Appendix H - Mock trial scenarios
Contents
- Introduction
- About the Scheme
- Overview of the modules and missions
- Supporting ESYLS
- Next Steps
- Safeguarding
- FAQs
- Modules and missions
- Module A – Prepare for take-off (essentials and expectations)
- Module B - Taking the lead
- Module C - That's the way to do it!
- Module D – Understanding behaviour
- Module E - Game on!
- Module F - Making Scouting accessible and inclusive
- Module G – What is a high quality programme?
- Module H – Programme planning
- Module I - What did they say?
- Module J - Communicate it!
- Module K- First Aid
- Icebreaker ideas
- Letters and references
- Appendix A
- Appendix B - Domino hunt
- Appendix C - Child protection scenarios
- Appendix D - Leadership styles
- Appendix E - Narrative of a Beaver Scout Meeting
- Appendix F- Self-reflection sheet
- Appendix G- Negative sentences
- Appendix H - Mock trial scenarios
- Appendix I- Programme - making reasonable adjustments
- Appendix J - Programme objectives
- Appendix K - Bingo sheet
- Appendix L - Number game scenarios
- Appendix M - Skill builder
- Appendix N – Skills Checklist
Appendix H - Mock trial scenarios
Kevin is a nine-year-old Cub Scout. He often gets teary during Six time, and is very reluctant to join in team games.
Discuss the possible reasons behind the behaviour with your ESYLs, such as:
- problems with relationships
- bullying within the section
- lack of confidence.
Discuss appropriate methods to respond to the behaviour, such as:
- providing additional support from a Sixer/seconder/buddy
- speaking to young person
- checking for any signs of bullying.
Louise is a seven-year-old Beaver Scout. She is very confident and keen, and finds it difficult to take turns. She always seems to go first at everything, because if she doesn’t, she becomes very sulky and refuses to join in.
Discuss the possible reasons behind the behaviour with your ESYLs, such as:
- difficulties in working with others
- misunderstanding of what is expected/appropriate
- unfamiliar with rules.
Discuss appropriate methods to respond to the behaviour, such as:
- having a discussion about fairness, what it means, and why it's important
- reviewing the Code of Conduct
- planning for everyone to have a chance at going first
Sanjay is a 14-year-old Scout. He has been a Beaver Scout and a Cub Scout. He has always enjoyed Scouting, but recently he has not been keen to join in with any of the Troop activities. He says they are boring or babyish. He is often quite disruptive and has been seen spilling glue and destroying things others have done.
Discuss the possible reasons behind the behaviour with your ESYLs, such as:
- boredom due to the activities not being appropriate
- misunderstanding about what is expected/appropriate
Discuss appropriate methods to respond to the behaviour, such as:
- increasing youth involvement in planning activities
- reviewing the Code of Conduct
Sophia is a five-year-old Squirrel Scout. She doesn’t seem to join in with activities unless a Leader supports her individually. She rarely finishes what she is doing. Even if she does, it’s not really what she was asked to do in the first place. She is often wandering off and getting distracted.
Discuss the possible reasons behind the behaviour with your ESYLs, such as:
- misunderstanding about what is expected/appropriate
- issues with attention span
Discuss appropriate methods to respond to the behaviour, such as:
- providing additional support from a buddy
- adapting how instructions are given
James is a 12-year-old Scout. He is often rude, to both Leaders and other Scouts, and picks on other Scouts. When asked a question, he gives a silly or rude answer. It often appears that James is trying to get a reaction from others. When he was in Cub Scouts, there were no issues with James’ behaviour.
Discuss the possible reasons behind the behaviour with your ESYLs, such as:
- issues outside Scouting eg bullying, problems at home
- issues within Scouting eg bullying, feeling isolated from the rest of the section
Discuss appropriate methods to respond to the behaviour, such as:
- talking to the young person
- talking to their parent/carer to get to the bottom of why the behaviour might be occurring