Page 1

The Venture Scout Kinship Award


Welcome to Scoutlink The Scout Citizenship Project Scoutlink is a new and exciting opportunity to explore citizenship for Beaver Scouts, Cub Scouts, Scouts and Venture Scouts across the island of Ireland. It is a joint initiative between the three Scout Associations - The Scout Association NISC, Scouting Ireland CSI and Scouting Ireland SAI. Scoutlink introduces three new Awards within Scouting:

The Kinship Award Venture Scouts explore Citizenship by completing four Challenges within their own Venture Scout Unit/Group.

The Partnership Award Venture Scouts make a Cross-border link with another Venture Scout Unit/Group from one of the other two Scout Associations and complete three Partnership Challenges.

The Citizenship Award The international element of Scoutlink! Venture Scouts keep their Partnership link and explore international citizenship by helping meet the needs of others across the world. This could be anything from giving service in a Third World country to helping out as part of the staff team at an international camp or jamboree. All of the Awards have individual programme packs containing a wide range of activities and fresh ideas, workable in parallel with existing Venture Scout Awards and Badges. This pack contains programme ideas for the Kinship Award. It also contains notes that should help leaders develop the activities with their young people.

T H E V E N T U R E S C O U T K I N S H I P AWA R D • 3

Kinship The first Scoutlink Award is an exciting citizenship programme based on four Venture Scout Challenges:

Challenge 1

Understanding Myself

Challenge 2

Understanding My Community

Challenge 3

Finding out about My Country

Challenge 4

Finding out about Others

Through the above challenges, Kinship enables Venture Scouts to explore themes, including: • • • • • • •

Values in today’s society – Scout values Enjoying the out of doors environment Cultural, sporting and social activities Equality – equal opportunities for all Exploring our past and looking towards the future Finding out about local and national government Recognising the diversity of cultures in the world today.

Venture Scouts should complete all four challenges over a period of at least three months to gain the Kinship Award. The Scoutlink team is available to support you as you work through Kinship with your Venture Scout Unit/Group. Venture Scouts should note that activities can be linked with other Awards and Badges that Venture Scouts are working towards. The relevant Venture Scout Commissioner should be able to help with this.

What happens when you have finished the Kinship Award? Simply fill in the record sheet and return to the Scoutlink team. Venture Scouts will receive a Kinship Badge that they can wear on uniform. The Scoutlink team will then help you work towards the Partnership Award and make a suitable CrossBorder link. Remember also to fill in the evaluation sheet included with the pack.


Outline of Challenge Activities Challenge 1 Choose one activity from:

Understanding Myself

1. A Venture Scout weekend camp – theme based 2. It’s a knockout competition 3. Understanding my culture 4. The value we place on human life – camp challenge 5. Disability awareness

Challenge 2 Choose one activity from:

Understanding My Community

1. Understanding My community – getting to know people 2. Respecting my local environment 3. Host a local culture evening for charity 4. Finding out about the political life of my community 5. Sports and cultures in the neighbourhood – trying something new.

Challenge 3 Finding out about My Country

Choose one activity from:

1. Picture this – films made about My Country 2. Venture Scout political conference 3. Accessing the countryside 4. Train treasure hunt 5. Finding out about civic agencies

Challenge 4 Choose one activity from:

Finding out about Others

1. Different religions 2. Refugees 3. Travellers 4. Racism 5. Rights in a modern society

Venture Scouts choose one activity for each of the challenges to complete the Kinship Award.

Challenge 1

Understanding Myself

Challenge 1 purposes Venture Scouts identify important influences in their lives Venture Scouts celebrate their personal values and beliefs Venture Scouts learn to speak confidently about their identity with others


Challenge 1

Understanding Myself

Getting Started Initially to introduce Venture Scouts to the idea of understanding themselves better, it may be valuable to engage in some of the following exercises. These exercises can be completed in isolation, but will work better as a build up to the challenge activities themselves.

• Mapping My Life This activity is about looking at Venture Scouts’ experiences to date and identifying events and people who have been key influences in their lives. On a large piece of paper ask Venture Scouts to draw a windy road, where the hills are the ‘high’ points in their lives and the valleys are times when things have not gone so well. Include things such as sporting achievements, school successes, favourite Scouting times, hobbies and other important events and people. This exercise should highlight the variety of influences on their lives and if they are comfortable, each Venture Scout should talk about their life map with the rest of the group.

• True or False A warm-up activity whereby each Venture thinks about two things about them that are true and one thing that is not. These should focus on sporting and social interests of the Venture Scouts. Each person then tells the rest of the group and they have to decide which things are true about the person and which are lies.

