Look Wider Still

Look Wider Still

Revised Edition 2024

13-17

Level 3 Achieve a Challenge & Commonwealth Award

www.girlguides.org.au ISBN: 1-875123-64-4 Produced by Amended and reprinted 2019.

Reprinted 20 0.

Amended and reprinted 2021 .

Illustrations by Rae Dale.

Designed by Anthony Cook.

All rights reserved. No part of this publication • ii • may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechani-cal, photocopying, recording, or otherwise without written permission of Girl Guides Australia.

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Contents Adventure ..................................................................................Pages 4-6 Advocacy ....................................................................................Page 7 Boating.......................................................................................Pages 8-14 Camping ..................................................................................... Pages 14-18 Emergency .................................................................................Pages 19-22 Leadership .................................................................................Pages 23-24 Life Skills ...................................................................................Pages 25-27 Outdoors ....................................................................................Pages 28-30 Safety .........................................................................................Pages 30-31 Sport ..........................................................................................Pages 31-32 Technology.................................................................................Page 33 The Arts ......................................................................................Page 33 World Guiding ............................................................................Pages 34-39 Commonwealth Award ..............................................................Pages 40-43 AGP-OP Link Badge Syllabus.....................................................Pages 44-50 “Look wide, and even when you think you are looking wide, look wider still.” Robert Baden-Powell, 1938 • 1•

INTRODUCTION It’s been several years since Look Wider Still was first published. Since then, many Guides have worked on their Trefoil Three Achieve a Challenges and other awards. In 2023, there was a change to relevant starting ages.

Trefoil Three Achieve a Challenges are awarded on demonstration of competency. That means you must be able to complete all tasks, unless otherwise indicated.

These challenges expect you to achieve a high standard of performance and safety, so any associated rules and regulations for conducting your chosen activity must be understood and adhered to. Check Guide Lines for specific requirements of Girl Guides Australia and your relevant State Managers for specific State requirements when taking part in adventure-based and not so adventure-based activities. These rules have been drawn up so that you can safely enjoy a wide range of challenging and exciting experiences.

AGE REQUIREMENTS Some challenges have minimum age requirements. It is your responsibility that you adhere to them.

If you want to use any of these challenges for the Gold Endeavour, a Focus and/or Queen’s Guide Award, then you must be at least 13 years old before you start working on them.

With the change of syllabus of the Gold Endeavour and Queen’s Guide Award, you will need to check the age restrictions now in place indicated in this edition. These were changed in 2023.

•2•

ASSESSMENT Assessment for all the challenges in this book requires assessment by your Peer Unit OR an adult who holds the equivalent or higher knowledge and skills/qualifications in the chosen area OR a combination of both. You should assume that peer assessment is required unless otherwise stated. It is your responsibility to ensure that you are appropriately assessed.

The adult assessor could be a qualified Leader with an appropriate qualification in your chosen area or someone from outside the organisation.

Where stated, assessors are to be appointed by the appropriate State Guide personnel. These assessors should be appointed prior to you working on any challenge.

CROSS-CREDITING All qualifications gained through the Girl Recognition System are linked where possible with skill-based programs provided by nationally accredited organisations. If this applies it is indicated in the syllabus. Some of these organisations include: • Registered Training Organisation • Royal Life Saving Society of Australia • Surf Life Saving Association • Australian Red Cross or other accredited first aid course

RECOGNITION All Trefoil Three Achieve a Challenges are recognised by the Trefoil Three cloth badges and a Skills Certificate.

The Commonwealth Award is recognised by a metal badge & certificate.

LEADERSHIP

Trefoil Three cloth badge

•3•

Some Trefoil Three challenges will be recognised as prior learning (RPL) in Outdoor modules or Leadership qualifications in the Australian Leadership and Qualification Program (ALQP). So if you decide to become a Leader, talk to your Mentor about recognition of your skills.

ADVENTURE

Are you 14 or over? You can start this challenge!

ADVENTURE-BASED ACTIVITIES

An adventure-based activity is one that contains a significant element of risk to those taking part. These challenges may be completed as part of a Guide activity or externally. If completed within Guiding, then Guide policies and general Guide safety rules apply to all Guide members at all times and are to be strictly observed. Guide policies can be found in the latest edition of Guide Lines.

Adventure-based activities are often undertaken in places of environmental, and sometimes cultural, sensitivity. Codes of Ethics developed for such activities should be understood and observed.

Adventure-based themes may include, but are not limited to: • air activities • people power • rappelling • water activities (not covered in the Boating Achieve a Challenges) • skilled sports • wheeled vehicles

A list with advice on participating in Adventure-based activities can be found on the Guide Lines website (www.guidelinesforgirlguides.org.au) under the section Outdoors, Adventure-Based Activities.

•4•

Sailing, power boating, rowing, canoeing/ kayaking can be used for participation in adventure -based activities, but if you wish to gain a qualification in any of these areas, then you must complete the appropriate Boating Achieve a Challenge.

Some adventure-based activities are also sports, e.g. archery and skiing.

You may choose to complete either the Adventure or Sports Achieve a Challenge.

If you or your Leader have any questions – then seek advice from your State Outdoor Activities Representative.

Adventure-based activities used in Trefoil 3 Adventure Challenge may be the same activities used in Trefoils 1 or 2 Adventure Challenge/s, but you need to show that you have gained a higher level of experience, knowledge and skills.

The first part of the challenge should be assessed by a Qualified Leader with knowledge and some experience in this chosen activity/ies, or an external person with knowledge and some experience may assist a qualified Leader in the assessment. The second part of the challenge should be assessed by a qualified instructor in the chosen activity/ies.

Complete all of the following Risk Management clauses: •

Explain in an interesting way to your Patrol or Unit the safety rules of chosen adventure-based activity/ies.

•

Identify what form/s you, your parent/s or guardian/s need to complete when participating in these activities with Guides. Explain the process and reasons for advising and seeking approval to participate in adventure-based activities in Guiding. Investigate what adventurebased activities cannot be done as a Guide activity and why.

•

Present in an interesting way to your Patrol or Unit the specialist equipment needed to participate in the activity/ies, and explain how this equipment needs to be stored and maintained.

•

If not included in the qualifications, identify suitable Minimum Impact Codes of Ethics used in your chosen adventure-based activity/ies. If there are not any known ones identify some ways in which impact on the environment can be minimised.

•5•

And choose only one of the following clauses: • Choose one adventure-based activity and specialise in this area by gaining an intermediate level qualification in this activity.

Adventure-based activity Date of entry intermediate qualification gained • Choose two adventure-based activities and specialise in these areas by gaining an entry level qualification in both activities.

Adventure-based activity 1 Date entry level qualification gained Adventure-based activity 2 Date entry level qualification gained • Participate in four different adventure-based activities on at least two different occasions each. (They may be from the same or different adventure-based themes.)

Adventure-based activity 1 1st date of participation 2nd date of participation Adventure-based activity 2 1st date of participation 2nd date of participation Adventure-based activity 3 1st date of participation 2nd date of participation Adventure-based activity 4 1st date of participation 2nd date of participation Commenced on

and completed on

•6•

ADVOCACY

Are you 13 or over? You can start this challenge!

Complete all the activities in your Trefoil Three Advocacy Challenge.

•

Research the WAGGGS definition of advocacy and other definitions of advocacy, and create a resource/learning aid to be used with a group of younger Guides to help them understand the term advocacy.

