Girl Guide Awards Book by GirlGuidesAustralia

Awards Book

My Details

My name My Leaders and helpers

My Unit

The

date I joined Guides

My Patrol

Girl Guides Australia

Hub Hyde Park

223 Liverpool Street

Darlinghurst NSW 2010 girlguides.org.au

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.

First published in Australia in 2025

Remember: Girl Guides always wants you to be safe. If you are doing any activities for these badges or challenges outside of a supervised Girl Guide activity, you MUST have permission from your parent or guardian. Parents and guardians can obtain more information at https:// www.guidelinesforgirlguides.org.au/ wp-content/uploads/2021/09/GuidanceNote-Supervision-of-Youth-Members-forParents-Guardians.pdf

Introduction

Are the Awards for me?

If you have made your Girl Guide Promise AND you are an active member of your Unit, contributing ideas to both Patrol and Unit programs AND you’re ready for an extra challenge from Guides then YES – the Awards are for you.

QUEEN'S GUIDE

Getting started

The awards are a part of the Australian Girl Recognition System. There are also many other ways in which you may challenge yourself in the Badge Book.

You can work on only one of these awards at a time. Any award must be completed by your 18th birthday. Before you begin an award you need to have made or renewed your Girl Guide Promise within 12 months of starting an award.

The Junior BP and BP Awards are based on Fundamentals of the Australian Guide Program:

• Promise and Law

• Outdoors

• Service

• World Guiding

• Guiding Traditions

• Patrol System

• Leadership Development

Each of the Fundamentals, other than Leadership Development, has a number of activities that you need to complete. Leadership Development is an ongoing process which occurs as you work through the activities.

If you decide to make up your own challenge in any of the areas,

Now, let’s look at what you need to do…

All awards focus on challenges in each of the Fundamentals of the Australian Guide Program and you are expected to challenge yourself at your highest personal level.

• What is your challenge?

• Is it something you have chosen and planned yourself?

• Or are you exploring something new or extending your knowledge?

you could consider choosing one from the Badge resource or some other activity that relates to Guiding. Remember that it must challenge you as much as the other activities listed.

It is important that it is your individual choice to work towards an Award.

Carefully decide activities that are challenging to you. Plan what you will do and what you will need.

Share your plans with others, your Patrol and Leader. Other people, including those in your Patrol or Unit, may be able to give you help and advice.

When you finish an activity, evaluate with others how the challenge went.

Assessment & Evaluation

It's important to ensure you have done your best for each challenge. For these awards, you need to self‑assess as well as have your peers assess you.

Before you begin a challenge, you need to discuss your ideas with your Leader and the girls in your Patrol or Unit. You need to tell them about the challenge/s that you have set for yourself and how you plan to carry it out.

When you have completed your challenge/s, you will share with your Patrol or Unit how you went with your challenge. This is called Peer Assessment, and your Leader will help you with this.

You could talk to them about:

• The best part of the challenge

• What you learnt from doing the challenge

• How you planned to achieve your challenge

• The most difficult part of the challenge or anything that you would do differently next time

• How much more you now know

• How well prepared you were

You will also need to decide if this was really a challenge for you or if you should work on something a little more.

The girls and Leaders may then ask you questions about your challenge. They may ask you questions such as:

• Was the activity really a challenge for you?

• Was it fun and enjoyable?

• Did you do your best?

• Did you achieve what you set out to do?

• Is there something that you could build on in the future?

If the girls and Leaders are satisfied that the activity was a challenge for you and that you did your best to achieve it, then they will recommend that your challenge is approved. Please note that some Achieve a Challenge badges require a qualified assessor, as they are competency based. Check before you start to ensure you use the correct method of assessment.

Skills

Skills such as first aid, lifesaving or swimming have set requirements or competencies to help you reach a certain standard.

You may cross-credit a qualification or award or other skills developed from school or another organisation for your challenges as long as you discuss or show the skills, knowledge or abilities to your Patrol or Unit and you can clearly show that this was in fact a challenge. You can only use another activity once for cross-crediting purposes.

It is important to ensure that your skills are developed as you work through these awards. For instance, in the Junior BP Award you might decide an Outdoors challenge is to learn how to kayak, then for the BP Award – you might go for a one day kayak expedition, and for the Queen’s Guide Award you might then gain your Boating Trefoil 3 – Kayaking.

Leadership Development

As you work through the challenges of the Junior BP and BP Awards, you need to remember to focus on all seven Fundamental areas. You will focus on six of the Fundamentals by completing challenges, however you will need to continue to challenge yourself to develop your leadership skills by working with your Patrol or Unit to cover Leadership Development.

Keeping on track

When you are halfway through the Junior BP or BP Awards, before you receive the Bronze or Silver Endeavour, and again when you have completed all of the activities, you will need to talk to your Leader about how:

{ your understanding of the Girl Guide Promise and Law has grown.

• You could renew your Girl Guide Promise at this time.

{ your leadership skills have developed and changed.

• While you are working on these awards you will need to help in your Unit by running games and other activities. This will help your leadership skills to develop.

Flexibility

No matter where or how you work on your Award, flexibility is the key. You may attend a Unit that meets face to face or you may attend online. You may even experience Guiding in a different way!.

The Girl Recognition System is available to all Guides of all ages and abilities. Sometimes it will be necessary to adapt or adjust activities to suit your needs. Make sure you speak to your peers and Unit Leaders so you can challenge yourself to the best of your ability.

This is your journey to a lifelong pathway of learning!

Junior BP Award

Date Made/Renewed Girl Guide Promise

First of all:

{ You should be at least 7 years old.

{ Talk to your Leaders/Patrol about your plan to begin the Junior BP Award.

{ Make or renew your Girl Guide Promise and write the date at the top of this page.

Complete two activities from each of the six Fundamental areas listed. You do not have to choose all of your activities before you start. You may choose some after starting.

Date You Began this Award

How did you go?

Every time you finish an activity, assess whether you have completed the required challenge (see page 6).

When you have completed six activities you will be halfway, and after a discussion about your understanding of the Girl Guide Promise and Law and your leadership skill development, you will be presented with the Bronze Endeavour as a reward for working so hard.



BRONZE ENDEAVOUR PRESENTED ON

Colour the boxes beside the activities you would like to do.

Consider what you might like to do to develop your leadership skills. Think about when you would like to finish.

Tell your Leader when you complete each activity, to ensure that it is peer assessed by the girls in your Patrol or Unit.

When you finish the remaining six activities, and have had a further discussion on your understanding of the Girl Guide Promise and Law and your leadership skill development has grown, you will be awarded the Junior BP Award.

This will be presented at a very special ceremony because we know that when you receive this Award you really deserve it.



JUNIOR BP AWARD PRESENTED ON

Girl Guide Promise and Law

{ Build a model of what you think represents the Girl Guide Promise and Law and use it at a Guides’ Own you helped to plan.

{ Plan and carry out an activity which shows what the Girl Guide Promise and Law means. This could be a play, mime, poster, song, dance or similar. Share it with your Unit.