• A year in Venture Scouts On a large page draw a circle. Then draw two other circles inside of this, leaving enough room for writing. In the middle circle write or draw all the activities you are involved in on a weekly basis with your Venture Scout Unit/Group, or in your own personal life. In the next ring, draw or write all the activities you take part in on a monthly basis, again you could use your personal life. Finally in the outer circle draw or list all the activities you take part in on a yearly basis.

Globe Trotting

Using either a map of the island of Ireland, or United Kingdom. Pin on it all the counties members of your Venture Scout Unit/Group can identify with and all the counties that are alien to them. Think about and discuss some of the reasons for your choices. You may be surprised at how far your Venture Scouts have travelled or discover how much unexplored territory there is on the island you live on.

T H E V E N T U R E S C O U T K I N S H I P AWA R D • 7

Challenge Activities Choose one activity from the following list to complete the challenge.

1. Enjoying the Out of Doors Purpose: Venture Scouts explore prejudices and stereotypes in relation to gender and their impact on relationships in everyday life. Organise a Venture Scout weekend camp, based on a specific theme, for example ‘space age.’ Ensure that the weekend has a mix of male and female Venture Scouts. Gear the programme to suit both sexes and allow opportunities to sample new activities. During the camp, take some time to hold a short debate on some or all of the following issues: • • • •

‘Mothers need to work flexible hours;’ ‘Men are better in management positions than women;’ ‘Equal pay for equal work;’ ‘A women’s main goal in life is to be loved by a man.’

Note: some of these issues can spark lively debate, make sure you end the session on a very positive note. The above statements may be too strong for your Unit/Group, alter them to suit your own thoughts about gender issues or focus on a particular topic making the news at the moment. Likewise ensure that your weekend is balanced both activity wise and in sharing tasks.

2. It’s a Knockout Purpose: Venture Scouts examine how their own bias can impact on their understanding of gender issues. One of the best ways of getting to know people is to spend some time together either enjoying activities or using the traditional Scout method of undertaking challenges. Organise an ‘It’s a Knockout’ competition with another Venture Scout Unit/Group, ensuring that the participants represent both genders. Why not have a go at: • • • • •

Cooking; Building rafts and water activities; Sports – a variety of male and female sports; Tent pitching; Hiking.

This activity should develop skills of co-operation and a commitment to ensure effective teamwork – a democracy.


3. My culture Purpose: Venture Scouts explore their own values and beliefs and identify important influences in their lives. The following story is an illustration of what can happen when we find ourselves amongst people of an entirely different culture. Culture shock is the experience of disorientation and frustration that occurs when an individual finds himself or herself among people who do not share fundamental premises. Colombian anthropologist Virginia Gutierrez de Pindea describes a cultural barrier between herself and the cattle-raising Guajiro Indians of her own country: ‘ I remember when once I spoke with an Indian woman of high social class about marriage, and the Indian custom of giving money and cattle to buy the wife. I had not yet come fully to understand the Indian culture, and while the woman spoke of her price I felt terribly sad that a Colombian woman could be sold like a cow. Suddenly she asked, ‘And you? How much did you cost your husband?’ I smugly replied, ‘Nothing. We aren’t sold.’ Then the picture changed completely. ‘Oh, what a horrible thing,’ she said, ‘your husband didn’t even give a single cow for you. You must not be worth anything.’ And she lost all respect for me, and would have nothing further to do with me, because no one had given anything for me.’ Each Venture Scout should spend about ten minutes making a list of all the groups and organisations they belong to. As a Unit/Group compile a giant list. Spend some time talking about the benefits of taking an active role in these activities. Organise one of the following: 1. A workshop where the Unit/Group invites a representative from a particular cultural group to give a short talk; 2. An activity with your local Scout troop based on one aspect of your tradition and culture; 3. A few sessions/lessons in a local cultural activity or craft and become more proficient at it.