•

Investigate what is involved in each of the following advocacyrelated activities and present to your Unit: a) awareness raising b) campaigning c) partnerships/alliances d) lobbying

•

Determine the top 3 issues of Guides from an area larger than your Guide Unit. Share this information with your District, Area, Region or State.

•

Research the issues identified by your Guiding community and create an activity kit to help educate other Guides on this issue.

Include at least 3 activities on the topic.

•

Using issues you have discovered matter to your Guiding community, organise an activity (such as a photo or poetry competition, display, play) encouraging Guides to raise awareness of the issue with other members of the community.

•

Find out what local media is available to help you speak out on your issue. Investigate how to gain access to this media. With the support of the appropriate adult (i.e. local or State PR representative) speak out to the media on what you have discovered.

•7•

BOATING

NOTE: You need to be 14 years or over before you can start several of the Boating challenges. It is your responsibility to contact your State representative to confirm you fulfill the minimum age requirement.

Appropriate State personnel appoint assessors for this Trefoil Three challenge. An assessor is an experienced adult holding a higher qualification.

The Boating Trefoil Three covers all boating activities and is endorsed for specific craft.

PURPOSE The Boating Trefoil Three enables Guides to demonstrate the skills essential for safe participation in specific boating activities on undemanding water conditions under supervision of an approved instructor.

Gaining this badge does not indicate that the Guide may instruct other boating participants or be responsible for them at any time.

A candidate for any boating endorsement must: a.

Be recommended by her Leader, District Leader and relevant personnel.

b.

Answer questions on the safety rules for boating in Guide Lines.

c.

Demonstrate the correct wearing of a life jacket.

d.

Swim 50 metres in boating clothing (shirt, shorts, shoes and life jacket) and stay afloat for three minutes.

e.

• •

• •

Gain an Emergency Trefoil Three – First Aid OR Demonstrate how to treat injuries or incidents that may occur during a boating activity, including the treatment for shock, bleeding, cuts, fractures, sprains, bites (including snakebite), anaphylaxis, asthma, concussion, fits and eye injuries.

Understand the importance of maintaining an effective airway in an unconscious person.

After practical instruction by a qualified first aider, demonstrate resuscitation: cardio-pulmonary resuscitation (CPR). NB: CPR must be refreshed annually.

•8•

CANOEING/KAYAKING Are you 14 or over? You can start this challenge!

This assessment is carried out on any stretch of outdoor, unheated flat water. It may be undertaken in either a canoe or kayak. If you are unsure about the suitability of a particular style of canoe, consult your instructor or assessor. A double kayak must be used solo. When using a canoe the second paddler must be an unqualified canoeist with some experience. The ability to paddle and perform correct strokes in the front and back of the craft must be demonstrated. Your performance throughout the assessment must be satisfactory.

Fulfil requirements of a - e clauses on page 8.

1. Plan for the activity •

Ensure sufficient food and drink is available to maintain wellbeing while participating in the activity.

•

Select personal clothing for the activity, giving reasons for its suitability.

•

Identify an appropriate activity site/location considering the type of activity, weather, Guide Lines and State laws.

•

Check that weather conditions are suitable for the activity.

2. Equipment •

Select craft that is suitable for the location, conditions and the type of activity.

•

Ensure that craft and equipment are in good working condition and are appropriate for the participant.

•

Waterproof and pack equipment appropriately and stow or fasten in a suitable manner. Spare clothing, a personal first aid and a repair kit must be included.

•

Demonstrate the use of a throw bag and/or other buoyant objects.

3. Embark and disembark the canoe •

Enter and exit the canoe in an efficient manner whilst maintaining stability: a) from shore; and b) from a jetty.

•9•

4. Manoeuvre the canoe in controlled conditions

• Demonstrate recognition and use of hand and whistle signals to communicate on the water.

• Demonstrate: a) paddling forward, backward and emergency stop; b) forward, reverse and sideways sweeps; c) steering strokes; d) the use of the paddle as a means of support on the water; e) coming alongside another canoe; and f) a clean approach to the launching point. g) Figure of 8 manoeuver 5. Apply capsize procedures • Exit the canoe in a controlled manner following capsize.

• Recover paddles and other equipment.

• Manoeuvre the upturned canoe to shore or to a rescue craft.

• Empty water from the canoe at the shore or with assistance from rescuers.

• Re-enter or bring the canoe to shore.

• Demonstrate deep water re-entry techniques.

6. Secure canoe • Demonstrate suitable methods to secure the canoe to bank/shore.

• Secure the canoe, where appropriate, for road transport using suitable methods and knots.

• Know and demonstrate the application of: a) reef knot; b) sheet bend; c) clove hitch; d) truckie’s hitch; e) fisherman’s knot; f) bowline; g) round turn and two half -hitches: and h) figure of 8 knot

• 10 •

7. Minimal impact • Identify and discuss the adverse environmental impacts of canoeing.

• Outline the main ways of reducing your impact on the environment while canoeing and demonstrate minimal impact practices.

Commenced on

and completed on

ROWING Are you 14 or over? You can start this challenge!

This endorsement is granted only for boating on safe waters and the area must be clearly defined by the assessor. You may take up to three passengers in the boat with you, but you must obtain permission from your Leader when taking passengers.

An approved life jacket must be carried in the boat and worn at the discretion of the assessor.

Fulfil requirements of clauses A - E on page 8.

•

Understand the procedure to prevent accidents and the standard of efficiency and courtesy expected of Guiding members afloat.

•

Manage a dinghy or similar craft in response to instruction to include: a) getting under way; b) turning; c) backing; d) bringing alongside;

; and

e) making fast.

•

Be able to pull an oar as a member of a boat’s crew.

•

Throw a painter accurately.

•

Know and demonstrate the application of: a) reef knot; b) sheet bend; c) clove hitch; d) round turn and two half-hitches; and e) bowline. f) Figure of 8 knot

Commenced on

and completed on • 11 •

POWERBOAT If you are 16 or over you can start this challenge, subject to Maritime Authority legislation in your State.

A powerboat qualification applies to boats powered by propulsion machinery of no more than 7.64 kW brake-power, and not capable of speed in excess of 10 knots.

Fulfil requirements of clauses a - e on page 8.

•

Demonstrate suitable methods to secure the powerboat to bank/shore.

•

Be able to bring the boat to shore using either oars or paddle.

•

Demonstrate: a) handling a boat; b) getting under way; c) manoeuvering a boat to pick up a man overboard; d) coming alongside; e) making fast; f) picking up a mooring; g) ; and h) knowing how to anchor.

•

Know and demonstrate the application of: a) reef knot; b) sheet bend; c) clove hitch; d) round turn and two half-hitches; and e) bowline. f) Figure of 8 knot

•

Have a working knowledge of the international regulations for preventing accidents at sea and safety equipment required. (Details are obtainable from your State Maritime authority.)

•

Be able to check fuel and oil levels and carry out general maintenance of the boat.

•

Understand how to load a boat with stores and how to trim a boat correctly.

•

Understand weather signs make reasonably accurate forecasts.

Commenced on

and completed on • 12 •

SAILING Are you 14 or over? You can start this challenge!

This endorsement specifies the type of craft used and indicates that you are capable of sailing in a dinghy or catamaran on sheltered waters, without an instructor on board. When holding this endorsement, you will be able to show that you are confident in handling a sailing boat in light weather and would be competent to handle an emergency if it occurred. When sailing in any boat other than a single-handed craft, you will need either another qualified person or a person with a full season’s sailing experience with you in the boat. This endorsement has been based on the Australian Sailing - Discover Sailing Program. Holders of the AS Better Sailing qualification are exempt from all clauses of this sailing endorsement with the exception of the last two clauses.