{ Visit a different place of worship with a friend and an adult who can tell you something new about this place. Share what you have found out with your Unit.

{ Think about something you are good at and share your talent with your Patrol. It may be music, craft, cooking, writing or something else.

{ Choose an activity of your own.

Date Completed Activity 1 Activity 2

Date Completed

Guiding Traditions

{ Plan a ceremony or activity with your Patrol that includes a game about the Symbols of the Movement.

{ Organise a birthday party for Lord and Lady Baden-Powell and include an activity or game about the start of Girl Guiding.

{ Find out how to signal a simple message in Morse code or semaphore.

{ Lead three items at a campfire.

{ Choose an activity of your own.

Service

{ Collect some materials that can be recycled. Organise a fun activity using them before donating them to the appropriate recycling centre.

{ Learn a new skill and show how it can be used to help others.

{ Invite a representative from a local community service group to your Unit. Find out how you can support this group and do it!

{ Challenge yourself by taking part in a service such as Jump Rope for Heart, Clean Up Australia, MS Readathon or similar.

{ Choose an activity of your own.

Outdoors

{ Plan and go on a nature walk taking an adult with you. Know the safety rules, including what to do if you become lost.

{ Prepare and cook a simple meal outdoors and share it with a friend. Use safety practices while you are doing this.

{ Take part in an outdoor activity that requires the use of observation skills such as stargazing, tracking, bird watching, pond dipping.

{ Have a go at a challenging outdoor activity you have not tried before.

{ Choose an activity of your own.

World Guiding

{ Help to plan an international activity for your Unit where you pretend to visit one of the WAGGGS World Centres. You could choose costumes, songs, food or games.

{ Learn a Girl Guiding song or game from another country.

{ Prepare and perform an Australian concert item that would tell international visitors something about our country.

{ Make an Australian souvenir suitable to give to someone to take to an international event.

{ Choose an activity of your own.

Patrol System

{ Describe each member of your Patrol and find out their special interests. Present this information to your Unit in a fun way.

{ Make a useful item with your Patrol.

{ Make up a skit, play, song, poem or poster with your Patrol that describes Girl Guiding to other people.

{ As a Patrol, plan and carry out a service project or activity.

{ Choose an activity of your own which involves your Patrol.

BP Award

First of all:

{ You should be at least 10 years old.

{ Talk to your Patrol and Leader about your plan to begin the BP Award including the information on pages 4-7 in this book.

{ Make or renew your Girl Guide Promise and write the date at the top of this page.

{ Choose three activities from each of the six Fundamental areas. (You do not have to choose all of your activities before you start. You may choose some later.)

How did you go?

Every time you finish an activity, reflect on your achievement. Your challenge should be evaluated by both yourself, and the girls in your Patrol or Unit. (Refer back to page 6 for help in doing this.)

On completion of nine activities and following a discussion with your Patrol/Unit and Leader about your understanding of the Girl Guide Promise and Law and your leadership skill development, you will be awarded the Silver Endeavour.

SILVER ENDEAVOUR PRESENTED ON

Mark the boxes beside the activities you would like to do.

Consider what you might like to do to develop your leadership skills. Think about when you would like to finish.

On completion of the remaining nine activities, and following a further reflection with your Patrol or Unit on your leadership skill development and how your understanding of the Girl Guide Promise and Law has grown, you will receive the BP Award at a special ceremony.

BP AWARD PRESENTED ON

Girl Guide Promise and Law

{ Organise others to help you plan and hold a Guides’ Own at a special place you have found. Make it enjoyable by trying to include some of the following - music, dance, songs, actions, special thoughts or readings.

{ Put together some 'What if…' situations which demonstrate the Girl Guide Promise and Law in action and use them in a game or panel discussion with another Patrol.

{ Visit various places of worship and investigate the differences and similarities of each. Present your findings in an interesting way.

{ Investigate the life of a woman who has lived by the spirit of the Promise and Law. You may read about her activities or see her in a film or interview. Give a presentation to your Unit.

{ Compile a collection of sayings, thoughts, music and prayers. This may include books, audio and visual elements or posters. Show your collection to your Leader and select some to share with your Unit.

{ Find three current affairs reports that describe the successful resolution of conflict. These may be between countries, neighbours or families. Discuss with your Patrol the methods of conflict resolution illustrated and how these relate to resolving differences between people in your own lives.

{ Choose an activity of your own.

Guiding Traditions

{ Research a former Girl Guide or Leader in your local area, Region or State. Introduce your Patrol or Unit to some aspects of her life that illustrate her special contribution to Girl Guiding.

{ Create a wide game which tells the story of Girl Guiding from the beginning and play it with your Patrol, Unit or another group you may belong to.

{ Contact a Patrol from another Unit in person, by mail, radio, Internet, e-mail or telephone and share an activity with them.

{ Create a ‘Be Prepared’ kit suitable for today. Market it to your Patrol or Unit and give reasons for the items included. Find out what a BP kit may have included when Guiding began and compare the two.

{ With your Patrol or another group you may belong top, take responsibility for building a campfire. Plan and lead a campfire program of at least 30 minutes' duration.

{ Develop a program to interest others in the lives of Agnes and Olave Baden-Powell and how they influenced Girl Guiding. Your program could include games, activities, a pageant, interview or flip chart.

{ Choose an activity of your own.

Service

{ Is your home safe? Following contact with an emergency services organisation, prepare an emergency plan for your family to include a safety check and evaluation.

{ Obtain or extend your skills so that you are able to give service to others in your community in areas such as first aid or fire safety.

{ Plan and carry out a service project for your local area with Girl Guides, Scouts or another community group.

{ Contact a service organisation which helps others and take part in one of their projects. Share your experiences with your Unit.

{ With your Patrol, practise how to cope with an emergency situation. Demonstrate how you would deal with this situation and consider alternative strategies.

{ Challenge and extend yourself by taking part in a national or international service project such as World Environment Day, Harmony Day or World Refugee Day. Discover more about the work of the organisation involved and try to involve more members of your Unit in this form of service by promoting the organisation to them.

{ Choose an activity of your own.

Outdoors

Either:

{ Organise and run an overnight Patrol camp. This may be part of a Unit camp or you could design and build your own shelter and stay in it.

Or complete 3 of the following:

{ Try an adventure-based activity you have not done before or extend an existing skill in an adventurebased activity.

{ Make a survival kit that would help if you were lost in the bush. Using the kit and your knowledge, create a survival activity for your Unit or Patrol.

{ Organise and take part in a wide game outdoors with your Unit, District or Region.

{ With your Patrol, build and use a pioneering structure such as a chariot, ladder, bridge, swing or ballista. Make sure you use the correct knots and ropes.

Remember: All outdoor activities must have minimum impact on the environment.

{ Cook a three-course meal outdoors and invite others to share it with you.

{ Choose an activity of your own.

