Look Wide

14-17 12-14 9-12

5-7 7-9

Look Wide Wide Look Revised Edition 2024 Revised Edition 2018

First Published July 2000 This edition © 2024 Girl Guides Australia Hub Hyde Park, 223 Liverpool Street, Darlinghurst NSW 2010 www.girlguides.org.au ISBN: 1-875123-72-5 Produced by the Australian Program Manager Di Vernon-Reade and the Australian Program Committee together with members of the Awards Task Force, 1999. Revised 2002-3.

Amended and reprinted October 2006.

Amended 2008. Revised and Reprinted April 2008 Amended 2009. Revised and Reprinted April 2009 Amended 2013. Revised and Reprinted April 2013 Reprinted 2015 Amended 2018. Revised and Reprinted March 2018 Amended 2018. Revised and Reprinted June 2018 Amended 2019. Revised and Reprinted May 2019 Amended 2024. Revised and Reprinted January 2024 Design and Layout by Kirsty Prasad.

Cover illustrations by Rae Dale.

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

Look Wide “Look wide, and when you think you are looking wide, look wider still.”

- Robert Baden-Powell, 1938

This book belongs to

A book of challenges for you

to explore, create and achieve

Contents Introduction

4

The Australian Guide Program

6

How can you Look Wide?

7

Recognition of a Challenge

8

Assessment

10

Explore a Challenge

11

Create a Challenge

23

Achieve a Challenge

56

Service Flash

93

Action Guide

97

My Record of Achievement

101

Index

104

•3•

Introduction Look Wide contains badges that you may like to work on as a Girl Guide. The badges are designed for you to challenge yourself to improve your knowledge and skills in many different areas.

The Explore a Challenge badges have set activity ideas to guide you. There are 10 challenge areas for you to investigate such as Outdoors, World and Friendship.

Each area will provide you with a set of challenges to choose from. These badges are a great way for you to start earning badges as challenge ideas have been provided to help you.

Create a Challenge badges are open ended and designed for you to write your own challenges. It is a chance for you to challenge yourself in an area of your interest. Use the Australian Guide Program Process to create your own challenges. Create badges allow you to design a challenge to suit your own needs and interests.

Achieve a Challenge badges are competency based badges which are designed to recognise the skills and abilities of individual Guides. There are 11 different Achieve a Challenge areas and three levels of ability within each area. The three levels are known as Trefoil 1, 2 and 3. You will find Trefoil 1 and 2 in this book. Trefoil 3 badges are only available to girls 14+ years, and can be found in Look Wider Still.

BOATING

•4•

Service is one of the seven fundamental areas of the Australian Guide Program.

Giving Service means that you do something useful to help others. The Service that you give could be to your family, school, Girl Guides or the community. Three Service Flash badges have been designed for you to earn at different ages and require different levels of service.

During your time as a Girl Guide, you may participate in many Girl Guide events and Service activities. The Action Guide badge is a reward for those girls who are active in Guiding and contribute in many ways. To earn the Action Guide Badge you must complete the syllabus within one calendar year. There is a different colour badge available for you to earn each year.

Action Badge - Blue

Action Badge - Orange

Action Badge - Green

Action Badge - Purple

If you challenge yourself and do your best, you can explore, create and achieve anything!

•5•

The Australian Guide Program In the Australian Guide Program there are lots of opportunities for you to plan your own activities and challenges. With your Patrol and your Leader you can brainstorm all sorts of ideas for activities, help with the planning, have great fun and then try another idea.

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

The Four Elements

People

The elements (in capitals) form a tree within the symbol:

s Phy ical

l

ct Pra ica

Growing fit, healthy and strong – PHYSICAL Developing friendships, sharing, caring and understanding others – PEOPLE Learning skills that will help you through life – PRACTICAL Being a Guide is about gaining personal growth through challenging yourself as an individual – SELF

Self

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

This is the symbol of the Australian Guide Program

The Seven Fundamentals Everything that Girl Guides do is related to the four elements of the Australian Guide Program and activities are based on the fundamentals. The fundamentals are the words written underneath the symbol.

A Girl Guide: Tries to keep the PROMISE AND LAW, Explores the OUTDOORS and respects the environment, Gives SERVICE to others, Is part of GUIDING around the WORLD, Builds on GUIDING TRADITIONS, Develops LEADERSHIP SKILLS, And participates as a member of a PATROL. •6•

How Can You Look Wide?

When Sir Robert Baden-Powell, the Founder of Girl Guides and Scouts, talked about looking wide, he wasn't suggesting that we should look through telescopes or binoculars to see better. He was telling us that we should always look for new ideas and different ways of doing things and keep our minds open to adventure and challenge.

What is a Challenge?

For Girl Guides a challenge is a goal or aim that you set for yourself and carry out to the best of your ability. A challenge can be one big project or it may be 2 or 3 smaller activities. A challenge is very individual and may be different for everyone.

Sometimes you may not succeed, but you will still know that you did your own personal best.

A challenge can be: ● finding out more about something you have not done before ● discovering a better way to do something you have done before ● having a go at doing something you dislike or find difficult ● trying to improve or add to the skills you have ● doing your own personal best.

•7•

Recognition of Challenge Badges, certificates and Awards are just a few of the many ways that you can choose to challenge yourself in Girl Guiding. You might select these challenges to do in your own time or as an extra part of an activity. It would be rather boring if you did nothing but badges week after week. Remember, badges are only a small part of being a Girl Guide and there are lots more things that you can take part in and enjoy.

What is even more important than getting the badge or certificate is knowing within yourself that you have tried your hardest and learned something new. All challenges can be used as stepping-stones to the Awards in Aim High.

discover - look at all the challenges that you could try. decide - choose which one you would like to try first. plan - work out what you will need to do; whom you could use for help; where you might find further information and how you will present your challenge to others.

do - undertake your challenge, have fun and do your best. evaluate - first, ask yourself how you went and whether this was a challenge to you.

Did you learn something new? Then, share your challenge with others. Consider the responses and decide whether you may need to work on something a little more to make sure that it is a real challenge to you.

•8•

Try It You can earn a badge more than once as you get older and your skills develop, by completing new or more difficult challenges. This is an example of how you could earn the Create – Feet badge more than once: Take a walk in the park to collect a list of items (i.e. leaves, rubbish, etc.)

 Participate in or plan a scavenger hunt to find a number of things from a list of clues

 Use compass directions and/or tracking signs to follow a trail through a park

 Follow a map and use compass bearings on an orienteering course

 Take a hike in a National Park carrying a hike meal and following a map



Carry out an expedition through a National Park.

But above all ...

Have fun and do your best •9•

Assessment 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 • 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?

If the girls are satisfied that the activity was a challenge for you and that you did your best to achieve it, then they will recommend that you receive your badge. Please note that some Achieve a Challenge badges require a qualified assessor, as they are competency based.

• 10 •

Explore a Challenge There are 11 challenge areas for you to investigate and try: • Life Skills

• Be Prepared

• Outdoors

• Faith Awareness

• Science and Technology

• Friendship

• The Arts

• Guiding

• World

• Health and Fitness In each challenge, you need to choose four different activities, one of which you may make up yourself.

The light bulb will give you some thoughts to begin with, but you may have even more amazing ideas.

You can explore these challenges as a younger Girl Guide and then revisit them as you grow older. You will be able to achieve the same badge again, perhaps to put on a camp blanket, or you could choose another reward.

You can discover, decide, plan, do and evaluate these challenges as a Patrol. You might all then plan a group reward that relates to the challenge. For example, a Patrol could complete the Science and Technology challenge and as a reward plan an outing to a Planetarium.

• 11 •

explore

• Advocacy

explore

explore a challenge

explore a challenge

Advocacy Choose four challenges and mark a speech bubble as you finish each one: Explore the WAGGGS definition of advocacy and present in an interesting way Speak out, Take action, Educate, websites, poster, song, game or...

Find out what life is like for a girl in a less developed part of the world culture, education, food, family, housing, health or...

Investigate what projects Girl Guides or Girl Scouts from another country are doing to help assist those in need mutual aid, natural disasters, health awareness, environment, life skills or...

Find out about some different aid agencies that help people fight poverty and find out what assistance they offer communities countries, projects, sponsorship, donations, campaigns or...

Raise awareness on an issue that matters to you poverty, climate change, equality, racism, bullying, video, website, discussion or...

Explore simple actions you can do to help make the world a better place, take action on one home, school, meeting place, bedroom or...

Invite an expert from an advocacy organisation/group to speak with your Patrol/Unit community group, international organisation, development worker, educator or...

Organise an activity to help your Unit practise to speak out, take action and educate debate, rally or march, art show, fete, display, video or ...

Share the story of an inspirational person who has helped change the world song, game, dance, craft, play or...

Or create your own challenge to widen your understanding of advocacy My own challenge will be to...

Explore Advocacy Challenge started

and finished • 12 •

explore a challenge

explore a challenge

explore

Be Prepared

Choose four challenges and mark a compass as you finish each one: Make a ‘Be Prepared’ kit First Aid, emergency contacts, survival information or ...

Extend your knowledge of First Aid St John Ambulance, Red Cross, books, visitor or ...

Draw up an emergency response plan for your Unit or home fire brigade, police, state emergency service or ...

Practise safe fire-lighting matches, gas, candle, outdoor cooking, fire danger periods or ...

Understand the safety requirements in your Unit or home fire drill, safe use of power, household appliances, First Aid kit, smoke alarms or ...

Explore and demonstrate bush survival skills compass, sun, food supplies, shelter, water collection, First Aid or ...

Make up a game for your Unit to encourage quick thinking wide game, game show, commando course, time trial or ...

Check out and share your knowledge of emergency centres in your local area police, fire brigade, ambulance, emergency response or ...

Find out and report on personal safety or a community safety program Neighborhood Watch, Rural Watch, self-defence or ...

Or create your own challenge to widen your understanding of being prepared My own challenge will be to ...

Explore Be Prepared Challenge started • 13 •

and finished

explore

explore a challenge

explore a challenge

Faith Awareness Choose four challenges and mark a heart as you finish each one: Find out about one of the world religions and explore a religious festival poster, Unit activity, library, multicultural centre or ...

Share with a friend, Unit or family an Aboriginal legend or dreamtime story read it aloud, storytelling, play, art, visit an Aboriginal centre or ...

Visit a place of worship different from your own and share your experience church, temple, mosque, shrine, meeting place or ...

Organise or participate in a Guides’ Own song, poem, short story, drama, song book, reading or ...

Explore and show your understanding of the Promise and Law discussion, interview, skit, play, wide game, game, debate or ...

Discover ways in which you can give thanks for your life and the world around you pictorial, photographic, video, good deed, musical tape or ...

Find out and share a Girl Guide Promise and Law from another Guiding country game, Trefoil Round the World, interview, poster, Internet, WAGGGS or ...

Participate in a community service activity City Mission, door knocks, crèche, drug and alcohol awareness, Red Cross or ...