T H E V E N T U R E S C O U T K I N S H I P AWA R D • 9

4. The Value we place on human life Purpose: Venture Scouts celebrate their own personal values and beliefs. As we explore our own identity, one of the issues that often strikes us is how little time we seem to have to give to the things we enjoy. How much value do we really place on the opportunities and benefits modern western society allows us? The traditional Scout method of enjoying the out of doors helps us understand ourselves better in this light. Try out the following activity with your Unit/Group: Venture Scouts, at an overnight camp may take part in this activity, based around the following ideas: a) Leaders should remove all kitchen utensils, except for one coffee-pot and one saucepan. b) Prepare a camp meal along the following lines: •

Breakfast – a cup of coffee and bread (no butter or jam);

Lunch – a few potatoes, onions or peas and a piece of bread;

Nothing left for supper. Supper will therefore consist of what the Venture Scouts can find in the surrounding area (NB it is strictly forbidden to trespass on private property, to collect fruit or to buy anything from a local shop.)

c) Announce that the water is strictly rationed. Each Venture group/tent will receive five litres per day. This will be used for drinking, making tea and coffee, for cleaning teeth, washing up etc. d) Toilet facilities are no longer available – no soap or toilet paper. e) Collect all newspapers, magazines and books and put them in a locked cupboard. Also collect all radios and leave only one for the whole camp. f) Act out a situation where there has been an accident at camp and three Venture Scouts are seriously injured. They have to be taken to hospital. The nearest hospital is 20km away. There is only one car to transport them in, but there may not be enough petrol in it to travel 20km. There is no petrol station! How should they organise themselves? g) Divide the camp into small sub-camps or areas. Each one represents a given country. No one may leave his or her area without a passport. Only 5 passports will be made available per area and they will be given to those who can give a valid reason for going to a different area. This is the general outline for the camp. Please note that the concern for Venture Scouts safety should be paramount. Drinking from dirty cups or polluted water should be avoided. The activity should be continued only for a short time so that the Venture Scouts begin to experience only some of the discomfort that others face.

Evaluation: Venture Scouts will not be able to experience the feelings of frustration, anxiety and hopelessness experienced by someone living in conditions of extreme poverty. The activity should spark a few thoughts on how much value we place on human life. If we can get this aspect right then all other things, including culture, religion etc. will fall naturally into place.


5. Disability Awareness Purpose: Venture Scouts examine how their own bias can impact on their understanding of disability issues. Give each Venture Scout a card labelled as follows:

DEAF AMPUTEE SEVERE SPEECH IMPEDIMENT WHEELCHAIR USER FULLY ABLE BODIED DYSLEXIA Add incidents as appropriate for Venture Scouts. Venture Scouts should line up at one end of the room. Each Venture Scout must not show their card to anyone else. The leader asks the questions that follow. If a Venture Scout feels she/he can do this, they take a small pace forward. If they cannot, they stand still. Can you….. • Access the community library? • Communicate with other people in your school? • Travel into town on public transport? • Gain entry to shops, restaurants, discos etc? • Use toilets in public buildings? • Join Scouting and use all its facilities/events? • Take part in your Scouts summer camp? • Meet freely with people and form friendships? • Move freely without assistance? • Be a Scout leader? • Play active sports? • Go hill walking? • Easily read Scout literature? • Take part in an arts project? (30 minutes) At the end of the activity each of the Venture Scouts should show each other their cards and explain why they could or could not move. Follow up this activity with either: a) Helping a local disabled club or society with a project or fundraising; b) Inviting a representative from a disability organisation to talk to your Venture Scout Unit/Group.

Challenge 2

Understanding My Community Challenge 2 purposes Venture Scouts define their local community Venture Scouts define their potential role in the life of their local community Venture Scouts apprpeciate a sense of fairness within their community


Challenge 2

Understanding My Community

Getting Started Initially to introduce the idea of understanding their community better, it may be valuable to engage in some of the following exercises. These exercises can be completed in isolation, but will work better as a build up to the challenge activities themselves.

• Community Map Either as small groups or as individuals, draw a map of what you understand as your local community on a large sheet of paper. Think about houses, schools, places of worship, shops, friends’ etc. Include good and bad aspects of your community. Discuss what you each have drawn and why. Some maps may reflect where people live and others may focus on buildings and important places.

• Likes and Dislikes As individuals make a list of five things you like about your local community and five things you don’t like. As a Venture Unit/Group compile a giant list. Discuss some of the key issues that emerge and try to think of ways you as Venture Scouts may be able to change some of the things you don’t like.

• Taking Control Decide as a group what you understand by ‘power’ and where is it to be found. Hold a brief discussion on who you think holds the power in your community. Try out the following role-play scenarios by asking Venture Scouts to take up position with those that they identify as holding the most power: a) You are trying to raise money for your Venture Unit/Group – leaders, community, Unit/Group committee, family, political leaders; b) You are out of work and on unemployment benefit – government, employers, family, refugees, travellers, people falsifying benefit claims; c) You want to take part in the Partnership Award (cross-border) – leaders, parents, community, Unit/Group committee, school teachers (time), employers (time), peers; d) Try role-playing a situation that is important to your local community and identify the main stakeholders involved. Bring the discussion to a close effectively and ask Venture Scouts to decide what they have learned about power in their local community.


