Girl Guides Handbook 5

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GIRL GUIDE HANDBOOK

The Girl Guide Promise I promise that I will do my best To be true to myself and develop my beliefs To serve my community and Australia And live by the Girl Guide Law

The Girl Guide Law As a Girl Guide I will strive to: • respect myself and others • be considerate, honest and trustworthy • be friendly to others • make choices for a better world • use my time and abilities wisely • be thoughtful and optimistic • live with courage and strength

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Girl Guides Australia Hub Hyde Park 223 Liverpool St Darlinghurst, NSW 2010 www.girlguides.org.au First published in Australia in 2013 Girl Guides Australia Copyright © Girl Guides Australia 2024 This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, without written permission by the copyright holder.

ISBN 9780732293840 Design and illustrations by Karen Carter

Girl Guides Australia: www.girlguides.org.au World Association of Girl Guides and Girl Scouts: www.wagggs.org

CONTENTS About Me 4 Welcome to Girl Guides 6 Australian Guide Program 13 1 Promise and Law 23 2 Outdoors 30 3 Service 42 4 World Guiding 50

5 Girl Guiding Traditions 55 6 Leadership Development 60 7 Patrol System 74 8 Discover a Challenge 84 What’s Next? 93 Index 96

Me About

My name is: I joined Girl Guides on: I joined because: I am a member of

Girl Guide Unit.

The Unit is part of

District, Region.

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A u t eM c hb ao p r et i t l e

Leaders’ contact details:

Chairperson’s contact details:

Secretary’s contact details:

Treasurer’s contact details:

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WELCOME TO GIRL GUIDES In the words of Lord Baden-Powell:

This will be you!

‘The only standard that counts is the amount of ef fort on the part of the individual.’

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As a Girl Guide, you are part of a global Record here what is special about your Unit. family of over ten million girls and young women, called the World Association of Girl Guides and Girl Scouts or WAGGGS. All Girl Guides and Girl Scouts around the world wear the World Badge to show that we belong to this worldwide organisation.

By this stage in Girl Guiding, you are expected to take on a more active role in running all aspects of your Unit. Your Unit should elect Girl Guides to the positions of Chairperson, Secretary and Treasurer.

Each Unit is special and has its own name, symbols and traditions.

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The Girl Guide Promise and Guide Law

Working towards and making your Girl Guide Promise is a very special part of Girl Guiding because it gives you something clear and strong to try to live by. Before making your Girl Guide Promise for the first time, there are seven important things that you should understand. Even if you are familiar with these seven things, it’s important to review them regularly.

1. The Girl Guide Promise and Guide Law

The Girl Guide Promise and Guide Law are a fundamental part of being a Guide.

They give us direction to live by and the means by which we can strive to be a better person.

2. Girl Guide Uniform

As a Girl Guide you wear a uniform to show that you belong.

There are uniform options for you to develop your own style. See the GGA website for what’s available. You will need to wear specific uniform items for special occasions.

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Welcome to Girl Guides

Badges are also an important part of Girl Guiding – we need to display our achievements somewhere! Badges can be worn on the blue shirt. The full range of badges that can be worn is shown in the Uniform Information Booklet on the GGA website.

Left sleeve

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3. The Girl Guide sign

The Girl Guide sign is a sign that all Girl Guides make with their right hand, using three fingers.

A Girl Guide gives the sign when she or another Girl Guide is making or renewing the Girl Guide Promise, when she is singing the National Anthem in uniform at a Girl Guide event, and when a flag is being raised or lowered. There may also be other times when your Unit uses the Girl Guide sign.

The three fingers remind us of the three parts of the original Girl Guide Promise: • Exploring your spirituality and being a responsible community member.

• Giving service and helping others.

• Keeping the Guide Law.

4. Good Turn

A Good Turn is a special act of kindness you do to help someone else. It is something extra or different; not what’s normally expected.

You could do a Good Turn for someone you know, your local community, a community overseas or the environment. Talk to your Unit about some things you might be able to do.

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Welcome to Girl Guides

5. Your Unit

Working as a team is a very important part of being a Girl Guide. Getting to know your Unit members enables you to be a stronger team and rely on each other more.

6. The left handshake

Girl Guides always shake hands with their left hand. This is based on an African warrior tradition. African warriors would carry their spear in their right hand and the shield in their left. When they met friends, they would lower their shield (as they felt they didn’t need to protect themselves), leaving their left hand free.

Although Girl Guides are not warriors, this tradition shows we are friends with all other Girl Guides and connects us to our international organisation.

7. The Girl Guide Motto

Be Prepared. This means that you should be ready for any situation that could arise.

The skills you learn in Guides will help you Be Prepared for various situations.

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Your Promise Ceremony

Making or renewing your Girl Guide Promise is a special occasion which you plan with your Unit.

To celebrate your commitment, a Girl Guide Promise Ceremony will be conducted when you make or renew your Promise.

Here are some ideas for a unique ceremony: • Make your Girl Guide Promise Ceremony part of a physical activity – halfway up an abseiling wall or on the water in a canoe or on a beach.

• Do a practical challenge for everyone to participate in.

• Participate in ‘self-time’ – with quiet meditation music in a peaceful setting.

Whatever you choose, it is the making or renewing of the Girl Guide Promise that is important, and everything else should help make it so.

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Welcome to Girl Guides

Australian Guide Program

The Australian Guide Program (AGP) focuses on leadership and personal development, so that you can be your best. You choose the activities you would like to complete, the badges you would like to earn and the special events you would like to participate in. Leaders, other Girl Guides and helpers are there to help you make this happen.

Everything that Girl Guides do is related to the four Elements of the Australian Guide Program, and our activities are based on the seven Fundamentals.

The Four Elements

The four Elements form a tree within the AGP symbol below. The Australian Guide Program Physical development: encourages each individual to develop her • Participate as actively as possible.

Self in the areas of Physical development, • Focus on the environment and the Practical skills and in relationships with outdoors to the best of your ability.

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Promise and Law Outdoors Service World Guiding Guiding Traditions Leadership Development Patrol System

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Australian Guide Program

Relationships with People: • Make friends and foster longlasting friendships.

• Develop an understanding and respect for others.

The Seven Fundamentals

Practical skills: • Learn by doing.

• Learn skills that can be used in all areas of life.

Self: • Develop and appreciate yourself as an individual.

• Promote personal growth through challenging the individual.

The seven Fundamentals are the words written underneath the tree within the AGP symbol.

A Girl Guide knows that: • keeping the Girl Guide Promise and Law is our underlying code of living • enjoying the Outdoors offers active adventure and awareness of the environment • giving Service encourages a sense of community • exploring World Guiding builds peace and understanding • sharing in Girl Guiding Traditions gives a sense of history and belonging • experiencing Leadership Development improves skills for life • participating in the Patrol System develops teamwork skills.

This handbook will help you better understand and explore the seven Fundamentals.

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The AGP Process

The AGP Process allows you to plan, implement and evaluate your own activities.

Being in charge of your own activities enables you to enhance your self-confidence and independence.

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The five easy steps in the AGP Process help you achieve everything you want to in Girl Guides, as well as in your everyday life.

You can use this process for planning a Unit meeting, camp, service project, advocacy campaign or to gain any Girl Guide badge and award.

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Australian Guide Program

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Challenges

Throughout life you will have to overcome many challenges. The AGP Process will help you to do this. It is important to understand that challenges are different for everyone.

Some girls think sailing around the world solo is a challenge. For others, going to an international Girl Guide jamboree, abseiling down a sheer cliff or simply being in a social situation is a challenge.

You should aim high when setting your challenges. Stretch your abilities, step outside your ‘comfort zone’ and consider sticking with something you don’t enjoy. However, it is also important for the challenge to be realistic – that it is achievable.

Challenges can help you to: • discover a new area of interest • extend your knowledge and/or skills • work on something that needs improvement • come into contact with a new group of friends • develop perseverance.

In completing any challenge, you should follow all five steps of the AGP Process, regardless of whether or not you are working on a badge. On the next page is a list of suggestions for ways you can follow the steps and use them to complete a challenge.

Completing a challenge will make you feel great once you achieve it. And remember, choosing to do something because it is easy is not a challenge.

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Discover Explore all the ideas you have or come up with new ideas by brainstorming.

Decide Think about the skills you already have. What skills might you need in the future?

How can you use them to help others? How much time do you have to complete the challenge and any other requirements? Answering this question will help you decide if this is a worthwhile challenge.

Plan Who, what, when, where and how? Think about others who will be involved.

Do you need help from other Girl Guides, family or experts? What equipment and other resources will you need? How long will the challenge take?

Is special permission required? Do you need to practise?

Do The most important part of your challenge is actually doing it. Remember to keep everyone involved safe, have fun and do your best.

Evaluate Assess the new skills you have gained from the challenge and the effort you put in. First ask yourself how you went. This is self-assessment.

How did you go? Did you try your best? Then get your Unit and Leaders to ask how you went. This is called peer assessment. They know you quite well so they will be able to help you decide whether you’ve completed the challenge.

Refer to the ‘Assessment’ section in this chapter for more information on how to evaluate your challenges, particularly if you are working on badges.

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Australian Guide Program

Recognising achievements

As a Girl Guide, you acknowledge and respect self-improvement and doing your best by: • doing a special activity to celebrate • clapping, giving a standing ovation and/or singing BRAVO to show appreciation • awarding a certificate or badge as a mark of respect • giving a smile or hug to encourage and support our friends.

Badges and awards are a big part of Girl Guiding recognition. There are many different activities and challenges you can do to earn badges and awards, but what is most important is that you find this an enjoyable part of Girl Guiding.