Fulfil requirement of clauses a - e on page 8.

•

Demonstrate the ability to bring the boat ashore and manoeuvre the boat with or without a sail using a paddle.

•

Prove yourself a useful member of a crew of a sailboat, able to obey and give orders quickly and intelligently.

•

Know the sailing terms in general use and names of different parts of the boat, sails and rigging.

•

Demonstrate ability to rig a boat independently.

•

Demonstrate effective capsize and recovery drill and recovery of crew.

•

Demonstrate sailing skills; tacking (going about), jibbing, reaching, running, balance, sail trim and heave to.

•

Demonstrate how to prepare a boat for towing in the water and take part in a tow.

•

Identify wind direction and relative strength using environmental indicators.Understand gusts and lulls and be able to identify building storm clouds.

•

Demonstrate a basic knowledge of tides, tide charts, and direction of local tidal flow if appropriate to local area.

•

Demonstrate a reef knot, figure of eight/stopper knot, bowline and round turn and two half-hitches.

•

Understand general care and maintenance of boats, sails and rigging on and off the water, and demonstrate correct storage of equipment.

•

Prepare a sailing boat for launching; launch and recover a sailing boat from a beach, wharf or pontoon.

• 13 •

•

Understand the safety rules in Guide Lines.

•

Understand the safety rules for sailing dinghies and the International regulations for preventing accidents at sea.

0r Gain the Australian Sailing (AS) Discover Sailing Program or Better Sailing qualifications plus last two clauses.

Commenced on

and completed on

CAMPING

Are you 14 or over? You can start this challenge!

Appropriate State personnel appoint assessors for this Trefoil Three Challenge. An assessor is an experienced Leader holding a current equivalent camping module. Assessment to be held over two nights for a camp and one night for an expedition. The Camping Trefoil Three is awarded for the specific type of camp held, and can be gained for each type of camping.

PURPOSE The Camping Trefoil Three enables a Guide to demonstrate the essential skills required to run camping activities in a range of specific environments. Upon gaining this badge the Guide may conduct camps for a Patrol or small group of Guides.

For each type of camping, a Guide must complete the following clauses: A)

Be recommended by Unit Leader and the District Manager

B)

Answer questions on the boating, swimming, adventure-based activities and camping rules as stated in Guide Lines.

C)

Understand and meet the health, first aid and sanitation requirements for the type of camp being undertaken.

• 14 •

D)

Submit a first aid kit suitable to the type of camp. Understand the importance of clear labelling and the separation of medicines for internal use from those for external application.

E)

Show what precautions should be taken to ensure the health of the campers.

F)

1.

2.

3.

4.

G)

Gain an Emergency Trefoil Three – First Aid OR Demonstrate how to treat injuries or incidents that may occur in camp, including the treatment for shock, bleeding, cuts, fractures, sprains, burns, bites (including snakebite) anaphylaxis, asthma, concussion, fits, eye injuries and clothes on fire.

Understand the importance of maintaining an effective airway in an unconscious person.

After practical instruction by a qualified first aider, demonstrate resuscitation: cardio-pulmonary resuscitation (CPR). NB: CPR must be refreshed annually.

Understand the importance of maintaining an effective airway in an unconscious person.

H) After practical instruction by a qualified first aider, demonstrate resuscitation: cardio-pulmonary resuscitation (CPR) NB: CPR must be refreshed annually I) Ensure campers’ safety and understand the importance of accident prevention.

J) Know and, where relevant, show application of fire precautions and discuss with the assessor procedures to be followed in the event of a fire. Check local fire restrictions on use of various cooking methods (as not all are legal in all parts of Australia).

K) Know and, where relevant, show application of emergency procedures for storm, fire, flood and extreme weather conditions.

L) Produce an evacuation plan.

M) Working within a planned budget: 1.

2.

produce a balanced and suitable menu for the style of camp and demonstrate how you have catered for different tastes, dietary needs and religious requirements; and with the other participants, plan a program appropriate to the camp showing a balance of activities and including Guiding traditions such as: Colours, Guides Own, campfire, pioneering, wide game and skills.

• 15 •

N) Show care of the environment by demonstrating minimal impact camping.

O) Demonstrate leadership skills by using the Patrol System and working to the ideals of the Promise and Law in running a safe and happy camp.

P) With the group, complete an evaluation of the camp.

Note: A Guide who holds a recognised camping qualification from an external organisation may be able to apply for recognition of current competency.

KEEPING CURRENT The holder of a Camping Trefoil Three requires endorsement every three years. Your Camping Trefoil Three will be endorsed when you have run a camp and submitted a report form.

INDOOR CAMPING If you are 14 or over, you can start this challenge. Find a minimum of four and a maximum of seven other Guides aged between 14 and 17 years to take on your camp.

Candidates and holders of this challenge must have approval of the Unit Leader and District Manager for each camp. A Qualified Leader with the same or higher current Camp Module must be located nearby.

•

Fulfil requirements of clauses A-P as above.

•

Stay at an approved house, hall or camping centre.

Commenced on

and completed on

OUTDOOR CAMPING (ESTABLISHED CAMPSITES) If you are 14 or over, you can start this challenge. Find a minimum of four and a maximum of seven other Guides aged between 14 and 17 years to take on your camp.

Candidates and holders of this challenge must have approval of the Unit Leader and District Manager for each camp. A Qualified Leader with the same or higher current Camp Module must be located nearby.

• 16 •

•

Fulfil requirements of clauses A-P on page 14-16.

•

Use temporary shelters such as: tent, fly, hutchie, hoochie, swag at an approved campsite with developed facilities such as an ablution block.

•

The candidate should discuss different examples of each of the following, and prepare several demonstrations to show their knowledge in all areas: a) suitable tents; b) camp gadgets; c) camp cooking methods using open fires, gas, hexi or alternative fuel stoves; d) campfire; e) lighting; f) tools; g) flagpole; and h) repairing, maintaining and storing equipment.

Commenced on

and completed on

OUTDOOR CAMPING (BUSH CAMPSITES) If you are 14 or over, you can start this challenge. Find a minimum of four and a maximum of seven other Guides aged between 14 and 17 years to accompany you on camp.

Candidates and holders of this challenge must have approval of the Unit Leader and District Manager for each camp. A Qualified Leader with the same or higher current Camp Module must be located nearby.

•

Fulfil requirements of clauses A-P on page 14-16.

•

Use temporary shelters such as: tent, fly, hutchie, hoochie and swag at an approved bush campsite.

•

The candidate should demonstrate and show knowledge of the following: a) suitable tents or alternative shelters; b) improvised gadgets;

• 17 •

c) camp cooking methods using open fires, gas or hexi or alternative fuel stoves; d) lighting; e) tools; f) latrines/portable toilets/pit toilets; g) facilities for bathing and washing hands; h) outdoor screening; and i)

suitable practices for storing food and water and ensuring water quality.

Commenced on

and completed on

EXPEDITION IN CONTROLLED ENVIRONMENTS If you are 14 or over you can start this endorsement. The candidate must take a minimum of four and a maximum of seven other Guides aged between 14 and 17 years, at least three of whom have previously participated in this type of camp. This endorsement will be specific to the mode of transport.

Candidates and holders of this challenge must have approval from the relevant Leader(s) for each camp and a Leader of Youth with a current equivalent or higher camping qualification must be able to be readily summoned.

•

Fulfil requirements of clauses A-P on page 14-16.