Challenge Activities Choose one from the following list to complete the challenge.

1. Community Life Purpose: Venture Scouts identify the needs of people within local communities and work towards meeting those needs. Communities are made up of a wide diversity of people each with different skills and talents. The following activity aims to highlight the value we put on people and their contribution to community life. For a group of six people, each Venture Scout is given a role card and roles may vary according to the age, sex and interests of the group. For example: • • • • • •

Singer (19) The Environment Minister (60) Doctor (50) Unemployed man with a wife and three children (45) Engineer in space research (25) One of two children of a single parent (13)

Venture Scouts are asked to imagine they are patients waiting for a liver transplant. A donor has become available, the liver is suitable for any one of them. They are asked to put forward the case of the role they have been given and then to agree among themselves which one is to be selected for the operation. There is no right or wrong answer to this exercise. At the end, talk about what criteria each person used and be open in your feelings about the exercise. As a follow up activity, decide to meet a group of people within your local community who have real needs e.g. deaf, blind, travellers, refugees and take part in a project or activity that will help them to work to meet their needs. (Fundraising, raising awareness etc.)

2. Respecting the Environment Purpose: Venture Scouts show commitment to respecting the local environment. A neighbourhood of people should have respect for each other, the individual’s way of living and identity. Similarly it is important that we value the environment around us. We all share one world. We should give back something since we take so much from it. Develop the following scenario with a group of Venture Scouts: A nuclear power plant is to be built in your area. Electricity will become much cheaper but you are worried about the effects it will have on health and on the environment. Try relating this to a local issue, such as locating telephone masks.

Prepare a short debate or discussion around the above issue. (45 minutes)


As a follow up activity, organise for your Venture Scouts to actively get involved in a local environmental cause, for example helping manage a local clean-up or working with your local council to develop recycling points in your area.

3. A Community with Culture Purpose: Venture Scouts begin to understand their potential role in the life of their local community. Organise a social evening as a fundraiser for a local charity. You should involve your Scout troop in the evening and base it on one of the following ideas: • A local history quiz – include also the history of your Scout troop; • An evening of traditional music; • A poetry reading evening with local ballads, poems etc. Dig deep and find something old and traditional to your local area, for example tales of characters who lived in your area; • A craft fair based on traditional crafts. Venture Scouts should organise themselves by delegating roles and responsibilities to each other. For example who will be the secretary and organise the minutes? Who will make contacts? Who is responsible for organising the venue and making sure it is safe?

4. Party Games Purpose: Venture Scouts develop fairness in challenging opinions and attitudes represented in local community politics. People in local communities elect political parties and representatives – they are there to represent the needs of local communities. Each small group of Venture Scouts is given a name of a political party or politician. Their task is to decide what the politics of the person or party is. Parties should reflect local representation and it might be interesting to include names of parties from both North and South. As a group discuss your findings and try to fill in some of the blanks in knowledge. (Information available). Follow up this activity by talking to one or two of the local political representatives and their role in local government. Particularly focus on what they are doing to make the community a better place – make a few suggestions as a Venture Scout Unit/Group.

5. New Opportunities Purpose: Venture Scouts understand better and look fairly at local cultural and sporting influences. Make a list of all the sporting, social and cultural opportunities there are in your neighbourhood that you know about. Your task is to learn about a new sport from a different tradition to your own. Either as a Venture Scout Unit/Group, join a local club or invite a representative from a local sporting group to the Venture Scout meetings and teach the basic principles or take up a new social activity as a Unit/Group! Examples include bowls, tennis, gaelic, rugby, hurling, horse riding, swilling, football, golf, dancing, road bowls etc. Try something traditional from the local area.

Challenge 3

Finding Out About My Country Challenge 3 purposes Venture Scouts look at their national identity and how others understand it Venture Scouts find out more about being active citizens of their country Venture Scouts define and develop their own contribution to the society they live in


Challenge 3

Finding out about My Country

Getting Started Initially to introduce Venture Scouts to the idea of finding out more about their country, it may be valuable to engage in some of the following exercises. These exercises can be completed in isolation, but will work better as a build up to the challenge activities themselves.

• Rights Human Rights are rights we share as human beings and we need human rights to exist as individuals and as a species. As a Venture Scout Unit/Group list: a) Your own rights that you feel are not respected; b) Other peoples’ rights that you do not respect; c) Other peoples’ rights you see violated. As a group decide how you could help a, b and c above or what you think your country should be doing to ensure that people’s rights are respected. What could you do to ensure we all have equal human rights?

