supervisors, assessors and course
trainers during the expedition (details to be agreed with
the trainer in advance)
Leaders Manual
and Conditions for Training Courses and Seminars
LEADERS‘ MANUAL
General Principles
• Arrangements. Courses not held in Osterburken are
external courses and are arranged by the Operating
Authority in accordance with the Award Association.
The Operating Authority is responsible for the logistical
framework of the course and for supporting the
visiting trainer with a local assistant trainer. (See also
Arrangement of Training Courses
• Dates. Course dates can be found in the Online
Calendar. (www.jugendprogramm.de/kalender)
• Course Profile. The Course Profile contains all
relevant information for the course and can be found
by clicking on the event in the Online Calendar.
• Communication. The Award Office in the Alte
Bahnmeisterei can only be reached on BadenWürttemberg school days between 9:00 and 11:00 am
(Tel. 06291/68040). It is best to send inquiries by email
to [email protected]. If necessary, a telephone
conference with the trainer can be arranged.
• Registration
– Participants should be registered by the Operating
Authority or by the organization wishing to become
an Operating Authority. Registration is only possible
if the Operating Authority has met all its obligations
towards the Award Association.
– Participants must meet the general requirements
and expectations such as prerequisite courses or
materials to be brought to the course.
• Registration fee. The registration fee for each
participant can be found under course details and
should be paid to the Award Association by the
organization. Please note that transportation, room and
board are not included in the fee.
Course status and cancellation
• Course status. The Course Profile will also indicate
the status of the course:
– “Uncertain” if there are not enough pre-registrations
– “Desired” if there are enough pre-registrations but
not enough registrations
– “Definite” if there are enough registrations
– “Full” if all places are filled.
• Course cancellation. The Award Association reserves
the right to cancel a course. This may happen if
– The minimum number of registrations has not been
received by the indicated date
– The trainer or the assistant trainer is ill and no
replacement can be found
Guideline
– Organizational problems prevent the course from
taking place.
Pre-registration and Registration
• Pre-registration. It is helpful if Operating Authorities
and organizations informally pre-register potential
participants by indicating interest to the Award
Association as early as possible.
• Registration method. Operating Authorities should
register participants via the Online Administration
System. Other organizations register using the
registration form f18.
• Registration of minors. The registration of minors
must include the parental consent form f54.
• Registration deadline. Registrations must be received
three weeks prior to the beginning of the course.
• Registration confirmation. An automatic email is sent
to participants confirming the registration.
• Course confirmation. The participant will be
notified via email once the course is confirmed and
all requirements are met by the organization and the
participant.
Registration fee
• Billing. A bill is sent to the organization when the
course confirmation is sent to the participants.
• Due date
– Payment is due upon receipt of the course
confirmation.
– The registration fee cannot be refunded. However,
a registration voucher can be issued in the case
that a participant cancels less than a week before
the course and no replacement can be found or
if the course must be cancelled by the Award
Association.
• Payment method. Arrangements can be made
for payment through direct debit (using form f21).
Otherwise the registration fee should be transferred
to the account of the Award Association at least one
week prior to the beginning of the course.
Course material and equipment
• Prerequisites. Each participant must bring the
required materials listed in the Course Profile in order
to participate.
• Obtaining the Handbook. Missing Handbooks must
be bought during the course.
www.intaward.org
Page 101 • 7284 • Version 2.0.3 • 28 October 2011
Terms
Award System
• Replacement of damaged or lost equipment.
Materials or equipment borrowed from the Award
Association must be replaced if lost or damaged.
Certificates
Participants must attend the full course in order to receive
the certificate of attendance.
Safety and legal issues
• Insurance. The participants must have their own health
and accident insurance.
• Health issues. The participant must inform the course
trainer of any health issues that could pose a safety
risk, especially during outdoor activities.
• Supervision of minors. The course trainer is not
legally responsible for participants under the age of 18.
• Data storage and publication. By registering for the
course the participant agrees to:
– The use of personal data for the purpose of running
the course
– The appearance of name and organization in the
Course Profile
– Sharing email addresses with other course
participants
– The publication of course photos on the Award
Association’s website and in the press.
• Copyright. The Award Association owns all photos and
work produced during a course.
• Safety instructions. Participants must adhere to
general safety regulations as well as the safety
instructions by the course trainer.
Terms and Conditions for Training Courses and Seminars
Leaders Manual
of Main Publications for Working with the Award
LEADERS‘ MANUAL
Preface
Paper-based Publications
General information on documents and services can be
found on page 29 of the Handbook v.3: Working with the
Award. The documents and services are continually being
developed. An up-to-date list of publications available in
the online Library (“Bibliothek”) includes the numbers of
the most recent versions and can be found under www.
jugendprogramm.de/medien.
Record Book
This guide is intended to help staff members who are new
to the Award identify the most important publications.
For this reason only the Internet services, Logbook,
Handbook, Expedition Guide, Leader’s Manual and Forms
Collection are introduced here.
With the exception of the Expedition Guide, all of the
publications mentioned here are also available in English.
The British Expedition Guide is largely applicable in
Germany and therefore available through the AwardShop.
The Leaders’ Manual includes further instructions for
many of the services and publications mentioned here.
Internet
The Internet is the central instrument for information,
communication and administration concerning the
International Award for Young People in Germany.
• Website. The website contains the “public” services:
Handbook (under “Programm”), Online Magazine
(“NETZWEK”), Calendar (including course profile for
scheduled events), the Shop as well as the publically
accessible section of the Library (“Bibiliothek”).
• Intranet. The Intranet is the internal platform for
information and communication on working with
the Award. Most of the publications and documents
can be downloaded free of charge from the Library
(“Bibiliothek”). Regional Representatives, GoldNetwork as well as Operating Authorities have their
own password-protected areas. Individual access
is given upon registration for courses, seminars or
workshops.
• Online Administration. The Online Award
Administration System forms the backbone of
programme administration by ensuring consistent
documentation for the Operating Authority and
keeping the work transparent for the Award
Association. Online Administration manages the core
data of the organisation, staff, participants, as well as
course registrations. Introduction to the Online Award
Administration System is part of the Leaders and
Management Courses and other workshops.