•

Use lightweight equipment for overnight shelter while participating in hikes in the approved area in easy or tracked terrain. Other modes of transport may include canoe, bike, horse or camel. A person with appropriate expertise/qualifications should be responsible for the mode of transport.

•

Identify and select personal equipment for the expedition.

•

Demonstrate appropriate packing of equipment, including ratio of pack weight to body size, weather proofing, load distribution and adjustment of load.

•

Select and plan food and water requirements.

•

Lodge route plans with the relevant authorities/personnel.

•

Apply navigation skills.

Commenced on

and completed on • 18 •

EMERGENCY

$UH \RX RU RYHU" You can start this challenge!

Complete all of the clauses for any one of the following options:

EMERGENCY ACTION •

Collect a survival kit and give reasons for items chosen and their use.

•

Be able to use a compass, ordinance map and street directory.

•

Know the precautions to be taken to avoid being lost, and distress signals that are used if lost.

•

Be able to find direction by natural means like the sun, moon, stars or vegetation.

•

Demonstrate how to obtain water and what to do if it is polluted.

•

Show how to keep warm without a fire, and devise a shelter for use overnight.

•

Select suitable foods for an emergency ration pack for two meals, one of which is to be hot. Cook this meal using only matches to light the fire.

•

Read and be able to discuss a book on survival, for example Stay Alive by Maurice Dunlevy.

•

Be able to render first aid for: D severe external bleeding; E burns; F wounds; G fractures; H shock; I eye injuries; J snake bite; K heat exhaustion; and L hypothermia.

•

Understand the importance of maintaining an effective airway in an unconscious person. Know how to perform cardiopulmonary resuscitation and, where possible, have had practical instruction • 19 •

under qualified supervision on a mannequin. The test is to be practical on any points chosen by the assessor, preferably a simulated accident.

•

Know fire regulations. Understand how to take precautions with fire and how to deal with a fire in its early stages. Know the difference between wood and paper fires, oil and petrol fires, and electrical fires and the types of extinguishers to be used. Know the whereabouts of local fire stations and fire hydrants. Know what to do if caught in a bush or grass fire.

•

Understand the role of the State Emergency Service (SES) and the role in which Guides may be of most use.

•

Understand the construction and care of latrines in emergency or basic conditions.

•

Learn and be able to use the phonetic alphabet used by the State Emergency Service in Australia.

•

Have a knowledge of the International ground to air symbols used in rescue situations.

•

Know how to improvise food storage and the preparation of food under emergency or basic conditions.

•

Read and discuss the current publications concerning precautions to be taken in emergencies such as floods, cyclones, bushfires, chemical spills, explosions and biological contamination.

Commenced on

and completed on

FIRE FIGHTER •

Hold a recognised qualification from any volunteer fire service.

OR complete all of the following: •

Know your neighbourhood, including the whereabouts of fire stations and fire hydrants. Know the local hydrant markings and the meaning of the symbols.

•

Know how to call the fire brigade and be able to send a message that is intelligible and useful.

•

Know how to deal with the early stages of a fire, including methods of extinguishing it, e.g. beating, cooling, smothering and removing combustible material from surrounding area.

•

Demonstrate fire fighting using fire extinguishers and water. Know what other methods are employed by the fire brigade.

• 20 •

•

Know how to prevent fire spread in a building and out-of-doors.

•

Know the methods of rescue and demonstrate three of them.

•

Know the importance of DRSABCD (Danger, Response, Send for help, Airway, Breathing, Cardiopulmonary). resuscitation (CPR) and Defibrillation.)

•

Know the first aid treatment for shock, electric shock and burns.

•

Understand the importance of maintaining an effective airway in an unconscious person.

•

Know how to perform cardiopulmonary resuscitation and where possible have had practical instruction under qualified supervision on a mannequin.

•

Know how to place a patient in the coma or lateral position.

Demonstrate triangular bandaging, including slings.

•

Understand the precautions to be taken when lighting a fire in the open.

•

Know how to prepare a house for the passing of a bush or grass fire.

•

Know how the members of a community may best help the fire fighters.

Note: A holder of a recognised qualification from any volunteer fire service qualifies for this certificate.

Commenced on

and completed on

FIRST AID Hold an appropriate qualification from a recognised first aid provider in your State.

Commenced on

and completed on

LIFE SAVING Hold a qualification from the Royal Life Saving Society, Surf Life Saving Australia, or equivalent organisation. Minimum requirement is the Bronze Medallion.

• 21 •

SAMARITAN Note: A candidate holding a current first aid qualification from an appropriate RTO is exempt from part b of the fifth dot point restriction or cessation of breathing.

•

Understand the need for accident prevention in the home, especially relating to the young and the very old.

•

Know which organisations to contact in the case of emergencies, and their various roles.

•

Discuss action to be taken when lost.

•

Know how to direct traffic away from an accident scene.

•

Know how to respond to each of the following emergency situations using commonly available equipment such as hike, car or home first aid kits: a) severe bleeding (internal and external); b) restriction or cessation of breathing; c) exposure (heat, cold, sun); d) poisoning (including water treatments); e) vomiting or diarrhoea; f) blisters, burns, sprains, nosebleeds, bites and stings, eye injuries, general fever; and g) casualty transport.

•

Explain how your reactions to each of the above situations might vary according to the circumstances of your environment if you were: a) at home; b) on a hike or a camp; and c) on a road (consider both suburban streets and country roads).

•

Know how to rescue a drowning person without entering the water.

Commenced on

and completed on

• 22 •

LEADERSHIP

Are you 14 or over? You can start this challenge!

•

Understand the aims, objectives and membership criteria of Girl Guides Australia and the organisation you are working with, if applicable. Discuss them with your peer Unit.

•

Attend and actively participate in four meetings of a Guide Unit or youth organisation other than the one in which you hold a leadership position. Observe and discuss leadership styles with your peer Unit.

•

Observe the youth decision-making or planning time in three Guide Units of different ages or three different organisations. See how plans and decisions are made and discuss the differences and similarities with your peer Unit.

•

Compile a collection of prayers, stories, quotations or other appropriate items which have a bearing on the Promise and Law or fundamental principles of the organisation with which you are working. Use the collection on an appropriate occasion.

•

Do one of the following: a) Keep a games book and make use of these activities. b) Keep a song book and make use of some of the songs (be aware of copyright regulations). Collections may include references to other resources. c) Complete Outdoors Trefoil Three — Campfire.

•

Create and use a variety of learning aids to demonstrate a skill to the group you are working with in a leadership role. Evaluate the usefulness of the learning aids you have produced.

•

Find out about the community organisations in your area that are useful and relevant to the group with which you are working in a leadership role. Include resources for people with a disability.

Develop an activity which shows members of your group the practical uses of this information.

•

Do one of the following: a) Gain an Emergency Trefoil Three - First Aid. b) Demonstrate how to treat shock, bleeding, fractures, wounds and burns, asphyxiation (include electric shock), anaphylaxis, snake and spider and insect bites.

• 23 •

•

Under the supervision of a Leader or person with First Aid qualifications, demonstrate an aspect of first aid to a small group.

Demonstrate the need for safety when indoors and outdoors.

•

Use visual aids to help your group of Guides to understand another aspect of Guiding (Suggestions: World Guiding, Guiding History, Promise and Law, Lone Guides).

•

If you are not working with Girl Guides Australia use visual aids to help your group understand Guiding or another aspect of their own organisation.

•

Assist members of your group to plan, carry out and evaluate a ceremony, celebration or another special event.