You must be 13 years of age before commencing the Queen’s Guide Award, Gold Endeavour, Focuses and any Trefoil 3 Achieve a Challenges. Check out these badge books for information about suitable badges and awards: • Look Wide for Explore, Create and Achieve a Challenges, Service Flash and Action Guide.

• Look Wider Still for Trefoil 3 Achieve a Challenges and the Commonwealth Award.

• Aim High for Junior BP and BP Awards.

• Queen’s Guide Award booklet for the Gold Endeavour Award and Queen’s Guide Award.

Make sure you refer to the most recent version of a badge book, as the badge or award requirements may have changed.

Also, everything you need to know about how to earn the Black Opal – the final level of the Discover a Challenge – is at the end of this Girl Guide handbook.

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‘Every badge you earn is tied to your motto – Be Prepared. This badge is not a reward for something you have done once for an examination you have passed. Badges are not medals to wear on your sleeve or to show what a smart girl you are. A badge is a symbol that you have done the thing that it stands for often enough, thoroughly enough, and well enough to be prepared to give service in it.’

Juliette Low

Founder of Girl Scouts in the USA

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Level 1: self-assessment

In your self-assessment, remember your Girl Guide Promise: ‘Have I truly done my best?’

Self-assessment relies on your honesty.

You should be able to clearly identify: • what the activity was • why it was a challenge to you – was it a new skill, a skill extension, or development of intangible skills, such as patience and time management?

• how long it took compared to how long you thought it would take to achieve • what was the outcome of your challenge – the skills, knowledge, actual physical objects • who else was involved in the challenge • who can benefit from the outcome.

Be honest and assess yourself on the amount of effort you put in, the progress you have achieved and the life skills you have developed. You might need to do something extra to ensure your challenge was really a challenge.

Once you have carried out your selfassessment, check the badge or award you are working on to see if you’re required to prepare a report to present to your Unit.

Level 2: peer assessment

In Girl Guides, your peers will ask, ‘Has she truly done her best?’

Peer assessment is necessary because often our friends are our toughest critics because they know us best. We all need feedback from others to balance our selfassessment.

A peer is someone of equal rank and, in this case, of similar age to you. A Peer Unit has a minimum of four Girl Guides who are within a four-year span of your age and under the age of 18 years. Ideally, you should be meeting with your Peer Unit at least once a month. A Lone Girl Guide Unit can be your Peer Unit. Where ‘Unit’ is referred to in Aim High, it means Peer Unit or external peer group. Your Unit Leader(s) should also participate in this process.

Peer assessment relies on all members being fair, but you should also make sure you’ve ‘done your best at your own standard in your own way’.

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Your Unit might come up with their own questions to assess you or use questions such as the ones given below: • How successful were you?

• Did you achieve everything you set out to achieve?

• Did your planning help you achieve your goal?

• How difficult did you find doing this challenge?

• What skills or knowledge did you gain from undertaking this challenge?

• Were there other members of the Unit involved?

• Did they enjoy themselves?

• How do you feel about your efforts?

• Did you have fun?

• Are you proud of your achievement?

• How can we support you in the future?

We all love to hear positive comments but sometimes it is harder to take criticism.

To give you constructive feedback, your Unit might follow the pattern given opposite in order to remain positive and encouraging, while still identifying areas that need improving.

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Australian Guide Program

Level 3: external assessment

External assessment will depend on the challenge or badge. To achieve your best, discuss with the instructor/expert how they will assess you and what the standards are before starting your challenge or badge.

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Girl Guide Promise and Law

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The Girl Guide Promise and Law provides you with values on how to treat others, how to face challenges in life and how to do your best. This chapter will encourage you to further develop your understanding of the Promise and Law.

Girl Guides make a Promise

The Promise is very special to Girl Guiding.

The essence of being a Girl Guide is putting the Girl Guide Promise and Law into action.

‘I promise that I will do my best’ ‘I will do my best …’ means just that. I will do my best, I will keep trying, I will try harder, I will try to improve.

‘To be true to myself and develop my beliefs’

Life has been described as a spiritual journey – a journey to explore our purpose and the responsibilities involved. For many, this means following a faith such as Christianity, Judaism, Islam, Hinduism or Buddhism. For others, it means following their own personal belief system.

No matter what your faith or beliefs, it is likely to include a set of values. As part of your spirituality, you can share the values that are important to you, use them to make decisions and put them into action: • Are you always friendly and honest?

• Do you respect other people and what they say?

• Do your actions lead to the happiness of others?

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Girl Guide Promise and Law

• Do you appreciate the natural world and all that it provides?

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There are many things you might value. A few popular ones are given on the opposite page. Which values are most important to you? Rank them in order of importance to you. Try to do this every year and see if your values change. Sometimes your values change with experience. Some values might be very dear to you and be consistent throughout your life.

How can you take your Promise with you into all areas of your life?

Values

Value ranking each year

Community – being deeply involved with a group.

Creativity – innovative; to create new and better ways.

Enjoyment – to enjoy my work; to have fun doing it.

Expertise – to be a known and respected authority.

Family – to have time with my family.

Friendship – to be with people I respect and to be respected.

Health – to be physically and mentally fit.

Independence – freedom of thought and action.

Integrity – to be honest and stand up for my personal beliefs.

Leadership – to motivate, energise and be responsible.

Loyalty – to be committed to the goals of a group.

Personal accomplishment – to achieve goals for myself.

Personal development – to learn, do and grow.

Power – authority to approve actions and control resources.

Prestige – to be seen by others as successful.

Security – to have basic needs met.

Service – to help people who need it and improve society.

Wealth – to have a great deal of money.

Wisdom – to understand myself and my life’s real purpose.

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‘To serve my community and Australia’

As a citizen of or visitor to Australia, you have a right to freedom, equality, fair play and democracy. In return, your responsibility is to show respect, obey the laws, be tolerant of others and be active in your community. What can you do to help build a better Australia?

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Girl Guide Promise and Law

Opportunities to serve the community are unlimited. Be alert, be creative and Be Prepared. If you do your best to put your Promise into action, then you will make a positive difference.

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Research and collect information about your community and any special needs it may have.

Find out about another organisation that actively works to serve the community. How can you help with one of these projects? Write down what you did.

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‘And live by the Guide Law’

When the founder of Girl Guides, Robert Baden-Powell, wrote the Law, he chose to make it a series of actions to live by. It’s like a ‘how to’ for ways we can achieve our potential by reaching out to others and by thinking about how we act at all times.

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To do your best you need to take care of your body. Challenge yourself to make one or two improvements to your diet in the next week, such as drink more water or eat a healthy breakfast every day. Once you have achieved this, do a different type of exercise each day for the next week.

There are many legal drugs in widespread use today and they can have significant effects on our body. Make a list of common legal and illegal drugs. What are some risks associated with long-term use of each one? Hold a debate on the consequences of the long-term usage of some of these drugs.

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Girl Guide Promise and Law

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Guides’ Own

A Guides’ Own is a time when Girl Guides come together to reflect upon the Girl Guide Promise and Law. It is a simple act of reflection, a thanksgiving or a meditation.

A Guides’ Own is a good way to share your thoughts on spirituality, to explore values by reading stories and quotes, and to celebrate not only your faith, but also acknowledge the beliefs of all participants.

A Guides’ Own could include: • songs, recorded music, bands, dance • readings, prayers, stories, discussion, drama, meditation • activities, special actions, games, craft • a special theme to reflect on.

Living your Promise

Keep in mind the Girl Guide Promise when communicating through various forms of technology. Here is some key advice: • Not everything online is accurate, so develop critical research skills to assess the information you read and view.

• Know and adhere to the laws of copyright, plagiarism and obscene content.

• It’s hard to relay jokes in writing, so review your messages to ensure the tone is not misinterpreted.

• When communicating with international Girl Guides, be sensitive to their language and write in clear English.

• Be mindful of what you share online, as written thoughts, photos and information can easily become public.

• On social networking forums, make sure you set your ‘privacy settings’ to reflect what and who you want to share with.

• Stand up to cyber bullying by commenting on this negative behaviour. If bullying persists, capture evidence by saving texts or messages and seek help by discussing it with an adult you trust.

• Online is just like off-line; if you ever think that someone is being a bit strange and inappropriate, talk to an adult you trust.

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Outdoors

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The outdoors provides Girl Guides with amazing opportunities to develop as an individual and also as part of a team. This might be through camping outdoors, going for a hike, enjoying a natural wonder, participating in a Wide Game or trying a new adventure activity.

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Environment

As active members of our local and global community, we have a responsibility to understand our impact on others, as well as our environment.

Reducing your impact on the environment might mean making slight changes to your lifestyle. This could include walking more, using public transport, turning off appliances at the power point, having shorter showers and buying products with less packaging.

It might also mean becoming more aware of the outdoor activities you participate in and learning how you can minimise your environmental impact.

Here are some activities to help you understand environmental issues: • Identify where everyday products, such as televisions, furniture, tyres and glass, actually come from • Identify how much water you use each day and ways to reduce this • Conduct a carbon audit for your Girl Guide Unit or household and identify ways to reduce your carbon output • Visit a recycling plant to better understand what can or cannot be recycled • Go 24 hours without touching plastic or another man-made product • Do not buy anything with excess wrapping or packaging.

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Create something inspired by nature, using the colours and textures of the environment you have been in.

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Kayaking and Canoeing

Travelling on the water is a fantastic outdoor experience to do with your Girl Guide friends.

To show respect to the environment you need to avoid damaging the vegetation, shoreline or river’s edge. This means taking your rubbish with you, toileting away from the water and carrying (not dragging) your boats out of the water.

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Challenge yourself to complete the Boating Trefoil 3 – Kayaking or Canoeing Achieve a Challenge.