Information
• Purpose: Assessors recognize participants’
achievements in the Record Book. For the expedition,
supervisors also record training, practice expeditions
and the report. Receiving the Record Book marks
the official begin of the programme; an Award level is
completed when all assessments are recorded and
training, practice expeditions and expedition report are
confirmed. Explanations can be found in the Award
Basics page 16.
• Audience: Award participants
• Format: The Record Book is available as an A4 folder
for keeping relevant handouts and worksheets from
the Record Book Page Collection (“Participants’
Logbook”) as well as printed certificates from the
Online Administration*).
• Availability: The folder is available through the
AwardShop. Current handouts and worksheets can be
downloaded from the Library (“Bibiliothek”).
• Use in Courses: The handouts and worksheets are
used in the Leaders Course and the Gold Seminar
(some must be printed.)
• Web Companion: www.jugendprogramm.de/
recordbook.
Handbook
• Purpose: “The Handbook forms the basis for working
with the International Award for Young People. It
guides organisations in dovetailing their work with
the Award and it offers the framework for building
individual programmes for participants. Therefore
it is the central publication for the programme, the
foundation for all other publications and the core text
for our training courses.” (Preface to the first edition
1994)
• Volumes: Since 2010, the fourth edition is published in
four printed and bound volumes.
– Volume 1 (“Introduction”) gives an introduction to
the programme and is still under development. The
most current version can be downloaded from the
Library (“Bibiliothek”).
– Volume 2 (“Award Basics”) describes the
programme and can be considered the “actual
handbook.” The German version (Grundlagenband)
is printed and bound and can be purchased through
the AwardShop or at training courses. The English
version can be downloaded from the Library
(“Bibiliothek”).
• Volume 3 (“Working with the Award”) explains
www.intaward.org
Page 103 • 7364 • Version 2.2.0 • 25 March 2012
Overview
Support System
the principles for offering the Award. Chapter 1
describes the standards for licensing of Operating
Authorities. The current edition can be downloaded
from the Library (“Bibiliothek”).
– Volume 4 (“Glossary”) explains terminology used
throughout the handbook. The glossary is currently
part of the Leader’s Manual (see below.)
• Audience
– Volume 2: Gold participants
– Volumes 1-4: Award team
• Format: German version is A5 (landscape)
Leaders’ Manual
• Purpose: The Leaders’ Manual gives additional
guidance for working with the Award. It includes
programme files for the sections service, skill and
physical recreation, training framework for expeditions,
as well as guidance on implementing the “six pillars”
and using the Tool Kit.
• Audience: Award team
• Format: Loose-leaf (A4)
• Availability: The current version can be downloaded
from the Library (“Bibiliothek”).
• Use in Courses
– Leaders Course: Award Basics and chapter 1 of
Working with the Award
– Management Course: Award Basics and Working
with the Award
• Use in Courses (electronic copy is sufficient)
– Leaders and Management Course
– Regional Representatives Training
• Web Companion: www.jugendprogramm.de/handbook.
Forms Collection (“Formularsammlung”)
Expedition Guide
• Purpose: The Forms Collection contains worksheets
for working with the Award as well as forms needed for
communication with the Award Association.
• Audience: Award team
• Format: Loose-leaf (A4)
• Availability: The current version can be downloaded
from the Library (“Bibiliothek”)
• Use in Courses (electronic copy is sufficient)
– Leaders Course
– Management Course
• Purpose: The Expedition Guide fills the Expedition
Training Framework (see Record Book Page Collection
and Leaders’ Manual) with content and describes in
more detail the expedition process outlined in the
Award Basics. The guide is aimed at Gold expeditions,
but is also essential for Silver and Bronze expeditions.
• Audience: Expedition team, Gold participants
• Format
– The German Expeditionsführer is an A4 brochure
– The British Expedition Guide is a printed book
• Availability
– The German Expeditionsführer can be downloaded
from the Library (“Bibiliothek”)
– The British Expedition Guide can be purchased
through the AwardShop.
Overview of Main Publications
Web Companion: www.jugendprogramm.de/manual.
• Web Companion: www.jugendprogramm.de/
formularsammlung.
*) In German, English versions coming soon.
Leaders Manual
Collection
Instruction
LEADERS‘ MANUAL
Basic Information
The title “Forms Collection” is slightly misleading. Since
the move to the Online Administration, only about 20 of
the 50 pages in the Forms Collection are actual forms
intended for communication with the Award Association;
the rest are worksheets intended to directly support
Award work within the Operating Authority. (See below for
differentiation.)
The collection can be downloaded via the Library
(“Bibliothek”) in the Intranet. Since the forms and
worksheets are regularly updated, the current version
should always be downloaded via the “web companion”
at www.jugendprogramm.de/formularsammlung.
The downloadable zip file contains this explanation, the
individual files and an Excel table titled Blattassistent
(“Page Assistant”), which can be sorted and filtered
as needed. Each form or worksheet includes brief
instructions in the header. The most important pages are
also explained in the Leaders’ Manual (this is indicated
in the Blattassistent) and some are introduced during
Leaders and Management Courses.
There are two types of pages in the Forms Collections:
• Worksheets: The worksheets are intended to
support Award work within the organisation and
can be modified as needed. A common example
is the Application Form for Participants new to the
Programme. The worksheets are grouped in a folder
appropriately titled “worksheets.”
• Forms: The forms are mostly intended for
communication with the Award Association and cannot
be modified. Registration forms for the expedition
section are the most common example. The forms are
grouped in a folder titled “forms.”
Having said this, some worksheets are also suitable for
communicating with the Award Association, for example
Expedition Aim for registering a Gold expedition. Similarly,
forms can also be used for working with participants, for
example the Route Card, which is a formal requirement
only for registering Gold expeditions, is widely used for
planning Bronze and Silver expeditions.