• The Rights of a Child Venture Scouts stand in two circles, one inside the other. The people on the inside circle face the people on the outside circle. Each person is given a piece of paper with one of the UN Rights of the Child on it. They simply discuss each right with each other for about two minutes and then one of the circles move so that each person is opposite someone different. The same process happens again. Do their opinions on any of the Rights change as they meet other rights? What happens when rights conflict with each other? Some of the Rights are listed below: You have the right to be protected from working in places or conditions that are likely to damage your health or get in the way of your education.

You have the right to find out things and say what you think through speaking, writing etc. unless it affects the rights of others.

If you are disabled, either mentally or physically, you have the right to special care and education.

You have the right to meet, make friends with and make clubs with other people unless it breaks the rights of others.

Everyone should recognise that you have the right to live.

You have the right to a private life.

You have the right to have a name, and when you are born your name, your parents’ names and the date should be written down. You have the right to a nationality and the right to know and be cared for by your parents.

You have the right to defend yourself if you have been accused of committing a crime. The police and the lawyers and judges should treat you with respect and make you understand everything that is going on.

Even if you do something wrong, no one is allowed to punish you in a way that humiliates you or hurts you badly.

You have the right to be protected from illegal drugs and from the business of making and selling drugs.

If you come from a minority group you have the right to enjoy your own culture, practise your own religion and use your own language.

You have the right to an education. Primary education must be free and you must go to primary school. You should also be able to go to secondary school.

Whenever adults make a decision that will affect you in any way you have the right to give your opinion and the adults have to take it seriously.

You have the right to think what you like and be whatever religion you want to be. Your parents should help you learn what is right and wrong.


Challenge Activities Choose one activity from the following list to complete the challenge.

1. Picture This! Purpose: Venture Scouts find out more about the national identity of their country and how others understand it. Going to the cinema is one of the favourite leisure time activities for Venture Scouts. We build our impression of different countries by what we see in films and on television. What impression are people getting of films set either in Northern or Southern Ireland? As a Venture Scout Unit/Group, choose at least three films set on the island of Ireland and discuss: • The impact they have on young people in either Northern or Southern Ireland – what’s your impression? • The impact they have on the rest of the world – a positive or negative image? • How do you think people feel about either Northern or Southern Ireland after watching these films? Are we sending out the right messages? • What should we do differently? Suggestions: A Love Divided, Michael Collins, The Crying Game, Dance Lexie Dance, Angela’s Ashes.

2. Venture Scout Conference Purpose: Venture Scouts challenge personal opinions and attitudes on political issues associated with their country. Organise a Venture Scout political conference in co-operation with another Venture Scout Unit/Group. This can be organised by meeting politicians from all parties on separate occasions or meeting a number of politicians in a group. • Ask each politician to share their own experience of their political life and party’s policy. • After hearing the guest speakers, Venture Scouts should have a short question and answer session. • Why not send the Venture Scouts own recommendations to political parties and organise a follow up meeting? or If the above is not possible, organise a visit to the main Parliament buildings in your country and speak to politicians about their work. You could choose one main issue of the week and talk to them about it.

3. Accessing the Countryside Purpose: Venture Scouts show commitment to developing environmental awareness. How much do you know about how the Government of your country respects the environment – policies, procedures and laws? Your local county or district council should have environment and countryside officers who can provide you with information.


As a Unit/Group take part in a two-day expedition to an area of special environmental significance. Focus your trip on a particular topic, for example looking at tourism and its effects on the landscape or finding out about access to the countryside.

4. Train Treasure Hunt Purpose: Venture Scouts explore the national identity of their country in relation to history. In terms of citizenship, history is about analysing the past and using its errors and successes to shape the future. Venture Scouts split into groups and are dropped off at various venues across the country. They are given ‘runabout’ bus and train tickets and have to visit a number of museums and historical sites before making their way back to a central location, perhaps for a BBQ or other event where they can discuss the day’s events.