World Guiding

{ Choose a developing country within the Asia-Pacific Region. Present to your Unit in an interesting way, a day in the life of a Girl Guide from this country.

{ Some people live where there is conflict or natural disaster. Organise and carry out an activity which helps others to understand these difficulties and find out how WAGGGS helps in these situations.

{ Plan and carry out an activity which introduces others to the Five World Centres.

{ Make up a song, rap, poem or verse which celebrates World Guiding friendships.

{ Select three countries from different world regions apart from the Asia-Pacific Region. Through the Internet or other means, discover something about Girl Guiding in these countries and learn a story, song or dance from each country. Share your discoveries with your Patrol.

{ Use an international theme to plan a day activity or camp program.

{ Choose an activity of your own.

Date Completed

Completed

Patrol System

{ Have a day out as a Patrol. Plan it in advance and afterwards give an account of your expedition to your Unit.

{ Conduct an inter-Patrol debate on a current issue.

{ Create or maintain a Patrol diary.

{ Participate in a fundraising activity with your Patrol.

{ As a Patrol, organise a music, art or drama activity. Share this with another Unit.

{ With your Patrol, plan and carry out an environmental service project.

{ Choose an activity of your own which involves your Patrol.

Queen's Guide Award

The Queen’s Guide Award is the peak achievement award for Youth Members of Girl Guides Australia.

The Queen’s Guide Award will widen your interests, skills and knowledge while challenging you with opportunities for personal growth and greater selfawareness as you discover your potential as a leader of your world. It is about challenging yourself to do your best, at your level, in your way.

You will gain so much selfsatisfaction as you set and achieve your goals and, just as importantly, you will have fun along the way.

The Queen’s Guide Award is well respected in the community as a significant achievement. It is therefore expected that you will uphold the standard of the Award in everything you say and do. For this reason, it’s important to aim high and do your best.

This chapter contains all you need to start your Queen’s Guide Award journey!

There are two parts to the Queen’s Guide Award:

1 The challenges for the Gold Endeavour Award, which focus on participating and learning.

2 The additional challenges for the Queen’s Guide Award, which focus on organising and leading.

You will complete challenges in six skill areas and grow in your leadership experience:

• Creative Thinking

• Character

• Community

• Communication

• Collaboration

• Commitment to Learning

The Queen’s Guide Award includes compulsory Service and Leadership challenges. It is important to plan and follow the steps outlined to complete your Queen’s Guide Award. A summary of the steps is included in Additional Support: Support for Your Queen's Guide Journey on pages 44–48.

Steps as You Begin

GETTING STARTED

1 Consider the challenges you might undertake and have a preliminary discussion with your family, Peer Unit and Unit Leaders.

2 Register to commence your Queen’s Guide Award with your State Queen’s Guide Award coordinator by completing the online form on the GGA website.

3 You will be invited to join a Queen’s Guide Award group to facilitate the assessment process for the award. (This could be an online program e.g. Google Classroom, Microsoft Teams.)

GIRL GUIDE PROMISE RENEWAL

You must make or renew the Girl Guide Promise before commencing the Queen’s Guide Award.

COMPLETING THE CHALLENGES

Use the Australian Guide Program (AGP) Process to Discover, Decide, Plan, Do and Evaluate your challenges.

You will be expected to:

• Choose activities that are a challenge to you

• Complete those challenges to the best of your ability

• Be assessed by your Peer Unit.

As you complete the challenges, collect your evidence (photos, certificates, summaries of activities, film clips or other) ready for peer assessment. This may be uploaded to the online platform being used for your Queen’s Guide (e.g. your Unit Google Classroom), or included in your preferred record-keeping method. Don’t forget to include a description and details of the challenge as well as what you have learned and achieved.

You will be awarded the appropriate badges, including the Gold Endeavour Award and Focus Certificates, as they are completed.

What is Peer Assessment?

Your Peer Unit is responsible for assessing your completed challenges. It is suggested that you are peer assessed as you complete each skill area. Your Unit Leader will facilitate the peer assessment. For each skill area, you will be assessed by your peers on how you challenged yourself and whether you did your best.

Peer assessment can be done in person during Unit meeting time or directly online if you are using Google Classroom or Microsoft Teams to track your progress. After discussion, your peers should sign off that challenge. They could submit their comments and recommendation into the online platform being used or supply evidence the conversation has occurred.

Some Terms Used Throughout the Award

CHALLENGE

A challenge is an activity you choose that:

• is new to you

• is more difficult than you can currently achieve

• requires effort to achieve it.

It might include one or more of the following:

• Discovering a new interest

• Extending your knowledge and/or skills

• Working on a skill that needs improvement

• Gaining courage, selfconfidence, resilience, and strength

• Connecting with a new group of people

• Solving problems.

UNIT LEADER

The Unit Leader is the Leader who is responsible for the Peer Unit of which you are a member. She should actively facilitate the peer assessment process. It is important that you have the ongoing support of an adult/mentor within Girl Guiding who can provide the appropriate advice.

PEER UNIT

A peer is someone who is your equal. In this case, your peers are a similar age to you – a minimum of four Girl Guides whose ages 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. If your Unit has small numbers, your Unit Leader is able to arrange to join with another Unit to ensure there are enough girls for peer assessment.

The Unit of younger girls you are working with as a Junior Leader is NOT your Peer Unit.

Peers refers to a group of people your age and may include Guides and others.

WAGGGS Leadership Model

The WAGGGS Leadership Model empowers girls and young women to be leaders of change and highlights ways to build the skills needed to confidently raise their voices to influence change in their world.

The model supports girls and young women to:

• Challenge themselves to understand and consider different perspectives

• Work with others to create spaces where everyone can fully participate

• Adapt their behaviour to the context

• Make choices reflecting their own values

• Innovate to create positive impact.

Six Leadership Mindsets

The WAGGGS Leadership Model uses a system of six mindsets as the main tool to make leadership practice conscious. A compulsory challenge in the Collaboration skill area of the Gold Endeavour Award will provide an introduction to the WAGGGS Leadership Model. These mindsets should then be considered when planning and evaluating the challenges for the remainder of your Queen’s Guide Award Journey.

LEADING YOURSELF REFLECTIVE MINDSET

LEADING IN CONTEXT WORDLY MINDSET

LEADING FOR EMPOWERMENT GENDER EQUALITY MINDSET

LEADING RELATIONSHIPS COLLABORATIVE MINDSET

LEADING FOR INNOVATION CREATIVE + CRITICAL THINKING MINDSET

LEADING FOR IMPACT RESPONSIBLE ACTION MINDSET

Girl Guides Australia acknowledges WAGGGS for the original creation of The Girl Guide and Girl Scout Leadership Model, and all related WAGGGS materials.

Gold Endeavour Award

Girl Guide Promise Date

Make or renew your Girl Guide Promise.

Creative Thinking

We are creative thinkers and resilient problem solvers. We selfdirect our learning to access, evaluate and apply information and develop innovative solutions.