The number of helpful worksheets is steadily increasing,
also due to Operating Authorities submitting their
creations to the Award Association. At the same time,
the transition to Online Administration has dramatically
reduced the number of forms needed.
table is vital for “decoding” the page names. It is sensible
to always start with the Blattassistent/Page Assistant
when searching for a form or worksheet.
The table also lists pages in order of their number and
contains the following information:
• Title
• Date of most recent update
• Level (working with participants or management)
• Type (form or worksheet)
• Reference to more detailed explanation in the Leader’s
Manual (if applicable)
• Purpose
The Excel format allows for sorting and filtering of the
table according to different criteria. For example one
could sort the table to find all worksheets related to
Award management or all forms needed for registering an
Gold expedition.
Worksheets
The worksheets are models for the development of
own materials for directly working with participants
(“Helping”) or for planning, documenting and evaluating
programme work (“Management”). Unlike the forms, the
worksheets can be modified to fit the needs and profile
of the organisation; they are meant as drafts rather than
copy masters. Use of the worksheets is not mandatory.
However, the fact that all worksheets have their origin
in practical Award work, indicates that they are useful,
in some cases essential tools. For example, the Parent
Permission Form for minors is crucial for meeting legal
requirements, while other pages, such as worksheets for
planning activities (in addition to the worksheets found
in the Record Book Page Collection) can be utilized as
needed.
The modification of worksheets, of course, has its limits
where Award standards (including standards for Award
licensing), safety or legal matters are concerned. For
example, important items cannot simply be removed from
the packing list, nor can central points of the agreement
in the Application Form be omitted. However, clearer
phrasing is always allowed!
Forms
The most important forms include Parent Permission
Forms and forms for registering Expedition ventures.
Blattassistent / Page Assistant
The pages are numbered in order of their publication date
and these numbers serve as filenames. Thus, the Excel
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Forms
Support System
Forms Collection
Leaders Manual
Administration: General
LEADERS‘ MANUAL
Preface
The Online Award Administration System (Online
Administration) ensures continuous documentation
of Award work as well as transparency towards the
Award Association. It therefore forms the backbone of
administering the Award and serves as an interface for
the licensing system. All users can easily access current
data. Being bilingual, it ensures integration of International
Schools and connection to the Award worldwide. The
web companion with up to date information can be found
at www.jugendprogramm.de/online-verwaltung.
The Online Administration consists of several integrated
modules, which, over time, will include all aspects
of Award administration. (For example “expedition
administration” is one area that has not yet been
developed.) The Electronic Record Book forms the core of
the system by showing the current achievements of each
participant and by offering a print function for certificates.
Registration of Gold participants is also done through the
system. Necessary data on the organisation, Award Units,
cooperating organisations and the Award teams is also
managed here, as are registrations for courses.
Some documents, such as parental permission forms,
still necessitate paper administration, but the Online
Instruction
Administration replaces the sending in of Annual Stats
or any assessment reports or forms in order to receive
badges and certificates. The system should help reduce
time spent administering the Award so that more time can
be spent guiding participants.
This guide gives an overview; sections on specific topics
offer more detailed information.
Structure and User Guidance
General Information
Users log into the system with a user name and
password. The password can be changed by the user,
e.g. to match the one used for the Intranet. (See also
“Levels and Roles.”) The system is best learnt by personal
exploration; the following points may be useful.
The main starting page contains the following elements:
• Header with user name and date
• Left column with main navigation menu (content is
dependent on the received user permissions)
• Main frame with tabs and corresponding content
• Right column with actions such as “print” or “add
person”
Screenshot: Menu item ‘main details’
www.intaward.org
Online
Support System
The tabs in the main frame are:
• Main details (Data on the organisation)
• Course participants (summary of course registrations)
• Persons (summary of information entered; details on
individuals can be accessed by clicking on the name)
• Units (only for multiple licences)
• Annual Statistics (for the annual report)
to the ZOPE application server, which also supports the
website and Intranet.
Tab ‘Persons’
The pace of development is determined by the
availability of financial resources and staffing. Major
innovations cannot be financed from the regular budget.
Developments are also extremely time intensive, which is
why the break-in at the Alte Bahnmeisterei caused a set
back for the development of the system.
Roles and access permissions are managed here as
well as course registrations and access to the Electronic
Logbook (by assigning the role of “participant;” see
separate instructions.) To ensure flexibility, the roles and
access privileges are managed separately (see table
below.) For instance, the programme coordinator can
reserve the right to assign roles for him/herself or assign
this right to a deputy leader.
Security and Data Protection
The system is kept secure by using open source software
(open functions through open source code,) by giving
each user access only to participants and information
relevant to his/her role and by using secure HTTPS
protocol. However, since security can never be 100%,
sensitive information such as private addresses of
participants should not be entered.
Although the system has been continually developed
since 2001, further development is necessary. The
need to eliminate problems from the system is only one
driver, more importantly, each new function brings with
it new ideas and expectations from users, so the list of
development needs continues to grow…
Support
In addition to the instructions in the Leader’s Manual the
FAQs and “bug list” can be found in the web companion
under www.jugendprogramm.de/online-verwaltung.
A “live” introduction to the system is also part of the
Leaders and Management Courses and other workshops
and visits. It is also possible to arrange a telephone
conference with administrator Karsten Vogel – talking
through issues while being online is often more effective
than discussing them via email.
The scope of the required information has not changed
by the move to the Online Administration. As an example,
only information relevant for judging the participant’s
successful participation is required, no sensitive, personal
information. Since the participant can be identified
through the Record Book number, it is possible to
abbreviate or even omit the participant’s name.
The staff members managing personal data are required
to sign a data protection agreement. (See example in the
Forms Collection.)
Technology and Development
To avoid dependency and to ensure flexibility for future
development, the system is built using free software.
Version 2 included a transition from the Postgres database
Table: Overview of Levels, Roles and Responsibilities*)
Level
Operational Leader
Responsibilities within Online Administration
Award Association
Head of Online Administration
Set up basic account for Operating Authorities and
Award Units incl. Local Administrator
Operating Authority
Award Coordinator
Editor: Manage information on staff and participants
Central Editor:
• Manage information on staff and participants
• Manage information on organisation
Administrator:
• Manage information on staff and participants
• Manage information on organisation
• Manage access privileges
Award Unit
Award Unit Leader
As for Operating Authorities
*) The restricted roles of “Participant” and “Assessor” are not yet implemented.
