Session 3 – Programme Planning
Session 3 – Programme Planning
Objectives
1. Describe the planning process for a residential experience.
2. Know how to prepare and co-ordinate a programme of activities for a residential experience.
Topics covered
- identifying resources
- tailoring programme to needs and abilities
- safety rules and guidance
Key messages
There are similarities and differences when planning a programme for a residential experience from a weekly programme. The content of the programme will differ dramatically from section to section but there will be similarities in the way the programme is constructed.
Residential experiences are one of the ways leaders can add to the provision of the Balanced Programme for their members.
Activities need to be appropriate to the age range and follow The Scout Association’s activity rules.
It's always sensible for plan for alternative arrangements in case of wet weather or extreme temperatures.
Task (40 minutes)
Explain that the session looks at planning a residential experience Programme and the importance of linking that programme into the section’s balanced programme. The participants will focus on what they will have to do and what they have to consider when planning a programme, and explore the different elements that make up that programme.
Split the participants into their groups. Each group will be given a residential experience scenario, a programme planning template and a selection of resources. Each group needs to prepare a programme.
Remind the participants that residential experiences are one of the ways leaders can provide a Balanced Programme for their members.
They may decide to construct the Programme around:
- the Programme Themes (Outdoor and Adventure, Skills and World)
- a Scouting award or badge such as the Challenges or Activity Badges
- a specific theme
- the activities available on, or near to, the site
- the skills of the leaders
- ideas from the members
Cover with participants the following areas they should also consider when putting together a Programme (more information can be found in the Nights Away book):
- games
- entertainment
- camp fires
- beliefs and attitudes
- appropriate ceremonies and inspections
- the elements of safely running any of the above
For this task you need to ensure that you have all the relevant resources available for participants to plan a programme. Some participants may have done the Planning a Balanced Programme module. It would be useful to have this information when planning this session. This task aims to pull out the similarities and differences when planning a programme for a residential experience from a weekly programme.
Example scenarios are provided in Appendix 3 and example programmes can be found in the Nights Away resource or any of the sectional programme and programme plus books.
However you could produce your own, which may be relevant to the area, or the participants. You can also use this task to produce a programme plan for a real residential experience that the participants may be involved in.
Report back (30 minutes)
Using the task they have just completed ask the participants to feed back to the group the Programme they have planned for their day, including the reasons for their choices.
Throughout the feedback, draw out that a good programme comprises a number of distinct elements, all of which need to be considered.
Flexible - being able to adapt to opportunities, and not be too rigid with timings.
Variety - making sure there is something of interest for all young people.
Involvement - making sure it is what the young people want.
Achievable - Setting challenges that can be achieved. Suitability for the age and abilities of the young people.
Pace - planning for times for quiet reflection as well as frenetic activity.
Badges - a residential experience can be an ideal opportunity to cover the requirements in a fun and practical way.
Contingencies - making sure they plan for wet and hot weather, and have alternative programme ideas to hand.
Potential safety considerations - safety rules and risk assessments.
Remind participants that appropriate safety rules should be followed, and this can be done through risk assessments and through the guidance and support offered from HQ.
Signpost participants to the Safety pages where you will find a variety of resources about camping, buildings, practical skills, planning, assessing risk and emergencies.
Sections
Briefly discuss with participants some of the differences between the sections when running residential experiences. Encourage participants to share their own experiences.
The Beavers may be nervous and excited when they first arrive. For many this will be their first night away from home on their own. Allow time for them to set up their sleeping space and get ready for bedtime later. Run activities that can be done until everyone arrives e.g. treasure hunts, scavenger hunts or energetic games.
Use the venue to make the event different to weekly meetings by incorporating outdoor and creative activities.
When playing games use a mixture of the Colony’s favourite games and new ones. Although Beavers Scouts may enjoy running around make sure they don’t exclude those who don’t wish to be active.
Beavers Scouts need more supervision and support. The opportunity for spare time should be kept to a minimum.
Provide a number of activities, but ensure there is always supervision. Use evening activities to calm the Beaver Scouts down. Quiet songs and stories, or even a film may help.
Include sufficient free time for leaders to relax while others are running activities. Beaver Scouts can be tiring!
Cub Scouts will be excited as they arrive and eager to explore the site. Always build in time to relax and play spontaneous games. Planning day trips to local places or day hikes is also useful. Helping to pitch tents or playing wide games can help burn off some excess energy. Cub Scouts will nearly always get up early on the first morning so provide activities or a scavenger hunt to keep them occupied until breakfast. By the second day they will probably begin to get tired, so try and include some slower paced activities.
Spare time should be kept to a minimum, as often this is when injury, accidents and unhappiness occur. Provide a number of activities, but ensure there is always some kind of supervision.
There are many different types of Scout camp, including Patrol camps, Troop camps, hiking, Jamborees and International camps. Each will require different types of programme to ensure that the most is made of facilities, needs and abilities of the Scouts and in order to meet the objectives of the event.
Patrol camping allows the young people, with minimum supervision to camp together, cook their own food and organise what they do. Troop camps are more traditional and take place over a long weekend or week. Often they are an annual opportunity for Scouts to put into practice the training they have had.
Hiking camps can be a great test of teamwork, decision-making and navigation skills for Scouts. As well as contributing to badge requirements they can be good preparation for the Chief Scout’s Gold Award.
Explorer Scouts and Scout Network residential experiences can take many different forms depending on the aim of the event. An adventurous activity weekend will involve minimal time in camp and maximum time doing activities.
A weekend designed to develop Scouting skills will require a more detailed programme. Static camps can be a straightforward pitch and run activities programme, with plenty of time to relax in between. Lightweight camping means that part of the programme should be good route planning.
Explorer Scouts and Scout Network should take more responsibility for running their experience.
Family camps are a great opportunity for people to get together and enjoy Scouting activities as a family. They can help create a bond between leaders and families and often have the benefit of attracting new volunteers. The programme needs to balance energetic items with quieter periods. Most of all it must be fun.
Resources
For this session you require the following resources:
- copies of the Essentials books for Beavers, Cubs, Scouts, Explorers, Network
- copies of Appendix 3: Programme Planning
- paper, sticky tape, pliable adhesive
- flipchart, paper and marker pens
- card
- any other resources that may help in programme planning