Make a collection of graces, readings or games to use in a Unit or camp book, tape, video, music tapes, library or ...

Or plan your own challenge to widen your understanding of faith awareness My own challenge will be to ...

Explore Faith Awareness Challenge started

and finished • 14 •

explore a challenge

explore a challenge

Choose four challenges and mark a face as you finish each one: Invite a friend to share in a Girl Guiding experience ‘Bring a Friend’ night, camp, invitation, outdoor activity or ...

Do a secret good turn for someone special parent, Guide Leader, friend, relative, teacher or ...

Plan a fun activity with your Patrol party, picnic, theme night, outing or ...

Create a gift for a special friend friendship band, address book, photograph, autograph book or ...

Make and communicate with a new Girl Guide friend Internet, State Girl Guide event, pen pal or ...

Entertain a group of friends concert, puppet show, campfire skit, musical or ...

Plan an event for your family surprise party, outing, holiday, reunion or ...

Be a friend to an older person shopping, lunch, mind pets, nursing home, aged care services or ...

Do something special just for yourself new hobby, pamper yourself, relax, outing or ...

Or create your own challenge to widen your understanding of friendship My own challenge will be to ...

and finished

Explore Friendship Challenge started • 15 •

explore

Friendship

explore

explore a challenge

explore a challenge

Girl Guiding

Choose four challenges and mark a trefoil as you finish each one: Explore and share an aspect of Girl Guiding history time tunnel, play, timeline, poem, story, display, puppet show or ...

Take part in a Girl Guiding event with other members of your Girl Guiding community World Thinking Day, ANZAC Day activity, Region/District activity, State camp or ...

Promote one of the Five World Centres plan a Unit activity, game, poster, video, news report or ...

Share an interesting aspect of the life of Lord or Lady Baden-Powell puppet show, role play, interview, write a story or ...

Create and take part in an activity from one of the World Guiding Regions game, wide game, cooking, craft, WAGGGS website or ...

Find out about WAGGGS and present your findings in an interesting way Internet, Trefoil Round the World, World Conference, resource packs or ...

Learn and share a traditional Guiding skill that is new to you compass, tracking, outdoor cooking, lay a campfire, colour party, tie knots or ...

Explore the levels of Guiding and share what you have discovered District, State, WAGGGS, discussion, poster, interview, create a game or ...

Write or communicate with a Girl Guide from a WAGGGS country Email, social media, letter, postcard or ...

Or plan your own challenge to widen your understanding of Guiding My own challenge will be to ...

Explore Guiding Challenge started

and finished • 16 •

explore a challenge

explore a challenge

Choose four challenges and mark an apple as you finish each one: Take part in a fitness activity personal fitness program, fitness instructor, exercise diary, gym or ...

Try a new sport and share what you have discovered with others equipment, rules, sports hero, history or ...

Discover how to prevent and treat sports injuries First Aid course, Internet, sports coach, Phys. Ed. teacher or ...

Investigate the importance of personal hygiene and body care hair, teeth, feet, nails, skin, eyes, ‘Free Being Me’ or ...

Find out about the importance of healthy eating and plan a balanced menu family, Unit camp, cook, display, poster or ...

Build your confidence by trying a challenging activity obstacle course, high/low ropes, public speaking, climbing or ...

Raise awareness of the importance of a healthy lifestyle alcohol, smoking, drug awareness, understanding your body, guest speaker or ...

Make a collection of games and introduce a new game to your Unit wide game, team game, board game, sport or ...

Advertise the health services available in your local area poster, phone list, dentist, doctor, counsellor, Family Planning, Kids’ Help Line or ...

Or plan your own challenge to widen your understanding of health and fitness My own challenge will be to ...

Explore Health and Fitness Challenge started • 17 •

and finished

explore

Health and Fitness

explore

explore a challenge

explore a challenge

Life Skills

Choose four challenges and mark a sun as you finish each one: Understand and demonstrate how to operate household appliances microwave, dishwasher, dryer, fire alarm, computer, television, video or ...

Try a new activity to improve your life skills communication, self-esteem, time management, leadership or ...

Maintain a mode of transport and demonstrate the necessary safety requirements car, motorcycle, bicycle, skateboard, billy cart, plane or ...

Explore some interesting career options guest speaker, work experience, careers expo, further education or ...

Make a collection of recipes and share your favourite with your family cookbook, Internet, magazines, cookery file or ...

Plan a social occasion for your family or friends birthday, dinner party, invitation, party games, theatre, sport or ...

Grow vegetables and use them to prepare a meal family, salad, bean sprouts, herbs or ...

Investigate personal finances and show what you have discovered budget, bookkeeping, saving, banking procedures, investing or ...

Check out the contents of your wardrobe and see what you can do to improve it recycle, shops, savings plan, catalogues, sew, mend, swap or ...

Or plan your own challenge to widen your understanding of life skills My own challenge will be to ...

Explore Life Skills Challenge started

and finished • 18 •

explore a challenge

explore a challenge

explore

Outdoors

Choose four challenges and mark a tree as you finish each one: Enjoy an activity on, in or near water kayak, canoe, sail, swim, beach volleyball, row, lifesaving, care of a waterway or ...

Organise or participate in a camp with your Patrol, Unit, friends or family indoor, outdoor, menu, kit lists, fun activities, overnight hike, wide game or ...

Share something you have cooked using an alternative method of outdoor cooking heat bead oven, open fire, buddy burner, camp oven, solar cooking or ...

Use rope and/or wood in an adventure based activity to make a useful camp gadget tripod, shoe rack, ladder, clothesline, table, bridge, obstacle course or ...

Go on a hike and include some traditional Girl Guide tracking signs overnight, investigate a new area, day hike, resource packs or ...

Experience a new activity on wheels penny-farthing, bike hike, skateboard, roller blades, four-wheel driving, scooter or ...

Organise or participate in a Unit campfire experience learn a new song, skit, devise a program or ...

Invite an expert from the community to discuss outdoor survival skills police force, fire service, National Parks and Wildlife Service, sport and recreation or Plant seeds and watch them grow. Nurture these plants to maturity vegetables, flowers, tend a garden, bean sprouts or ...

Or plan your own challenge to widen your understanding of the outdoors My own challenge will be to ...

Explore Outdoors Challenge started

and finished • 19 •

explore

explore a challenge

explore a challenge

Science and Technology

Choose four challenges and mark a lightning bolt as you finish each one: Increase your computer skills and report on the importance of safety on the internet Internet, newsletter, scanning, touch screens, apps or ...

Check out communication methods and use one to get in touch with a friend braille, sign language, Morse code, semaphore, e-mail, letter, phone or ...

Create something powered by air, electricity or water batteries, windmill, water rocket, model plane, simple circuit or ...

Promote Girl Guiding using technical equipment digital camera, video, CD, website or ...

Find out something new about outer space stars, constellations, planetarium, telescope, space travel or ...

Investigate and record weather patterns in your local area weather map or chart, rain gauge, thermometer, cloud formations or ...

Discover how nature works by investigating a natural land form volcano, earthquake, river, beach, cyclone, glacier, mountain or ...

Compare and share the past, present and future options for living communication, transport, housing, museum, wide game, scrap book, display or ...

Construct a useful item using recycled materials bridge, paper, household item, clothing or ...

Create your own challenge to widen your understanding of science and technology My own challenge will be to ...

Explore Science and Technology Challenge started • 20 •

and finished

explore a challenge

explore a challenge

explore

The Arts

Choose four challenges and mark a mask as you finish each one: Promote Girl Guides Australia in a fun or interesting way media, advertisement, play, poster, interview, skit or ...

Investigate, listen to and enjoy different musical styles and share your experiences CDs, radio, orchestra, musical or ...

With a group of Girl Guides, help create a skit or play and perform it for others puppet show, music, mime, video, fairy tale, Girl Guiding history or ...

Try a new craft and share your skills with a friend woodwork, plaster, plastic, wool, glass, wire, needlework, fibre, textiles or ...

Become a ‘storyteller’ and read or tell a story to others with expression library, write, imagination, cushions, child care centre or ...

Design and make a greeting card or series of cards for special occasions Christmas, thank you, Easter, birthday, invitation, postcard or ...

Learn some traditional Girl Guiding songs or create new words to a familiar tune campfire, song book, choir, video, program or ...

Investigate and create a traditional craft from another country Internet, library, craft book, resource pack or ...

Make a musical instrument and create a tune or play a conventional instrument to entertain friends, family or your Unit percussion, cardboard, shoebox, plastic, piano, stringed, brass, improvisation or ...

Or plan your own challenge to widen your understanding of the arts My own challenge will be to ...

Explore The Arts Challenge started

and finished • 21 •

explore a challenge

explore a challenge

explore

World

Choose four challenges and mark a world as you finish each one: Create a map of your local area for a visitor sketch map, model, papier maché, leaflet, letter, gps, or ...

Raise awareness of an endangered animal, bird, plant or insect poster, video, news report, social media, collage, forum discussion or ...

Undertake environmental action in your local area plant, recycle, reduce, re-use, assist local environmental groups or ...

Participate in a service activity with other members of your Patrol or Unit community, international, neighbourhood, elderly, disadvantaged or ...

Find out about the lifestyle of another country. Share your knowledge with others food, festival, tradition, dance, game, music, craft or ...

Invite a person who comes from another country to visit your Unit discuss, learn something of their language, share stories of their life and childhood or ..

Exchange messages with someone who lives in another country letters, Internet, email, JOTA, WAGGGS website or ...

Plan an imaginary overseas trip leaflets, travel agency materials, poster, itinerary or ...

Check out one of the Five World Centres posters, maps, model, photos, someone who has been there or ...

Create your own challenge to widen your understanding of the world My own challenge will be to ...

Explore World Challenge started

and finished • 22 •

Create a Challenge This is the chance for you to write your own challenges in an area of interest or where you would like to find out more.

There are 31 different options in this area, which will cover almost any challenge that you can imagine. There is also a blank badge for you to make up your very own badge which no one else has even thought of!!

discover - The illustration at the top of the page is the badge design. You can use it as a starting point for ideas. You can then use the words on the outside of the semi-circle to find more ideas or explore some other ideas that you may think of. decide - Use the action words on the inside of the semi-circle to help you choose your challenge. You could decide to do one very big challenge or several small challenges. plan - Use the space in the middle and bottom of the page to write your ideas down.

Discuss your challenge/s with someone else - your Leader, Patrol Leader or perhaps a parent. Write their name in as a person who will support you. Write the date that you started, to remind you to keep going. do - Do your best and enjoy working through your challenge/s. evaluate - Share your challenge/s with others and check out whether this was a challenge to you. Once you have decided that you did your best, write down the date you completed your challenge/s.

These challenges can be undertaken whatever your age. You will be able to achieve the same badge again, but remember you could choose something else to reward personal achievement. What other recognition could you receive? There is room at the back of the book to record these challenges.