The following information relating to camping and expeditions has come from GGA’s Lightweight Camping Resource – this resource offers more detailed information on all aspects of this topic.

Lightweight Camping

Remember to ‘tread softly’ by using existing campsites and tracks, burying toilet wastes and carrying out all rubbish.

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Have Lightweight camping is going on a camp Challenge yourself to complete using only the gear you can carry in your the Camping Trefoil 3 Achieve a Challenge. backpack, including food, sleeping gear, tent, clothes and anything else you need.

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Expedition

Expeditions involve hiking from campsite to campsite. Experienced hikers will cover about 4 kilometres per hour and walk for a maximum of 6 hours a day, with breaks.

It is important that you carefully plan each day’s walk before starting the hike, to avoid being hours away from your campsite at dusk.

Before you go, examine the distance between sites and the difficulty of terrain to decide if the walk selected is appropriate to your skill level – and reassess this each morning of the hike.

Consider also that walking with a large backpack is significantly slower and more tiring than normal walking.

Outdoor Dining

Lightweight cooking stoves are preferable to campfires for convenience and conservation reasons. We need food to restore our body As a general rule, an active person should after exercise and to maintain our body drink about 2 litres of water a day, though temperature; therefore, it’s important to eat this quantity can double during hot weather.

Thirst is not the best indicator of the amount wisely on camp. On camps and hikes, food can also contribute significantly to the morale of water to drink, because when you are thirsty you are generally beginning to become of your group by providing a pleasant social end to a hard day. dehydrated. Therefore, you should drink Remember to Be Prepared for an slightly more water than you think you need, emergency – you must have enough food to especially in very hot and very cold weather. last an extra 24 hours.

Water

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Navigating

This section carries on from the information on navigating given in Girl Guide Handbook 4, which introduced you to latitude and longitude as well as the magnetic compass.

You will now find out about other features of a map, such as grids and contour lines.

Maps

Make sure your map is marked with the terrain, trails and features that are useful to you. You can get maps from government departments and map retailers. Some maps can be found online (electronic versions) but these may not be as reliable.

Grids

Most maps contain both lines of latitude and longitude as well as grid lines. Grid lines are usually squares and are used to indicate a position on the map. There are many types of grids, and the legend at the bottom of the map will indicate which grid system is in use.

Always read the horizontal grid reference first, then the vertical grid reference.

Legend

The legend (or key) of a map deciphers the symbols on the map. The symbols might represent roads, railway lines, mountain peaks, campsites, national parks, private property, water and so on. These features might be suitable landmarks for you to use as checkpoints (that is, to check that you’re on the right trail) on your adventure.

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Contour Lines

Contour lines are lines on a map linking terrain of the same height. Contour lines that are close together on the map indicate a steep incline or decline, whereas contour lines that are wide apart indicate a gentler slope. The legend accompanying each map will indicate how far apart the contour lines are.

Contour lines indicate the degree of difficulty likely to be faced over a particular path and allow better route planning to avoid a difficult climb or steep descent.

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Learn how to read a map of your local area. Identify the scale, key or legend, contours, north arrow and grid references.

Plan a short hike (under 4 kilometres) using a map to determine your direction. Identify key landmarks that you can use as checkpoints.

Scale

Maps show the terrain scaled down (that is, shrunk) from real life. The ratio between two points on the map is the same as the ratio between those two points in real life. Make sure you access a map with a suitable scale for your adventure. All Australian maps have scales using centimetres and kilometres, but watch for maps from other countries that may use inches and miles instead.

A scale of 1:100,000 means that 1 centimetre on the map equals 100,000cm (or 1 kilometre) on the ground. A scale of 1:100 means that 1 centimetre on the map equals 100cm (or 1 metre) on the ground.

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Global Positioning System (GPS)

A GPS is a portable device that helps you find a predetermined location, or work out where you are by identifying the latitude, longitude and altitude.

The advantages of a GPS are: • worldwide coverage • continuous fixing • accuracy • presently the best navigation system available • more rapid location of people who may be lost

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• ability to repeatedly return to same position.

The disadvantages are: • system availability and accuracy depends on the country • still need to manually plot your course on a map to ensure the accuracy • solar storms may cause substantial inaccuracies • satellite communication signals may interfere with reception of GPS signals • mistakes in the entry of waypoint positions could lead to a dangerous situation • over-reliance on GPS can diminish your sense of direction. If the GPS device is lost or damaged, you will need map reading and orienteering skills to locate yourself.

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Using a GPS enter the latitude and longitude of a destination.

Get your GPS to show you your destination of travel.

Enter a waypoint, and plan a route using more than one waypoint.

Once you’ve practised using a GPS, try geocaching.

Safety

There is an outdoor personal first aid kit list in Chapter 2, ‘Outdoors’, Girl Guide Handbook 4. An emergency kit is different from an outdoor personal first aid kit as it contains a variety of practical items that would be useful in any emergency, not just in a medical emergency.

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Brainstorm some practical items you could use to assist you in different likely emergencies, such as for survival if lost in the bush, a flood or bushfire.

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Making Gadgets

Here are some gadgets to further refine your knot and lashing skills.

The following are ways to use knots to make two different bridges:

Simple Bridge Round turn and two half hitches

Harvester’s hitch

Hessian bag

Pull back tight and fasten with two half hitches at ‘X’ Harvester’s hitch

Monkey Bridge

Round turn and two half hitches

Round turn and two half hitches Clove hitch

Harvester’s hitch

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Building a Chariot

Build a basic chariot with: • 2 pieces of timber, each 1.5–2 metres long • 1 piece of timber, 1 metre long • 3 lashing ropes, 2 metres long.

3. Square lash cross bar onto frame (see diagram). You now have a chariot, to which you can add reins, streamers or any extra bits to decorate or improve its performance. Can you add some wheels?

1. Shear lash two long pieces of timber at approximately three-quarters the distance from the base of each pole. Make sure lashing is tight (see diagram).

2. Pull out the base to make a triangle (see diagram). This will tighten your lashing.

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Adventure Activities

The outdoors is a great place for adventure activities, such as: • caving • flying • snow skiing • kayaking • surfing • horseback riding • rogaining and geocaching.

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Outdoors

More Useful Knots

Here are two more knots that you can use to make warm fuzzies for your friends.

Friendship Twists

All you need are two 30cm pieces of thick wool and a friend to help you make it.

1. Take the two pieces of wool and put them together.

2. Get your friend to hold one end.

3. While your friend holds tight, you twist the wool as tight as possible.

This signifies how tight and strong you want your friendship to be.

4. You then rub the string with your finger – to smooth out any differences you may have with your friend.

Place a finger in the middle of the length.

5. Your friend gives you her end, with you still holding the middle.

This signifies how she is giving her friendship to you.

6. You tie a knot with the ends of the wool.

This signifies the sealing of a friendship that cannot be broken.

7. You then shake the wool.

This signifies shaking the parts of the friendship that might cause problems and arguments.

8. What is left is a ‘friendship twist’, which you can give to a friend.

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Friendship Knot

You will need: • 10cm of blue ribbon • 10cm of yellow ribbon • needle and cotton or craft glue • 1 small safety pin

2

C

A B

D

B

D

A Place end A over end B.

Make a cross with the two pieces of ribbon right-side down.

3

B

C

A

C

4B

A

5 B

A

D

D

C Place end B over ends A and C.

Place end C over ends B and D.

C

D

Place end D over end C and through the loop formed by A. Then pull ALL four ends evenly. Secure with a few stitches or craft glue. Attach a safety pin to the back.

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Service

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Service has always been a fundamental part of Girl Guiding. By this stage in Girl Guides, it is expected that you will give service to people in your local, national and global community, not just to your family, friends or school. Service projects can be undertaken by the individual, a small group or your whole Unit.

Giving service can be an ongoing commitment, such as tutoring refugees or joining St John Ambulance. It can also be a one-off commitment, such as organising a team for a fun run or walk, or helping in a fundraising event for a not-for-profit organisation.

If you’re going to change the world, you need to understand what the issues are, what will make a difference to the individuals concerned and/or the organisations that address the issues. Investigate first the most appropriate action needed.

Explore the following for ideas for service: • Requests from fire, emergency or first aid agencies • Identify organisations that address a cause you are passionate about • Public events, such as fun runs and tree planting days • Current affairs shows and newspapers articles about current issues • Job advertisements from social service and volunteer agencies • Approach nursing homes, animal shelters, retirement villages, hospitals and schools.

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Many volunteer agencies advertise job opportunities.

Either role-play or write a letter to the not-for-profit organisation of your choice introducing yourself; outline the skills you possess and how you can help.

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First Aid

Be Prepared by learning some basic first aid skills. The five aims of a first aider are: 1. preserve life 2. protect the unconscious person 3. prevent the condition worsening 4. promote recovery 5. procure help.

Here is the process to follow when someone needs first aid:

Recovery Position

A person is considered unconscious if they do not respond to you when you ask them to open their eyes or say their name. The safest position for them is the ‘recovery position’.

Remove any obstructive items (phones, keys, eye glasses) from the person’s clothes or body that will stop you from rolling them over. See opposite page on how to put a person into this position if they are lying on their back

DC heck for DANGER to you and others; what can you smell, hear or see? Is it safe to proceed?

R Check for a RESPONSE. Does the person answer you when you speak to them or gently touch them?

S SEND for help. If the person did not speak to you or is not moving or breathing in a normal way, call for an ambulance.

A Check AIRWAY. Check for any foreign objects or vomit that is stuck in the person’s mouth – scoop it out with your fingers.

B Check for normal BREATHING. Is the person’s chest rising and falling? Can you hear or feel air from their mouth or nose?