Complete three of the following Peer Unit

Sign-off Date

Working with a group of peers, complete an escape room activity or a similar initiative/problem solving challenge.

Develop an app or another technology-based solution to help solve an issue or need you have identified.

Gain Technology Trefoil 3.

Participate in a workshop or activities focussed on science, technology, engineering, and maths (STEM). A minimum of 4 hours is required which can be comprised of smaller activities.

Gain Arts Trefoil 3.

Complete two challenges from the Self section of the Black Opal (one from Part A and one from Part B). Share what you have learned with your Peer Unit.

Participate in a community cultural group activity (from a culture different to your own). Share what you have learned with your Peer Unit.

Learn a new technology and use this knowledge to design a game. Play the game with your Peer Unit or another Unit.

Use any WAGGGS Activity Pack (past or current) to increase your knowledge of a social issue. Share your learning with others by leading some of the activities in the pack. (You could earn any of the badges currently available.)

Choose your own creative thinking challenge. Discuss with your Peer Unit before you begin.

Character

Self-aware and confident, we take initiative to set and achieve goals, both individually and by leading others.

Complete three of the following Peer Unit Sign-off Date

Prepare an action plan for completion of the Gold Endeavour and the Queen's Guide Award.

Complete two challenges from the People section of the Discover Black Opal (one from Part A and one from Part B). Share what you have learned.

Participate in a formal Peer Unit debate on a topic related to personal or social values e.g. inclusivity and diversity, faith/religion, gender-based discrimination or violence, abortion, honesty, respectfulness.

Participate in and assist with a ceremony for your Peer Unit e.g. World Thinking Day, Promise Ceremony, award presentation.

Gain Life Skills Trefoil 3.

Develop a resume and apply for a job. Participate in a practice or actual job interview. Share what you have learned with your Peer Unit.

With your Peer Unit, try a challenging activity you have not tried before. Discuss the challenge with your Peer Unit before you begin (4 hours participation required).

Complete two challenges from the Physical section of the Discover Black Opal (one from Part A and one from Part B). Share what you have learned.

Participate in at least two sessions of the WAGGGS Free Being Me program. https://free-being-me.com/about/activity_programme/

Participate in at least two sessions of the WAGGGS Action on Body Confidence Program. https://free-beingme.com/about/action-on-body-confidence/

Investigate personality types and discover how different personalities can work together. Share what you have learned with your Peer Unit.

Read a biography of someone you like and respect. Share your findings with your Peer Unit.

Prepare and deliver a speech or presentation to an audience on a topic you are passionate about.

Community

We are active in our local communities and connected to the wider world. We want to take action to make the world a better place.

Compulsory

Gain Service Flash 2 (15 hours service).

If you have previously completed this, earn it again with further service. It can be the same service continued or a different service such as a fundraising challenge or service project.

AND Complete two of the following

Gain Emergency or Safety Trefoil 3. Lead an activity with your Peer Unit to share what you have learned while completing this badge.

Complete a First Aid Course or gain a similar current VET qualification. (You could also earn Emergency Trefoil 3.)

Visit an emergency service (e.g. police, ambulance, or a similar organisation). Find out how they serve the community, what you can do to support them and, following the visit, participate in a simulated emergency scenario.

Complete two challenges from the People section of the Discover Black Opal (one from Part A and one from Part B). Share what you have learned.

Learn about the symbolism of the Chief Commissioner's and your State Commissioner's Standards. Learn about using a Standard. Share what you have learned with your Peer Unit.

Research the process required to become an Australian Citizen - do a practice test with your Peer Unit. Attend a local citizenship ceremony. You may be able to assist with the ceremony.

Train as a member of a colour party for a formal occasion. Know the history and meaning of your state/territory and national flags. Share what you have learned with your Peer Unit.

Participate in an Anzac Day service or ceremony (e.g. deliver a reading, lay a wreath, flag raising, or similar).

Gain World Guiding Trefoil 3.

Gain Advocacy Trefoil 3.

Participate in a WAGGGS event either in Australia or overseas. Share what you have learned.

Peer Unit

Sign-off Date

Communication

We express our ideas confidently to different audiences, are good listeners and respond empathetically to others.

Complete 3 of the following

Participate in an interpersonal skills course, workshop or similar (minimum 3 hours).

Learn Auslan or another language. Teach some conversational phrases to your peers.

Participate for three months in a debate, public speaking, advocacy group or similar.

Perform in three public artistic performances e.g. music, theatre, public speaking, singing, dancing etc. One show repeated several times is acceptable. Gang Show or similar can be included. (You could earn Arts Trefoil 3, Explore Arts.)

Participate for three months in a creative writing group. In your preferred genre, produce the following finished works: 10 poems or 1 short novel or 1 play or 3 topical essays or 2 speeches or similar. (You could earn Arts Trefoil 3, Explore Arts.)

Investigate social media platforms and their effect on our communication. Identify the positive or negative effects and report these to your Peer Unit giving examples of both positive and negative effects.

Gain the current WAGGGS Surf Smart badge that is appropriate for you.

Peer Unit Sign-off Date

Collaboration

We are true team players who understand how to work positively with people and care about diversity.

Compulsory

Complete Leadership – a GGA online learning module introducing the WAGGGS Leadership Model.

AND Gain Leadership Trefoil 3.

OR Complete two of the following

With your Unit, plan a fundraiser or awareness campaign for a charitable organisation. (At least 6 hours should be committed.)

Participate in one season (minimum 3 months) of a team sport. Discuss with your Peer Unit what you have learned about teamwork. (You could earn Sport Trefoil 3.)

Gain or continue a part-time job or volunteer role working in a team. (This can be short-term, intense work/project or longer-term regular.)

Participate in a formal debate on a topic related to personal or social values e.g. inclusion and diversity, faith/religion, gender-based discrimination or violence, abortion, honesty, respectfulness.

Participate in a community cultural group activity (from a culture different to your own). Share with your Peer Unit what you have learned.

Participate in a weekend camp, hike, or adventurebased activity with peers. (You could earn Adventure, Outdoors, Boating or Camping Trefoil 3.)

Complete two challenges from the Practical section of the Discover Black Opal (one from Part A and one from Part B). Share what you have learned.

Peer Unit Sign-off Date

Commitment to Learning

We are committed to our own learning and development and invest in it through our lives.

Complete two of the following Peer Unit Sign-off Date

Gain one of the following Trefoil 3 badges: Adventure, Boating, Camping, Outdoors, Sport.

Complete any course, workshop, or external qualification from any community group. This does not have to result in a certificate or qualification. A minimum course duration of 4 hours is required.

Teach yourself a new aspect of photography or videography and show your improvement over 3 months.

Volunteer with a Unit of younger Guides, or a group in another youth organisation, as a Junior Leader for 6 months.

Investigate the origins of the Girl Guide Promise and Law and the diversity of Girl Guide/Girl Scout Promises around the world. Compare the wording of the Promises of 5 WAGGGS member countries (one from each WAGGGS Region). Share what you learned about the similarities and differences in an interesting way.