Of course, you could also create a challenge with your Patrol or group.

• 23 •

create

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• 24 •

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• 25 •

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• 26 •

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• 27 •

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• 28 •

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• 29 •

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• 30 •

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dr

ke

...

..

vis

r... reflect... ach ponde ieve ... e c e o v nsider va belie lua inv en te t ..

create

ag

e in

n .e

... age

r..

im

Design Your Own

or

te

thin

na

k

igi

I shared my ideas with

Started on

Finished on

Wow, I can do anything!

• 31 •

create a challenge

create a challenge

u

ic

sc

us

di

.m

ra

eb

arrin

cel

... e

are

ne

sh

ho

te

s..

lep

nd

e

te

sou

ak

..

ush

m

ig

o.

ss

.n

try

or...

...liste

gs...

n... b

n

.. ce

a f . . . s ig n l a n g u a ge.. es... de . ch p lan and ara ise organ visit de s.. inv .r ite a My challenge will be to ...

ois ht n

di

..

e sil

.

create

Ears

I shared my ideas with

Started on

Finished on

What else can you hear?

• 32 •

create a challenge

create a challenge

Eyes

des... spying.. lle... co . ale rtne s ta k e part in ss. visit g o r .. o d f e vi cre ar gi de c i a la u te g nc d .. .

My challenge will be to ... a le

... an

d

s

an

es

en

ise

e

org

re

ar

an

tu

ar

na

sh

aw

..

e

al

e.

us

... v

ima

isu

create

rai ... b

s...cosm

....observation... gla

sses

l eye

etics... or...

I shared my ideas with

Started on

Finished on

What else can you see to do?

• 33 •

create a challenge

create a challenge

create

Feet

&

ad le

ate

.o

th

try

er

cu m

ltu

pla

......footpr

& jump... running... or...

ints... walking

skip

... hik

op,

ate

.. h

cre

ing

na

nc

nd

g

My challenge will be to ...

g..

da

kin

nstr

..

rac

lkin

e

... t

demo

ak

ing

find out

s.

tra

i

ex

pl

ore

diatry... tightrope wa

re

ls

..

.b

oo

ts.

ho .. s

. po es..

I shared my ideas with

Started on

Finished on

These ideas could lead to something else.

• 34 •

create a challenge

create a challenge

in

g

e

at

..

str

on

g. tin

dem

gh

....fire

es.... or...

safety... fire services

ngin

... fir

re e

ut

.. fi

do

ry.

fin

tte

e

po

ar

fir

ew

or

fir

e fi

create

amp fire cook fires... c ing. p .. ty cam m . a d k a pe . e e l . a d n s d us an of n lf i e e pla fir inv if r e es . i t d ... e .. n My challenge will be to ... s te k t a

sh

Fire

I shared my ideas with

Started on

Finished on

All fired up? What else could you challenge yourself to do?

• 35 •

create a challenge

create a challenge

Fitness

c li m b i n g . . . t e a m s p o r ts... san i n m v i t y e r t . d .. p n i g l bo an rt n i a an p ar p e p d di k o a l ea n t .. h My challenge will be to ... d

g.

e

ni

ar

sh

d

un ma

ames... k

ce blocking... action.. .

icking.. jumpin

ics... i

g... a

nast

end

gym

att

ke

...

an

.. r

ing

re.

bl

e

ntu

m

ar

I shared my ideas with

.

or...

ll g .. ba

tu

sh

dve

..

ng

.

create

tain oun

Started on

Finished on

What other activities could you do to keep fit?

• 36 •

create a challenge

create a challenge

ay

fo

pl

y th he te

...

ons

dem

r coo

lead

doo

nd

out

na

tra

es

t..

nc

pla

ea

ia

al

pl try

c...

ap king... meals... or...

...party... barbecue... picni

create

ltures... junk food... a er cu dve h t rtis .o . s t n r u o c . c t e g ing us n d l i e n arn k a ... o e k an o ch a c d m ef .. . sh . s ar sit My challenge will be to ... i v e

..

od

Food

I shared my ideas with

Started on

Finished on

That should start you cooking up ideas. What else could you do?

• 37 •

create a challenge

create a challenge

ite

e

elf

rat

.. s

l issu

cel

ona

ke

eb

ati

ma

es.

ern

issu

int

-e

.. try

...fashion..

therhood... or...

. diary... wom

es... mo

en's

k.

s

e

inv

al

r ha

y

ag

s

ste

...

d bo

im

t i n g .. . d e p o r t m e ir... da nt... say n d a visit play ing orga no nis e ... gi di r sc My challenge will be to ... us

ha e...

lt

em

create

Girls

I shared my ideas with

Started on

Finished on

Girls can do anything! What else can you do?

• 38 •

create a challenge

create a challenge

s...

ad

..

le

y.

nd

ilit

onal servi

...friendship... other

rnati

cultu

inte

ate

pla

aft

cre

na

cr

ab

nd

dis

ha

p

...

..

el

res

create

S... peace... lend AGGG ah W . an .. e k d.. ma e and g d vic n i e .m r v t t e e a s an . i nv .. ic ite se e i t u ur c c a s r p My challenge will be to ... h

e.

re

Hands

ce... or

I shared my ideas with

Started on

Finished on

Can you turn your hand to something else?

• 39 •

create a challenge

create a challenge

ng

nce... cooking... g ntena i ard a m en e v n i i te ing m p p o l e l an ... h h . a . sh . nd g op c n i a e n r p v i r y My challenge will be to ... ea d g ou i n t a

are...

e

ak

g.

m

in he d

...

lea

visit

plan

ld c

try

and

chi

erly

...

n

ets

sig

.. eld

dg

lp

bu

de

children...or...

...people... families.

...

..

cl

create

Home

I shared my ideas with

Started on

Finished on

What could you challenge yourself to try next?

• 40 •

create a challenge

create a challenge

vi

..

rs. we lp

he

ees

.. fo

eans... world... or...

attend

demons

s... oc

trate

re

rest

plo

... b

fe.

flo

r li ex

...

t

te

ou

wa

d

urs... animals... insects

...

in

...colo

create

rvation... bird wat chin . obse . . s ie g.. c r o g anise an e .p ct e l l sp o d on c car d d e ry r di e ou e k g pp t a n m a i My challenge will be to ... d is t f

ng

en

Nature

I shared my ideas with

Started on

Finished on

Exploring nature is fun. What else can you challenge yourself to do?

• 41 •

create a challenge

create a challenge

g..

ig

at

re

tig

an

inv

vin

es

fo

sa

pl

...

..

ey

y.

e

h... ma

...calculator... ab

& ric

acus

oor

... m

.p

on

coins... accountancy g n i t ... b c an olle t u c n c d e l ersta ks . col . . n ... d y te c a ec n m ti e on s c r r e al u o c c My challenge will be to ... ul at e

m

n

create

Numbers

ths... or...

I shared my ideas with

Started on

Finished on

What else can you figure out?

• 42 •

create a challenge

create a challenge

try

. . d r e am . . . t h e a t r e .

make

read

e

ic

d

ad

le

v

at

g.

es

ad

-a-

l

tho

rd

iary... aut

reco

n... d

show

tel

inv

re

it

tig

..

om

an

...

vis

.. c

n

ine

in

ry.

pla

tis

ibra

az

d

s... l

ag

a

hors... or...

...write... media... storie

.. m

My challenge will be to ...

s.

sh

e ar

read.

create

m

y

th

s&

e leg

... nds

er

..

Open Book

I shared my ideas with

Started on

Finished on

Books also have lots of ideas for other activities.

What else could you do?

• 43 •

create a challenge

create a challenge

create

Other People tr

w

plan and le

fest

ad

My challenge will be to ...

yle

un

s..

de

. fo

rst

g. ild

in

bu

n

me

uid

ho

ar

expe

rt... lan

ctise

nspo

pra

rien

ce

. tra

orl

s...

dg

...

.. w

tr

le

ural.

d

...

el guages... or...

...service... multicult

od

an

..

o sh

ltures... customs... li

av

ad

iti

on

cu ns... o i g li e . re . invit . s

I shared my ideas with

Started on

Finished on

What else could you find out about?

• 44 •

create a challenge

create a challenge

Outer Space t a r s . .. a s t r o n a u t s ips... s ... u niv a ers i t n r a p e p i k n a v s t estig e. .. y . .. ate tr y sc m ie o n e nc t o a bu tr e My challenge will be to ... il cr

s s..

d

lea

et nge

arra

.. ali

lore

ers.

exp

ad

an

nv

d

om

ei

it

.. c

ac vis

on.

sp

mo

..

.a

e.

d

ens... m

eteors... or...

...sun... planets... earth...

create

sh ce

I shared my ideas with

Started on

Finished on

There is a universe of ideas to explore. What else could you try?

• 45 •

create a challenge

create a challenge

it

re

CA

ca

we

w

... fera

...caring... grooming... v

lfare

et...

al

sho

im

...

an

RSP

...

ex

in

te

vis

gs

vi

z

y

er

s

...

la

ci

...

w ho

ing

usual pets... pet parad e... foo e s i c r d e x i s e cove d. r .. ca cre ts at ... e My challenge will be to ... p

.. un oo.

do

se

create

Pet

l animals... or...

I shared my ideas with

Started on

Finished on

Pets are great. What else could you do?

• 46 •

create a challenge

create a challenge

u

d

pe

an

ro

an

dg

d

et

sh

s.

ruct

ots.

const

...pioneerin

Started on

Finished on

Let’s string some other ideas together. What else can you try?

• 47 •

lk... macrame... or...

ead

I shared my ideas with

d wa

nd l

dfol

na

blin

pla

ma

r...

ke

wa

... kn

rn

ga

of

g... boating

lea

...

try

...

My challenge will be to ...

ing

g

gs

te

amp

tu

win

demonstra

e

.. s

play

g... skipping... c

ar

se

it vis

splicin

create

ri

dg

. e.

b .a

sei

... ling

..

b

Rope

create a challenge

create a challenge

sp

di

g. in

-d

arr

tura

ate

an

na

ge

... cre

tie

ge

te

i...

lla

vi

terials.

...glue... paper... paint... or

l ma

igam

co

in

ye

g i f t s .. . g r a p h i c s . uter... .. fe p m stiv o c . a m ke and al. e l c y.. g y .. a r ive c e e r d rt i o it de sh br vis sig ow My challenge will be to ... m n e y la

...

..

create

Scissors

.. textiles... or...

I shared my ideas with

Started on

Finished on

What else could you create?

• 48 •

create a challenge

create a challenge

Tent ight feasts... camp fire ... s afe g struct n o n c i ty. k dem o .. o on re fla c a str h r s a gp o d t e o My challenge will be to ... o an td n r ea

l

ou

.. do

tro ma

stars..

...camping... gadgets... s

try

r the

ke

d

nde

an

.u

lea

d

s..

d

Pa

ag

an

...

sw

n

ing

...

la

ls.

le

p

leep

create

idn ... m

. overnight... or...