Online Administration: General
Leaders Manual
Administration: Electronic Record Book
LEADERS‘ MANUAL
Instruction
Preface
Integration of Assessments
Continuous documentation of participants’ progress in the
Electronic Record Book as part of Online Administration
is part of the Award Licence Criteria (see also Operational
Guidelines in the Handbook: Working with the Award.)
The table on page two of these instructions outlines
the documentation process according to the Award
Handbook (volumes 2 and 3), which involves ten welldefined steps on the Bronze and Silver levels (Gold:
13). The formal registration of reportable Practice
Expeditions and Expeditions is not yet done through
the Electronic Record Book. Detailed instructions for
the relevant functions within Online Administration can be
found in the Leader’s Manual.
Like with the former paper-based Record Book, on
basic level of documentation the Sectional Certificates
require only handwritten entries, which do not necessitate
technical instructions. However, to handle assessments
electronically, the assessor must either be given access
and be introduced to Online Administration or the Award
Leader must transfer the assessments herself. Which
method is more advantageous will depend primarily on
the assessor.
Documentation of participants’ progress consists of
• Key data for the Online Award Level Certificate
• Assessments for each section of the Award
• Participant’s perspective (for example through Planners
and other worksheets from the Record Book Pages).
The Electronic Record Book is structured into these three
Levels of Documentation, although the third level is not
yet implemented. On level one, printing of certificates is
already possible with the option of including assessments
by hand as in the paper-based Record Book. Since not
every assessor may have access to Online Administration,
for the integration of assessments into the Electronic
Record Book (level two) special steps must be taken.
Levels of Documentation
Level one of documentation keeps a summary of
participants’ progress transparent towards the Award
Association. The information serves as verification of
activities for obtaining Bronze and Silver badges and
certificates. At this level the Online Certificates and the
Record Book Folder are used: the assessor adds his/her
handwritten assessments on the printed copy as in the
former paper-based Record Book.
The Electronic Record Book also allows for entry of
assessments for each Award section. This feature is
mandatory for the Gold Award, giving transparency
on participants’ progress including assessments.
Another advantage is that this ‘electronic’ backup of the
assessment allows that complete records can be printed
should the originals ever be lost.
Planners, logs and evaluation by participants are not yet
integrated into the Electronic Record Book. For the time
being, these Record Book Pages must be completed on
paper. The final version of the Electronic Record Book will
include this aspect to reflect the entire process.
Assessors who are regularly involved with the programme
(for example through Service or Expeditions sections)
or who are at ease with technology may work directly
with the Electronic Record Book. They will need access
and introduction to the system from the Award Leader,
especially on how to enter assessments in the Online
Administration*. In some cases, the participants (who
at Gold level have access themselves!) may be able to
coach the assessor.
If an assessor is not able to work directly with the
Electronic Record Book, he/she can submit the
assessment vial email to the appropriate Award Leader.
The Award Leader can then copy and paste the
assessment into the relevant fields. In a school setting,
this responsibility can also be taken on by student
helpers.
Security and Data Protection
Open software ensure a certain level of security for
the Electronic Record Book and the entire Online
Administration since the open source code keeps all
functions transparent. Each user has access only to the
data and participants that are relevant for his/her role and
secure HTTPS protocol is used for data transmission.
Data protection is extremely important when dealing
with young people. For this reason only information
relevant for judging successful participation is collected.
Personal addresses and exact birthdates are not needed.
(Birth month and year are sufficient, Dec.13 1996 can
be entered as Dec.1 1996.) Names can also be codified
since the participant can always be identified through the
Record Book Number.
Persons trusted with handling data through the Online
Administration must sign a data protection agreement
(an example can be found in the Forms Collection). In
addition, the Application Form for participants joining
the Award includes a statement on data collection and
protection and the use of the Electronic Record Book.
Parents should be informed of how data is protected,
www.intaward.org
Online
Support System
but also be made aware that a certain risk remains, since
absolute data security can never be guaranteed. It is all
the more important that only incidental data relevant for
judging participants’ progress is collected.
Online Administration: Electronic Record Book
* Instructions for Creating Assessments for Online
Administration are under development
Leaders Manual
Record Book: Table on Documentation Process
LEADERS‘ MANUAL
Instruction
In the following overview, the documentation process for direct entrants is shown; for all other participants, it applies
mutatis mutandis. Some features are available only from Version 4 of the Online Administration System and are marked
accordingly.
No. Step
Action in Online Administration
1 Participant submits Application Form (for minors
signed by parents)
Enter participant
2 Gold Award only: Register for Introductory Course
(Leaders Course or Gold Seminar)
Course registration
3 Gold Award only: Attend introductory course.
Print Course Certificate*) and file in Record Book
Folder
4 Order and receive Record Book Folder with Record
Book Number (usually for a group of participants)
Order Record Book Folders through the Shop
module. Enter Record Book Number and Date of
Issue.
5 Plan overall programme using the respective Award
Planner. Obtain parental permission for activities
as appropriate. Obtain permission from Award
Association for activities not listed in the Choice Lists.
Ongoing entry of activities agreed by parents. An
activity not listed in the choice lists triggers*) an email
to the Award Association. If there is no objection within
two weeks, the activity counts as approved.
6 Find an assessor. Detailed planning of activity with the
assessor using the Sectional Planner
Enter assessors and goals, additional adult helpers
and locations as appropriate.
7 Begin activities
Enter starting date
8 Complete training and practice ventures in the
Expeditions sections. Timely registration with Award
Association of ventures which require registration.
Enter completion of training units. Enter practice
expeditions. Print Expedition Training Certificate and
file in Record Book Folder.
9 Participant completes an activity
Enter date of completion, for Gold Award with
assessment. Print Sectional Certificate (Expeditions:
also Expedition Report Certificate) and file in Record
Book Folder.