•

Complete one of the following: a) with the group with which you are working as a Leader, plan, carry out and evaluate practical outdoor activities for the equivalent of six hours’ duration. The six hours may consist of several smaller activities over a period of time, but at least one activity must be of one hour’s duration b) attend an indoor or outdoor camp as an assistant staff member and actively participate in all aspects of planning and execution of the event c) gain a Camping Trefoil Three.

•

Teach a skill to a small group and assist them to plan and carry out an activity where the new skill can be used in a practical way.

•

Introduce a small group to an aspect of the arts. (Suggestions: music, drama, poetry, photography.)

•

Assist your group to plan, carry out and evaluate a program for one meeting. This program should include World Guiding or an international aspect of the organisation with which you are working.

•

Demonstrate understanding of the system of account keeping and assist with the Unit system of record keeping for at least three months.

Commenced on

and completed on

• 24 •

LIFE SKILLS

Are you 13 or over? You can start this challenge!

LIFE SKILLS

Complete two of the following clauses: a) Arrange a visit to the food preparation area of a restaurant or large catering complex and note the measures taken to ensure health regulations are carried out and maintained. Find out the Government regulations and health and safety standards for commercial food preparation and the workers in this industry. b) Set up and maintain a web page for your Guide District or another community group you are involved with. c) Invite an expert to talk to your Unit on budget planning, saving and investing. d) Make a collection of media illustrations and articles about women and consider the roles portrayed by the articles. Compare them to women in everyday life. What influence do the following have in your chosen examples: perfect beauty and body health issues; sexist portrayals of women; pornography; women in power; women’s capabilities.

And choose either Section A or Section B: Section A •

Obtain a qualification in one of the following areas: a) child care

h) employment

b) food and nutrition

i) driving

c) health

j) leadership

d) young women’s issues

k) assertiveness training

e) home care

l) self-esteem training

f) finance and business

m) public speaking

g) public relations

n) personal safety

Section B •

Demonstrate that you understand the importance of health and hygiene in food preparation and serving, household cleaning, laundry and personal cleanliness.

• 25 •

•

Demonstrate your understanding of and ability to use technology such as a computer, tablet, email, internet, smart phones.

Discuss the advantages of changing technology and some of the related problems.

•

Draw up a budget based on your present income, living expenses and forward planning (such as car purchase, lifestyle or holiday plans). Work to your planned budget for at least three months, keep records and then evaluate your performance and, if necessary, make adjustments to your plan.

•

Investigate how consumer durables are purchased via the following methods: a) b) hire purchase store account c) credit card d) personal loan e) cash or card purchase f) internet

•

Explain what is meant by credit card abuse. Obtain and read a copy of the conditions under which a credit card is issued. Share your knowledge with others.

•

Choose two people who you feel have been successful in their lives. Read about their achievements or interview them personally if possible. Make notes of areas of expertise, techniques and skills that they display and which you feel may assist you in your career path.

•

Make a personal plan to achieve chosen goals in your life. Discuss your goals with a person of your choice. Follow your plan allowing flexibility for change if necessary.

•

Consider a wide range of opinions on an issue related to personal relationships and choices. Share your findings with an appropriate group. Complete a resource on your chosen issue.

Commenced on

and completed on

• 26 •

LIFE SKILLS: COOKING Complete all of the following: •

Demonstrate the following skills: a) Safe knife handling and sharpening b) Julienne cutting c) Blanching d) Cooked standards of steak e) Gut, clean and fillet fish f) Cook meringues, soufflé or pavlova

•

Discuss the importance of quality produce in cooking and describe how you can determine the freshness, ripeness and quality of a range of foods, including fruit and vegetables.

•

Do one of the following: a) Attend a food handling course b) Discuss correct food handling procedures including standards for food storage temperatures and cooking temperatures.

•

Have a cook off using only a few selected ingredients with friends from your Patrol, Unit or another Unit.

•

Teach others about composting and recycling of kitchen waste.

•

Visit a butcher, green grocer or baker and learn about their products and business. Share this information with your peer group.

•

Do one of the following: a) Attend a cooking course for a specific cuisine OR b) Attend a cake-decorating course

•

Learn about a topical food issue, i.e. food miles, slow food movement, organic foods or GM foods, and present this information to your peer group in an interesting way.

•

Visit a commercial kitchen and learn about how they work and the challenges of being a professional chef or cook. Identify the differences between a commercial kitchen and a typical home kitchen.

•

Take responsibility for all your meals in your home for at least one week. This is to include menus, shopping, cooking and cleaning.

•

Explore cookbooks, magazines, etc. for recipes that are new to you.

Make a collection of these recipes for future use.

• 27 •

•

Do one of the following: a) Host a dinner party for your peer group or friends including hors d’ourves, three courses and drinks. OR b) Cater for a large group for a function. OR c) Help the caterer at a Guide camp.

Commenced on

and completed on

OUTDOORS

•

NOTE: You need to be 14 years or over before you can start several of the Outdoor challenges. It is your responsibility to contact your State Outdoors representative to confirm you fulfill the minimum age requirement.

Complete all of the clauses for one of the following options OR gain a recognised Guiding or external qualification in your chosen skill area such as abseiling, orienteering, rock climbing, horse riding or other.

AIR ACTIVITIES •

By means of a scrapbook, play, talk or PowerPoint presentation, show knowledge of the history of Australian aviation.

•

Know and understand the following: a) the 24-hour clock; and b) the phonetic alphabet.

•

Know and understand the technical terms specific to aircraft, such as monoplane, biplane, main plane fuselage, leading edge, trailing edge, rudder, elevator, ailerons, flaps, undercarriage, altimeter, airspeed indicator, compass.

•

Recognise the weather pattern in your local area for two consecutive weeks, relating it to the daily synoptic weather chart.

•

Visit an airport, preferably a flying club, and: a) find out the function of the Department of Aviation; b) find out the function of the Air Traffic Controller; and c) learn the safety requirements and conduct of an aircraft while on the ground.

•

Take a flight in a light aircraft or glider.

Commenced on

and completed on • 28 •

CAMPFIRE The Assessor should be a Guide Leader who is an experienced Camper and campfire leader.

•

Make a collection of songbooks and other resources suitable for use in planning campfire programs.

•

Have a basic knowledge of the laws of copyright as they apply to the running of campfires.

•

Make a list of recent campfires you’ve attended and provide a report on one or more of these.

•

Know the regulations pertaining to the lighting of fires and demonstrate how to select a suitable area to build and light a campfire.

•

Demonstrate the building of a campfire which will burn for at least 30 minutes with the minimum of smoke and attention.

•

Plan a program to demonstrate a knowledge of program structure which may be based on a theme and include songs, skits and items that reflect the progression of the campfire program.

•

Demonstrate your knowledge of campfire etiquette.

Commenced on

and completed on

CONSERVATION •

Keep a file of newspaper or web cuttings on aspects of conservation such as: a) establishment of National Parks and other reserves including information on the importance of size and management and purpose; b) the long-range environmental effect of insecticides, fertilizers and detergents; c) disposal of garbage, sewage and industrial waste; d) the balance between “progress” and environment conservation in the development of industry, housing and highways ; e) world population problems; and f) conservation of endangered species.

• 29 •

•

Report on a particular conservation problem, in your own area if possible, the long range effect that it would have, and the means which could be taken to overcome or avert it. Find out about services available in the State to give advice and assistance, and the State laws relevant to the situation.

•

Understand the term ‘ecological balance’. Give some examples of interdependence among plants and/or animals observed under natural conditions, in your local area, if possible.