C COMPRESSIONS. Start CPR if there are no signs of life (no response, not breathing and not moving).

DA ttach a DEFIBRILLATOR (Automated External Defibrillator) if available, and follow the voice prompts.

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Service

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Learn how to do CPR from a qualified instructor.

Gain Emergency Trefoil 3 – First Aid Achieve a Challenge by gaining a first aid qualification.

Practise these first aid skills at Guides with your Unit.

Do not practise CPR or use a defibrillator on a breathing person.

Use a mannequin or pillow when . practising.

1

2

Kneel beside the person.

5

Roll the person onto their side away from you, by gently pushing on the near shoulder and the bent knee.

Place the person’s far arm out at right angles (90o) to the body.

6

To steady the person, adjust the upper leg so that both the hip and knee are bent at right angles.

4

3

Bend the person’s near arm at the elbow and place across the chest with fingers close to the far shoulder.

Bend the near knee up at right angles to the body and support in that position with your lower arm.

8

7

Quickly check in the person’s mouth for any food, loose teeth or vomit.

Clear out with f ingers, if necessary.

Gently open the airway by tilting the head backwards with the face sloping downwards, so that any f luid will drain from the person’s mouth.Check the person is breathing regularly.

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Advocacy

Advocacy is about making your life and other people’s lives better by working for a cause. The WAGGGS definition of advocacy is ‘influencing people to take decisions that will improve our lives and the lives of others through Speaking Out, Doing and Educating’.

Advocacy moves beyond service by including Speaking Out and Educating on specific issues.

Is there a cause you are passionate about?

You could become an advocate for this cause and make a positive difference to this world.

Did you know that the very first Girl Guides were advocates? In 1909, Robert Baden-Powell organised a huge meeting for all the Boy Scouts. Over 11,000 boys attended.

However, some girls thought it wasn’t fair that only boys got to be Scouts. So a small group of girls went along to the meeting and demanded to join. Guiding emerged as a result of this brave stance, changing the lives of millions of girls around the world.

Speaking Out about empowering girls.

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Service

There are three parts to advocacy: 1. SPEAKING OUT Make sure your message is heard.

What is the message you want to convey to others about the issue that you’re passionate about? Have you got your ‘elevator speech’ ready?

2. DOING Get out and make a positive change.

What are you going to do about this issue? Can you actively help with a project targeting your issue? Can you develop your own project? Can you fundraise to help with the implementation of a project?

3. EDUCATING Talk to other people and tell them why they should do something as well.

Who are you going to talk to? How are you going to get them involved?

Use the AGP Process to help develop an advocacy project. The following might help to determine what your project is about and what you need to do: • Is there one issue that you and your friends are most passionate about?

• Think about the local, national and global issues that are important to you • Think creatively about how you can go about fixing this problem or issue • As a Unit, discuss other successful advocacy campaigns for ideas • How will you get your message across?

Can you think of a unique or different way to tell people about this issue? Who can you ask to help you with your campaign?

How will you Speak Out, Do and Educate?

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Service

Develop your own advocacy project on an issue that you are passionate about.

The Sustainable Development Goals (SDGs)

In 2015, world leaders agreed on the Sustainable Development Goals (SDGs), or Global Goals, at the United Nations (UN) General Assembly. This new global plan of action for people, planet and prosperity expanded on the Millenium Development Goals set by world leaders in 2000.

There are 17 goals to help create a better, more equal world with a motto of ‘Leave no one behind’.

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World Guiding

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The World Association of Girl Guides and Girl Scouts (WAGGGS) brings together all the Girl Guides and Girl Scouts around the world. Together we create a global movement to take positive action to build a better world.

World Conference

The WAGGGS World Conference is where decisions are made that affect the World Association. It occurs every three years, and all Member Organisations are invited to send delegates to the conference. Each Member Organisation votes on policies and standards, and elects the new World Board members.

World Board

WAGGGS is governed by a World Board, made up of 12 active Girl Guiding or Girl Scouting members from around the world who are democratically elected by all Member Organisations at the World Conference. Each World Region elects a Chair at their Regional Conference every three years, and the five Region Chairs also sit on the World Board, taking the total to 17.

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The World Bureau

The World Bureau does the administration of WAGGGS, and the main office is located at the Olave Centre, next to Pax Lodge in London. They implement decisions made at World Conferences, World Board and Committee meetings; assist with the overall planning and coordination of World Conferences and World Board meetings; and support Member Organisations in their preparation for associate and full membership.

The work of WAGGGS is conducted in three official languages: English, French and Spanish.

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Challenge yourself to complete the World Guiding Trefoil 3 – World Citizenship Achieve a Challenge.

World Board and its committees, the World Bureau and World Conference Asia-Pacific Region Girl Guides Australia State Girl Guide Organisations Unit

Patrol

Guide

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World Guiding

Global Opportunities World Centres

WAGGGS has five World Centres: • Our Chalet in Switzerland • Our Cabaña in Mexico • Sangam in India • Pax Lodge in England • Kusafiri in Africa.

Regional Involvement

As a member of the Asia Pacific Region, Girl Guides Australia is required to work effectively with the Asia Pacific Regional Committee. The Region holds a conference every three years to meet, discuss progress, plan for the future and elect a regional committee. The role of this committee is to look at the needs of individual countries and oversee the development and operation of projects, activities, training and regional events.

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Complete the World Guiding Trefoil 3 – Asia Pacific Achieve a Challenge.

The World Centres are special places where Girl Guides and Girl Scouts from all around the world can visit and enjoy challenges, adventure and self-development. Each of the World Centres gives girls and young women the opportunity to develop their understanding of different cultures, beliefs and social backgrounds.

The World Centres run international events, community action projects and seminars for older Girl Guides just like you.

The seminars focus on enhancing leadership and advocacy skills, and are often attended by representatives from all five World Regions.

They are unique opportunities for girls and young women to make Girl Guiding friends from a very diverse range of countries.

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International Camps

You might be keen to apply to represent Girl Guides Australia at overseas camps, workshops and conferences.

These events are held in all parts of the world in member countries.

You could: • Apply for a camp in a country where English is not the first language • See how the Symbols of the Movement bring all Girl Guides/ Girl Scouts together worldwide • Hear the World Song sung in many different languages • Meet girls wearing uniforms and working towards badges, just like you • Girl Guides in other countries will have their own traditions and you will have yours; together you will learn from each other in a process of understanding and sharing cultures • Make lifelong friends • Learn many new skills.

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World Guiding

If you want to find out more about an event or apply to go, ask your Leader or check your State Girl Guide Organisation website or the GGA website. Happy travelling!

Girl Guiding Traditions

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Along with overseas service, ceremonies, campfire and the Symbols of the Movement, Girl Guides and Girl Scouts are joined together by the similar values expressed through their Promise and Law.

Overseas Service

Overseas service is not a new concept. Rosa Ward formed the Guide International Service (GIS) in 1942, to help rebuild communities shattered

by World War Two. People had lost everything and were homeless. Children were orphaned and families torn apart. Many needed medical care and rehabilitation. Rosa organised teams of trained Girl Guide Leaders to do welfare work where needed.

Twenty-four Australian Girl Guides were accepted for service overseas. They worked in many European countries and in Malaysia, helping in concentration camps, ruined cities and villages where disease and malnutrition were rife.

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Find out more about the GIS or the role Guides played in World War Two. There are some great resources and books available to help you, such as How the Girl Guides Won the War and Guides Can Do Anything.

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Girl Guiding Traditions

Ceremonies

Formal Girl Guide ceremonies are important as they give a sense of belonging to a particular Unit and to the worldwide Girl Guiding family.

Ceremonies can be used: • to welcome a visitor • to open a campfire • to break colours (raise a flag) • for a special occasion, such as World Thinking Day or Promise Ceremony • to open or close a meeting • to present awards or badges • when a Guide is moving to another Unit or leaving when she turns 18.

Some Units, by tradition, have a set ceremony to open and close the meeting; others have evolved their own; and others may change the format from time to time. One ceremony that has traditionally been carried out by older Girl Guides is called the ‘V-formation’.

V-formation

Marker

1. The Leader falls in and stands to attention. The Leader says the following commands: 1 pace

2. Marker, fall in.

Marker comes to attention then moves into position.

3. Unit, in two lines behind the Marker, fall in.

Unit comes to attention.

Everyone moves into position then stands at ease.

4. Unit, attention. Unit number.

First line says 1, and then other lines number 2, 3, 4, etc.

5. Unit, right and left turn, into V-formation, quick march.

Everyone turns outwards and takes as many steps as number called.

2 paces

3 paces

4 paces

5 paces

X1X X2X X3X X4X

1 pace

2 paces

3 paces

4 paces

X5X

5 paces

Leader

6. Unit, inwards turn.

Everyone turns to face inwards.

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Songs

Campfire singing is a Girl Guiding art form, evolving originally as an oral tradition.

You will learn songs from your Leaders and other Girl Guides by participating regularly at meetings and camps. Your repertoire expands by meeting Girl Guides from other Units, particularly at jamborees or national/ international events. Songs heard at these gatherings are passed on to your Unit, sometimes with variations from the original!

Today, many different Girl Guide songbooks and recordings are available to everyone.

Campfires

If you enjoy campfires and feel confident in leading songs, then it’s time to share your skill.

When participating in a campfire, remember there is campfire etiquette: • Point torches downwards and use only to read the lyrics/music • Do not talk during or between songs or items • Watch and listen to the campfire leader • Sing along!