5. Who’s there to help? Purpose: Venture Scouts find out more about being active citizens of their country. As a Venture Unit/Group, discuss the following scenarios that you may find yourself involved in: • The road outside your Venture Scout hall has become very busy with excess traffic. You feel it would really need a pedestrian crossing. What could you do? • Imagine you have just started a new part time job, but think you are paying too much tax. Who could you go to for advice? • The street light outside your Venture Scout den is not working and it is dangerous to be walking about after dark. How would you go about getting it fixed? • You have just bought a new pair of shoes and got a real bargain in the sale. However, when you take the shoes home you discover that the stitching is ripping. You take them back to the shop and the owner says they won’t refund you your money because you bought them in the sale. What should you do and who can you go to for help? • You need a new Venture Scout hall and have found the ideal piece of land to build on. It is up for sale, but how do you go about making an offer (assuming you can sell your old building to raise part of the capital required) and sorting out the legal details? Could you deal with all of the above? Choose one subject or organisation in your local area that you would like to know more about and invite a representative to talk to you Venture Scout Unit/Group. E.g. on managing money, understanding tax, careers, marriage councillor, insurance, parenting, stocks and shares etc. Or from an agency such as: USPCA/ISPCA, Citizens Advice Bureau, Christian Aid, Fire Service.

Challenge 4

Finding Out About Others Challenge 4 purposes Venture Scouts understand the needs of others to express their identity Venture Scouts analyse society in terms of its appreciation of diversity


Challenge 4

Finding out about Others

Getting Started Initially to introduce Venture Scouts to the idea of understanding others better, it might be valuable to engage in some of the following exercises. These exercises can be completed in isolation, but will work better as a build up to the challenge activities themselves.

• Defining the issues Venture Scouts should spend some time discussing their understanding of the following terms. It would be useful to suggest answers in small groups and then as a Unit/Group flag up thoughts and ideas. These are important issues. Brief definitions have been included to assist leaders. • Diversity – the quality of being different. • Race – a group of people with common ancestry distinguished from others by physical characteristics such as skin colour etc. • Ethnic – a human group having racial, religious and linguistic characteristics in common. • Prejudice – an opinion formed beforehand without informed knowledge. • Stereotyping – simplifying judgements about a certain group of people. • Interdependence – relying on one another. • Discrimination – unfair treatment of people because of their membership of a particular group. • Sectarianism – discrimination based on religion. • Bigot – an intolerant person especially in relation to religion, politics or race. • Equity – the quality of being impartial. Do you understand the definitions or do you fall into any of the categories?

• Who’s Who? Four people got up one morning, they had breakfast and went to work. One owned a shop, one was driving a taxi, one worked in a restaurant and one worked in a factory. Each came from different backgrounds, one was Chinese, one African, one White and one Asian. One was a Protestant, one Catholic, one Hindu and one was an atheist. Given this information, try to answer the following questions: • • • • • • • •

Who was most likely to work in which job and why? Which one was Catholic and which one Protestant and why? Which one could speak more than one language and why? Who was most likely to have steak for their tea? Who was least likely to have steak for their tea? Who is likely to be female? Who is likely to be male? Who is likely to be the oldest? Who is likely to be the youngest? Who might be classified as disabled?

Facts: the Asian woman is Catholic; the white woman works in a factory; the Chinese and Asian women drive a taxi part-time; all of them, except the Hindu, had steak for tea; the Asian woman speaks fluent French and English. All the rest only speak one language; the African man is Protestant; the Asian woman lives in Belfast; the Protestant lives in Dublin; the Hindu is working in a factory in Hong Kong; the Chinese lives and works in Largos; the Catholic is ninety seven; the Atheist is eighteen; one of the four of them is gay; one of the four plays soccer; one of them is deaf. (From ‘Who Do You Think They Are?’, Community Relations Council)


Challenge Activities Choose one activity from the following list to complete the challenge.

1. Religions Purpose: Venture Scouts analyse and challenge their own prejudice in terms of the needs of others to express their religious identity. Make a list of all the religious groups Venture Scouts are aware of. Choose at least two different Religions and find out as much as you can about them. With the help of a representative from your own Religion or Faith, compare your findings with what you believe in. The person you choose to help may also be able to provide you with information. Your goal is to find out and respect diversity!

2. Refugees Purpose: Venture Scouts analyse and challenge their own prejudices in terms of the needs of refugees within their own community and country. How much do Venture Scouts know about refugees? Try answering the following questions: Q. Who are refugees? A ‘ A refugee is someone who has a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion.’ Definition from the 1951 UN Convention relating to the status of refugees. Q. Most of the world’s refugees flee to rich European countries. A. False, most of the world’s refugees live in poor countries in Africa, Asia and the Middle East. Q. What links a roll of Andrex toilet paper and the paintings of Lucian Freud with Albert Einstein’s theory of relativity? A. All these are contributions made by refugees. Andrex was founded by German Jewish refugees. Lucian Freud and Albert Einstein were also refugees. Q. Refugee status grants all the rights of Citizenship except the right to vote? A. True. Q. How many refugees are there in today’s world – 3million, 18 million, 50 million? A. There are 50 million, 26 million of these are in areas covered by the UN High Commission for Refugees. Make contact with an organisation that deals with refugees and invite them to speak to your Venture Scouts. For example, Big Issue, Simon community, Local Government, Equality Authority/Equality Commission or Religious organisations.