•

Take part in an active conservation campaign such as revegetation, combating erosion, protecting an endangered species or eradicating noxious weeds. This could be undertaken in co-operation with some State instrumentality dealing with soil erosion, forestry, etc. or with some recognised conservation association, or it could be a local community or Guide project.

•

In all your outdoor activities and in your home environment, find and show practical ways in which you can be a conservationist.

Commenced on

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SAFETY

Are you 13 or over? You can start this challenge!

The Safety Trefoil Three could be cross-credited with certificates and qualifications from a relevant Work Health & Safety (WH&S) course, for example as part of a VET or TAFE course or accredited workplace training.

•

Discuss with the assessor issues of personal safety relating to social activities, for example drinking, driving, drugs.

•

Organise and facilitate a program for a Unit covering various aspects of accident prevention. The program should include games, skills and activities and may be used in a Unit or group other than your own.

•

Know how food may be contaminated in the home and in both an indoor and outdoor camp situation. Discuss ways this may be prevented.

• 30 •

•

Assess the fire hazards around your home or meeting place and devise an evacuation plan.

•

Demonstrate how to change a light globe with due regard to safety issues.

•

Identify a circuit breaker, fuse and/or safety switch for your home or meeting place.

•

Complete any two of the following activities: a) Use technology to develop material to promote an aspect of accident prevention. b) Conduct a fire hazard reduction program for your home, including cleaning gutters and removing debris and any other fire risk. c) Demonstrate how to rescue a person in difficulty in the water without entering the water yourself, or gain a Dry Rescue Certificate. d) Investigate water and sewerage treatment plants in your local government area and share your findings with a group or Unit in an interesting way. e) Demonstrate the safe storage of garden or farm chemicals and equipment such as tools or machinery. f) Hold a Learner Driver or Provisional Driver Licence.

Commenced on

and completed on

SPORT

Are you 13 or over? You can start this challenge!

SPORT

The Sport Trefoil Three could be cross-credited with certificates and qualifications from sporting organisations gained in coaching, umpiring, or advanced competency levels in some sports and recreational activities.

• •

Demonstrate your understanding and knowledge of the rules and safety requirements of your chosen sport.

Know skills for emergency first aid and practise measures to prevent injury in your sport including care of equipment and the correct clothing requirements.

• 31 •

•

Demonstrate a commitment to your sport over at least two full seasons or an equivalent period.

•

Discuss how you are mastering the skills of your sport including physical, intellectual and social skills.

•

Broaden your interest by coaching, teaching, umpiring or helping a younger group or individuals to appreciate your chosen sport.

•

Develop a code of behaviour for players and spectators involved in your chosen sport and share this with others.

•

Complete any two of the following activities: a) Research the achievements of a national or world ranking participant in your chosen sport. b) Develop an overall fitness plan for your sport, including pre season activities. c) Discuss the importance of nutrition and diet in achieving your personal best performance level. d) Know the types of competitions or tournaments connected with your sport and attend or view some of these. Record what you personally have gained from these experiences.

Commenced on

and completed on

CYCLING Choose one of the following: •

Establish a plan to ride regularly for a period of two months. Keep a record, which includes distance, terrain and the length of time you rode for.

OR •

Identify a specific bike trail outside the metropolitan area and travel it with a group. Take responsibility for planning including the route, all stops and training. Complete a risk management plan before your ride. (Your Leader can explain this to you.)

OR •

Plan and ride a journey of at least 5 kilometres through a busy traffic area to take into account the safest route to travel. Explain your choices to your assessor. Complete a risk management plan before your ride. (Your Leader can explain this to you.)

OR •

Go on a weekend bike hike that includes an overnight stay.

• 32 •

Complete a risk management plan before your ride. (Your Leader can explain this to you.)

Complete all of the following: •

Learn how to do a full bicycle maintenance service.

•

Teach basic bike safety and maintenance to a small group.

•

Participate in a competition or event that includes cycling.

•

Investigate the availability of services and infrastructure for cyclists in your local area. Identify gaps in service and find a way to advocate to reduce one of these gaps.

•

Teach a small group about the importance of stretching before riding. Include stretches for calves, hamstrings, upper body, shoulders and neck.

Commenced on

and completed on

TECHNOLOGY

Are you 13 or over? You can start this challenge!

For the Technology Trefoil Three, gain any external qualification in science, engineering, computing or another science or technology area.

Commenced on

and completed on

THE ARTS

Are you 13 or over? You can start this challenge!

For the Arts Trefoil Three, gain any external qualification in music, drama, dance, singing or another facet of the arts.

Note: This will need to be at a more advanced level than in the Arts Trefoil One and Trefoil Two. Commenced on

and completed on

• 33 •

WORLD GUIDING

Are you 13 or over? You can start this challenge It is expected that for any of the World Guiding options that you will present all of your findings and activities to your Unit (or a group of your Guiding peers) in an interesting way, using visual aids.

Complete all of the clauses for any one of the following options:

ASIA PACIFIC • Describe the work of the Asia Pacific Regional Committee •

Choose a country from the Asia Pacific Region. Research and present to your Unit, in an interesting way, the following: a) some aspects of the culture; and b) social issues in this country and consider: - what the government of the country is doing to relieve these problems - the role the United Nations plays in helping to alleviate these social problems.

•

Compare the role of women in the country you have chosen with that of women in Australia. Cover such aspects as dress, professional and educational opportunities, status and freedom.

•

Choose three countries from the Asia Pacific Region. Research Guiding in these countries and report your findings to your Unit in an interesting way. Include a typical game or activity. If possible, also include a Unit of younger Guides when you share your report and activity.

Commenced on

and completed on

GLOBAL ENVIRONMENTALIST It is expected that you will investigate all aspects of the environmentalist issue you choose to research, not just one side of any issue.

•

Understand the term ‘global environment’. Give some examples of interdependence between countries belonging to the World Association of Girl Guides and Girl Scouts in relation to this topic.

• 34 •

•

Identify five government and five non-government organisations within Australia and the environmental projects that they are undertaking. Give a short description of each project, including how you could contribute to each of these projects.

•

Identify a selection of non-government organisations that work in other countries belonging to the World Association of Girl Guides and Girl Scouts, and the environmental projects that they are undertaking. Give a short description of each project.

•

Investigate the El Nino/La Nina effect. Present your findings to a group in an interactive way.

•

Research a particular environmental issue that is not being managed well in another country belonging to the World Association of Girl Guides and Girl Scouts, and compare what is being done with the same issue in Australia.

•

Organise two of the following activities wth other Guides. At least one of these activities should be carried out over a six month period. a) community clean-up; b) develop a recycling program; c) plant trees; d) adopt a stream or roadside and keep it clear of rubbish; e) cultivate a tree nursery; f) monitor water quality and biodiversity of a stream/wetland; g) grow organic vegetables, fruit and/or herbs; h) develop a worm farm or garden compost; i)

re-establish an area of cleared land with native vegetation;

j)

your choice of project.

•

Organise a training and/or workshop on an aspect of global environmental protection for your Unit, young people in your school or community. Invite a specialist to talk on the subject.

•

Organise a poster making or similar type of contest among young people in your local area with a theme similar to “The Earth You Save Today is Your Earth Tomorrow”.

Commenced on

and completed on

• 35 •

GLOBE TROTTER •

Invite a travel agent to speak to your Unit, visit a travel agency or an online travel site to learn what services they offer for international travel.

•

Discuss with a travel agent or a seasoned traveller the importance of comprehensive travel insurance; what it covers and its benefits.