10 Participant completes an Award level
Print corresponding Online Award Level Certificate
and file in Record Book Folder (Gold: step no 11)
11 Gold Award only: Approval of completion by Award
Association
Request for Approval*)
12 Order and get official Award Badges and Printed
Award Certificates (usually for a group of participants)
Order Badges and Certificates through the Shop
module. Award Association checks completion
of activities in the Electronic Record Book.
13 Award holders receive Badges and Printed Certificates
at Award Ceremony.
Enter date of Award Ceremony.
*) Under development
www.intaward.org
Electronic
Support System
Electronic Record Book: Documentation Process
Leaders Manual
Award Administration System: Processes
LEADERS‘ MANUAL
Basic Principles
The introduction of the Online Administration does not
simply change the mode of submitting information; it also
has effects on the process. Only if the data maintenance
takes place continuously, the system can demonstrate its
superiority over the earlier ‘forms system’ properly. In this
way, the Online Administration monitors Award work and
participants’ progress and if necessary, allows for timely
responses or interventions.
It is advisable to reserve time for Online Administration as
part of regular team meetings. To introduce the system or
to enter a new cohort of participants a full session may
be needed. In school settings, student helpers may be
able to take on responsibility for maintaining information
in the Online Administration; thus, the administrative work
of the teacher in charge will be reduced significantly. The
meeting location should have at least one computer with
Internet access and, for printing certificates, preferably a
colour printer.
This explanation covers the most important processes
and procedures for using the Online Administration,
especially the Electronic Record Book. It should be read
in conjunction with the explanations found in the Award
Basics, in chapter 1 of Working with the Award and the
guidance note Online Award Administration System:
Instruction
General of the Leaders’ Manual. The presentation of the
individual steps follows the usual practice.
Steps
Set-up
A computer with access to the Internet via a current
browser is needed to access the Online Administration.
Each Operating Authority and Award Unit is given access
as part of the Start-up Pilot Project; an introduction to the
system is given during the first On-site Visit.
The Award Coordinator (for Operating Authority) or
Award Unit Leader (for Award Unit) is also the ‘head of
online administration’. Like all users, he/she must have
a current email address; user name and password are
assigned directly by the Award Association. Gaining this
login information is the first step in setting up the Online
Administration.
Information on the Organisation
The first log-in asks for information on the organisation.
This information can be up-dated at any time in the Main
Details tab. The Award Association needs this information
for handling shipments and financial transactions.
Bildschirmfoto: Menüpunkt Zugriffsrechte/Rollen
www.intaward.org
Online
Support System
Award Team
The next step is entering the members and roles of the
Award Team (tab: Persons; action: Add person). Since
the composition of the Award Team and the qualifications
of its members change frequently, regular up-dates are
necessary here.
Participation in a Gold Seminar or Leaders Course for
the participant. The Award Association is automatically
notified when activities are entered. The activity counts as
approved, if there are no objections within two weeks of
entering the activity.
Documentation of Participants’ Progress
Team members who support the Award Coordinator
with administration need their own access to the
system. Choose the person’s name (Person tab) and
assign access and roles (Access/Roles tab) by checking
the appropriate boxes. Each user must have an email
address!
Documenting participants’ progress (via Activities
tab) is by far the most time intensive part of Online
Administration. Data must be entered regularly and the
responsibility shared in the team or with student helpers.
Benchmark dates and data fields can be found in the
table Documentation of Participants’ Progress in the
Online Record Book.
Course Registrations
Verification of Activities
To register for a course, choose the person’s name in the
Persons tab and click on Register for course in the right
hand column. The Award Association is automatically
notified and the person’s name added to the list of course
participants. Each course participant must have an email
address!
The use of forms and certificates for obtaining badges
and Award certificates is no longer necessary. This is
simply done through the Online Administration. The
Award Association checks the Electronic Record Book
for Record Book number and complete information on
activities before any orders are sent out. Assessor entries
are only required for Gold activities.
Users
Participants
Enter the participant’s name (tab: Persons; action: Add
person). As soon as the role of Participant is assigned,
the Electronic Record Book with the additional tabs
for Activities and Participation data is activated.
Documentation begins by entering the Record Book
number and Record Book date. Then the participant can
begin his/her activities.
Gold Registration
Entering a participant’s name for the Gold Award
constitutes his/her formal registration. The system
checks the pre-requisites: Gold licence extension for
the Operating Authority, Record Book number and
Online Administration: Processes
Printing of Certificates
Choose the appropriate participants’ names from the
Persons tab. The Certificates button leads to a window
for selecting and downloading the desired certificates. On
the Bronze and Silver levels, Assessors’ reports may be
entered by hand after printing individual certificates.
Annual Report
If all information on participants and activities is entered
appropriately, the statistics for the Annual Report can be
generated from the Annual statistics tab. Due date for the
2012 report is January 15th 2013.
Leaders Manual
Representatives: Contents
LEADERS‘ MANUAL
Information
Introduction
Gold Assessors
Contents . ..................................................................... 119
Guidelines for Gold Assessors
The Assessor Accreditation Scheme .......................... 127
General
Guidelines for Regional Representatives ..................... 121
Training of Regional Representatives ........................... 123
Consultants
Guidelines for Consultants ........................................... 125
Training of Consultants
NETZWERK Correspondents
Guidelines for NETZWERK Correspondents ................ 129
Training of NETZWERK Correspondents
Trainers
Guidelines for Trainers
Training of Trainers
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Regional
Regional Representatives
Regional Representatives: Contents
Leaders Manual
for Regional Representatives
LEADERS‘ MANUAL
Regional Representatives are the “on-site pillar“ and
personal proxy of the Association’s support system (see
also Handbook 3: Working with the Award, chapter 1.)
They are specially qualified, trained and certified staff
members of Operating Authorities who act for the Award
Association to ensure quality implementation in their
specific subject area and their region. They serve as
• Co-trainers for Leaders Courses organized by the
Operating Authority
• Consultants for guidance of pilot projects in their own
and in other Operating Authorities in their region
• Wild Country Assessors assessing the qualifying
venture for the Gold Award. They must not be involved
in the training of the groups.