As the flames g row, the magic begin s…

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G c hi ralp G t euri dt i tnlge T r a d i t i o n s

Here are some tips for leading campfires: • Plan your program with consideration of the size of the group around the campfire • Involve the participants by asking for their favourite songs before the campfire • Have a good mix of songs and activities that match the mood of the fire • Have a special opening/lighting of the fire then go straight into the first song • Don’t spend too much time on one song • When learning a new song, sing it a couple of times, and perhaps come back to it later

• Divide the circle into parts for a ‘round’ – quickly using your hands to allocate parts • Actions and some kind of beat help with the timing of songs and rounds • Be confident, enthusiastic and have fun leading the group • Make sure everyone is aware of campfire etiquette.

You can find more detailed information on all aspects of preparing and running a campfire in GGA’s Campfire Resource Activity Kit.

pfire Moods of the cam

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Complete the Outdoors Trefoil 3 – Campfire Achieve a Challenge.

Visit a younger Unit and run a campfire for them. Encourage younger Girl Guides to lead some songs so they gain the skills and confidence in running a campfire.

Run a campfire with another Unit or your District.

5. Yells/rowdy songs 4. Silly action songs 3. Rounds

7. Skits/stories/legends 8. Slower songs

2. Warm-up songs 1. Gathering songs

6. Other silly songs

9. Ref lective songs 10. Vesper and ‘Taps’

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Leadership Development

6

B-P was continuously challenging all Girl Guides to look at ways to increase their skills. This is especially important for your leadership skills because you set the standards for others to follow.

Leaders need to be constantly looking for new and different ways to enhance their skills.

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Guiding Traditions

Whenever you work as a leader, you are influencing others to achieve new skills, knowledge or goals. Leadership is about helping others to succeed: showing the way, motivating and inspiring others. Consider the following if you want to make a difference as a leader: Reward others for their achievements – no matter how small

gs and help others Lead by example – be seen to try new thin Listen to everyone’s ideas and include as many as possible Evaluate often – look for ways to improve what you do and set new goals Help everyone to work together to achieve goals.

Self-development

Self-development requires you to be responsible for your own learning and growth. The AGP Process can be used to identify where you want to personally develop. Begin your selfdevelopment by creating and writing a plan to help make your goals more definite and achievable. It can also be used when assessing yourself and for reflecting on your development.

The table on page 62 will help you.

Remember, you may involve other Girl Guides and Leaders, your family or someone in your community who has the skills you are developing.

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QUESTIONS What areas of leadership do I want to develop or improve?

EXAMPLE Time management skills, communication skills.

Help manage my group more efficiently, improve speaking What are my goals? confidence, learn how to run a meeting, etc.

Who can help me to achieve my goals?

Is there anything I will need to change?

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Guide Leader, teacher, community leader.

Personal timetable, give up something for a while, change the way I do things.

What actions can I do to begin?

Enrol in a course, borrow books from the library, talk to my Leader.

Set a timeframe for my goals.

A date keeps me on track. No date = no drive to complete my goals.

How will I record my development?

Blog, journal, photographs, video.

Leadership Development

MY IDEAS

Communication skills

Communication is a two-way process.

Messages, thoughts, feelings and ideas are exchanged between the sender and the receiver. As a leader, you need to develop skills to convey your messages effectively.

How can you develop your communication skills? Try some of these tips: • Speak confidently if you know the subject you are discussing. If you’re unsure, ask someone else to speak for you or take extra time to learn about your subject • Think before you talk. Consider what you will say and decide whether it is the best way to convey what you mean • Ask questions. Ask if your listeners understand your message or if they need more information. Ask for their opinions, thoughts and ideas • Listen to your audience. Allow them to finish speaking. Don’t interrupt or add your opinions • Sometimes, rephrasing others’ comments can help you to ensure you fully understand what they are saying

• Establish eye contact. You become more personal for each listener.

Your audience will listen more attentively and have more confidence in you if you make eye contact with them • Use body language. People receive messages in many different ways, and using your body to further indicate your message will provide positive communication to many listeners.

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Learning Styles

Everyone develops different ways in which they learn best and they will often use these learning styles without realising it. How we learn has nothing to do with our level of intelligence, and no style is better or worse.

To be inclusive and memorable whenever you are teaching someone, running an activity or even leading a meeting, always remember to try to use all three of the following styles of learning: AUDITORY – hear Auditory learners tend to remember what they have heard. They like to hear a teacher or other people talk, listen to CDs and read aloud.

VISUAL – see Visual learners retain information they have seen. They like to study books, charts, diagrams, pictures, movies, handouts and watch someone else.

KINAESTHETIC – feel Kinaesthetic learners do best when they are actively involved. They learn by doing or touching things. They like to be involved in the activity, experiment, role play, or to take part in group discussions.

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Leadership Development

Leading Styles

Leaders need to lead with different styles.

Depending on the situation, leaders could use a directing, coaching, supporting or delegating style of leadership: • Directing. The leader makes most of the decisions and supervises all activities closely.

• Coaching. The leader asks opinions but still makes most of the decisions. She encourages participation in activities.

• Supporting. The leader takes a minor part in decision-making and passes on some tasks and roles to the group.

• Delegating. The leader ensures decisions are made by the group and empowers the group to act independently.

To be a great leader, you need to be inspiring and passionate.

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Role-play a simple scenario, such as Girl Guides wanting to go to camp, for each of the leading styles.

Complete the Leadership Trefoil 3 Achieve a Challenge and/or Leadership Focus.

Junior Leaders

A Junior Leader is a Girl Guide aged between 14 and 17 years who works with a Unit of younger Girl Guides to help them learn new skills and gain confidence. Being a Junior Leader is a great opportunity to further develop your leadership skills while having fun and giving service to the Girl Guiding community. You will develop your leadership skills under the supervision and guidance of a qualified Leader. You will be part of the team that implements the AGP in the Unit.

As a Junior Leader, you may belong to a Peer Unit and/or younger aged Girl Guide Unit. If you wish to work on any badges or awards from the Girl Recognition System, then you must be a member of a Peer Unit.

You will have the opportunity to participate in all the activities for 14- to 17- year-olds offered by your State organisation as well as the events specifically designed for Junior Leaders.

It is highly recommended you keep a record of the activities that you participate in and achievements accomplished as a Junior Leader, especially when developing your resumé. Being a Junior Leader is lots of fun but you also have some responsibilities.

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Commitment to the Leaders

Being part of the Leadership team means you will need to: • help plan and run program activities • let the Leaders know when you cannot go to Girl Guides • be reliable and punctual • be a great role model to the Girl Guides in your Unit.

Commitment to the Girl Guides

Younger Girl Guides will look up to you as a role model. You will need to: • treat each of them with respect and help them any way you can • remember to keep all personal matters confidential • share your knowledge and skills with the younger Girl Guides • help individual Girl Guides progress with their challenges • tell them about your own Peer Unit so they can aspire to move on in Girl Guides.

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Leadership Development

Commitment to Yourself

You are an important person and you need to look after yourself at all times.

You can do this by: • improving and increasing your own skills and knowledge • Complete your Leadership Trefoil 3 Achieve a Challenge • exploring your own development by completing the Leadership Focus or Queen’s Guide Award • maintaining your commitment to your family, friends and jobs • ensuring that you manage your time effectively.

Expectations of a Junior Leader

As part of the Girl Guide Promise you made, you promised to ‘do my best’.

As a Junior Leader it is expected you will continue to strive for high standards and to look for opportunities to assist both the Leaders you are working with and the younger Girl Guides you are helping to lead.

You will be expected to lead games and activities as part of the Unit meeting. As your skills develop over time, the length and complexity of these games and activities will increase. You will be asked to attend outings, camps and other events with your Unit and take part in District, Region and State events with your Unit.

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Things you might do as a Junior Leader include: • run a game • plan and run an activity • help Girl Guides understand the Promise and Law • teach a new skill • help on camp or at a special activity • organise the opening/closing of a meeting • teach Girl Guides about an aspect of Guiding; for example, the five World Centres or the World Badge • help Girl Guides to plan and carry out a ceremony, Guides’ Own or campfire • help run a Wide Game • learn how to look after the Unit finances • help with badges – developing a challenge, carrying out the challenge, assessing the challenge • attend your District meeting • participate in Patrol Leaders’ Council.

It is hoped that you will also take the opportunity to attend workshops and trainings that are offered to increase your skills in leadership and personal development, and to learn new games and activities to then share with your Unit.

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How to Choose a Younger Aged Girl Guide Unit to Work With

It is up to you to determine what age group of girls you would like to work with as a Junior Leader, and to discuss with your District Leader and your Leader what best fits your needs. Sometimes going back to the Unit you were a Girl Guide in is not always the best option. You could visit a few different Units before deciding.

Who Will Support You as a Junior Leader?

Your Peer Unit Leader and the Unit Leader of the younger aged Girl Guide Unit that you are working with should both support you in your role as a Junior Leader; however, it is likely that the Unit Leader of the younger aged Girl Guide Unit will have a more involved role as she will see you regularly working with the younger Girl Guides.

She may give you specific responsibilities each week, such as running the opening or helping members learn the Girl Guide Promise. She may ask you to prepare activities ahead of time or to take a Patrol to teach them a new skill. Your peer Unit Leader will be able to notify you about activities and events that are happening in your State for 14- to 17- year-old Girl Guides and/or Junior Leaders.

There will also be an adult Leader who is responsible for all Junior Leaders in your State. This Leader will be available to answer questions, help you determine how best to develop your leadership skills, and answer any questions your Leaders might have in relation to supporting you in your role.

Contact your State Girl Guide Organisation.

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Registration

You are required to register as a Junior Leader with your State Girl Guide Organisation. This enables them to contact you when special activities and events are happening for Junior Leaders.