I shared my ideas with

Started on

Finished on

What about some other ideas?

• 49 •

create a challenge

create a challenge

te

ri

.t

w

w

te

r..

dra

..

ol

rm

rfo

.. c

pe

re

... d

ns.

ion

sha

ainting... or...

...movie reviews

e... p

... ca

anc

rtoo

vis

sit

le

vi

ou

...

s..

n.

ea

tre

ay pl

rtainment... a... ente mus ic.. . in make and use ter illust rat io e rd de es sig i My challenge will be to ... n

am . dr

g

h

create

The Arts

I shared my ideas with

Started on

Finished on

That was fun! What else could you do?

• 50 •

create a challenge

create a challenge

ory

e

ar

rp

sh

de

ol

... inve

ig ben... ti

e

k... b

nag

stig

doc

ma

ate

ck

ge

di

ay

... a

y

pl

ays

or

h

me zones... o

e line... family tree... birthd

ck

rc

r...

...tim

create

t... minute taking. .. tim emen g a n ers a o d d m celeb ... lan an e p rate cl im oc t .. . ks t i le ... vis p r es My challenge will be to ... o ea

hi

e

Time

I shared my ideas with

Started on

Finished on

If you have time on your hands, find another challenge to do!

• 51 •

create a challenge

create a challenge

create

Trees b

s. e

ga

inve I shared my ideas with

Started on

Finished on

What else could you investigate?

• 52 •

tional parks... or...

visit

collect

g... na

and

ntin

re

pla

sha

stig

ee

at

. tr

...

s..

ing

rk

mb

se

n

. cli

ke

ti

...birds... nests... monkeys..

ou

pa

en

My challenge will be to ...

ta

ar

rd

ite

..

ld

inv

p

ui

fl

rs..

nment... leaves... aut um n... n d a l n e a a l d p tre disc euss h

s.

.

.w

ild

e ow

viro . en

create a challenge

create a challenge

fi

po r

... ve

gs

co

dis

an

re

yak...

ailing... boats... en

.. ka

viron

oe.

water conservation..

king... s

.. c

plo

I shared my ideas with

. or.. .

in ...dr

w.

ro

ro ex

.. f

..

nt.

g.

me

create

f blue... swimm ing. bons o b i r .. p . . . y ad it in t m r a a n p k e i dli e and al tak ng s u se .. y ... r . t e ra lif s t My challenge will be to ... ha f d u o re nd

tin

n

Water

Started on

Finished on

Wet and wild, but fun! What else could you do?

• 53 •

create a challenge

create a challenge

o o p s . .. s k a t e s . . . s k ate ty... h e f bo a s . ard . n d a c n . a a l r r p y s o ut s.. le e r u o r .p pl s x h d e ro ar a e o te r c .. d My challenge will be to ... n e tt

. tr

a

ap

m

r

dis

g..

ite

co

hin

ve

...

ot inv

ds

cl

e

roa

e

us

around t

...travel... bikes... wheelbar

port

row

ans

s...

tiv

s.

create

Wheels

he world... or...

I shared my ideas with

Started on

Finished on

There are some “wheelie” good challenges for you to choose.

• 54 •

create a challenge

create a challenge

exp

My challenge will be to ...

m

ne

ak

ts

e

...

ns

tio nt

se

s...

and

t

vel.

visi

tra

pre

ue

Na

pla

iss

ited

e

ve

. Un

lor

...

gi

.. lan

plan

y

guage

enjo

GS..

ing

d

s... peace... or...

...pen friends... WAGG

gaz

ld

...

take part in

or

lp

s . . . U NI C E F . . . s t a r

an

he

l

n ear

culture

create

rt

.. h.

e en

rg

y..

her . ot

w

ea

World

I shared my ideas with

Started on

Finished on

It’s a big, wide, wonderful world. What else could you think of?

• 55 •

achieve

Achieve a Challenge These challenges are designed to recognise the skills and abilities of the individual.

Completing each challenge will show that you have reached a set of skills in your chosen area. Assessment is to be carried out by an adult with equivalent or greater knowledge in the skill area. This could be a qualified Leader of Youth with the appropriate qualification or skills in your chosen area.

You can choose from 13 different Achieve a Challenge areas: • Adventure • Advocacy • Boating • Camping

• Emergency • Leadership • Life Skills • Outdoors

• Safety • Sport • Technology • The Arts

• World Guiding

There are three different challenges: • Trefoil 1 indicates a beginning skill

OUTDOORS

• Trefoil 2 shows an intermediate skill • Trefoil 3 recognises advanced skill development.

OUTDOORS

OUTDOORS

(Trefoil 3 Level Achieve a Challenges are available for girls 13+ years and be found in the book Look Wider Still.)

When you achieve a Trefoil 1, you will be presented with a cloth badge with the name of the skill and one trefoil. When you achieve the next trefoil, you simply add another small trefoil badge.

All of these challenges are for individuals. Trefoils 1 and 2 are not age-related. For example, if you are a young Girl Guide who is very, very good at music, you could achieve a Trefoil 2 in The Arts, while an older Girl Guide just learning to play a guitar might achieve a Trefoil 1.

You can cross-credit the things you do at school, at home or with other activities with these challenges. These challenges may also be used towards the Awards in the Aim High and Queen's Guide Award books.

• 56 •

Achieve a Challenge ADVENTURE-BASED ACTIVITIES An adventure- based activity is one that contains a significant element of risk to those taking part. Girl Guides Australia requires the person in charge of an adventure-based activity to have specific knowledge, skills relevant to the activity and risk management relevant to the activity or to ensure that the instructors have such knowledge and skills. These challenges may be completed as part of a Girl Guide activity or externally. If completed within Girl Guiding, then Girl Guide policies and general Girl Guide safety rules apply to all Girl Guide members at all times and are to be strictly observed. Girl Guide policies can be found on Guide Lines for Girl Guides and Girl Guide Volunteers.

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

Aventure themes may include, but are not limited to: people power rappelling water activities (not covered in the Boating Achieve a Challenges) weapons wheeled vehicles A full list of adventure-based activities can be found on Guide Lines for Girl Guides and Girl Guide Volunteers – check with your Leader for a copy. Other unendorsed activities can be used for these badges but not within a Girl Guiding situation. Other activities listed in Guide Lines as non-adventure based activities may be used, because for some Girl Guides and in some situations, these activities may be considered an adventure or adventurous.

Sailing, power boating, rowing, canoeing/ kayaking can be used for participation in adventure-based activities, but if you wish to gain a qualification in any of these areas, then you must complete the appropriate Boating Achieve a Challenge. If your adventure based activity is not listed, it may be more appropriate to complete the Sports Achieve a Challenge. Some adventure-based activities are also sports, e.g. archery and skiing. You may choose to complete either the Adventure or Sports Achieve a Challenge.

If you or your Leader have any questions - then seek advice from your State Outdoors contact or State Girl Guide Organisation.

• 57 •

achieve

• • • • •

achieve a challenge

ADVENTURE

achieve a challenge

Complete all the activities in the first part of your Trefoil 1 Adventure Challenge. Mark the hiker to keep track as you go.

Arrange for a Qualified Leader with knowledge and some experience in the chosen activity/ies, or an external person with knowledge and some experience may assist a Qualified Leader in the assessment.

Participate in two different adventure-based activities on at least two different occasions each. (The activities may be from the same or different adventure themes.)

Adventure-based activity 1 1st date of participation 2nd date of participation

achieve

Adventure-based activity 2 1st date of participation 2nd date of participation Explain in an interesting way to your Unit or Patrol the safety rules of your chosen activities.

Identify suitable Minimum Impact Code of Ethics used in your chosen activities. If there are not any known ones, identify some ways in which impact on the environment can be minimised.

Identify the form/s that you, your parent/s or guardian/s need to complete when participating in these activities.

Explain in an interesting way to your Unit or Patrol the specialist equipment needed for these activities.

Choose any two of the following activities: •

Find out about a well-known identity who takes part in one of your chosen activities.

•

Make a poster to advertise an adventure-based activity, including local contacts and venues.

•

Find out about another adventure-based activity that is in a different adventure theme from ones that you have chosen, and share this information with your Patrol or Unit.

•

Explain why adventure challenges are important to you by giving some examples.

I commenced on

and finished on

• 58 •

achieve a challenge

ADVENTURE

achieve a challenge

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

Complete all of the activities in the first part of your Trefoil 2 Adventure Challenge. Mark the hiker to keep track as you go.

Arrange for a qualified adventure-based activity instructor to assess your skills in part one. Arrange for a Qualified Leader with knowledge and some experience in the chosen activity/ies, or an external person with knowledge and some experience may assist a Qualified Leader to assess your skills.

Choose one adventure-based activity, and specialise in this area by gaining an entry level quali ication in this activity.

OR Participate in three different adventure-based activities on at least two different occasions each. (The activities may be from the same or different adventure themes.)

Adventure-based activity 1 1st date of participation 2nd date of participation Adventure-based activity 2 1st date of participation 2nd date of participation Adventure-based activity 3 1st date of participation 2nd date of participation Explain in an interesting way to your Unit or Patrol the safety rules of your chosen activity/ies.

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

• 59 •

achieve

Adventure-based activity Date entry level qualification gained

achieve

achieve a challenge

ADVENTURE

achieve a challenge

Identify the form/s that you, your parent/s or guardian/s need to complete when participating in the activity/ies. Explain the process and reasons for advising and seeking approval to participate in adventure-based activities in Guiding.

Present in an interesting way to your Unit or Patrol the specialist equipment needed for the activity/ies.

Choose any two of the following activities •

Explain why adventure challenges are important to you by giving some examples and describing identities who are experts in the same activity/ies.

•

Find out about an extreme adventure-based activity, which may be linked to your chosen activity/ies. Present your indings to your Patrol or Unit.

•

Select a role model in your chosen activity and research her or his achievements.

•

Find out about the history and development of your adventure-based activity, and present to your Patrol or Unit.

•

Promote your adventure-based activity/ies to others through a poster, brochure or illustrated talk.

I commenced on

and finished on

• 60 •

achieve a challenge

ADVOCACY

achieve a challenge

Complete all the activities in the first part of your Trefoil 1 Advocacy Challenge. Mark the speech bubbles to keep track as you go.

Find out the WAGGGS definition of advocacy.

Speak to your Unit on a subject that matters to you (e.g. animals, family, sport, bullying).

Choose an activity from a resource on poverty/assisting those in need (e.g. resources from WAGGGS, Girl Guides Australia, Non Government/aid organisations) and share it with your Patrol.

Find an activity you can take part in to help advocate on an issue (e.g. those offered by Girl Guides Australia, WAGGGS or other Non Government/aid organisations) and take part.

•

Make a poster, write a play or skit, or do a presentation about someone who has inspired you to want to build a better world.