• NETZWERK-Correspondents who research and
document examples of best practice from all levels
of programme work in their own and other Operating
Authorities.
The curriculum for the theoretical and practical training
of each type of Regional Representative is outlined in
the corresponding Training Guidelines. Upon successful
completion of the training, the board of the Award
Association appoints Regional Representatives for
a three-year commitment, with the right to withdraw
an appointment if necessary. The National Director
coordinates the work of Regional Representatives.
At certain stages of programme development, Operating
Authorities must provide the following minimum number
of Regional Representatives to ensure that the increased
responsibilities can be met:
• Organisation of Leaders Courses: one trainer
• Licence extension for the Gold Award: two wild country
assessors
• Licence extension for multiple Award Units: two
consultants.
Operating Authorities, which do not pursue such
extensions, also benefit from their Regional
Representatives in multiple ways. They can
• Gain highly qualified staff for their own programme
development
• Gain experience from the programme work of other
Operating Authorities in the region and internationally
• Exchange services of Regional Representatives, for
example assessors in wild country areas.
Requirements
Regional Representatives must give a written statement
of commitment before beginning their training. They
commit to
Guideline
• Keeping themselves up to date on the programme and
their specific role
• Contributing regularly in their role and to document
their activities in a personal logbook
• Acting according to the Code of Conduct in their Award
work
• Actively and fully representing the interests and
regulations of the Award Association
• Taking part in training opportunities and workshops for
Regional Representatives.
Pre-requisites for certification as Regional Representative
include:
• A thorough understanding of the philosophy
and structure of the Award (Leaders Course and
Management Course attended)
• Experience in working with the Award (several years
of working on the management team of an Operating
Authority offering at least Silver)
• Some experience with the specific role of Regional
Representative (see also requirements for each role)
• Registration with the correct form including basic
requirements.
Regional Representatives need a thorough understanding
of the following publications:
• Print media: Handbook, Participant’s Logbook,
Expedition Guide, Leader’s Manual, Notes for Adult
Helpers, Forms Collection
• Internet: Public Website (incl. NETZWERK, Calendar,
Online-Shop), Intranet and Online Administration.
Activities
What it means to “contribute regularly“ will depend on the
role of the Regional Representative. Specific expectations
can be found in the corresponding guidelines. Should a
Regional Representative not contribute at all within the
three-year period, then the certification becomes invalid.
The extensive training as Regional Representative is only
sensible with the intention of contributing regularly in the
new role.
The central purpose of Regional Representatives is to
actively represent the interests of the Award Association.
This is only possible if one is thoroughly familiar with
its philosophy and regulations and shares the values of
the Association. Such grounding becomes especially
important in the case of misunderstandings or resistance
that may arise in working with Operating Authorities.
Clearly pointing out any ambiguities or even mistakes in
the implementation of the programme is just as crucial as
highlighting examples of best practice!
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Guidelines
Regional Representatives are asked to document their
involvement in a personal logbook. The logbook should
contain all relevant information and documents pertaining
to the activities, such as
• Certificates
• General notes for Regional Representatives
• Specific instructions for the role
• Record of activities (forms can be found in the internal
forms collection)
Guidelines for Regional Representatives
• Overview of activities
• Personal records.
All relevant information and communication for Regional
Representatives, including forms for documenting
activities, can be accessed via the Intranet. Training
opportunities will include workshops for Regional
Representatives, which may be general, role-specific or a
combination of both.
Leaders Manual
of Regional Representatives
General
Regional Representatives are employees or volunteers
of an Operating Authority, who are after successful
conclusion of the corresponding training, are certified by
the Award Association as Consultants, Gold Assessors,
NETZWERK Correspondents or Trainers. Pre-condition is
a written Declaration of Commitment (cf. Guidelines for
Regional Representatives), certification is for three-year
revocation.
The Training of Regional Representatives includes the
following elements:
• Introductory Learning and Preparation (in respect to
skills needed for the chosen role and concerning the
Award);
• Specific Course for Regional Representatives
(Accreditation Course followed by Induction Practice);
• Participation in the Training Required for Recertification.
The Introductory Training in respect to the Award includes
the Leaders Course and the Management Course.
Depending on the chosen role also technical knowledge
to the general level of the following courses are required:
• Consultant: Assessor Competence (EFQM);
• Gold Assessor: Mountain Leader Course (Wanderleiter);
• NETZWERK-Correspondent: Reporters Course;
• Trainer: Instructor Course (Fachtrainer).
The specific Course for Regional Representatives includes
a total of five days training course. It is divided into theory
and practice with the following options:
• Theory and practice are taught separately in an
Accreditation Course (2.5 days) and Induction Practice
(2.5 days). This modular form is available for all roles;
in the Training Course, the theory part can also be
integrated into guided practice at TWO Leaders
Courses.
• For the entire training a suitable, at least four-day
event serves as a framework. This integrated form is
only available for Gold Assessors and NETZWERK
Correspondents.
The specific Modular Course for Regional Representatives
begins with traditional Accreditation Course. For the
Induction Practice, there are then the following options:
• Consultant: Participation in On-site visits of the
Association;
• Gold Assessor: Expeditions on the Silver and Gold
levels where a National Assessor is involved;
• NETZWERK Correspondent: Creating NETZWERK
articles during courses and other events of the
association;
Guideline
LEADERS‘ MANUAL
• Trainer: Helping as an assistant trainer in a Leaders
Course.
Events that can be used for an Integrated Training are
marked in the calendar accordingly. Participants who wish
to take this option have an extended program with early
arrival and daily special sessions.
For the Recertification – which is required every three
years – must be proven:
• Participation in at least one Conference for Regional
Representatives;
• Practical exercise of the role (Consultant, Gold
Assessor and Trainer: at least once);
• Proof of this work in the personal Logbook.
Requirements for the particular roles
Consultant
• Purpose: The course qualifies in theory and practice for
co-leading on-site consultation workshops as part of
the process of introduction or extension of the Award.