Limitations to Your Responsibilities

Although you are a Junior Leader, and are therefore an important part of the leadership team of a Girl Guide Unit, you are not an adult. As such, there are some limitations on what we can expect of you and the responsibilities we can ask you to take on. Some examples are given here.

As you are not an adult, this means that you cannot be left alone with girls unsupervised. You may be asked to run an activity for a group of girls in a different part of the hall, but you cannot take a Unit meeting on your own without an adult Leader being present.

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Leadership Development

Although you might be helping to ‘staff’ an activity, you will not be counted as an adult. Different Girl Guide activities require different adult-to-youth ratios to ensure the safety of the girls. When determining these ratios, you will be counted as a Youth Member. You will still be able to help run the activities.

You may be asked to take responsibility for collecting subs or other monies for the Unit.

Make sure you write down who gives what amount and the date. Always check money provided in an envelope to ensure that no change is required. At the end of each meeting, hand your notes and all monies collected to the Unit Leader so that she can bank the money. You may like to take some time one day with the Unit Leader so that she can show you how the Unit finances are managed – the records kept, process for banking, how to write a cheque, etc.

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. Help younger Girl Guides develop and run a Guides’ Own. Develop an activity to help younger Girl Guides understand the five World Centres, the World Badge or World Flag.

Attend an indoor or outdoor camp as an assistant staff member.

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How to Develop Your Leadership Skills

Being a Junior Leader is all about developing your leadership skills. As part of this development it is highly recommended that you participate in a Girl Guide Leadership Skills development training. (Each State has this sort of training available every year for Girl Guides aged 14 to 17 years – check your State website or newsletter for more information.) These trainings will go through all aspects of leadership, such as what it is, styles of leadership, communication, goalsetting and decision-making. They are a great way of honing your leadership skills, making even more Girl Guide friends and having fun.

You could also learn more about the Australian Guide Program and how it is implemented with the girls that you are working with. The AGP is for all Girl Guides aged 5 to 17 years. Each individual works through the AGP at their own level in their own time. We call this ‘progression’. It really is a personal thing.

Have a flexible approach to allow girls to experience activities and skills for themselves. Remember, Girl Guiding is about ‘learning by doing’. Some girls will need more assistance with certain activities.

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How can you help some of the younger Girl Guides you are working with when doing outdoor cooking, a service project or playing a game? Carry out an activity that shows you have thought this through.

Complete the Leadership Trefoil 3 Achieve a Challenge and/or Leadership Focus.

Badges, Awards and Recognition as a Junior Leader

There is a Junior Leader badge that you can wear on your uniform to help identify you as a Junior Leader. You only wear this badge when you are being a Junior Leader; that is, not when you are with your Peer Unit. You will be able to purchase this badge once you have registered as a Junior Leader with your State Office.

As a Junior Leader, you can work on any badges and awards available, including Leadership Focus, Gold Endeavour and Queen’s Guide Award, as long as you are a member of a Peer Unit. You can work on these badges with your younger aged Unit; however, your Peer Unit is the one that assesses you. So you will need to report back, or get the younger Girl Guides to write a note about what you did, or get some of your peer Girl Guides to attend the younger aged Girl Guide Unit meeting.

There are two certificates available to recognise your service to Girl Guiding. The first can be issued any time after six months of being a Junior Leader; it recognises your contribution to Girl Guiding. The second certificate is only awarded to a Junior Leader who has worked in a younger aged Girl Guide

Unit for at least 12 months and completed the Leadership Focus. When you earn this certificate, you can receive recognition of some prior learning if you become an adult Leader.

For more information on being a Junior Leader, refer to GGA’s A Girl’s Guide to Being a Junior Leader.

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Patrol System

7

It isn’t just decision-making and planning that happens in your Unit. Girl Guides in your Unit, together with your Leaders, share the management of the Unit. This means that you are self-governing. It is both a privilege and a responsibility.

As a group, you decide: • the Unit’s program of activities • service and advocacy projects • fundraising • standards of behaviour • special ceremonies, events and traditions.

As a Girl Guide, you will be involved in many small groups where the Patrol System is used. With younger aged Girl Guides, Patrols are used as a form of self-governance.

By your age, you will have a much more active role in the governance of your Unit, with everyone taking on a role that helps the Unit function efficiently and effectively.

This works well because your leadership and organisational skills will have developed since you were younger and you now have the ability to plan an entire Unit meeting, with minimal direction from your Leader.

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Snapshots: From Small to Large Decisions When you were younger …

Girl Guides met all together with their Leaders to plan activities. Maybe you had an indoor camp. Your Leaders could lead a discussion about the theme for the camp and, as Girl Guides, you could choose a ‘circus’ camp or a ‘shipwreck’ themed camp. Your Leaders then organised the camp.

As you grew older …

Girl Guides met as a Patrol to select games and activities from a list for the Unit’s ‘survivor’ camp. A Patrol Leader led the discussion then gave your feedback to your Leaders, who planned how the camp would run. At the camp, each Patrol worked and played together as a team.

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With more experience …

Girl Guides met as a Patrol to discuss games and activities for an outdoor camp. They checked if anyone needed to learn new skills.

Your Patrol Leader went to Patrol Leaders’ Council and, together with the Leaders, they planned the camp program. Each Patrol led one of the activities in camp.

Now you are more skilled …

Girl Guides meet formally, maybe to plan a canoeing expedition. Each Girl Guide is able to contribute to a large part of the planning, such as organising transport. Leaders help whenever they are needed.

o!

Have a g

With your Unit, organise to participate in an exercise program, such as Latin dancing or boxercise or another physical activity that you have never tried before.

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All About Unit-in-Council

Get to know the members in your Unit.

Allow them to develop leadership roles within What A Unit-in-Council is a formal meeting their talents and skills. A Girl Guide who enjoys photography or scrapbooking might be of all the members of your Unit, the Logbook Keeper; a Girl Guide who has a both Girl Guides and Leaders, where decisions are made about all the Unit’s wide network of friends and often brings one to a Unit meeting might be the New Members activities.

Officer. Make the most of what you do well (see below).

When Meetings are generally held once a However, it may be time for you to step term, though the frequency will be out of your comfort zone and take on a new determined by your Unit. task that will help you develop other skills.

Challenge yourself!

Who All Unit members are entitled to and What are your talents? How can you utilise expected to participate in these for your Unit?

Unit-in-Council.

Indicate from the list below the skills you think you can contribute to your Unit:

Roles within a Unit

In the same way that members of a Patrol may take on special responsibilities, your Unit will appoint people to special positions for the Unit.

You will need to select a Chairperson, Secretary and Treasurer. You might also want to choose other roles, such as an Equipment Officer, Logbook Keeper, Social Secretary, Publicist – whatever suits the activities you are doing.

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Speaking

Gofer

Writing

Planning

Drawing

Photography

Building

Management

Enthusing

Computing

Socialising

Budgeting

Construction

Office bearers

A Chairperson, Secretary and Treasurer are usually the office bearers for a Unit. They are the positions that must be appointed and have specific tasks. They are elected by the Unit and voted for at an annual meeting of the Unit. They should hold these positions for at least one year.

Suggested tasks or responsibilities for the office bearers are given here; however, Units can change these lists to suit their requirements or to divide tasks between more Girl Guides.

Secretary

• With the Chairperson, sets the agenda for meetings.

• Issues agenda items to the Girl Guides and Leaders.

• Takes the minutes of the meetings.

• Handles incoming and outgoing correspondence.

• Issues notices or other information to Girl Guides and Leaders.

• Keeps the records.

• Reads out the minutes, correspondence and reports at meetings.

Chairperson

• Chairs Unit-in-Council.

• With the Secretary, sets the agenda for meetings.

• Ensures everyone participates in discussions.

• Represents the Unit on public occasions.

• Acts as hostess at Unit functions, greeting all visitors and saying thanks.

• Helps Unit members resolve differences.

• Officiates at ceremonies.

Treasurer

• Receives money and writes receipts for all monies received.

• Pays all Unit accounts after approval by the Unit-in-Council.

• Keeps financial records of income and expenses.

• Gives a financial statement at each Unit-inCouncil meeting.

• Prepares books for annual audit.

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How to run a meeting

From time to time your Unit will hold a Unit-in-Council to discuss and decide Unit matters. Good meetings are best when they start on time and are more effective and faster if there is an agenda.

Being prepared and making an effort to learn as much as you can about how formal meetings are run will help you to conduct and/or participate in these meetings confidently. Try to visit another meeting and observe how the office bearers and other committee members conduct themselves. You may be able to attend a local service club or your local council or ask your District Manager if you may attend a District meeting.

Before the meeting, the Chairperson and Secretary prepare an agenda and distribute it to all members. The items that should be on the agenda of a meeting are given on page 81.

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Items on the Agenda Agenda item

What this means

Opening

Some Units will start with a welcome to country, song, reading or prayer.

The Chairperson welcomes all those present and any new people.

A quorum is established. A quorum is the minimum number required to be in attendance when matters need to be voted on. It is determined by the Unit; for example, two-thirds of the total Unit membership.

Apologies

A record is kept of those who have sent their apologies for not attending.

A list of those present at the meeting is also kept.

Minutes of the previous meeting

These are taken as read, and all present must vote on whether they are a true record of the previous meeting.

One member moves a motion that the minutes be adopted, another seconds the motion and all present vote as to whether or not they agree.

Business arising from the previous minutes

This allows checks to be made that motions or actions agreed upon at the previous meeting have been carried out or are being dealt with. People responsible for specific tasks may be asked to give an update of progress.

Correspondence

The Secretary reads any incoming mail received and makes a list. The Secretary reports on mail that she has sent out and records this in the minutes.