3. Travellers Purpose: Venture Scouts analyse and challenge their own prejudices in terms of understanding the needs of Travellers within their own community and country. Who are the travellers and how much do we know about them? • Travellers have their own language known as ‘Cant’ • Flower making is a traditional traveller craft, they were sold door to door and at fairs and other events. • Some travellers worked as tinsmiths in Ireland at least as far back as the 12th Century. What is the culture of the travelling community? How would you describe them? Undertake an activity that will actively challenge your perceptions, for example invite a representative form a travellers forum to speak to your Venture Unit/Group, or someone who works with the travelling community.

4. Racism Purpose: Venture Scouts analyse and challenge their own prejudices in terms of race issues within their own community and country. Act out the following role play with Venture Scouts. Each Venture Scout should take a role. Sarah: belongs to 1st Anytown Scout Troop. Her friend Hamid is staying with her and she decides to take him along to the Scout meeting. Hamid: is 16 years old. He lives in Dublin and was born in Africa. Sarah’s parents worked in Africa in the 1960s and were close friends with Hamid’s parents. Hamid’s father was a University lecturer but the family had to flee from Sudan in 1990. They came to Belfast and then moved to Dublin. Hamid has been to stay with Sarah many times. Roland: is 16 years old and has been in Scouts since Beavers. Jane: is 17 years old. She is a friend of both Sarah and Roland. Sarah and Hamid enter the building where the Troop is meeting. Roland asks other members who Hamid is. The Scouts then help themselves to drinks and biscuits. Roland greets Sarah but ignores Hamid. He is heard to mutter ‘when did we start letting Blacks in then?’ The remark is obviously targeted at Hamid. Sarah starts to argue with Roland. Jane is forced to try and mediate…. • • • •

How do you think Hamid felt when he was told he was not welcome? Why do you think Roland acted in the way he did? How did each group resolve the argument? Do you think that anything like this could happen in your Scout Troop?

Contact a minority community such as the Chinese Welfare Association, Indian community, Jewish community, Muslim community, Hare Krishna community and ask them to speak to your Venture Unit/ Group on their cultural diversity and also their experience of racism.


5. Rights and Values in a Modern Society Purpose: Venture Scouts analyse and challenge their own prejudices in terms of understanding the rights of others in their own community and country. Venture Scouts should spend a few moments by themselves deciding appropriate responses for the following statements. As a Unit/Group, discuss the answers they have come up with and talk about why some things are more important to some than others. Think about: • • • • • • • •

Something you truly believe in; Something you have done to make the world more beautiful; The happiest and saddest things you can remember; The improvements you would make in your life if you could; The main interests in your life; The highest and lowest points in your life during the past week/month; Something you are especially proud of; Something you would like to become in a few years time.

(30 minutes) Label the four corners of the room Strongly Agree, Agree, Disagree, Don’t Know. Hold a debate where Venture Scouts are asked to move to the position they can relate to when the following statements are read out. Change and modify the statements according to the views/interests/suggestions of the group. • In democracy all interests in society are considered totally equally; • People have the right to smoke wherever they want; • Northern Ireland/Southern Ireland governments have the right to choose their own laws without outside interference; • Gay and Lesbians have the right to marry; • People have the right to march wherever they like as long as it is peaceful; • Everyone has a right to freely practice their own religion; • Travellers have a right to a permanent serviced halting site in a convenient location; • Refugees have the right to help and support from Government. (45 minutes) The Republic of Ireland Equal Status Act 2000 and the Human Rights Act 2000 (Northern Ireland), prohibit discrimination on nine grounds – gender, marital status, family status, sexual orientation, religious belief, age, disability, race and membership of the Traveller community.


The Venture Scout Kinship Award Leaders Notes Kinship primarily focuses on the individual, the community and country around the individual and different traditions and cultures within their own area. Parallels can be drawn with the Scout Promise and Laws, in that Venture Scouts make a personal commitment to ‘do their best’, and are guided by the Scout Laws. Whilst it is not essential to run the challenges in order, it would be useful for Venture Scouts to understand who they are as individuals before trying to relate to their community, country and others around them. The overall purpose of the Kinship Award in the Venture Scout section is to identify the needs of others and critically analyse the society around them.