Research the details of the travel insurance that Girl Guides Australia offers and compare this to other travel insurance. Look at ways of keeping yourself and your property safe while travelling.

Consider how to secure valubles such as cash and jewellery, and documents such as passports, traveller’s cheques, airline tickets and credit cards. Investigate what options are available to you if you find yourself in trouble (e.g. lost your passport) - who would you contact, where would you go?

•

Discover the health issues associated with travelling overseas, including those related to travelling by air and medical requirements for visiting some countries. Learn about how to avoid or minimise these problems. Discuss tips for staying healthy while travelling overseas.

•

Assemble an appropriate Be Prepared Kit for international travel, and be able to explain why each item is included.

•

Visit a bank or currency exchange centre, or invite a professional in this area to your Unit to explain how exchange rates and foreign currency systems work. Learn how to convert Australian dollars into foreign currency.

•

Determine what clothing would be appropriate for travelling. Make a list of clothing and other items that you would take with you on a two week trip to a country in the northern hemisphere compared to a two week trip at a similar time in the southern hemisphere. Find out about any special clothing requirements in that country to fit in with the local culture, and remember to consider the weather at the time of travel.

•

Complete the passport application form (you can do this even if you already have a passport), and find out what information is needed to gain an entry visa for a country of your choice. If your country of choice does not require an entry visa, then also find a country that does.

• 36 •

•

Research the purpose of the Department of Foreign Affairs and Trade, and what knowledge and assistance they can give an Australian traveller.

•

Identify what items you cannot bring back to Australia. Discover why we have quarantine and what measures you can take to ensure you only purchase or collect gifts and souvenirs that meet regulations.

•

Compare the role of women in a country of your choice with that of women in Australia. Cover such aspects as freedom, dress, status, professional and educational opportunities.

•

Discover what assistance is available from your State and/or the national Guide International Adviser/Manager to members of Guiding planning to travel overseas independently (e.g. introduction card).

•

Identify current opportunities to visit any of the five World Centres on your own (i.e. not as part of a Guide contingent).

Commenced on

and completed on

GUIDE TRAVELLER Seek prior approval from your State’s Queen’s Guide Award Coordinator or State Program Manager before using an International Guide Camp or Event for this badge for the Queen’s Guide Award.

•

Participate fully in your contingent prior to, during and after the event.

•

Demonstrate international understanding, leadership, teamwork and written and verbal communication skills. (Remember to consider communication without a common language).

•

Demonstrate organisational skills including budgeting, time management and personal preparation. Prepare a personal budget to include known expenses (both fixed and optional costs), and an amount for planned personal spending. Prepare a detailed record of all fundraising activities undertaken. Report back to your Unit on how well you were able to keep to your budget after your return from the event.

• 37 •

•

Complete one of the following: a) If travelling overseas, research the country being visited.

Investigate Guiding and local culture, the role of women, history, religion(s), current social issues and some key places to visit.

Share this with your Unit. b) If staying within Australia, research a country from where Guides are coming to attend your camp or event, particularly Guiding in that country but also its culture, the role of women, history, current social issues and some key locations to visit. Share this with your Unit.

•

Keep a travel diary showing activities, experiences and challenges, as well as sights seen. From your notes, prepare a program suitable for adaption to all age groups for sharing with Guide Units and other local community groups on your return.

•

Make a collection of Australian songs, games, programs ideas and activities. Share these at the camp or event. Make a collection of similar things from participants at the camp or event, and share these with your Unit on your return.

•

Discover what assistance is available from your State and/or the National International Manager to members of Guiding planning to travel overseas independently (e.g. introduction card).

•

Identify the current Australian Guide International Contingent Uniform and when you would wear it.

Commenced on

and completed on

WORLD CITIZENSHIP •

Know when and why the United Nations was founded. Have some knowledge of the aims and activities of two of its specialised agencies or commisions, such as the World Health Organisation, Food and Agricultural Organisation, United Nations Educational, Science and Cultural Organisation, or Human Rights Commission.

•

Gain knowledge of three organisations that work for the benefit of people throughout the world, such as UNICEF or UNESCO. One of these should be an organisation with which the World Association of Girl Guides and Girl Scouts cooperates, and one should function in Australia. This could be done by practical work for this organisation or by giving a talk.

• 38 •

•

Learn about the senior youth section of Guiding within a country belonging to the World Associations of Girl Guides and Girl Scouts.

If possible this should be done by correspondence with a Unit in that country, discovering the educational, family, social and environmental similarities and differences between that country and Australia.

•

Gain knowledge of the organisation, functions and publications of the World Association of Girl Guides and Girl Scouts and know where to find which countries are members of the organisation.

•

Through contact with a person from another country for whom English is not their first language, learn each of the following about that country: a) a national dish or cooking style; b) some form of handwork; c) a dance or song; d) a few everyday phrases of the language; e) the currency on how to convert to Australian currency; f) where to find that country’s nearest embassy or consulate; g) some of the customs of that country. Understand the difference in customs which a person from that country would face and show how you would explain the corresponding customs in Australia.

•

Know the requirements for citizenship for someone not born in Australia. Discover the steps to be taken to become an Australian citizen. Attend a citizenship ceremony and describe it.

Commenced on

and completed on

• 39 •

THE COMMONWEALTH AWARD The Commonwealth Award is open to older Guides in all Commonwealth countries. In Australia the age range is 14-30 years. This badge can be obtained from the UK Retail Outlet.

To earn the Award you must complete challenges 1, 2 and 3, plus two of the optional challenges. This Award can be completed individually or as a group. Together with your Leader or mentor and your peer group, think about who can help you while you do the Award. You may know people who are knowledgeable about some of the subject areas such as the environment or history of guiding – teachers, relatives, friends or other people in your community.

You and your Leader or mentor need to agree how on you will decide that you have achieved your goals. Remember, each clause you do should be a challenge to you and some clauses may require you to request an assessor approved by your state. Record your progress in the table provided.

COMPULSORY CHALLENGES: You must complete all the clauses within each of the first three challenges.

1. History of Guiding: a.

Be able to talk about Guiding from its beginning at the Crystal Palace Rally in 1909, including the development of World Guiding.

b.

Know how Guiding developed in your own country.

c.

Understand the basic aims and principles of Guiding.

2. Knowledge of the Commonwealth a.

Know something about the development of the Commonwealth of Nations.

b.

Be able to talk knowledgeably about a Commonwealth country other than your own. Your knowledge should include: • a little about the cultures and religions of the country • a day in the life of its people • how Guiding began and how it has developed • 40 •

c.

Do something practical in relation to the country of your choice. For example, you could correspond with someone, prepare a typical meal, produce a scrapbook, learn a craft or make a collection of stamps.

3. Community Action Carry out service within the community. This should cover a total of at least 20 hours over a minimum period of three months, and within a maximum period of six months. Explain why you have chosen this particular form of service.

Optional challenges: Complete two of the following challenges. Unless otherwise stated, you must complete all clauses within a challenge.

4. Health a.

Know what health services are available in your own country.

Find out what immunisation is required for entry into two other Commonwealth countries in an area of the world other than your own. This information should be correct at the time you are doing the challenge.

b.

Explain how nutrition and sanitation can affect the health of your family.

5. Environment a.

Study in detail one of the following in your country: environmental pollution, water supplies, forestry, conservation, soil erosion, sustainable resources.

b.

Find out about environmental issues in another Commonwealth country and investigate how that country is addressing them.