• Target group: Experienced Award leaders who want to
support the Association as a Consultant in a particular
area.
• Content: Introduction, Self-test, Regional
Representatives, Literature & Media, Quality
Development in the Award Work, Pilot Projects, On-site
Visits, Case Studies, Logbook, Individual Feedback,
Conclusion.
Gold Assessor
the assessing of Gold expeditions. It is a pre-condition
for the accreditation as a Wild Country Assessor by the
Association.
become a Gold Assessor. The minimum age for acting
as a Gold Assessor is 21.
Representatives, Literature & Media, Expedition
Guide, Wild Country Areas, Assessor Role, Significant
Assessment Stages, Working in a Wild Country
Area, Case Studies, Logbook, Individual Feedback,
Conclusion.
NETZWERK Correspondent
• Purpose: The course qualifies in theory and practice
to post photos and text contributions about the
regional Award work for the online Award magazine
NETZWERK.
• Target group: Experienced Award leaders who
want to support the Association as a NETZWERK
Correspondent in a particular area.
www.intaward.org
Training
Representatives, Literature & Media, Principles and
Styles of Journalism & Research, NETZWERK &
NETZWERK CMS, Case Studies, Logbook, Individual
Feedback, Conclusion.
Trainer
co-leading Leaders Courses and the management of
Gold Seminars.
Training of Regional Representatives
support the Association as a Trainer in a particular area.
Representatives, Literature & Media, Support and
Training System, Leaders Course, Planning and
Evaluation of Courses & Course Documentation, Case
Studies, Logbook, Individual Feedback, Conclusion.
Leaders Manual
for Consultants
Consultants
Framework
Consultants support the Award Association’s workshop
leader in planning, carrying out and following up of
on-site visits. It is crucial that the consultant has a clear
understanding of the role of consultation in the context of
the Association’s Support System. (See also description
of on-site visits and of support system in the Handbook
v.3: Working with the Award.)
A central principle of on-site consultation is to ensure a
positive and open atmosphere in which the members of
the Operating Authority are able to identify strengths of
their Award work, potential areas for improvement as well
as collectively extend the Development Plan. Apart from
highlighting any issues the team may have overlooked,
the consultant acts primarily as facilitator in this process.
Consultants are helpers rather than inspectors – they
often support the implementation of Pilot Projects for
Award extension. Thus it is important to establish a
supportive relationship leading up to and during the
visit. Just as the participants “own” their individual
programmes, the Award team “owns” any problems that
may be identified. The consultant supports the process
of finding solutions and always recognizes and values the
previous work of the team.
Skills
In accordance with this description, the consultant
is more of a facilitator than a doer. In addition to the
knowledge and understanding of quality development
gained through his/her consultants training, a consultant
must have strong facilitator and people-handling skills in
order to enable productive relationships and processes.
These skills cannot be picked up in two or even five
weekend workshops. Thus the role of consultant
depends, more than any other role, on previous
experience and continuous development through
practical engagement. Ideally, consultants will already be
successful trainers and be able to serve in at least two
on-site visits per year.
Guidelines and Help
Consultants will work with the following essential
documents:
• Handbook v.3: Working with the Award – especially
chapters on Award development *
• Instructions in the Leader’s Manual – On-Site Visits
(including sample schedule), Documentation, Pilot
Projects, Development Plan as well as Self-Evaluation
(including accompanying documents in the Library.)
Guideline
LEADERS‘ MANUAL
A folder with instructions for the different components
of on-site visits is under development. Each consultant
should build up his/her own repertoire of workshop
facilitation skills. Reference books for the development of
these skills can be found in the Alte Bahnmeisterei.
On-Site Visits
Fundamentals
• Goals: On-site visits consist of consultation workshops
with the purpose of updating the Operating Authority’s
Development Plan. Normally, on-site visits take place
as part of Award installation, licence extension (Gold
or multiple Award Units) or licence renewal, but an
Operating Authority or the Award Association may also
initiate an on-site visit at other times.
• Main components: Introductory session with the team,
meeting with the head of the organisation, observation
of a practice tour or qualifying venture, interview with
participants, evaluation session with the team
• Duration: 2.5 days
• Leadership of the visit: German Award Association
Components and Goals (listed as sub points)
• Introductory session
– Introduction of visit
– Introduction of workshop members
– Presentation of the organisation, Award work and
self-evaluation
– Question and answer session
• Meeting with the head of the organisation
– Recognition and valuing of Award work
– Possible mention of problems
• Summary 1
– Interim conclusions
– Time for internal summary
• Observation of a practice tour or qualifying venture
– Planning
– Observation
– Evaluation
• Summary 2
• Interview with participants
– Recognition and valuing of achievements
– Getting to know participants
– Finding out the participants’ perspective and
personal experience of the motto
www.intaward.org
Guidelines
• Summary 3
• Evaluation session
– Continuation of the Development Plan
Guidelines for Consultants
– Conclusion
* Currently under development. Until further notice, the
EFQM brochure is applicable for consultants.
Leaders Manual
Assessor Accreditation Scheme
LEADERS‘ MANUAL
Hint: These notes are based on the Handbook (mainly
vol. 2), the Expedition Guide (especially chapter on
Assessment) and the general instructions for Regional
Representatives in the Leaders’ Manual.
General
As part of the training of Regional Representatives,
the German Award Association provides a National
Accreditation Scheme for Wild Country Assessors in order
to:
• Ensure a common understanding of the philosophy and
management the Award.
• Ensure a more consistent interpretation of the
Expeditions section.
• Establish a positive and supportive approach to
assessment.
Accredited Assessors will be expected to make a
commitment which involves carrying out regular Wild
Country assessments, maintaining a sound working
knowledge of the area as well as re-accreditation
after a period of three years. This commitment my be
supplemented by undertaking Local Pre-expedition
checks or acting as Supervisor or Instructor.