Reports

Written reports are read and given to the Secretary to file with the minutes. Reports may be provided by the Chairperson on activities she has conducted. The Treasurer reports on the financial situation of the Unit. Your Leader may report on matters from your District, Region or State. Sub-committees; that is, groups handling social or service activities, report on activities that have been conducted or are being planned.

General business

This may cover a range of matters to be planned, discussed, voted on, etc. It may be camp plans, special events, peer assessments or badge presentations. These items would be listed on the agenda to allow members to think about them before the meeting.

Any other business

Non-listed business that has occurred since the agenda was prepared may be included here. The Chairperson can ask for these to be named as part of the opening of the meeting. If time is tight, ‘any other business’ may have to wait until the next meeting. This is why it is important to get your business onto the agenda.

Closing

Date, time, place, etc. for the next meeting is announced. Meeting is closed.

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Program Planning

Planning a program can be fun. It is up to you and the other members of your Unit to plan what you want to do and how to go about it. Aim for a mixture of activities that range across the four Elements and seven Fundamentals of the AGP. Aim to always try something new.

People s Phy ical

Some hints include: • plan for some long-range projects and some short-term ones • consider individuals • get ideas from everyone and try to develop activities that combine ideas • be practical and ask if it is possible • get everyone involved • look at the overall balance • be flexible and open-minded.

l

ct Pra ica

Self

Promise and Law Outdoors Service World Guiding Guiding Traditions Leadership Development Patrol System

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You could include: • group or panel discussions • simulation games or role-play • DVDs or online programs • going outside • creating a board or table game • attending courses • sharing talents with each other • taking part in community events.

Problem Solving

Problems may occur when making decisions, planning Unit activities or working on challenges in your Unit. Such problems need to be solved as soon as they arise. In all cases of decision-making and problem-solving, fair discussions need to take place. To be fair, everyone involved has the opportunity to speak and everyone needs to listen. Often when fair discussion is used, a decision can be reached by consensus. Consensus is where everyone agrees on the final outcome, which has drawn on everyone’s ideas.

The steps to problem-solving are very similar to those used in decision-making.

They are like traffic lights to prevent a bad situation (as shown below):

STOP

What is the problem? Let those involved in the problem share their feelings and thoughts.

WAIT

Listen carefully to everyone’s ideas and solutions to the problem. Think about solutions. Make a list of all suggestions, no matter how silly they might seem – by giving them time they may develop into the best solutions. Talk about all the ideas and decide if they will work. What will be the consequences of any actions?

GO

Make a plan of action. What steps will be taken so that the problem is solved? Be prepared to go back over the same process again if your first plan does not work.

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Discover a Challenge

8

The Discover a Challenge was designed to extend your understanding of the AGP and act as a stepping stone to the other badges and awards available for your age. You are able to cross-credit any of these challenges into any of the Guide badges or awards. This handbook contains the final level – Black Opal.

You need to complete one challenge from the Girl Guiding section as well as two challenges from each Element – one from Part A and one from Part B. Leaders can assess these challenges.

However, if the challenges are being crosscredited towards other badges or awards, then they must be assessed as required by these

badges and awards. Where the challenge requires involvement or reporting back to ‘your Unit’, this implies your Peer Unit as defined in the Peer Assessment section in the Australian Guide Program chapter.

You can complete the Black Opal more than once, as long as different challenges are chosen each time.

Black Opal

The opal is Australia’s official national gemstone – and the most famous is the black opal. The minimum start age for this badge is 14 years.

Challenge

Date

Signature

GUIDING: Complete one challenge Research a specific topic about the history of the Girl Guiding Movement or a person who has made a significant contribution to Girl Guiding. Share your findings in an interesting way with a group of your choice.

Research a current WAGGGS project or program and share the information with your Unit. You could use an international, regional or Girl Guides Australia project or program. Find a way to promote, help, support or participate in it.

Organise, plan and carry out a fundraising event for a charity of your choice. Find out more about the charity and either plan a visit to the organisation or arrange for a representative of the charity to visit your Unit.

Organise, plan and carry out a fundraising event for the WAGGGS World Thinking Day Fund or other WAGGGS related- fund. Find out more about how this fund is used.

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Challenge PHYSICAL: Complete one challenge from Part A and one challenge from Part B Part A: Healthy Body Develop a plan to exercise for at least 30 minutes, three times a week. Follow this plan for a month.

Keep a food diary for a week. Identify any issues with your diet and create a plan to improve it.

Follow this plan for a month.

Develop a skin-care routine, including sun protection, and follow it for a month.

In a sport or physical activity in which you are already active, challenge yourself to join a new team or improve your level, class or personal best.

Participate in a new sport or activity for one month and present your experiences to your Unit.

Visit a supermarket and compare the packaging, contents and price of at least four different products. Look for information on serving size, presence of vitamins and minerals, fat content, etc.

What goals or recommendations could you make from your findings? Write a food review.

Part B: Healthy Mind Over a week, write down the times and situations when you feel stressed, as well as how your body reacts and your other feelings. At the end of the week, review your log. Are there other ways you could handle the situations?

Learn meditation or another form of relaxation and practise it regularly for a month.

Try crosswords, Sudoku, chess or an online brain training game you haven’t tried before. Challenge yourself until you improve.

Research how diet, including vitamin intake, impacts on general health, brain function and hormone balance. Share this information with your Unit.

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Date

Signature

Challenge

Date

Signature

Part B: Healthy Mind (continued) Read a novel you have never read before and discuss it with your Unit. If you read a lot, then challenge yourself to read from a different genre.

Participate in an advocacy/community service project involved with health issues and present your outcomes to your Unit.

Plan a night at Girl Guides where an instructor visits or the Unit attends a session of yoga, aerobics, dance, etc.

If you are musical, create some relaxation music and share it with your Unit.

PEOPLE: Complete one challenge from Part A and one challenge from Part B Part A: Helping Communities Find out what social inclusion is and what the Australian and your State governments are doing about it. Identify the areas of social disadvantage in your State. Find out about some of the programs in place to improve these areas and share them with your Unit.

Research the effects of using drugs and alcohol. Consider the perception of drinking and drug use in Australian society. With your Unit and a Leader, share what you have learnt. Discuss strategies to assist you in coping with peer pressure to drink or take drugs.

Identify the agencies in your local area that exist to assist youth with the issues given below. Choose one of these agencies and collect information about it. Find out what they do, how to contact them and how they help: • homelessness • domestic/family violence • refugees • mental health • bullying Learn about advocacy and what it means. Identify a cause you would like to advocate for and find a way to support this cause.

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Challenge Part B: Understanding People Research activities or games involving communication skills and participate in some of them with your Unit. Afterwards, debrief about what you learnt and discuss how you can use good communication skills in other areas of your life.

Visit a childcare centre, crèche, early learning centre or kindergarten and spend at least two hours with the children. Visit a nursing home or aged-care centre for at least two hours, or assist with a Meals on Wheels delivery. Discuss the issues related to caring for the very young and elderly with your Unit and Leader.

Invite a person with special needs a carer of a person with special needs or a special needs advocate to talk to your Unit about living with special needs and how you, as individuals, can be more supportive and accepting of people with special needs.

Take an online test about learning styles or multiple intelligences; for example, a VAK test. Identify your preferred learning style and think about how you can use this knowledge to learn better.

Educate yourself about the other learning styles and then teach a basic skill or task to your Unit incorporating any three learning styles, e.g. visual, auditory and kinaesthetic.

Privacy is a big issue with legal implications. What are the implications of reading another person’s mail, diary or email; using mobile phones in public; or sharing information about yourself online?

Find out how to protect your own privacy and why it’s important. Find out what is legal and why.

You may like to invite a police officer or lawyer to your Unit to discuss this issue further.

Research the history and culture of the First Nations people connected to the land you live on, including the specific language groups. Find out what the Reconciliation Australia theme is for this year and what a Reconciliation Action Plan (RAP) is.

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Date

Signature

Challenge

Date

Signature

PRACTICAL: Complete one challenge from Part A and one challenge from Part B Part A: Enjoying Outdoors Compare traditional and modern styles of camping. Once you have completed all of the sections below, discuss the differences, both positive and negative, with an experienced outdoor leader and your Peer Unit: Pitch, brail, strike and pack a canvas tent. Pitch, strike and pack a modern tent.

•C ook a two-course meal over an open fire ( being aware of local fire regulations) and cook a two-course meal with a gas, Trangia or alternative fuel stove.

•P repare a traditional bedroll. Compare the bedroll to modern sleeping gear, including self-inflating mattresses, swags and extreme-temperature sleeping bags.

•F ollow a trail, using a map and compass. Use a hand-held GPS to reach a predetermined destination.

Personal camping. Demonstrate the following skills: • With no more than two helpers, pitch a tent in the dark or blindfolded.

• Erect a camp flagpole with only one helper.

•K now your local fire regulations and what you can do if you are caught in a bushfire. Know where to find the dates for local fire restrictions. Discuss basic bushfire safety.

• Light a fire that stays lit for at least 30 minutes and is hot enough to boil water (being aware of local fire regulations).

•D emonstrate appropriate packing of a backpack, including ratio of pack weight to body size, weatherproofing, load distribution and adjustment of load.

• Be able to find a direction by natural means, such as the sun, moon, stars or vegetation.

•P articipate in an overnight lightweight hike and help develop a risk management plan for this activity.

Environment: •W hat does conservation mean to you? Choose three lifestyle changes you can make to conserve energy, water, resources, etc. Adopt them for a month and perhaps as ongoing changes to your lifestyle. Evaluate how you went.

