Module Pages

Providing the knowledge, skills and attitudes to effectively support, validate and assess adults in The Scouts’ Adult Training Scheme, the Adventurous Activity Permit Scheme, Nights Away Permit Scheme and the Scout Show National Recognition Scheme.

• Understanding the scheme in which you are supporting adults
• Identifying learning and development needs
• Undertaking appropriate assessments and validations
• Providing positive and constructive feedback
• Providing support for learners

Any other change in role.

• Do you know and can you use tools to identify learning needs?
• Can you effectively validate or assess the learning of another adult?
• Can you provide effective feedback to another adult?
• Can you provide effective support to another adult in a learning situation?

• Course
• One to one
• Small group
• Workbook

To validate this module, you will need to complete the following based on your role:

If you are a Training Adviser:

• Demonstrate an understanding of The Scouts’ Adult Training Scheme
• Support one learner through the Personal Learning Plan process over a period of five months or for the completion of Getting Started, if appropriate. This must include the validation of at least one module
• Discuss how you have supported the learner through the validation by answering these questions:
  • How do you ensure that you can support a learner with special needs?
  • Explain how you encouraged additional learning when a learner was not able to complete validation.
  • Describe how you would use any evidence that has been presented to you in the discussion with the learner
  • How would you encourage a learner to explore their knowledge and experience to establish their understanding of the validation criteria?
  • Create a PLP and detail how you, along with the learner, came to an agreement on timescales and learning methods.

If you are a Training Adviser for Managers and Supporters:

• Demonstrate an understanding of The Scouts’ Adult Training Scheme, particularly the Leadership and Management Training
• Support one learner in a Manager or Supporter role through the Personal Learning Plan process over a period of five months or for the completion of Getting Started, if appropriate. This must include the validation of at least one module.
• Discuss how you have supported the learner through the validation by answering these questions:
  • How do you ensure that you can support a learner with special needs?
  • Explain how you encouraged additional learning when a learner was not able to complete validation.
  • Describe how you would use any evidence that has been presented to you in the discussion with the learner.
  • How would you encourage a learner to explore their knowledge and experience to establish their understanding of the validation criteria?
  • Create a PLP and detail how you, along with the learner, came to an agreement on timescales and learning methods.

If you are a Nights Away Adviser:

• Demonstrate an understanding of The Nights Away Permit Scheme, particularly the assessment process
• Make at least one recommendation for the award of a Nights Away Permit
• Discuss the assessment with a Training Adviser, including answering these questions:
• How do you ensure that you can support an applicant/learner with special needs?
• Explain how you encouraged additional learning when an applicant/learner was not ready for assessment.
• Describe how you would use any evidence that has been presented to you in the discussion with the applicant/learner.
• How would you encourage an applicant learner to explore their knowledge and experience to establish their understanding of the assessment criteria?
• How did you communicate with the applicant/learner about their input into the preparation for the nights away experience?

If you are an Activity Assessor:

• Understand the Adventurous Activity Permit Scheme, particularly the assessment process,
• make an assessment according to current Scouts’ factsheet recommendations,
• make at least one recommendation for a permit and discuss the assessment with a Training Adviser including answering the following questions:
  • how do you ensure that you can support an applicant/learner with special needs?
  • Explain how you encouraged additional learning when an applicant/learner was not ready for assessment.
  • Describe how you would use any evidence that has been presented to you in the discussion with the applicant/learner.
  • How would you encourage an applicant learner to explore their knowledge and experience to establish their understanding of the assessment criteria?
  • How have you ensured that your learner has the right skills for the permit being assessed?
  • How do you ensure that your learner understands the relevant safety guidelines for the activity?

If you are a Scout show assessor:

(please note that this version of module 25 is yet to be updated)

• Understand the Scout Show National Recognition Scheme
• Carry out one assessment

To provide the skills, knowledge and attitudes necessary to instruct practical skills.

• Planning and running practical skills instruction
• Instructing and demonstrating practical skills to both adults and young people
• Taking and using feedback for future planning

Any change in role

• Do you know a practical skill, and can you pass it on to another adult?
• Do you know a range of training methods appropriate for young people and adults?
• Can you use a review technique to obtain feedback and to use this feedback to improve your instruction for future occasions?

• Course
• One to one
• Small group

To validate this module, you will need to:

• Discuss the module content and objectives with a Training Adviser and construct a portfolio of evidence of instructing practical skills.

Notes
This module is one of a number targeted at those who wish to be Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced. For further information and the detail of this module see the Guide to Instructing Practical Skills.