•

Find out how decisions are made in your family, school or Unit and share with your Patrol.

•

Find out about the first Girl Guide advocates at Crystal Palace and how they spoke out to help start Girl Guides.

•

Find out what local media is available in your area and how you gain access to it. Share what you have learnt about local media with your Unit or Patrol.

•

Create an activity (such as a game, craft or other activity) to help educate your Patrol on an issue that is important to you.

I commenced on

and finished on

• 61 •

achieve

Choose any two of the following activities:

achieve

achieve a challenge

ADVOCACY

achieve a challenge

Complete all the activities in the first part of your Trefoil 2 Advocacy Challenge. Mark the speech bubbles to keep track as you go.

Create a display/presentation on the WAGGGS definition of advocacy.

Organise and speak in a debate at your Girl Guide Unit on an issue that matters to your Patrol.

Explore the different resources available from WAGGGS and Girl Guides Australia to help educate others on issues of importance. From at least three of these resources create a collection of activities which can be used in your Patrol.

Find an activity you can take part in to help advocate on an issue (e.g. those offered by Girl Guides Australia, WAGGGS or Non-Government/aid organisations). With the assistance of your Leader help organise for your Patrol or Unit to take part.

Find out about advocacy organisations across a range of fields (e.g. health, education, environment) and present what they do to your Unit in an interesting way.

Choose any two of the following activities: •

Create a collection of quotes/readings on making change in the world.

•

Explore the ways you can speak out in your community (e.g. radio, TV, newspaper) and invite someone who works in this field to talk to your Unit.

•

Explore the WAGGGS Triennial Themes/ Global Action Theme and present them to your Unit in an interesting way.

•

Find out about the work of the United Nations and what they do to help those living in poverty.

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BOATING

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BOATING SAFETY A candidate for all boating modules must have the approval of her Unit Leader and District Manager. All assessors for the Girl Guides Australia boating modules are appointed by appropriate State boating personnel. An assessor is an experienced Leader or adult holding a higher boating module than the candidate.

Complete all the activities in the first part of your Trefoil 1 Boating Challenge. Mark the anchors to keep track as you go.

Demonstrate the correct wearing of a life jacket and explain why you must wear the correct size of life jacket.

Explain the rules of safe boating.

Swim 50 metres in shirt, shorts, shoes and life jacket and stay afloat for 3 minutes.

Explain to the assessor how to properly care for and store your craft.

Know and use the following knots: • Reef knot • Sheet bends

• Clove hitch • Bowline

• Round turn and two half hitches • Figure of eight

Choose one of the following sections and complete all of the requirements:

ROWING NOTE: An approved life jacket must be carried in the boat when rowing and worn at the discre-tion of the assessor.

• • • •

Know the parts of the boat.

Demonstrate rowing a dinghy single-handed and with a partner.

With an experienced person demonstrate coming alongside a pontoon, jetty or boat.

Show you can secure your boat so that it can be left.

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Show your assessor suitable clothes for boating activities in summer and winter.

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SAILING NOTE: An approved life jacket must be worn for sailing.

• Know how to find local water conditions and weather information, including wind speed on the day.

• Understand the basic safety rules and 'rules of the road' for sailing.

• Gain a basic knowledge of boat parts, rigging and sails by assisting an experienced person to rig a boat.

• Understand the processes involved in capsize and recovery of a boat.

• With an experienced person, sail away from a beach or pontoon and return to shore.

• Under the direction of an experienced person on the boat, sail a course including running, reaching and heave-to.

The Trefoil 1 sailing syllabus is based on the Australian Sailing - Discover Sailing Program.

Holders of Australian Sailing - Start Sailing Level 1 can cross-credit this into Trefoil 2 Sailing.

CANOEING/KAYAKING NOTE: An approved life jacket must be worn for canoeing/kayaking. The purpose of this award is to ensure that the canoeist/kayaker has an understanding of basic safety. It can be assessed in either a canoe or a kayak on flat and undemanding water.

• Show that you know the main parts of your craft.

• Embark by the correct method.

• Show that you can control your craft, paddling forward and backward, demonstrating an emergency stop, paddle back to the departure point and disembark by the correct method.

• Capsize your craft and hold onto it.

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BOATING SAFETY

BOATING

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A candidate for all boating modules must have the approval of her Unit Leader and District Manager. All assessors for the Girl Guides Australia boating modules are appointed by appropriate State boating personnel. An assessor is an experienced Leader or adult holding a higher boating module than the candidate.

Complete all the activities in the first part of your Trefoil 2 Boating Challenge. Mark the anchors to keep track as you go.

Answer questions on general boat safety including: entering, moving about in, loading and leaving, storage and care, and buoyancy.

Explain the rules of safe boating.

Demonstrate the correct wearing of a Life Jacket and explain to the assessor why a Life Jacket is worn.

Demonstrate how to rescue someone in the water.

Know and use the following knots: • Clove hitch • Reef knot • Bowline • Sheet bend

• Round turn and two half hitches • Figure of eight

Choose one of the following sections and complete all of the requirements:

ROWING NOTE: An approved life jacket must be carried in the boat when rowing and worn at the discretion of the assessor.

• Manage a dinghy single-handed, in response to instructions and include getting under way, turning, backing, bringing alongside and making fast.

• Row a boat with others.

• Know the common terms used in connection with rowing boats.

• Know and demonstrate how to tow and be towed.

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Swim 50 metres in appropriate boating clothes (shirt, shorts, shoes, Life Jacket) and stay afloat for 3 minutes.

achieve

SAILING NOTE: An approved life jacket must be worn for sailing.

• Know how to find local water conditions and weather information, including wind speed on the day.

• Understand the basic safety rules and 'rules of the road' for sailing.

• Know parts of the boat and identify rigging correctly, including sails and fittings.

• Rig a boat with minimum assistance.

• Demonstrate figure 8 'stopper knot'.

• Demonstrate capsize and recovery drill.

• Sail a dinghy under varying conditions.

• Demonstrate sailing away from and returning to a beach, wharf or pontoon.

• Demonstrate correct launching and recovery of boats from a wharf or pontoon.

• Know the common terms used in connection with sailing dinghies, port, starboard, bow, stern, right of way.

• Demonstrate a knowledge of wind direction and relative strength using environmental indicators.

The Trefoil 2 sailing syllabus is based on the Australian Sailing - Discover Sailing Program.

Holders of Australian Sailing - Start Sailing Level 2 can cross-credit this into Trefoil 2 Sailing.

CANOEING/KAYAKING •

NOTE: An approved life jacket must be worn for canoeing/kayaking. The purpose of this • award is to ensure that the canoeist/kayaker has an understanding of basic safety. It can be assessed in either a canoe or a kayak on flat and undemanding water. If using• • a canoe the candidate should be assessed in both bow and stern positions.

• • • •

Show knowledge of general handling of canoes.

Swim under a canoe to surface on the other side.

Launch the craft, embark and paddle away from the launching point.

Demonstrate: • paddling forwards and backwards • turning strokes • coming alongside another craft • the correct way to disembark from your canoe • emergency stop • the use of a paddle as a means of support on the water • a clean approach to the launching point.

• Capsize the canoe, bring it ashore with paddles and empty it.

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CAMPING

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Complete all the activities in the first part of your Trefoil 1 Camping Challenge. Mark the tents as you go and arrange for a Leader or adult with Girl Guide camping qualifications to assess your skills.

Camp for at least two nights in an indoor or outdoor Girl Guide camp and work as a member of your Patrol.

Following a kit list, pack your own gear and take care of your own equipment at camp.

Assist in cooking a meal outdoors.

Explain the hygiene rules for campers.

Know your responsibility in caring for the environment.

Choose any two of the following activities: • • • • • • •

Be a member of a Colour Party.

With friends perform a song or skit at campfire.

Take part in a wide game or nature game.

Set and light a fire.

Use square lashing to make a simple gadget.

Write about your camp for the District newsletter, Unit log book or similar.

Help to plan a Guides’ Own.

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Share in the responsibility of caring for camp equipment.

achieve a challenge

CAMPING

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Complete all the activities in the first part of your Trefoil 2 Camping Challenge. Mark the tents as you go and arrange for a Leader or adult with Girl Guide camping qualifications to assess your skills.

Camp for at least two nights in an outdoor Girl Guide camp.

Show how to choose a tent site and pitch, air and strike a tent.

Show how to take care of a tent and bedding.

Show how to use and care for a light source.

Plan a personal kit list for camp. Evaluate it after camp. Explain how it may vary for different camps.

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Know and practice hygiene rules for camp situations.

Know how to store food and rules for environmentally friendly disposal of rubbish.

With the assistance of your Patrol, plan and cook a meal outdoors.

With assistance from your Patrol, plan and prepare an uncooked meal outdoors.

Know how to prevent accidents around the campsite.

Choose any two of the following activities: • • • •

Use a saw and tomahawk.

Build a campfire that will burn for at least half an hour.

Demonstrate the use of square lashing and make at least one useful gadget.

Erect a flagpole using guys and pegs or improvise on a bush site. Hoist, break and lower the flag with ceremony.

• Plan and carry out an outdoor game.

• Plan a Guides’ Own at camp.

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EMERGENCY

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achieve a challenge

Complete all the activities in the first part of your Trefoil 1 Emergency Challenge. Mark the first aid kits to keep track as you go.

Understand why it is important to call for adult assistance in an emergency. Show that you can reassure an injured person and make them comfortable.

Know how to contact the Emergency Services (000) and what information to give.

With your family or on camp, make a fire plan and have a fire drill. Know the location of the nearest fire extinguisher, fire hose or water supply.

Be able to use a telephone to deliver a message. Be able to take a message over the telephone.

Discuss ways to prevent accidents at home, at school and at sport.

• severe bleeding • a nosebleed • a burn

• snakebite • an unconscious person • clothing on fire

• sunburn • a small cut or graze

Choose any two of the following activities: • Visit one of the following: police station, ambulance station, fire station, hospital or SES headquarters and discover something about their work. Share your experiences with others in your Unit.

• Use a triangular bandage in two different ways to assist an injured person.

• Show what to do at home if there is a power failure.

• Learn and demonstrate how to throw a lifeline.

• Make a list of emergency phone numbers and display it at home or at Girl Guides.

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Demonstrate First Aid treatment for:

achieve a challenge

EMERGENCY

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Complete all the activities in the first part of your Trefoil 2 Emergency Challenge. Mark the first aid kits to keep track as you go.

Discuss and demonstrate: • accident prevention • the definition of First Aid • the importance of cleanliness • privacy

• reassurance • safety • the importance of not moving a seriously injured person.

Know how to contact the Emergency Services (000) and what information to give.

Show how to use a public telephone and mobile phone.

Demonstrate how to use a fire extinguisher and fire blanket. Find out which extinguisher should be used for each type of fire.

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Understand the importance of an open airway. Demonstrate the recovery position.

Know what to do if you are lost in the bush.