Participate in a 5-hour adventure-based activity day with others (such as abseiling, canoeing, bush walking).

Complete the Guiding section of the Discover Black Opal. Share what you have learned.

Complete one of the YUNGA Environment Challenge badges. (https://www.fao.org/yunga/resources/challenge-badges/en/)

Self-Assessment and Reflection

Self-Assessment and Reflection Peer Unit Sign-off Date

Consider the challenges you have completed for the Gold Endeavour Award. Reflect on your learning, personal growth and leadership practice using these questions as a guide:

{ What was the most challenging aspect?

{ What did you learn?

{ In what ways have you developed your skills in the six skill areas?

{ What skills would you like to further develop in future challenges?

{ Consider the WAGGGS Leadership Model –what leadership mindsets did you practise

{ Is there anything you would do differently?

{ With the Gold Endeavour Award’s emphasis on participation and learning, how do you feel about continuing the Queen’s Guide Award with its emphasis on organising and leading?

Submit a brief description of your self reflection and your peer recommendation on completion:

— Congratulations!

Well done on completing the Gold Endeavour Award.

You should be proud of the challenges you have achieved.

After peer assessment is completed for all challenges, the next step is to advise the State Queen’s Guide Award coordinator and/or team that you have completed your Gold Endeavour Award. Submit your form and peer recommendation on the GGA website to allow the process to be fast tracked to your Unit Leaders and your State Queen's Guide Award coordinator.

The State Queen’s Guide Award coordinator or team will check that all challenges and peer assessment have been completed. She will then confirm with both you and your Unit Leader that you have satisfied all requirements for the Gold Endeavour Award.

The State Queen’s Guide Award coordinator and/or the Unit Leader will arrange for the presentation of your certificate and badge.

Queen's Guide Award

Creative Thinking

We are creative thinkers and resilient problem solvers. We self-direct our learning to access, evaluate and apply information, and develop innovative solutions.

Gain one Focus (choose one from those listed below) Peer Unit

Sign-off Date

{ Science & Technology Focus

{ Arts Focus

OR Complete two of the following

Create a wide game to run for two hours. The wide game should have a theme and at least three skills or initiative activities. Run this wide game for a group larger than your Peer Unit.

Identify a problem or issue in your community, take photos/video and design a call to action (follow the Advocacy in Girl Guiding in Australia Framework. )

Organise and run activities focused on science, technology, engineering, arts, and maths (STEAM) suitable for younger Guides. (A minimum of 4 hours is required which can be in smaller activities e.g. 4 one-hour activities.)

Pursue a creative skill that is new to you or extend an existing interest for three months / one school term (art/craft/technology/ baking/bushcraft). Share your progress with your Peer Unit.

Use any WAGGGS Activity Pack (past or current) to increase your knowledge of a social issue. Share your learning with others by planning and leading some of the activities in the pack to assist others to earn the badge. (You could earn any of the badges currently available.)

Choose your own creative thinking challenge. Discuss with your Peer Unit before you begin. Plan and lead a relevant activity with your peers.

Character

Self-aware and confident, we take initiative to set and achieve goals, both individually and by leading others.

Complete two of the following Peer Unit

Organise and lead a formal debate on a topic related to personal or social values e.g. inclusivity and diversity, faith/religion, gender-based discrimination or violence, abortion, honesty, respectfulness.

Gain Life Skills Trefoil 3.

Develop your financial literacy – open a bank account (if you do not already have one), apply for a tax file number, find out about superannuation, and find out about your rights and responsibilities at work.

Complete two challenges from the Self section of the Discover Black Opal (one from Part A and one from Part B). Share what you have learned.

With another Guide, discover, plan, organise and run an activity you have not tried before. Evaluate the activity with your Peer Unit. (At least 4 hours participation required.)

Take part in a seminar, course, workshop or similar designed to enhance your own wellbeing or mental health e.g. meditation, yoga etc.

Plan and conduct two sessions of the WAGGGS Free Being Me Program with your Peer Unit or another Unit over 6 months. If you completed two sessions in your Gold Endeavour Award, choose two different sessions for this challenge. https://free-being-me.com/about/activity_ programme/. (You could earn the Free Being Me badge.)

Plan and conduct two sessions of the WAGGGS Action on Body Confidence program with your Peer Unit or another Unit over 6 months. If you completed two sessions in Gold Endeavour Award, choose two different sessions for this challenge. https:// free-being-me.com/about/action-on-body-confidence/ (You could earn the Action on Body Confidence badge.)

Sign-off Date

Community

We are active in our local communities and connected to the wider world. We want to take action to make the world a better place.

Compulsory

Gain Service Flash 3 (21 hours service preferably to the wider community). If you have previously completed it, you can earn it again with further service. It can be the same service continued or a different service.

AND Gain one Focus (choose one from those listed below)

{ Service Focus

{ Social Awareness Focus

{ World Guiding Focus

OR Complete two of the following

Organise a visit to a place of worship from a faith not your own. Compare beliefs and practices. Lead an activity demonstrating an aspect of this faith to share what you learned with your Peer Unit.

Visit a community support organisation or charitable organisation. Find out how they serve the community and what you can do. Invite a guest speaker to your Unit or assist in one of the community support organisation's projects.

Find out about the Constitution of Australia and how Australian, state and/or territory laws are made. Give examples of two areas of law that affect you and lead a discussion with your Peer Unit.

With members of your Peer Unit, train and prepare a colour party for a formal occasion, ensuring current national flag protocols are followed. Learn the correct way to carry a flag on a pike and break or raise a flag on a flagpole.

Find out about voting in federal, state/territory and local government elections, who is eligible and how the voting system works. Find out what issues are being raised in your local government areas and how can you share your opinion. Attend a council meeting or session of Parliament or engage with your local member.

Research a WAGGGS member country. Share your discoveries by conducting a 90-minute activity for a group larger than your Peer Unit. This may include opportunities for participants to share food, clothing, faith, travel, politics, language, craft, cookery, customs, Guiding games, festivals, or traditions.

Gain Advocacy Trefoil 3 or Explore Advocacy.

Peer Unit

Sign-off Date

Communication

We express our ideas confidently to different audiences, are good listeners and respond empathetically to others.

Complete two of the following Peer Unit

Investigate different types of communication methods and explore how they can be used in different environments. Which types of communication are most effective? How are different types of communication used in corporate, volunteer, not-for-profit or government organisations? Prepare, plan, and present a one-hour activity for your Peer Unit to share what you have learned.

Organise a JOTA/JOTI or a similar Guiding activity for your peers. Contact three other groups and share information.

Compare advertising techniques across different types of media. Investigate how hidden messages, creating need/providing solution, positive/negative language, or timing etc. influence our daily lives. Share what you have learned with your Peer Unit.

Investigate how different genders are portrayed in the media. Increase your knowledge of women's rights and gender inequality and share what you have learned with your Peer Unit.