To provide the skills, knowledge and attitudes to facilitate individuals and small groups.

• Relating to others in a learning situation
• Communicating effectively in a learning situation
• Working with a small group
• Working with individuals
• Helping individuals to solve their own problems

Revalidation of this module is not required for any change of role.

• Can you work effectively on a one to one basis and with small groups?
• Do you know how to apply facilitating skills within a learning environment and in a wider Scouting context?
• Do you know how to apply facilitating skills in non-learning situations such as with individuals, in meetings, informally and so on?

• Course
• One to one
• Small group

To validate this module, you will need to:

• Discuss the module content and objectives with a Training Adviser and construct a portfolio of evidence of facilitating

Notes
This module is one of a number targeted at those who wish to be Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced. For further information and the detail of this module see the Guide to Facilitating.

To provide the skills, knowledge and attitudes to make effective presentations.

• Understanding the purpose of a presentation
• Planning a presentation to meet objectives
• Using learning methods
• Using resources and facilities
• Delivering a presentation
• Collecting and using feedback

Revalidation of this module is not required for any change of role.

• Can you effectively plan and deliver a presentation?
• Can you use a range of presentation methods?
• Can you use a range of resources and facilities?
• Can you collect and use feedback to enhance future performance?

• Course
• One to one
• Small group

To validate this module, you will need to:

• Discuss the module content and objectives with a Training Adviser and construct a portfolio of
  evidence of presenting.

Notes
This module is one of a number targeted at those who wish to be Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced. For further information and the detail of this module see the Guide to Presenting.

To provide the skills, knowledge and attitudes for Local Training Managers to coordinate the learning plans of individuals to produce a programme of learning

• Communicating effectively with relevant parties
• Allocating appropriate Training Advisers to individuals
• Collating learning plans
• Demonstrating how to complete all necessary administration procedures
• Monitoring the progress of individual learning

Revalidation of this module is not required for any change of role.

• Can you communicate with all parties relevant to the learning plan of an individual?
• Are you able to successfully allocate a Training Adviser to an individual?
• Can you collate training plans and plan to meet needs locally if required?
• Are you able to demonstrate the range of procedures required for administration purposes?
• Can you monitor the progress of an individual to the benefit of that individual?

• Course
• One to one
• Small group

To validate this module, you will need to:

• Discuss your role with a Training Adviser and how you provide practical support to learning locally.

And complete two of the following:

• List the individuals who come within your remit and their current training needs
• Keep accurate records of the progress of individuals through their Personal Learning Plans
• Provide accurate briefings on a regular basis to your County Training Manager of the needs of your area
• Collate individual plans into a learning needs summary
• List and explain the factors to consider when allocating Training Advisers to individual learners
• Brief a new Training Adviser on their role
• Explain the administrative procedures required to support local learning
• Ensure individual learning is monitored
• Any other ideas, subject to agreement with a Training Adviser

To provide the skills, knowledge and attitudes necessary to research and design training experiences.

• Understanding the purpose of a learning experience
• Using systematic planning to plan a learning experience
• Planning a balanced learning experience to meet objectives
• Producing material to support the learning experience
• Producing a plan to evaluate the learning experience

Revalidation of this module is not required for any change of role.

• Can you design an effective learning experience?
• Do you know about the various learning styles?
• Can you produce material to assist learners for face to face learning and those involved in distance learning?
• Do you know a range of evaluation techniques and how to plan for their use in a learning
  experience?

• Course
• One to one
• Small group

To validate this module, you will need to:

• Discuss the module content and objectives with a Training Adviser and construct a portfolio of evidence of planning a learning experience.

Notes
This module is one of a number targeted at those who wish to become Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced. For further information and the detail of this module see the Guide to Planning and Delivering a Learning Experience.

To provide the skills, knowledge and attitudes necessary to plan, prepare and run training experiences.

• Understanding the learning experience brief
• Delivering a learning experience
• Selecting, briefing, and managing a staff team
• Managing the learning experience
• Evaluating the learning experience

Revalidation of this module is not required for any change of role.

• Can you understand, to the point that you can implement, a learning experience brief?
• Can you plan and then deliver a learning experience?
• Are you able to effectively manage a staff team from selection through to the completion of a learning experience?
• Can you evaluate a learning experience, and then communicate and implement the outcomes of the evaluation?

• Course
• One to one
• Small group

To validate this module, you will need to:

• Discuss the module content and objectives with a Training Adviser and construct a portfolio of evidence of delivering a learning experience.

