Session 2: Preparing for a Residential Experience

This task is about getting the participants to think about all the skills and knowledge that are needed when planning a residential experience.

Although there is a guide to what belongs where, there is no definite right or wrong order. What is important is that the participants start thinking and discussing the planning and organisation of a residential event, so they know what is involved.

This task can be done in a variety of ways, depending on the size and experience of your participants. For those that have less experience of the subject matter, or who are new to Scouting, using the cards is recommended.

Using the cards

Split the participants into groups to do the task. You will need to give each group a set of cards and the area headings. They can then feed back to the whole group, allowing you to comment on any questions that have arisen. Alternatively you could create large scale headings for each of the eight areas and place them on the wall around the room. You can ask individuals to attach their cards to the relevant heading. You could do it as a whole group activity and give each individual a set of different cards so that between them there is a complete set. Handout 1 gives an example of the completed exercise.

Headings

• Planning a residential experience – What do we need to know before we start?
• Ensuring effective administration – What do we need to do?
• Preparing and coordinating a programme of activities – What do we need to know and do?
• Selecting and preparing staff – What do we need to know and do?
• Choosing, organising and maintaining the right equipment – What might we need to know or be able to do?
• Ensuring the health, happiness and safety of self and others – What we need to do to ensure the experience goes well.
• Arranging good catering – What must we plan and do during the experience.
• Making the best of the venue – What can you do?

Not using cards

If your participants already have experience of the subject matter you could use alternative methods that draw on their experience and knowledge.

You could pin up cards around the room with the eight area headings and ask them to write comments of what they think they need to know and do in each of these areas on post‐it notes. This could also be done in buzz groups or brainstorming, with someone writing on a flipchart. You could split them into groups and ask each to consider a different area and feedback. Any other method you feel could draw-out the information, could also be used, but be aware that this may use more time than suggested.