Take a series of photos or make a short film clip to create a visual story about your local area. This could include history, the people in the community, the environment, or other aspects of life in your community. Share this visual story.

Learn about podcasting. Write, and record a short series on a topic you are interested in.

Explore what Girl Guides does to create a Child Safe Child Friendly Community. Discover ways to protect yourself in a variety of situations (e.g. physical threats or abuse, grooming, sexting, cyber-safety, bullying). Create a resource that defines a situation and outlines how you could protect yourself, include where you can go for help. Share what you have learned with your Peer Unit.

Raise your awareness of cyber security by completing a Cyber A.C.E.S. course or similar. (Refer: https://start.paloaltonetworks.com/cyber-aces.html)

Sign-off Date

Collaboration

We are true team players who understand how to work positively with people and care about diversity.

Compulsory

Participate in leadership training with peers. Prepare a summary to present to your Peer Unit on what you have learned and how you are putting these leadership skills into practice. (Community group or school-based workshops are acceptable providing the course content is peer-approved before you begin. A minimum of 6 hours leadership content is required which can be made up of smaller sessions.)

AND Gain the Leadership Focus

OR Complete two of the following

Develop your leadership skills as a crew member for three public artistic performances e.g. music, theatre, public speaking, singing, dancing etc. One show repeated several times is acceptable. Gang Show or similar can be included. (You could earn Arts Trefoil 3 or Explore Arts.)

With your Peer Unit or another Unit, plan and organise a fundraiser or awareness campaign for a charitable organisation. (10 hours required.)

Participate in two seasons (minimum 6 months) of a team sport. Discuss with your Peer Unit what you have learned about teamwork. (You could earn Sport Trefoil 3.)

Actively participate as a member of the planning team to organise a large Guiding or community event or celebration.

Visit three different youth organisations or groups (Guiding, religious, Scouting, community groups, sports teams). Compare the style of leadership used in each group and record your observations.

Organise and lead a weekend camp, hike, or adventurebased activity with peers. (You could earn Adventure, Outdoors, Boating or Camping Trefoil 3.)

Peer Unit Sign-off Date

Commitment to Learning

We are committed to our own learning and development, and invest in it throughout our lives.

Gain one focus Peer Unit Sign-off Date

{ Outdoor Adventure Focus

{ Environment Focus

{ Special Focus

OR Complete two of the following

Gain an Australian Learner's Permit and complete 30 hours driving time or gain a Provisional Driver’s Licence. Learn to change a tyre and to check basic car mechanics e.g. oil and water levels, tyre pressure. Find out how to get roadside assistance. (You could earn Create Wheels.)

Invite a guest speaker to talk to your Peer Unit about road safety or attend a road safety workshop. Discuss with your Peer Unit awareness of other road users and driving risks such as drink driving and driving at night.

Set a goal to complete an activity that requires a regular commitment, planning, action, and evaluation. For example, running a marathon, participating in an eisteddfod or dance competition or fundraising for a charity.

Complete any external qualification from the Vocational Education Training (VET) sector Certificate 2 or above.

Support another Queen's Guide Award candidate to complete a skill area of the Gold Endeavour Award.

Plan and lead a two-night lightweight hiking expedition with your Peer Unit. (You could earn Camping Trefoil 3.)

Gain any Trefoil 3 not completed for another section of this Award.

Gain any Outdoor qualification. (You could earn a Trefoil 3.)

Complete one compulsory challenge (either History of Guiding or Knowledge of the Commonwealth) and one optional challenge of the Commonwealth Award.

Completion of the Queen’s Guide Award

We are committed to our own learning and development and invest in it throughout our lives.

Girl Guide Promise and Law

When you have completed all the challenges of the Gold Endeavour Award and the Queen's Guide Award, discuss with your Peer Unit and a Unit Leader of your choice how your understanding of the Girl Guide Promise and Law has grown over your time in Girl Guiding. Discuss how you plan to take your Girl Guide Promise into the wider world as a Queen’s Guide.

Record details of your discussion.

Self-Assessment and Reflection

Consider the challenges you have completed for the Queen’s Guide Award. Using these questions as a guide, reflect on your learning, personal growth, and leadership practice:

{ What was the most challenging aspect?

{ What did you learn?

{ In what ways have your skills increased in the six skill areas?

{ What skills would you like to develop further?

{ Consider the WAGGGS Leadership Model –what leadership mindsets did you practise?

{ Thinking about the WAGGGS Leadership Model. In what ways has your leadership behaviour and practice changed?

{ Would the outcomes have been different / better / less successful if you had practised other leadership mindsets?

{ Is there anything you would do differently?

— Congratulations!

Well done on completing the Queen’s Guide Award. You

should be proud of your achievements.

After peer assessment is completed for all challenges, the next step is to advise the State Queen’s Guide Award coordinator and/or team that you have completed your Queen’s Guide Award. Submit your form and peer recommendation on the GGA website to allow the process to be fast tracked to your Unit Leaders and your State Queen's Guide Award coordinator. The State Queen’s Guide Award coordinator will check that all challenges and peer assessment have been completed. She will then confirm with both you and your Unit Leaders that you have satisfied all requirements for the Queen’s Guide Award.

The State Queen’s Guide Award coordinator and/or the Unit Leader will arrange for you to receive your certificate and badge. There may also be a state award presentation and you will be provided with details.

Support for Your Queen's Guide Journey

Challenges completed prior to registration

You cannot work on the Queen’s Guide Award and Junior BP Award or BP Award at the same time.

Challenges must:

{ Commence after your 13th birthday (Gold Endeavour Award challenges) or 14th birthday (Queen’s Guide Award challenges).

{ Not be ones you did in your Junior BP Award or BP Award, however

• a badge such as the Service Flash can be repeated by extending the previous service or performing a different service; and

• a badge such as Advocacy or Boating Trefoil 3 can be repeated using a different topic.

You must seek approval from your Peer Unit and Unit Leader to use a previous activity (completed within the last 12 months and has been peer-assessed). This will need to be included in your peer assessment.

Cross Crediting

Cross crediting is smart thinking and makes good use of your time. It is your responsibility to check and make sure you are meeting all the requirements. Please note:

• You cannot include a challenge you completed from the Gold Endeavour component in the Queen’s Guide component. You must complete two different challenges.

• You must complete the Gold Endeavour skill area before commencing the Queen's Guide skill area.

• Even though a badge or challenge may be listed in both sections you cannot include it more than once, for example, First Aid Qualification (Emergency Trefoil 3). You must do two different challenges.

• You can use any work you do for the Gold Endeavour Award or Queen’s Guide Award towards other badges and awards from other areas of the Girl Recognition System.

• You may use work completed, skills developed, or knowledge gained from school or other organisations for your challenges as long as you discuss, display, or demonstrate the skills, knowledge or abilities with your Peer Unit, and you meet all the requirements of the component. This may mean that you must do some extra work on the chosen activity to meet the requirements for the award.