Notes
This module is one of a number targeted at those who wish to become Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced. For further information and the detail of this module see the Guide to Planning and Delivering a Learning Experience.

To provide the skills, knowledge and attitudes to enable Training Managers to plan to meet the learning needs in their area of responsibility.

• Identifying the needs of the Adult Training Scheme so they can be implemented
• Researching and including current training trends in the plan
• Drafting a learning provision plan
• Identifying resources needed to implement the plan
• Producing a final plan, which includes quality control measures

Revalidation of this module is not required for any change of role.

• Can you identify the needs of The Scouts’ Adult Training Scheme?
• Are you able to research, and then include, current trends in training into the plan?
• Can you identify the resources that will be needed to implement the plan, including staff, finance, venues and equipment?
• Are you able to identify and include appropriate and necessary quality control measures into your plan?
• Can you produce a final Learning Provision Plan in consultation with others?

• Course
• One to one
• Small group
• Workbook

To validate this module, you will need to:

• Discuss the module content and objectives with a Training Adviser and construct a portfolio of evidence of planning a learning provision

Notes
This module is one of a number targeted at those who wish to become Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced. For further information and the detail of this module see the Guide to Planning and Managing a Learning Provision.

To provide the skills, knowledge and attitudes to ensure County Training Managers are able to manage the learning provision in their area of responsibility.

• Implementing the Learning Provision Plan
• Monitoring the progress of the plan
• Applying and maintaining quality control
• Maintaining a competent team
• Maintaining links with others involved in training
• Amending the plan where necessary

Revalidation of this module is not required for any change of role.

• Are you able to implement a Learning Provision Plan, with all that that entails?
• Are you able to monitor the progress of the plan and intervene and make alterations if what is planned is not being achieved?
• Are you able to maintain a competent team for the effective implementation of the plan?
• Can you maintain links with others who are involved with training in relevant areas?
• Are you able to evaluate and amend the plan so that it continually meets the needs of the Adult Training Scheme and those of local learners?

• Course
• One to one
• Small group
• Workbook

To validate this module, you will need to:

• Discuss the module content and objectives with a Training Adviser and construct a portfolio of evidence of managing a learning provision

Notes
This module is one of a number targeted at those who wish to become Trainers in The Scouts. Therefore, there is no choice of validation method. All the criteria need to be met and a portfolio of evidence produced. For further information and the detail of this module see the Guide to Planning and Managing a Learning Provision.

Module 36: Additional Needs is currently under review

Up-to-date information and guidance around additional needs can be found in our Diversity and Inclusion pages.

Our national team of Specialist Advisers for Inclusion and Diversity can provide support and deliver bespoke awareness courses.

In the Adult Training Scheme, content related to additional needs can also be found in Module 7: Scouting For All, which provides an introduction to inclusion and diversity, and practical advice about how to make Scouting inclusive. Module 15: Promoting Positive Behaviour is used to support adult volunteers to proactively promote positive behaviour and appropriately manage challenging behaviour in their sections.

To enable an adult to participate fully as a member of the Appointments Advisory Committee.

• Understanding the structure of the Appointments Advisory Committee
• Understanding the responsibilities of the Appointments Advisory Committee
• Understanding the Appointment Process
• Knowing how to run effective approval meetings

Revalidation of this module is only required if this module is considered to be relevant to the new role.

• How can the appointment process be made welcoming and nonthreatening?
• Who is the Appointments Advisory Committee made up of?
• What are the main responsibilities of the Appointments Advisory Committee?
• When arranging or running an approval meeting what factors might you need to consider?
• What is the purpose of the approval meeting?
• How many people should be present at an approval meeting?
• What types of questions should be used at an approval meeting and why?

• Course
• One to one
• Small group
• DVD

To validate this module, you will need to:

• Discuss with a Training Adviser the purpose of the appointment process in Scouting and steps that must be taken to ensure that it is welcoming, non-threatening and effective in appointing as far as possible only fit and proper persons.

And complete two of the following:

• describe the appointment process
• explain how the approval meeting should be prepared and conducted to ensure that it is nonthreatening to the adult
• demonstrate effective questioning technique as part of the appointment process
• arrange and take part in an effective approval meeting
• describe the key items that should be checked to ensure that an individual is fit and proper to hold an appointment in Scouting
• describe the responsibilities of the Appointments Advisory Committee
• any other ideas, subject to agreement with a Training Adviser

And (if taking part in approval meetings):

• Take part in approval meetings for two people. Discuss with your Training Adviser how the approval meetings were arranged and how the committee members reached their conclusion.