Make a small personal First Aid kit to take on a hike or an outdoor activity.

Demonstrate First Aid treatment for: • bruising • severe bleeding • severe chest pain • a seizure or funny turn • nose bleed • clothing on fire • burns • snakebite

• something in the eye • sprained joint

Choose any two of the following activities: • • • •

Plan a wide game involving emergency skills for a Unit meeting or camp activity.

Demonstrate two ways of collecting safe drinking water in the outdoors.

Know what to do if you are in difficulty in the water.

Demonstrate three ways to assist another person in difficulty in the water, from the bank, beach or edge of the pool and give directions.

• Be able to use a street directory and give directions.

• Help your family prepare for bushfire season. Know what to do if you are trapped in the house, car and outdoors during a bushfire.

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LEADERSHIP

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Complete all the activities in the first part of your Trefoil 1 Leadership Challenge. Mark the trefoils to keep track as you go.

Understand how the Patrol system operates in your Unit.

Discuss the qualities of a good leader.

Make a list of ways you can communicate better at home, at school, at sport and at Girl Guides. Show that you have put these into action.

Lead a game for your Patrol or Unit and evaluate your efforts.

Help in the planning of a Unit activity or service project.

Make a step-by-step plan to teach a skill to another Girl Guide. Try it out.

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Choose an activity from a book, magazine or other resource and share it with your patrol. Evaluate the activity with your patrol.

Choose any two of the following activities: • Know the basic rules of the sport that you play. Give examples of how you are a good member of your team.

• Be a friend to another Girl Guide. Help her to understand the Girl Guide Promise and Law. • Make a poster or leaflet to advertise Girl Guides in your area.

• Find or write prayers, thoughts or readings for two different Girl Guide activities— World Thinking Day, Girl Guide Promise ceremony, camp or other event. Share one at your Girl Guide meeting.

• Write an article for your Unit newsletter or a similar publication.

• Perform a skit, song or mime with other Girl Guides.

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achieve a challenge

LEADERSHIP

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Complete all the activities in the first part of your Trefoil 2 Leadership Challenge. Mark the trefoils to keep track as you go.

Understand how the Patrol system works in your local Girl Guiding area.

Discuss the importance of good communication with others. Plan a game or activity for your Patrol or Unit that helps other Girl Guides develop skills like listening, speaking and tolerance.

Understand some of the reasons why games are such an important part of Girl Guiding. Teach a new game to your Patrol or Unit and evaluate your efforts.

Take a position of responsibility in planning a Unit activity or service project. This could be as a chairperson, secretary, treasurer or publicist. With help, keep the appropriate records.

Teach a skill to your Patrol or Unit using a teaching resource, such as a chart or model that you have made.

Collect ideas for Patrol or Unit activities in a file or scrap book. Choose two of these activities with your Patrol and together plan, carry out and evaluate the chosen activities.

Choose any two of the following activities: • Visit a local Council meeting, Magistrate’s Court or Parliamentary Sitting with your Patrol or Unit. Discuss your experiences.

• Take part in a debate or public speaking competition.

• Work with a Unit of younger Girl Guides on a regular basis. Share with them a game, song, or activity that is new to them and evaluate your success with their Leader.

• Make a collection of prayers, thoughts, quotes or readings. Share with another Girl Guide Unit.

• Edit and produce a news page with contributions from your Unit.

• Run a short camp fire, drama activity or game session.

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LIFE SKILLS

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Complete all the activities in the first part of your Trefoil 1 Life Skills Challenge. Mark the suns to keep track as you go.

Design a personal daily living plan to include a healthy diet, good hygiene and exercise. Use your plan for two weeks and discuss with others how successful it was.

Develop a savings plan and put it into use to buy something you want.

Know the safety rules for using gas and electrical appliances in your home.

Find out how to contact emergency services in your local area.

Keep a record for one week of how you spend your time: watching TV, reading, homework, sport, recreation, helping others or…

Choose any two of the following activities:

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Know the road rules and be able to demonstrate your knowledge as a pedestrian or road user.

• Plan an activity for your Patrol or Unit where skills in hair care and grooming are demonstrated.

• Plan a simple budget and do the shopping for a special event or activity.

• Understand the rules for your personal safety. Illustrate your understanding by making a poster or through drama or mime.

• Make a useful article out of something that you no longer use.

• Explain how to behave and be safe while travelling as a passenger in a private car or the public transport available in your area.

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achieve a challenge

LIFE SKILLS

achieve a challenge

Complete all the activities in the first part of your Trefoil 2 Life Skills Challenge. Mark the suns to keep track as you go.

Design a daily living plan to include a balanced diet, based on the five food groups and supplement it with an exercise plan. Know the hygiene practices for safe food storage and preparation. Put your plan into action for at least two weeks and then evaluate and adapt as necessary.

Develop a savings plan for a special activity or to purchase a needed item. Discuss how you have added to your savings on a regular basis and how to use banking facilities such as ATMs, EFTPOS, Internet or telephone banking or …

Demonstrate the use of the gas and electrical appliances in your home.

Show that you understand the safety rules in using these items. Know how to contact Emergency Services and the information to give should an emergency arise.

Set a personal goal and develop a plan to achieve that goal. Consider your commitments to school, homework, sport, other interests and family. Make any necessary decisions that will enable you to achieve your goal.

Discuss the slogan "Everyone has the right to feel safe". Consider some circumstances which could be a threat to your personal safety and how best to avoid or deal with them. Make a poster or chart to illustrate your ideas.

Find out about two or more career options that you might like to follow. Share with others your findings.

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Choose any two of the following activities: • Help others to understand the importance of a balanced diet and regular exercise in our daily lives by inviting an expert to talk to your Unit.

• With your Patrol or Unit, plan a "Beauty Night" and use homemade or purchased products for skin and hair care.

• Learn some techniques to ensure your personal safety.

• Use art, drama or video to illustrate safety on the road as a cyclist, pedestrian, public or private transport user.

• Select a well-known woman whom you admire as a role model because of the way she conducts her career and personal life. Discover what you can about her aims and goals in life and share your findings with others.

• Draw up a plan to improve your personal time management and try working to it for at least two weeks. Assess and make adjustments if necessary.

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COOKING

LIFE SKILLS

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Before beginning any of these challenges, please make sure that you have adult supervision as appropriate.

Complete all the activities in the first part of your Trefoil 1 Life Skills – Cooking Challenge. Mark the ovens to keep track as you go.

Cook some pasta and serve it with a pre-prepared sauce that you have heated up.

Bake a cake and serve it to your family or Patrol.

Make a salad or vegetable dish that shows that you can clean, peel and chop vegetables.

Prepare a food that is cooked in a frying pan, e.g. sausages, pancakes, eggs.

Discuss the importance of cleanliness when preparing food, cooking and cleaning up.

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Discuss safe behaviours in the kitchen, including the use of knives and other sharp objects, items on the stove, avoiding burns and scalds.

Discuss the methods of food storage that are relevant to your cooking.

Discuss how you can recycle kitchen food scraps and packaging.

Create a stir fry dish using your favourite ingredients.

Choose any two of the following activities: •

Discuss the use of at least three kitchen appliances and how to be safe when using them, e.g. toaster, kettle, stove, blender.

•

Decorate a cake for a special occasion.

•

Prepare and serve a simple meal for your family.

•

Use a recipe that makes several serves (e.g. cupcakes, muffins, biscuits) that you could sell at a cake stall or give as a gift.

•

Make your own school lunches for one week.

•

Create an interesting snack to share with your Patrol.

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LIFE SKILLS

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COOKING

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Before beginning any of these challenges, please make sure that you have adult supervision as appropriate.

Complete all the activities in the first part of your Trefoil 2 Life Skills – Cooking Challenge. Mark the ovens to keep track as you go.

Discuss the importance of proper food storage and basic food handling.

Plan a two course healthy meal and prepare the ingredients list, shopping list and budget.

Cook the meal for your family or Patrol and clean up afterwards.

Make a soup, casserole or similar dish from scratch.

Bake a cake or cooked dessert of medium difficulty and serve it to your family or Patrol.

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Demonstrate the following skills: • ­ Separate an egg • ­ Grease and line a cake tin • ­ Weigh and measure accurately • ­ Safely handle hot items • ­ Chop and sauté onions Share with your Patrol or Unit how you can recycle kitchen food scraps and packaging.

Choose any two of the following activities: •

Cook a meal using a different heat source, e.g. trangia, fire, microwave, wok, BBQ.

•

Cook a dish from an international cuisine you do not normally eat.

•

Make a yeast-based item (e.g. bread, pizza dough, sticky buns) and share it with your family or Patrol.

•

Cook a balanced meal for a person with specific dietary needs (e.g. gluten free, vegetarian, diabetic).

•

Learn about healthy eating and healthy cooking habits and share this information with your Unit or Patrol.

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OUTDOORS

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Complete all the activities in the first part of your Trefoil 1 Outdoors Challenge. Mark the trees to keep track as you go.

Prepare a list of items that you would need to provide for a day in the bush.

Build a small fire and cook something to share with someone else. Demonstrate safe fire procedures.

With your Patrol or Unit prepare a plan of action for safety at camp to include: • knowing what to do in case of fire, accidents and if you became lost • knowing emergency phone numbers.

Plan an activity with your Unit to focus on conservation action.

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With your Unit or Patrol participate in an outdoor adventure based activity.

Choose any two of the following activities: • Participate in an activity that requires the use of a compass to find eight compass points.

• Demonstrate the use of at least two different knots in a useful object that you have made.

• Take part in planning an outdoor wide game.

• Make a collection or display of 50 natural objects.

• Swim 50 metres and share your understanding of water safety.

• Learn tracking signs and follow a trail through bushland.

• Play an active role in protecting an endangered species.

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OUTDOORS

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Complete all the activities in the first part of your Trefoil 2 Outdoors Challenge. Mark the trees to keep track as you go.

Pack a suitable kit for a day in the bush, including emergency equipment. Take this kit with your Patrol or Unit on a bush walk.

Build a small fire and cook a well-balanced meal for yourself and your Patrol.

Demonstrate safe fire procedures, including site preparation and clearing away.

Demonstrate how to carry hot liquids in camp.

Make a survey of the conservation needs around your meeting place or local area and present it to your Unit. Undertake environmental action in this local area.

Choose any two of the following activities: • • • •

Take part in an orienteering activity.

Make a useful item using square lashing.

Plan and lead a wide game in the outdoors for your Patrol or Unit.

Choose a natural area such as the seashore, bush or wetlands.

Within this area identify: • 4 mammals or birds • 4 plants (mosses, ferns, trees or flowers) • 4 invertebrates (insects, spiders, snails, marine life).

• Swim 100 metres and demonstrate water safety.

• Learn a new adventure based activity, such as rock climbing, archery, abseiling or…

• Plan an activity for your Patrol or Unit to protect an endangered species.

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Spend a day with your Unit or Patrol in the outdoors and participate in an adventure-based activity.