• You can cross-credit between the Queen’s Guide Award and the Duke of Edinburgh Award. Depending on the level of Duke of Edinburgh that you are doing, you may need to do more or extend your challenge to meet the requirements of the Queen’s Guide Award.

Steps to Completing the Queen’s Guide Award

1 Discuss your intention to start the Queen’s Guide Award with your Peer Unit and Unit Leaders.

2 Renew your Girl Guide Promise.

3 Register to commence your Queen’s Guide Award with your State Queen’s Guide Award coordinator by completing the online form on the GGA website. This will go through to the State Queen’s Guide Award coordinator. Both you and your Unit Leader will be invited to join a Queen’s Guide Award group to facilitate the assessment process for the award. (This could be an online platform e.g. Google Classroom, Microsoft Teams.)

4 Use the AGP process to: Discover, Decide, Plan, Do and Evaluate your challenges from the syllabus. Remember to do your best and to challenge yourself.

5 Complete the Gold Endeavour Award, involve your peers in the peer assessment process, check you have competed all challenges, reflect through self-assessment. With the assistance of your Unit Leaders advise the State Queen’s Guide Award coordinator and/or team that you have completed your Gold Endeavour Award.

6 The State Queen’s Guide Award coordinator will check that all challenges and peer

assessment have been completed. She will then confirm with both you and your Unit Leader that you have satisfied all requirements for the Gold Endeavour Award, and you will soon be presented with your badge and certificate.

7 Commence your Queen’s Guide Award challenges (remember, you need to have turned 14 years of age). Reflect on Step 4 to begin the second part of your journey.

8 Complete the Queen’s Guide Award, involve your peers in the peer assessment process, check you have competed all challenges, reflect through self-assessment. With the assistance of your Unit Leaders, advise the State Queen’s Guide Award coordinator and/or team that you have completed your Queen’s Guide Award.

9 The State Queen’s Guide Award coordinator will check that all challenges and peer assessment have been completed. She will then confirm with both you and your Unit Leader that you have satisfied all requirements for the Queen’s Guide Award. The State Queen’s Guide Award coordinator and/or the Unit Leader will arrange for you to receive your certificate and badge. There may also be a State award presentation; you will be provided with details.

Resources to Help You

GIRL GUIDES AUSTRALIA

• Australian Guide Handbook 5 (for the Discover Black Opal)

• Awards Book (for the Focus)

• The Badge Book (for the Create, Explore and Service Flash badges)(for the Achieve Trefoil 3 and the Commonwealth Award)

• Commonwealth Award (is also on page 52)

WAGGGS

Action on Body Confidence

Free Being Me

WAGGGS Resource Packs

• Girl Powered Nutrition

• International Day of the Girl

• International Women’s Day

• Red Pride

• Surf Smart

• Sustainable Development Goals

• World Thinking Day

• 16 Days of Activism

WAGGGS YUNGA Badges

• Biodiversity

• Climate Change

• Ending Hunger

• Food Security

• Forest

• Nutrition

• Ocean

• Plastic Tide Turners

• Pollinators

• Soils

• Water

Using an Online Platform to Track Progress

Google Classroom has been utilised in the past as the platform to keep track of progress on the Queen’s Guide Award journey. There may be other preferred methods in your State (e.g., Microsoft Teams). When you have registered with your State Queen’s Guide Award coordinator, you will receive all the relevant information on how to join and access the preferred online platform for your State.

Updates to the Challenges and Resources

Girl Guides Australia will regularly review the challenges and resources to support the Queen’s Guide Award to maintain relevancy and currency. These updates will be on the Girl Guides Australia website and provided to State Queen’s Guide Award coordinators for circulation to those on the Queen’s Guide Award journey.

Focus Certificates

Complete a 3‑month project in an area that interests you.

By completing your project, you will develop skills that may lead to a career path or a life‑ long interest.

Plan your project and present your ideas to your Peer Unit for approval before you start.

On completion of your project, reflect and share with your Peer Unit for assessment of your work.

Choose a Focus area that suits your particular interest. When choosing a Focus to do, you might like to find ideas from the relevant Achieve a Challenge badges.

ARTS - PURPLE

You might like to do this Focus if you are involved in a drama group or Gang Show, love painting, drawing, photography, craft, or like the technical side of the arts. Possibilities could include lead lighting, graphic communication, textiles, calligraphy, creative writing, needlework, woodcraft, music performance, teaching or composing, audio-visual media, or graphic arts.

ENVIRONMENTAL – LIME GREEN

You might like to do this Focus if you wish to explore local or global environmental issues and want to make a difference. Possibilities could include exploring the Sustainable Development Goals, Leave No Trace, WAGGGS environmental issues, bush regeneration, wildlife conservation or advocating for social environmental issues/policies and procedures.

LEADERSHIP - DARK BLUE

The Leadership Focus may be appropriate for those looking to extend their personal leadership skills.

Possibilities could include exploring the WAGGGS Leadership Framework, public speaking, motivation of self and others, working in a regular leadership role with your peers or with children younger than you or developing your own leadership skills further.

OUTDOOR ADVENTURE - GREEN

You might like to do this Focus if you love the outdoors, camping, boating and anything adventurebased, or love exploring the natural world, hanging from ropes, or going on outdoor expeditions. Possibilities could include running a weekend camp, orienteering, hiking, scuba diving, horse riding, skiing, air activities or bush walking.

SERVICE - RED

You might like to do this Focus if you are interested in making a difference in your community or extending your skills that will be useful for working in the community. Possibilities could include assisting another organisation, helping in your local community, creating, and organising a service project, or extending your knowledge on a particular local or global social issue.

SOCIAL AWARENESS - PINK

You might like to do this Focus if you are interested in social issues, advocating for a particular issue, assisting people, diversity, women, or community issues. Possibilities could include cultural diversity, inclusion, global issues, health and fitness, or disabilities.

SCIENCE AND TECHNOLOGY - GREY

You might like to do this Focus if you are interested in challenging yourself more in the Science and Technology area, such as natural sciences, coding, forensic sciences, electronics or emerging technologies. Possibilities could include information technology, construction, robotics, engineering, astronomy, energy sources, transport, or media.

WORLD GUIDING - GOLD

You might like to do this Focus if you are interested in learning about the work of WAGGGS, other cultures, or governance. Possibilities could include exploring the UN, UNICEF, International Day of the Girl, WAGGGS projects, the Commonwealth or the World Centres.

SPECIAL FOCUS - PALE BLUE

You might like to do this Focus if you would prefer to investigate a variety of topics, explore areas not covered by the other Focuses, or combine two or more Focus areas. Consider areas you are passionate about or would like to explore more.

Focus Certificate Project Plan

DISCOVER AND DECIDE

My project topic:

Focus I would like to complete:

PLAN

• Things I will need…

• Time management will mean I…

• Resources I will need are…

• I hope to be completed by…

• Where will I go and who will I need help from…

• Other thoughts…

I have shared my plans with my Peer Unit

DO

• Am I on track time-wise?

• Do I need more help?

• Am I nearly completed?