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Challenge Part A: Enjoying Outdoors (continued) Take part in an active conservation campaign, such as revegetation, combating erosion, protecting an endangered species or eradicating noxious weeds, or an activity with an organisation which has a partnership with Girl Guides Australia. This could be undertaken in cooperation with a State organisation dealing with soil erosion, forestry, etc. or with a recognised conservation association, or it could be a local community or Guide project.

Part B: Managing a Household Budget for a household for six months. Know which bills you need to pay (insurance, gas, electricity, water, rates, mortgage or rent, phone) and how to read an electricity, gas and water meter. How much money is needed?

Demonstrate that you understand the importance of health and hygiene in food preparation and service.

Prepare a balanced menu for your family for a week, taking into account what you already have at home. Then prepare a shopping list for that menu.

Know and interpret a 24-hour clock and how to read transport and pricing schedules for different transport options. Plan a trip around Australia using five different modes of transport.

Build a piece of furniture or reupholster an old piece.

Learn how to clean the kitchen, bathroom and other general living areas in a house, using non-toxic cleaning methods.

Demonstrate how to safely change a light globe. Identify a circuit breaker, fuse and/or safety switch for your home or meeting place. Investigate ways to reduce water usage in your home. Implement those that you can. Discuss with your Unit what you did or would like to have done.

Discuss with your parent(s) all the housework they do each week. Take on responsibility for a significant proportion of these tasks for one week.

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Challenge

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Part B: Managing a Household (continued) Cook dinner for your family at least once a week for five weeks. Try at least one new recipe during this time.

Learn some basic maintenance skills. Know the names of simple tools and how they are used.

Service your bike.

Demonstrate how to care for your own clothes, including ironing and simple mending techniques.

Know how to wash clothes and to remove the following stains: • grease • ink • blood • tomato sauce.

• mud SELF: Complete one challenge from Part A and one challenge from Part B Part A: Develop Yourself Hold a position in your Unit-in-Council, e.g. Secretary or Treasurer.

Gain a Learner Driver or Provisional Driver Licence.

Prepare and present a five-minute speech describing something you are passionate about.

Invite a travel agent to speak to your Unit or visit a travel agency or an online travel site to learn what services they offer. Using this information, plan your dream holiday or ‘gap year’.

Investigate a number of career choices that interest you. Explore the subject choices you will need to make at school to lead you to these jobs. Discuss them with an adult you trust.

Choose three forms of technology; for example, computers, email, internet, digital camera, wearable devices, mobile phones, and show another person how to use them. Discuss with your Unit the advantages of changing technology and some of the related problems.

Research a book or website about personality types. If possible, take an online test to determine the basic characteristics of your personality.

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Challenge Part A: Develop Yourself (continued) Investigate how consumer products are purchased via the methods given below. Discuss the pros and cons of each with your Unit: • After-Pay • personal loan Compare and contrast two religions, one of which may be your own, in order to explore your own beliefs. Find out more about a religion that is not your own. Visit a place of worship and learn about their special celebrations and religious practices and beliefs. Compare these to your own beliefs and share your thoughts with your Unit or Leader.

Part B: Express Yourself From a recipe book, cook a dish you have never cooked before and share it with your family or Unit.

Make an item of clothing for yourself or someone else to wear.

Try a new craft – origami, scrapbooking, flower arranging, cake decorating, etc. – and show a finished item to your Unit.

Try a new art form – sculpture, painting, graphic design, dance, drama, movie making – and show your finished piece to your Unit.

Choreograph a new dance, write a song or stand-up routine, or learn a new piece of music, and perform it for your Unit.

Join Gang Show or another performance group – orchestra, band, dance troupe, choir, etc. – and invite your Unit to a performance.

Express yourself in writing – write an article or short story and submit it for publication with an appropriate newspaper, magazine, website or journal, or become a regular contributor to an approved and age-appropriate online forum.

In a craft, hobby or art in which you are already active, challenge yourself to improve to a new grade, level, class or personal best.

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What’s Next?

No doubt you’ve made many new friends, learnt new skills, completed lots of challenges, and most importantly had lots of fun in Girl Guiding so far.

Your understanding of the Girl Guide Promise and Law will have changed as you have grown older and experienced life as a Girl Guide.

Write down what you have enjoyed at Girl Guides over the past few years.

All these achievements demonstrate that you have learnt new things, discovered more about yourself and had fun.

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Do you want more?

Tick the box next to each question:

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Talk to someone in the Olave Program.

Discuss with your District Manager/Region Manager about becoming a Girl Guide Leader.

You may be able to apply for Recognition of Prior Learning (RPL) for certain clauses from your Girl Guide badges and awards into the Australian Leadership and Qualification Program. (ALQP) Further develop your leadership and/or advocacy skills.

What’s Next?

Become an Outdoor Activities Instructor.

Participate in an international Girl Guide event.

Visit or volunteer at a World Centre.

Continue to develop yourself by working on adult awards and challenges.

Extend your skills through new adventure activities.

Participate in a global service project.

Talk to your Leader about your next Girl Guiding adventures!

Olave Program

The Olave Program is a program for young women to continue enjoying the personal challenge of Girl Guiding. Once you turn 18, this means YOU! All members of Girl Guides Australia can participate in the Olave Program from the age of 18 until their 30th birthday. The Olave Program runs alongside the Australian Leadership and Qualification Program (ALQP), so you can participate in activities even if you are not a Leader. The Olave Program also provides an avenue for young Girl Guiding women to have a voice about issues that affect them. It gives you the chance to join a Peer Group but also allows you to participate as an individual.

Olaves take opportunities to: • Make a positive difference in their communities through volunteering, service and advocacy • Challenge themselves through new experiences especially in the outdoors and internationally

• Develop skills and knowledge to enable them to grow as individuals. Visit the Olave Program page on the GGA website for more information.

GOLD

This stands for Guiding Overseas Linked with Development. GOLD projects are international service-based projects that run in Girl Guiding countries all around the world.

Any Guide aged 18 to 30 can join a GOLD project. Australia has previously held GOLD projects in Thailand. A typical GOLD project involves a group of Girl Guides visiting a less developed country to promote Guiding and assist with community development.

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Index

adventure activities 40 see also Discover a Challenge advocacy 43, 46–49 AGP Process 26–18, 47, 61 assessment 18, 20, 61 see also AGP Process Australian Guide Program (AGP) 13–22, 65, 82, 85 Baden-Powell, Lord Robert (B-P) 6, 28, 60 Be Prepared 11, 26, 33 beliefs 24, 29 Black Opal 19 campfires 55, 58–59 camping 32–33 challenges, facing 17, 23, 93 see also Discover a Challenge, ceremonies 12, 55 communication 29, 63 criticism, constructive 22 cyber bullying 29 decision-making 13, 74–75, 76–77, 83 Discover a Challenge 19, 84–92 drinking water, needs 33 drugs 28 environment 15, 31, 49 external assessment 20, 22 first aid 44–45 four Elements 14, 82

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friendship twists 40–41 gadgets using knots and lashings 38–39 Girl Recognition System 65 Global Action Theme 49 global opportunities 53–54, 55 GOLD (Guiding Overseas Linked with Development) 95 Good Turn 10 Guide Law 8, 10, 28 Guide Motto 11, 14, 50, 65 Guide Promise 8, 10, 11, 12, 24, 29, 67 renewing 11, 12 Guide sign 10 Guide uniform 8–9, 10, 54 Guide Unit 7, 11 Guides’ Own 29 Guiding Traditions 14, 15, 55–59, 82 hiking expeditions 33 history of Guiding 6, 28, 46, 56, 60 international camps 54 Junior Leader 65–73 kayaking and canoeing 32 knots and lashings 38–41 Leadership Development 13, 14, 15, 60–73, 82 learning styles 64 left handshake 11 lightweight camping 32 meeting procedure 80–81 navigating 34–36 office bearers 5, 78–79 Olave Program 94, 95

Outdoors 14, 15, 30–41, 82 Patrol Leader 76, 77 Patrol Leaders’ Council 77 Patrol System 14, 15, 74–83 peer assessment 20, 21–22, 85 Peer Unit 21 personal development 13, 15, 25, 62 planning 74 see also AGP Process program 82 problem-solving 83 Promise Ceremony 12, 56 Promise and Law 8–12, 15, 22–29, 55, 82, 93 safety 37 self-assessment 20, 21, 62 self-governing 74–75 seven Fundamentals, 14, 15, 82 Service 14, 15, 25, 26–27, 42–49, 82 songs 58 sustainable development goals 49 Symbols of the Movement 54, 55 Unit, office bearers 78–79 Unit, roles within 78–79 Unit-in-Council 78 V-formation 56–57 values 23, 24–25, 29, 55 WAGGGS 7, 46, 50–54 World Centres 53 World Guiding 7, 14, 50–54, 55, 82 World Association of Girl Guides and Girl Scouts (WAGGGS) 7, 50–54

‘World Song’ (Sung to a marching beat; the tune can be heard

‘Taps’

on http://www.girlscouts.org/who_we_are/global/

This version is sung after sunset.

wagggs/world_song.asp)

Day is done,

Our way is clear as we march on,

Gone the sun, From the sea, from the hills, from the sky.

All is well.

Safely rest.

And see! Our flag on high, Is never furled throughout the world, For hope shall never die!

We must unite for what is right,

Goodnight.

In friendship true and strong,

‘Daylight Taps’

In its rebirth,

This version is sung before sunset.

Thanks and praise, For our days, ’Neath the sun, ’neath the stars, ’neath the sky.

As we go.

This we know.

Goodnight.

Until the earth, Shall sing our song!

Shall sing our song!

All those who loved the true and good, Whose promises were kept, With humble mind, whose acts were kind, whose honour never slept; These were the free!

And we must be, Prepared like them to live, To give to all, Both great and small, All we can give!

All we can give!