6. Cultural Heritage a.

Know about the cultural heritage of your own country on two of these subjects: art, music (vocal or instrumental), dress, literature, poetry, dance, craft. Produce a collection of items, such as pictures, programmes, instruments or books for your chosen subjects. Be able to demonstrate or perform an item from one of your choices.

b.

Discuss three religions, denominations or faiths found in your country with a group of your peers.

• 41 •

7. Fit for Life Out of Doors Do either clause a or clause b. a.

OR b.

Take part in or learn about a physical activity (sport or skill) new to you. Explain the benefits of regular physical activity for young women.

Participate in a camp of not less than two nights on two occasions within three years.

8. Public speaking or debating Do either clause a or clause b. a.

OR b.

Give a talk to a group of your peers on any subject you choose, which should last not less than five minutes.

Take part in an organised debate as the principal speaker for or against the motion.

9. Creative Writing Write a short story or a poem about life in your own country or tell a legend from your cultural heritage.

10. Citizenship a.

Describe the Australian system of government and that of a different country in the Commonwealth.

b.

Demonstrate knowledge of how Australia is prepared for disaster.

This could include flooding, hurricanes, bush fires and other natural disasters. Find out which Australian agencies are responsible for dealing with natural disasters.

11. Investigation Do either clause a or clause b. a.

OR b.

Investigate the public education and nature conservation programmes of an institution such as a national park, wildlife sanctuary, zoo or botanical garden. How does this fit in with the United Nations Environment Programme (UNEP)?

Talk to your unit about architectural developments in your town or area over a specific period. Take them to visit at least two historical buildings or monuments you have investigated.

• 42 •

THE COMMONWEALTH AWARD RECORD OF PROGRESS This section is for your personal record. You may be required to complete additional paperwork for assessment within your state.

Challenges

Name of Assessor

Position/ Qualification

1. History of Guiding (all clauses complete)

2. Knowledge of the Commonwealth (all clauses complete)

3. Community Action (all clauses complete)

Optional Challenge One Name:

Optional Challenge Two Name:

• 43 •

Signature

Date

AGP-OP LINK BADGE SYLLABUS The Olave Program (OP) is for members of Girl Guides Australia aged 18 to 30 years. It is a framework in which participants engage in opportunities for personal challenge through a flexible network with a focus on service.

The AGP-OP Link Badge has been developed to encourage Girl Guides aged 17 years and above to progress to the Olave Program.

The requirements of the Link Badge have been developed to reflect the skills and knowledge that members need in order to gain an understanding of the Olave Program. The Link Badge is a participation badge, and recognises that involvement is the key to appreciating the opportunities that can be offered in the Olave Program.

A member must be 17 years of age to start the AGP-OP Link Badge.

The badge is structured in two sections.

PART A consists of six challenges that need to be completed and verified by the member’s 18th birthday. Completion of a challenge can be verified by an Olave Program participant who has witnessed the challenge, or an appropriate adult Guiding member with an understanding of the Olave Program. On completion of PART A, the member is presented with the “AGPOP Link Certificate” by her Unit Leader and/or an Olave Program participant.

The six challenges can be done in any order.

PART B is completed once the member turns 18 years of age, remakes her Promise as an adult member and successfully links with the Olave Program.

This must be done before the member turns 19 years of age. Successfully linking with the Olave Program can take many forms - from joining an Olave Program Peer Group to connecting with other Olave Program participants in her Region or State. The “AGP-OP Link Badge” is then presented to the new Olave Program participant by her Olave Program contacts.

• 44 •

PART A RECORD PROMISE AND LAW Discuss with a current adult member of Guiding (aged 18-30 years or older) how the meaning of the Promise and Law has changed as you have grown older. Think about how an adult point of view can affect one’s interpretation. Discussions can be face-to-face, over the phone, by internet or other communication means. This challenge can be cross-credited with the Queen’s Guide Award. I completed this challenge by

Verified by

Age

Signature

Date

OUR COMMUNITY Participate in a service activity at a Peer Group, Region or State level with other Olave Program participants. Examples include participation at community events, fun runs, Clean Up Australia Day, citizenship ceremonies. The service activity needs to be at least one day (eight hours) in length but may be completed over a number of meetings. Report what you did back to your Unit. I completed this challenge by

Verified by

Age

Signature

Date

• 45 •

HERITAGE AND TRADITIONS Attend one adult-level overnight event or equivalent (the event(s) may be completed over a number of days but the total time must be 24 hours) with other Olave Program participants. Examples include State or Region Olave Program events, Guide/Olave Program combined events, camps or trainings, forums or conferences, or Peer Group organised activities. Report your findings back to your Unit. I completed this challenge by

Verified by

Age

Signature

Date

INTERNATIONAL GUIDING Research international opportunities available for 18-30 year old members.

This can be achieved by talking to your State or Region International Consultant or equivalent, contacting other Guiding members who have travelled overseas with Guiding or by visiting the WAGGGS website. Report your findings back to your Unit. I completed this challenge by

Verified by

Age

Signature

Date

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SOCIAL NETWORKS Discuss with an 18-30 year old member the opportunities the Olave Program has provided them at an individual, local, Region or State level.

Discussions can be face-to-face, over the phone, by internet or other communication means. Report your findings back to your Unit. I completed this challenge by

Verified by

Age

Signature

Date

SELF DEVELOPMENT Be able to explain the Olave Program Award scheme and list the types of challenges that are available to an Olave Program participant. This information can be found by talking to an Olave Program participant or on the internet. Report your findings back to your Unit. I completed this challenge by

Verified by

Age

Signature

Date

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RECORD OF ACHIEVEMENT Action

Date

Notify your Unit Leader that you are interested in the AGP-OP Link Badge syllabus Contact your local Olave Program participant(s)/Peer Group Start the AGP-OP Link Badge syllabus Start PART A (You must be 17 years of age. Sections may be completed in any order) • Complete the Promise and Law challenge • Complete the Our Community challenge • Complete the Heritage and Traditions challenge • Complete the International Guiding challenge • Complete the Social Networks challenge • Complete the Self Development challenge Receive your AGP-OP Link Certificate from your Unit Leader and/or an Olave Program participant* Start PART B (You must be 18 years of age to begin and it must be completed before you turn 19 years of age) • Remake your Promise as an adult member • Successfully link to the Olave Program Receive your AGP-OP Link Badge from an Olave Program participant

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Once you have completed Part B of this syllabus, you will need to provide a copy of your Record of Achievement and your Part A Record to your State Olave Program Manager or her equivalent for endorsement.

Once the endorsement below has been signed, then you/your Olave Program contacts will be able to purchase the AGP-OP Link Badge from a retail Guide Shop.

Endorsed by your State Olave Program Manager or her equivalent Signature

Date

* The AGP-OP Link Certificate can be purchased through a retail Guide Shop.

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GLOSSARY FOR AGP OP LINK BADGE Adult Guiding member: A member of Guiding aged over 18 years. They may or may not be involved in the Olave Program.

Olave Program participant: An adult member of Guiding aged 18-30 years who is actively involved in the Olave Program.

Peer Group: A group of Olave Program participants who meet regularly (this also includes by electronic means). Peer Groups can be based on locality (eg. Suburb Name Olave Program Peer Group) or based on an interest group (eg. Caving Olave Program Peer Group). It may just be a random group of Olave Program participants who decide to group together.

Region: this is a geographical area within a State. Each state organisation is divided into geographical areas called Regions, Areas, Divisions or Districts.

If you are unsure what the equivalent in your State is, please contact your State Olave Program Manager or her equivalent.

State: The State organisation of Girl Guides in which you reside.

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NOTES

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NOTES

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