Applicants wishing to become Accredited Assessors must
be experienced hill or mountain walkers with an extensive
background knowledge of one ore more of the designated
Will Country Areas. The Accreditation Scheme is
essentially concerned with training Assessors in the aims,
conditions and requirements of the Expeditions section
of the Award, and then accrediting them to particular
Wild Country Areas. The Accreditation Scheme is not
concerned with training in mountain skills or familiarising
people with Wild Country Areas.
It is vital that all prospective Assessors are able to relate
to young people quickly and easily. The Award is seeking
people who can appreciate the difficulties which many
young people face in what is, for many, the greatest
challenge they have so far encountered in an environment
which they frequently regard as alien.
Applicants should normally be over 21 years of age
and preferably over 25, so that the necessary mountain
experience and local knowledge, so essential for this role,
has been acquired. There is no upper age limit providing
that applicants are still practising hill/mountain walkers.
The Award welcomes existing Gold Award Holders
who have extended their mountain experience or have
acquired additional qualifications.
Guideline
and the Management Course. This will be followed
by attendance of the 5-days Wild Country Assessor
Course, consisting of Accreditation Course plus Induction
Assessment – either in modular or in compact form.
The Accredited Assessor’s role in the designated Wild
County areas will be to:
• Ensure that all Award participants fulfil all the conditions
of the Expeditions section when undertaking their
venture.
• Use their local knowledge to advise the participants
and their Supervisor on safety should this be necessary,
though the ultimate responsibility always remains with
the Supervisor.
• Safeguard the general interests of the German Award
Association in Wild Country Areas.
Stages of Accreditation
There are four principal stages of Accreditation (in the
compact form of the Wild Country Assessor Course,
stages no 3 and 4 are merged):
• Stage 1 – Wild Country Experience. Having received
an endorsement on the initial enrolment form from the
National Award Association or Operating Authority as
appropriate that their hill/mountain walking competence
is satisfactory, prospective Accredited should enter
details of their previous experience in the Log Book.
• Stage 2 – Introductory Learning and Preparation.
Applicants must familiarise themselves with the Award,
its philosophy and management through attending the
Leaders Course and the Management Course. Also,
the Expedition Guide needs to be worked through
carefully, as well as the general instructions for Regional
Representatives and specific hints for Gold Assessors
in the Leaders’ Manual.
• Stage 3 – Accreditation Course. Applicants must
attend and satisfactorily complete one the weekend
Assessor Accreditation Courses.
• Stage 4 – Induction Assessments. Applicants must
complete Induction Assessments guided by the Award
Association in Wild Country.
On satisfactory completion of these stages, the person
will become an Accredited Assessor for the period of
three years.
Prospective Accredited Assessors will be expected to
become more familiar with the Award, its philosophy
and management through attending the Leaders Course
www.intaward.org
The
The Assessor Accreditation Scheme
Leaders Manual
for NETZWERK Correspondents
Guideline
LEADERS‘ MANUAL
NETZWERK Correspondents
Guidelines and Help
Framework
NETZWERK Correspondents will rely on the following
publications:
• The entire Handbook v.3: Working with the Award,
especially chapters on Award development*
• Instructions for NETZWERK in the Leader’s Manual
• The German Pressekodex (‘Press Code’).
NETZWERK Correspondents research and document
examples of good practice from all levels of Award work
in their own and other Operating Authorities. This work
requires a thorough understanding of what constitutes
high quality Award work as well as basic standards of
journalism. (See also description of quality standards
in Handbook vol. 3: Working with the Award and Basic
Standards of Journalism in the Leader’s Manual.)
NETZWERK Correspondents rely upon regular contact
and insight into Award work in their area in order to give
this work positive recognition in the Award Association’s
media. This requires
• Positive working relationships
• Maintaining contacts
• Checking on media coverage (especially in local
newspapers and the organisation’s website)
• Participation in events (especially local leaders or
management courses, on-site consultation, annual
planning meetings and Award ceremonies).
NETZWERK Correspondents work naturally with Award
Coordinators and media representatives of their Operating
Authority. Other Regional Representatives can also be
valuable resources:
• Consultants are tasked to notice examples of good
practice
• Assessors in Wild Country Areas can report on good
expedition topics or areas
• Trainers collect examples of good practice from all
areas during Leader’s Courses.
The Electronic Record Book is a good source of insight
into participants’ experience of the Award including their
experience of the promise “There is more in you than
you think!” Exciting individual events or a particularly
successful overall programme may serve as a basis
for an interview in which the participant can offer more
background information for a testimonial.
Skills
NETZWERK Correspondents must understand the
significance of examples of good practice for Award
development, be good at networking and be good writers.
Good photographs are also helpful. More than for other
Regional Representatives, personal initiative is needed to
plan and pursue opportunities throughout the year. For
this reason, some basic experience with journalism is
needed, for example with a student newspaper, with the
organisation’s website, with a local newspaper or writing
for the Award’s NETZWERK.
The Pressemappe contains also contains helpful
instructions for correspondents in German language.
Examples of Good Practice
Fundamentals
Examples of good practice can come from all levels of
Award work:
• Participation, such as individual experiences of
participants
• Supervision of Award sections and of general
participation
• Management of the Award.
Testimonials showing the experience of participants as
well as examples of successful implementation of items
from the Tool kit are always in demand. Keeping an eye
on media coverage is essential, as well as tapping into
live sources of information such as
• Award activities (including preparation for expeditions),
reflection activities and special sessions with
participants
• Annual Award events such as kick-off, annual planning
meetings and Award ceremonies
• Special events such as leaders or management
courses, workshops or on-site consultation.
Format
The portrayal of good practice can take any available
journalistic format (see also Pressemappe). However, the
basic principle of quality over quantity should be applied.
Main forum is the NETZWERK, which contains a special
section for good practice. Selected articles will also be
published in the newsletter for Operating Authorities.
* This is currently under review. Until further notice, the
EFQM brochure applies.
www.intaward.org
Page 125 • 7337 • Version 2.1.1 • 16 January 2012
Guidelines
Guidelines for NETZWERK Correspondents
Leaders Manual

Leaders Manual

Transcription

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