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achieve a challenge

SAFETY

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Complete all the activities in the first part of your Trefoil 1 Safety Challenge. Mark the telephones to keep track as you go.

Know how to contact the Emergency Services and what information to give.

Know what dangers there could be when using electricity and gas. Know where the mains are at your house and how to turn them off.

Demonstrate where and how to walk safely and how to cross a road. Include the following: • where no crossing is available • kerb drill • when crossing near stationary vehicles.

• all available types of crossings • one way streets Know what dangers there could be in, or near, water.

Discuss with your Patrol or Unit how to keep safe when you are alone, for example walking home from school.

Choose any two of the following activities: • Demonstrate how to keep safe in a play situation such as your school ground, park or own backyard. Discuss the importance of wearing protective clothing and show the equipment you need for activities you enjoy.

• Show how you would do the following: • Place a saucepan on the stove • Strike a match, light a candle and put the matches away • Handle sharp objects such as scissors and knives • Store medicines and poisons safely.

• Make a poster or sign to show how you could make your home or Unit meeting place safer.

• Demonstrate how to wear a Life Jacket. Discuss how to stay safe in, near or on water, for example swimming pools, the beach, dams, rivers and water holes.

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SAFETY

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Complete all the activities in the first part of your Trefoil 2 Safety Challenge. Mark the telephones to keep track as you go.

Know how to contact the Emergency Services and give accurate and detailed directions to your home from the nearest main road.

Demonstrate how to make a room in which hazards are present safe for young children or elderly people.

Show how to signal for help in the water and what to do if a boat capsizes. (This may be acted out of water.)

Discuss with the assessor how to store domestic and garden chemicals safely and know how to dispose of unwanted chemicals and medicines.

Know how to contact the Poisons Information Centre.

Choose any two of the following activities: • Demonstrate how to ride a bicycle in a safe and correct manner for at least half an hour in normal traffic conditions.

• Be able to carry out simple repairs to a bicycle such as mend a puncture and adjust a chain.

• Demonstrate how to change a light globe in a safe manner.

• Investigate products available on the market to make the home safer for children, the elderly or disabled persons. Present your findings in an interesting way.

• Correctly fit a Life Jacket while treading water and then swim 25 metres using survival strokes. Climb out of the water.

With your Patrol or a group of friends, use your choice of media to illustrate an aspect of accident prevention.

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Discuss with the assessor how to be safe: • when you are home alone • when you are out with your friends without an adult.

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achieve a challenge

SPORT

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Complete all the activities in the first part of your Trefoil 1 Sport Challenge. Mark the trophies to keep track as you go.

Learn the rules of your chosen sport.

Share your involvement as an active member of your club or team sport for a whole season. If yours is not a club or team sport, demonstrate your involvement and progress in your sport.

Know how to look after the equipment used in your sport.

Discuss the meaning of 'fair play' and being a 'good sport'.

Choose any two of the following activities: • Find out about a well-known sporting identity in your chosen sport.

• Attend or view a sporting event at a higher level than you play. Share what you learnt from this experience.

• Explain why you enjoy practising your sport.

• Make a poster to advertise your sport.

Include local contacts and venues.

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SPORT

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Complete all the activities in the first part of your Trefoil 2 Sport Challenge. Mark the trophies to keep track as you go.

Know and understand the rules and safety guidelines of your chosen sport.

Demonstrate and discuss your regular commitment to your sport over a full season and explain how your skills have improved.

Understand and explain the use and care of equipment and clothing used for your sport.

Demonstrate and explain how to be a 'good sport'.

Develop a plan to work towards a higher level or goal in your chosen sport.

• Select a role model in your chosen sport and research his or her achievements.

• Plan a training session involving others for your sport.

• Find out about the history and development of your sport as well as the countries in which it is played.

• Know the types of competitions and tournaments connected with your sport.

• Promote your sport to others through a poster, brochure or illustrated talk.

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Choose any two of the following activities:

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CYCLING

SPORT

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Complete all the activities in the first part of your Trefoil 1 Sport – Cycling Challenge. Mark the bike wheels to keep track as you go.

Demonstrate that you can ride a bike. Include the following: • Take off and stop • Brake safely • Turn corners • Speed up and slow down Demonstrate basic bike maintenance with your assessor including pumping up tyres, replacing the chain and keeping your bike clean.

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Discuss safe bike behaviour with your assessor. Demonstrate: • Appropriate hand signals • The need for lights and reflectors • Helmets and appropriate clothing • Road safety rules Go on a bike ride of at least an hour with your family or Unit.

Choose any two of the following activities: •

Demonstrate repairing a puncture.

•

Visit a BMX bike track and try some simple laps.

•

Visit a bike shop and learn about different types of bikes and the equipment they sell.

•

Learn about a type of cycling undertaken at a professional level (eg. road, track, BMX, mountain bike riding.) and share this information with your Unit or Patrol.

•

Learn about the stretches that you should do before cycling, especially your calves, hamstrings, upper body, shoulders and neck.

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CYCLING

SPORT

achieve a challenge

Complete all the activities in the first part of your Trefoil 2 Sport – Cycling Challenge. Mark the bike wheels to keep track as you go.

Demonstrate that you can ride a bike on a quiet road.

Discuss safe bike behaviour on the road with your assessor, including road rules, equipment and the importance of wearing a helmet.

Demonstrate puncture repair and other basic bike maintenance.

Explain the purpose and use of gears.

Go on a bike ride or bike hike of at least three hours with your family or Unit.

•

Learn how to do a simple trick or jump on your bike.

•

Find out about bike paths, bike lanes or other bike services in your area and share this information with your Unit or Patrol.

•

Learn about why cycling is good for the environment and how people can be encouraged to cycle, and share this information with your Unit or Patrol.

•

Learn about why cycling is good for people’s health and how cycling can be incorporated into a healthy lifestyle. Share this information with your Unit or Patrol.

•

Try a type of riding that is new to you, e.g. mountain bike riding, BMX.

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achieve

Choose any two of the following activities:

achieve a challenge

TECHNOLOGY

achieve a challenge

Complete all the activities in the first part of your Trefoil 1 Technology Challenge. Mark the lightning bolts to keep track as you go.

Think up a problem that you want to solve. For example, how can we make the biggest detergent bubble? Research your problem in as many ways as possible then test the solution that you decide on. Report your findings.

Look around your home or community for scientific and technological developments, for example velcro strips and traffic light systems. Find out about four of these materials or technologies that you use and discuss them with your Unit.

Choosing one of the above materials or technologies, plan and then carry out an activity to make a model, test for quality, find a new use, or experiment with your idea. Share your findings.

Use a computer to explore technology: surf the Internet, use a particular program, or find out about new ways that computers are being used in our everyday life. Prepare a presentation.

Find out about Online Safety and what you can do to stay safe when using the Internet.

Choose any two of the following activities: • Use a computer to carry out three different tasks.

• Make a model of a scientific or technological invention.

• Find out about three famous scientists and share some of their achievements with others.

• Conduct a simple experiment to solve a problem.

• Visit a factory and make a list of the technology used.

• Survey your home to find ten ways it is different from a 19th century home.

• Visit a science museum or laboratory and describe what you have discovered.

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and finished on • 86 •

achieve a challenge

TECHNOLOGY

achieve a challenge

Complete all the activities in the first part of your Trefoil 2 Technology Challenge. Mark the lightning bolts to keep track as you go.

Make a problem-solving kit for your Patrol, for example rubber band challenges.

Include a series of questions to solve and the materials to work with.

Use the kit in your Unit then discuss how well it worked.

Conduct a solar power experiment. Present your findings as a science report.

Look around your everyday world. Investigate and record how science and technology affect your lifestyle. Consider issues like safety and pollution, and investigate technologies we use for work and for leisure.

Make a model based on science or technology and test it for quality. Find a new use for it, or experiment with your idea. Report your findings to your Unit in a practical way.

Choose a piece of specialised equipment like a telescope or an electronics kit.

Discover how it was developed and how it is used. Demonstrate an experiment that makes use of many of its features.

Find out about Online Safety and share what you have learnt with your Patrol and/ or Unit.

Choose any two of the following activities: • Use information technology in a new way and explain it to your Patrol or Unit.

• Test a material and then reach a conclusion about its properties.

• Plan and carry out a controlled experiment of your choice and present the result to your Unit.

• Research two female Australian scientists or technologists and share your findings.

Make a game or model that helps to explain scientific ideas.

• Visit a factory or similar place and produce a flow chart or model of the technology used.

• Set a Patrol technology challenge, carry it out and evaluate it.

I commenced on

and finished on • 87 •

achieve

Use a computer to access the Internet or master a particular program. Prepare a presentation to explain how IT (information technology) is being incorporated into society.

achieve

achieve a challenge

THE ARTS

achieve a challenge

Note: ‘The Arts’ is defined as any area of the expressive and creative arts, such as music, dance, drama, vocal, painting, drawing, pottery, sculpture, film, photography and textile arts.

Qualifications such as music, dance examinations or certificates offered for completion of community courses, could be cross credited for the first part of the challenge.

Choose the field of the expressive or creative arts in which you wish to challenge yourself: Complete all the activities in the first part of your Trefoil 1 Arts Challenge. Mark the masks to keep track as you go.

Learn techniques to assist you to further develop your talents in your chosen art area.

Continue your involvement in your chosen art area over a school term. Share your progress with your Patrol or Unit on a regular basis by demonstrating, performing or exhibiting some of the skills you have gained.

Keep a record of the time you spend practising in your chosen art area over at least a month and discuss with others why practising is so important.

Find out about an artist or performer in your chosen art area.

Know about some of their works or performances and share your knowledge with others in your Unit.

Choose any two of the following activities: • Collect magazine cuttings, newspaper articles, web pages and other information on the art area in which you are working and attractively arrange these in a folder or scrapbook.

• Visit an exhibition, attend a performance, or watch a television presentation of your chosen art area. Share what you have learned through this experience.

• Use your knowledge and talent in your chosen art area to create an item or entertain a special person or group.

I commenced on

and finished on • 88 •

achieve a challenge

THE ARTS

achieve a challenge

Note: Qualifications need to be of a higher level than those you may have used for the Trefoil 1 level in the same arts area.

Choose the field of the expressive or creative arts in which you wish to challenge yourself: Complete all the activities in the first part of your Trefoil 2 Arts Challenge. Mark the masks to keep track as you go.

Improve and develop your skills and techniques in your chosen art area by exploring new or different methods.

Demonstrate and discuss with others on a regular basis, some of the new skills you have gained through participation in your chosen art area over two school terms.

Develop a plan to work towards a goal in your chosen art area and keep a diary of your commitment and progress.

Select a role model in your chosen art area and research his or her achievements.

Share with others some of the highlights of your role model's career.

Choose any two of the following activities: • Be an art critic and visit, or view on television or video, at least two performances or exhibitions by artists who work in your chosen art area. Explain to others what you liked or disliked about your experiences and what you gained from them.