EVALUATE

• I have self-assessed my project

• I have learnt

• I would change

• Do I have any follow-up actions?

I have now shared my completed project with my Peer Unit and Leader, and they have approved (evidence required).

Commonwealth Award

The Commonwealth Award is open to older Guides aged 13+ and Olave Program members aged 18‑25 in all Commonwealth countries. The award must be completed before you turn 25.

To earn the Award you must complete challenges 1, 2 and 3, plus two of the optional challenges.

This Award can be completed individually or as a group. Think about who can help you while you do the Award. You may know people who are knowledgeable about some of the subject areas, like the environment or history of Guiding. How about relatives, friends or other people in your community?

You and your Award Support Group need to agree how you will decide that you have achieved your goals. Remember, each clause you do should be a challenge to you.

You must send in the application form to your State before you start working on your Award.

Compulsory Challenges

You need to do all the clauses within each challenge.

1. HISTORY OF GUIDING

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

b Know how Guiding developed in your own country.

c Understand the basic aims and principles of Guiding.

2.

KNOWLEDGE OF THE COMMONWEALTH

a Know something about the development of the Commonwealth of Nations.

b Be able to talk knowledgeably about a Commonwealth country other than your own. Your knowledge should include:

◊ a little about the cultures and religions of the country

◊ a day in the life of its people

◊ how Guiding began and how it has developed.

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

3. COMMUNITY ACTION

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

Optional Challenges

Unless otherwise stated, you should complete all tasks within a clause.

4. HEALTH

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

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

5. ENVIRONMENT

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

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

6. CULTURAL HERITAGE

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

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

7. FIT FOR LIFE OUT OF DOORS

Do either a or b.

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

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

8. PUBLIC SPEAKING OR DEBATING

Do either a or b.

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

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

9. CREATIVE WRITING

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

10. CITIZENSHIP

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

b Demonstrate knowledge of how your country is prepared for disaster. This could include flooding, hurricanes, forest fires and other natural disasters. Find out which agencies in your country are responsible for dealing with natural disasters.

11. INVESTIGATION

Do either a or b.

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

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

AGP-OP Link Badge

The AGP‑OP Link badge has been developed to enable Girl Guides aged 16 years and over to progress from the Australian Guide Program to the Olave Program.

This badge should generally be completed by the member’s 20th birthday, but it is suggested it be completed within 12 months of connecting with the Olave Program.

The AGP-OP Link badge has been developed to reflect the skills and knowledge that you need in order to gain an understanding of the Olave Program. The link badge is a participation badge and recognises that involvement is the key to appreciating the opportunities that can be offered in the Olave Program.

Eligibility:

• You may commence Part A after your 16th birthday and you are encouraged to complete Part A prior to turning 18 but you may continue up until their 20th birthday.

• You then complete Part B between your 18th and 20th birthdays, preferably within 12 months of engaging with the Olave Program.

• You must be or have been a youth member.

The badge is structured in two sections:

PART A

Focused on learning and reflecting on the differences between the AGP and OP, Part A can be commenced either as a youth or adult member. Part A consists of four challenges that can be verified by an Olave Program member who has witnessed the challenge or an adult Guiding member with an understanding of the Olave Program.

PART B

Focused on connecting with new peers and actively engaging with the Olave Program, Part B focuses on exploring the many ways to be an adult member of Guiding and part of the Olave Program. Part B encourages young women to take initiative and get involved. Members will be required to remake their Promise as an adult member of Guiding and successfully link with the Olave Program.

Once Part A and Part B have been completed the AGP-OP Link Badge and AGP-OP Link Certificate are presented to the new Olave Program member by her Olave Program peers. Successfully linking with the Olave Program will look different for different people and may be anything from joining a Peer Group to connecting with other Olave Program members in their Region or State.

AGP-OP PART A: The Olave Program

The Olave Program is the personal development program for members of Guiding in Australia aged 18‑30. It focuses on the three aspects of community, adventure and self‑ development.

The Olave Program

The Olave Program is the personal development program for members of Guiding in Australia aged 18-30. It focuses on the three aspects of community, adventure and self-development.

OLAVE PROGRAM CHALLENGE

Learn about the Olave Program structure, purpose, awards and opportunities. This can be through the Girl Guides Australia website, Olave Program Handbook, speaking to current or past Olave Program members, or completing the INSPIRE Program, etc.

Community

Olaves take opportunities to make a positive difference in their communities through volunteering, service and advocacy.

COMMUNITY CHALLENGE

Connect with an Olave Program mentor. This can be a one-on-one connection with a current Olave Program member, or a connection with Olaves in the community through volunteering, service or advocacy opportunities.

Adventure

Olaves take opportunities to challenge themselves through new experiences, especially in the outdoors and internationally.

ADVENTURE CHALLENGE

Participate in an adventurebased activity. Check your State Girl Guides website and the Olave Program social media pages to look for opportunities to see what upcoming adventurebased activities you may be able to participate in. You may also contact a local Olave Peer Group to see what adventures they have planned.

Self-Development

Olaves take opportunities to develop skills and knowledge to enable them to grow as individuals.

SELF-DEVELOPMENT CHALLENGE

Reflect on your current journey and how Girl Guides fits into your life. Identify your favourite parts of Girl Guides. Consider how this might look as a young adult and if you think the Olave Program might help you to continue or extend your favourite parts of Girl Guides. Discuss with your mentor who you connected with during the Olave Program Challenge.

Record of Achievement

Action Date

Notify your Unit Leader and/or local Olave representative/Peer Group that you are interested in the AGP-OP Link Badge syllabus

Start PART A (You must be 16 years of age. Challenges may be completed in any order)

• Complete Olave Program Challenge

• Complete Community Challenge

• Complete Adventure Challenge

• Complete Self-Development Challenge

Start PART B (You must be 18 years of age to begin and complete this part within 1 year of connecting with the Olave Program)

• Remake your Girl Guide Promise as an adult member

• Successfully link to the Olave Program

Receive your AGP-OP Link Badge and AGP-OP Link Certificate from an Olave Program participant

Once you have completed Part B of this syllabus, you must provide a copy of your Record of Achievement and your Part A Record to your State Olave Program Representative (or equivalent) for endorsement. Once the below endorsement is signed, you/your Olave Program contacts can purchase the AGP-OP Link Badge from the relevant Guide retailer.

Where to Now?

Remember this is your learning journey, your pathway to a lifetime of experiences and adventure.

Check out the challenges in the Badge Book. We hope you enjoyed the challenges in this book. Any time you want to, you can drop us a line to tell us what you liked or didn’t like about these badges or any other part of the Girl Recognition System.

Did it challenge you to achieve a higher standard in something you enjoy, or was it a bit too easy or too hard? Were you able to explore unfamiliar and exciting things or did you find the activities fairly dull and everyday? Did you, your Patrol or your Unit create any great challenges?

We’d love to know what you thought — after all, it’s your program!

Please send all your comments to: Girl Guides Australia