To provide adults with the appropriate skills to plan and run successful residential experiences for the young people in their section.

• The planning process
• Elements of effective administration
• Choosing and preparing a team
• Choosing, using and maintaining the right equipment
• Practical skills
• Health, happiness and safety issues
• Catering requirements
• Evaluating venues

This module should help to prepare adults in the skills and knowledge needed for the Nights Away Permit Scheme.

Please note that the Nights Away Permit scheme is operated separately from the Adult Training Scheme. You will be required to complete additional training and assessment separately from the completion and validation of this module if you wish to achieve a Nights Away Permit.

Revalidation of this module is only required if the new role contains a substantial increase in responsibility for residential experiences. The revalidation for this module should be discussed with your line manager and Training Adviser to determine whether it is necessary in your new role.

These questions are designed to help you establish what you already know, and the learning you still have left to complete for this module. You should work with your Training Adviser to identify any learning you have left to complete and how you can complete this. These questions will explore your knowledge on the topics covered; you will need to demonstrate practical experience to meet the requirements of the validation criteria below.

Click to see the table in full screen.

• Course
• One to one
• Small group

If the learner holds the Nights Away Permit, this will count as validation for this module.

To validate this module, you will need to complete and provide evidence of one of the following activities from each group:

Group 1: planning and event administration

• Carry out a pre-camp visit; record and demonstrate your findings to select appropriate sites for different types of residential experience
• Show evidence of how the InTouch procedure, and nights away information form have been used for a camp or residential experience
• Carry out a risk assessment on a venue for a residential experience. Provide evidence and explain how and why risk assessments should be undertaken both before and during residential experiences
• Identify, select and justify appropriate group and personal equipment for at least two different styles of residential experience, for example a kit list, a group equipment list
• Plan a suitable balanced menu for a camp or residential experience. Consider any specific dietary needs and identify the items and quantities required within an agreed budget

Group 2: using practical skills

• Demonstrate at least two different cooking methods for use on camps and residential experiences (for example open fires, gas and pressure stoves, hay box, camp oven, etc)
• Show how to pitch and strike at least two types of tent (for example: patrol, dome, tunnel, hike, marquee, frame tent) and explain how to care for and maintain them
• Demonstrate the safe use of saws and axes. State the safety rules for their use, storage and transportation
• Set up an indoor venue in preparation of young people arriving for a residential experience, and explain your choice of room use, sleeping arrangements and safety considerations for any outdoor areas
• Demonstrate or explain tactics for dealing with homesickness in younger children

Group 3: planning a programme

Plan a programme for a residential experience for the section you support, taking into consideration:

• a high-quality balanced programme
• contingency plans
• appropriateness of the programme for the section
• the role of residential experiences in the section programme and the development of young people
• Identify, plan and run opportunities for spiritual reflection at a camp or residential experience

Any other ideas subject to agreement with your Training Adviser

Additional validation criteria can be created in consultation with a Training Adviser if necessary. Any additional validation criteria created will need to check what you have learnt and that you can apply the skills that you have acquired to your role.

The list of evidence provided for each validation criteria is not exhaustive and there may be other forms of evidence that you may wish to use to validate this module. These can be agreed with your Training Adviser. In addition to looking at the evidence, you have provided, your Training Adviser will ask you to review and explain some elements in order to ensure that you have applied your knowledge and understanding in your role.

To provide the skills, knowledge and attitudes necessary to effectively mentor and coach both adults and young people in Scouting Roles.

• Learning Styles
• Motivation
• Emotional Intelligence and Resilience
• Communication
• The GROW Model
• Giving Feedback

Revalidation of this module is not required for any change of role.

• Course
• One to one
• Small group

A ‘formal evidence portfolio’ is not required to validate as a Mentor or Coach. However documentary evidence will be required to show that the validation criterion has been achieved.

Example of this evidence may include:

• Discuss the training content and objectives of the Pre-Course Learning with a Training Adviser
• Complete a Mentoring and Coaching ‘How are we going to work together?’ with an adult you are supporting
• Meet with an adult you are supporting for a minimum of two sessions
• Effectively apply the TSA Mentoring and Coaching Approach with an adult you are supporting
• Effectively apply the Grow module with an adult you are supporting
• Complete a personal reflection log for a period of 3 months
• Any other ideas, subject to agreement with a Training Adviser

Notes
As coaching and mentoring sessions should be confidential, observation of these is not appropriate for validation purposes.