• Plan a practical activity to help others in your Unit gain some of the skills and techniques you use in your chosen art area.

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achieve

Understand and explain the use and care of any equipment, materials, costumes, lighting or other items necessary for your art form. Discuss the importance of being able to work with others in your art area either as a team member in the case of some performance arts or with the public and your audience.

• Keep a record over at least a school term of news items, articles, television shows, performances or exhibitions that feature artists or performers in your chosen art area.

Share your collection and information gained with others in your Patrol or Unit.

• Contribute your artistic talents as a cast member or a member of a production or back stage crew in a school stage production, a Guide or Scout revue or Gang Show or a Unit or other local production.

and finished on

achieve

I commenced on

• 90 •

achieve a challenge

WORLD GUIDING

achieve a challenge

Complete all of the activities in the first part of your Trefoil 1 World Guiding Challenge. Mark the worlds to keep track as you go.

Know what WAGGGS stands for and who can become a member.

Name the five WAGGGS Regions. Know which Region Australia belongs to, and name one country from each Region.

Name all of the WAGGGS member countries of the Asia Pacific Region.

Learn a game or song from another WAGGGS member country and teach it to your Patrol or Unit.

Locate the four World Centres on a map and share an interesting aspect of each centre with your Patrol or Unit. Find out about the fifth World Centre.

achieve

Create an activity about one of the five World Centres to share with your Patrol or Unit.

Choose any two of the following activities: • • • • •

Learn the World Song and sing it with your Patrol or Unit.

Participate in World Thinking Day. Identify the Links of Unity.

Learn and share a craft from a WAGGGS member country.

Make a poster or display about how Guiding began.

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• 91 •

achieve

achieve a challenge

WORLD GUIDING

achieve a challenge

Complete all of the activities in the first part of your Trefoil 2 World Guiding Challenge. Mark the worlds to keep track as you go.

Identify and discuss with the assessor the Symbols of the Movement, and be able to identify the components of the World Flag.

Investigate a country from each of the WAGGGS Regions, and share with your Patrol or Unit a day in the life of a girl of your age in each country.

Plan an imaginary trip to the five World Centres and outline what activities you could expect to do in each Centre. Plan what you would need to take and what preparations you would need to make to travel to these countries e.g. what clothes, visas, vaccinations you would need and what food you could expect to eat there.

Learn a World Centre Song, and teach it to your Patrol or Unit.

Find out which UN agencies or commissions WAGGGS has an alliance with, and how WAGGGS is represented in each.

For three months collect newspaper articles or similar about significant world events or issues that affect girls in the world. Discuss with your Patrol or Unit what WAGGGS is doing or could do to address the issue.

Choose any two of the following activities: • Cook and share a recipe from a country other than Australia that is in the Asia Pacific Region.

• Help plan and participate in World Thinking Day with your Unit, District or Region.

• Participate in Harmony Day. • Investigate a WAGGGS service project.

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Service Flash One of the seven fundamental areas of the Australian Guide Program is service. The service given for the Service Flash challenges must be above and beyond what is normally done or expected at home (i.e. normal household chores, like feeding pets, making your bed, washing the dishes), school, or in Girl Guiding.

Service given to Service Flash 2 and 3 must be above and beyond service given to previous challenges. The service given to these challenges can be cross-credited to the Junior BP and BP Awards.

The service given for each level may include up to three different types of service. The badges will only be available in cloth, and can be worn on the sash, with each badge sitting next to the previous (if gained) with no gaps between the badges.

Use the tables on each page to record your service. Ask an adult that you are providing the service to sign the table for your records. Once you have acheived the required number of hours of service - show the table to your Leader so that she can get your badge. (If you need more space to record your service, attach a sheet of paper).

service

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service flash

service flash

Service Flash 1

To be started at a minimum age of 7 years. A minimum of nine hours of regular service over three months (approximately 40 minutes per week) to be given. This can include service to your family and/or school.

Service Provided

Length of time given

Signature

10/01/2023

Helping in the school library

30 minutes

Librarian

service

Date

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Total hours given • 94 •

service flash

service flash

Service Flash 2

To be started at a minimum age of 9 years. A minimum of fifteen hours of regular service over three months (approximately 1¼ hours per week) to be given. This can include service to your immediate and extended family, school and Girl Guiding.

Date 10/01/2023

Service Provided Help at Bunnings BBQ

Length of time given

Signature

1 hour

Leader

service

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Total hours given • 95 •

service flash

service flash

Service Flash 3

To be started at a minimum age of 12 years. A minimum of twenty-one hours of regular service over three months (approximately 1¾ hours per week) to be given. This can include service to your immediate and extended family, school, Girl Guiding and the community.

Service Provided

Length of time given

Signature

10/01/2023

Clean Up Australia Day

2 hours

Coordinator

service

Date

I commenced on

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Total hours given • 96 •

Action Guide During the time that you are a Girl Guide, you may achieve one Action Guide badge per year. Each calendar year there is a different colour badge available for you to earn.

Use the table provided to record the date that you achieve each part of the badge.

When you have completed the syllabus you may receive and wear the badge for the remainder of the calendar year.

There is space to record your achievements over four years. If you require more space, add a record sheet in the back of this book.

service

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service

Action Guide

To earn the Action Guide Badge you must complete the following syllabus within one calendar year.

Year:

Challenge 1. Record the date that you started this badge.

2. Be a financial Youth Member of Girl Guides in your State or Territory.

3. Attend regular Unit meetings.

4. Participate in 3 Girl Guiding related activities or events, other than on regular Unit meeting days/ nights. For example: • World Thinking Day • International Day of the Girl • District activity (record the name of the event) • Unit camp • Region event or camp (record the name of the event) • State Guide event or camp (record the name of the event) • JOTA / JOTI • Your choice (record the name of the event) 5. Participate in two service activities. For example: • ANZAC Day • Clean up Australia Day Campaign • Unit service project (record the name of the project) • District service project (record the name of the project) • State service project (record the name of the project) • Fundraising for a charity organisation (record the name of the organisation) • Your choice 6. Record the date that you completed this badge.

Well done!

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Year:

Year:

Year:

Additional Challenges

Use this page to record challenges for badges that you would like to achieve more than once.

Badge Name My Challenge will be to...

I commenced on

and finished on

Badge Name My Challenge will be to...

I commenced on

and finished on

Badge Name My Challenge will be to...

I commenced on

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Additional Challenges Use this page to record challenges for badges that you would like to achieve more than once.

Badge Name My Challenge will be to...

I commenced on

and finished on

Badge Name My Challenge will be to...

I commenced on

and finished on

Badge Name My Challenge will be to...

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My Record of Achievement Name of badge achieved

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Date

Look Wider Still Trefoil 3 Level Achieve a Challenges, with the Commonwealth Award, are located in the book Look Wider Still. Check out the challenges if you are 14 years or over to see what else you can achieve!

OUTDOORS

ADVENTURE

• Air activities • Campfire

ADVOCACY

SAFETY

BOATING

• • • •

SPORT

Canoeing / kayaking Rowing Power boats Sailing

• Sport

• Life Skills • Cooking

Indoor camps Outdoor on a established campsites Bush camps Expeditions in controlled environments

EMERGENCY

• Emergency Action • Fire fighter •LEADERSHIP First aid

• Cycling

LIFE SKILLS

CAMPING

• • • •

• Conservation

TECHNOLOGY

THE ARTS

WORLD GUIDING

• • • • •

• Samaritan • Life saving • Surf lifesaving

Asia Pacific Global environmentalist Globe trotter Guide traveller World citizenship

The Commonwealth Award • 102 •

In Guides you can do anything. The sky’s the limit!

Gaining any of the Trefoil 3 Challenges will bring you closer to attaining Guiding’s peak achievement, the Queen’s Guide Award, because they all cross-credit into Queen’s Guide areas.

So remember:

“Look wide, and when you think you are looking wide, look wider still.”

- Robert Baden-Powell, 1938

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 Look Wide 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 girlguides@girlguides.org.au

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Index

The Australian Guide Program....................................................................................................p6 How Can you Look Wide?......................................................................................................... p7 Recognition of a Challenge...................................................................................................... p8 Assessment................................................................................................................................. p10 Explore a Challenge.................................................................................................................. p11 Advocacy................................................. p12 Be Prepared.............................................. p13 Faith Awareness....................................... p14 Friendship.................................................. p15 Girl Guiding.............................................. p16 Health and Fitness.................................... p17

Life Skills..................................................... p18 Outdoors................................................... p19 Science and Technology........................ p20 The Arts...................................................... p21 World......................................................... p22

Create a Challenge................................................................................................................... p23 Advocacy......................p24 Air....................................p25 Animal Tracks.................p26 Australia..........................p27 Body................................p28 Candles..........................p29 Computer......................p30 Design Your Own...........p31 Ears..................................p32 Eyes.................................p33 Feet.................................p34

Fire...................................p35 Fitness.............................p36 Food................................p37 Girls.................................p38 Hands.............................p39 Homes.............................p40 Nature.............................p41 Numbers.........................p42 Open Book.....................p43 Other People.................p44 Outer Space..................p45

Pets.................................p46 Rope...............................p47 Scissors............................p48 Tent.................................p49 The Arts...........................p50 Time.................................p51 Trees................................p52 Water..............................p53 Wheels............................p54 World..............................p55

Achieve a Challenge................................................................................................................. p56 Adventure Trefoil 1 ....... p58 Adventure Trefoil 2 ........ p59 Advocacy Trefoil 1 ........ p61 Advocacy Trefoil 2 ........ p62 Boating Trefoil 1 ............. p63 Boating Trefoil 2 ............. p65 Camping Trefoil 1 .......... p67 Camping Trefoil 2 .......... p68 Emergency Trefoil 1 ....... p69 Emergency Trefoil 2 ....... p70

Leadership Trefoil 1 ....... p71 Leadership Trefoil 2 ....... p72 Life Skills Trefoil 1 ............. p73 Life Skills Trefoil 2 ............. p74 Cooking Trefoil 1 ......... p76 Cooking Trefoil 2 ......... p77 Outdoors Trefoil 1 .......... p78 Outdoors Trefoil 2 .......... p79 Safety Trefoil 1 ................ p80 Safety Trefoil 2 ................ p81

Sport Trefoil 1 .................. p82 Sport Trefoil 2 .................. p83 Cycling Trefoil 1 .......... p84 Cycling Trefoil 2 .......... p85 Technology Trefoil 1 ...... p86 Technology Trefoil 2 ...... p87 The Arts Trefoil 1 ............. p88 The Arts Trefoil 2 ............. p89 World Guiding Trefoil 1... p91 World Guiding Trefoil 2... p92

Service Flash............................................................................................................................... p93 Action Guide............................................................................................................................... p97

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www.girlguides.org.au www.girlguides.org.au

ISBN 978-1-875123-72-8

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