Challenge 1

Understanding Myself

Venture Scouts begin to understand what has influenced and shaped their lives – their identity. Their beliefs and feelings are also important aspects of their identity, specifically how they relate to others around them, for example different genders or the disabled. This challenge tackles prejudice and discrimination and should begin to deal with breaking down stereotypical barriers. It also looks at what is actually important in life and what people can realistically live with. How important is culture to young people and what aspects of their identity would they like to know more about? Activity one debates gender issues. The theme camp for Venture Scouts should provide a range of activities that are appropriate for both genders and allow all participants to sample new activities. Activity two is a useful activity again to tackle gender stereotypes. Ensure that the teams are mixed and activities suit a wide range of interests. Activity three. The lead in activity, A year in Venture Scouts, will help identify the different groups and organisations Venture Scouts belong to. The follow up activity should be organised by the Venture Scouts themselves. It can be a representative from one of the organisations they have identified from their list, or from an entirely different cultural group or tradition. Activity four is an outdoor adventure camp. Leaders can tailor the camp to suit the needs and interests of the Venture Scouts themselves. Care should be taken with special dietary requirements and special needs. It is sufficient for young people to begin to experience some of the frustration faced by people living in poverty. Also draw comparisons with what is happening across the island of Ireland, for example with refugees or with people who have no homes. Activity five is very much a serious activity. It should highlight different types of disabilities and encourage Venture Scouts to actively work to help meet the needs of these people.

Challenge 2

Understanding My Community

This challenge builds on individual identity and considers where the young person fits in to the life of their local community. It is also fundamental that Venture Scouts understand and are able to define their local area. Also how communities need to operate on a fair and equitable basis – that all interests are considered equally. Activity one makes Venture Scouts think about how communities are made up of different people with different skills and very different needs. There are no right or wrong answers to the exercise; the process of making the decisions is the important part. The follow up activity can be with a group within the local community that has real needs. It can be geared to suit individual Venture Scout Units and various needs of different groups within local communities.


Activity two aims to build respect for the local environment. Venture Scouts should be able to acknowledge that the environment also has needs and that people have a responsibility as citizens to care for the environment. Again there are no right or wrong answers to the exercise and the follow up activity is adaptable for local communities. Activity three. Leaders can devise their own local history quiz. For example questions might include • • • • • • •

How did the town get its name? Were there any important industries associated with the area? Are there any castles or stately homes in the area? When was Scouting formed in the town? What are the meanings of various place names? Who is the local government representative? Who is the local Member of the European Parliament (MEP)

Also Venture Scouts should take responsibility for organising the evening, writing letters, making telephone calls and opening halls etc. Activity four. Leaders should support Venture Scouts with this activity. It is not a competition, but an opportunity to find out more about various political parties that young people are not familiar with. Information is available from the web sites of various parties and a list is included with the pack. The Taking Control lead in activity will help set the scene for this activity. Activity five will work well with the community map exercise.

Challenge 3

Finding out about My Country

Venture Scouts should develop an understanding of their role or potential role in the life of their country. The challenge looks at culture, politics, the environment, history and civic life. It should encourage Venture Scouts to enquire, debate and express their opinions on public life. The lead in activities focus on rights and responsibilities. Activity one is adaptable. There may be recent films that Venture Scouts would like to focus on, or films made specifically on the area they live in. Activity two again should be organised by Venture Scouts themselves. As well as being important for Venture Scouts to understand various political viewpoints, it is also important that local politicians are aware of Scouting and the contribution it makes to society. Activity three. Information is available from Countryside centres, councils, environmental agencies, libraries, community centres and various tourist information sites. Activity four needs careful planning and could be organised by a team of Venture Scouts, perhaps as a district or regional event. It is a real challenge and can be great fun. Activity five should highlight gaps in knowledge of Venture Scouts. If there is one particular field that Venture Scouts are not familiar with, organise for a local organisation to visit the unit/group. This information is always valuable.

Challenge 4

Finding out about Others

Whilst it is important that Venture Scouts understand their own identity, it is also important that they are aware and familiar with the needs of others to express their identity. Also it is vital that young people appreciate diversity within communities and develop a sense of equity in looking at the needs of others to express their cultures. This challenge looks specifically at five themes: religions, refugees, travellers, racism


and rights. The activities are designed to challenge prejudice and discrimination by making Venture Scouts think about their attitudes to those around them. The activities should provoke debate and discussion and foster a need to explore further some of the issues raised. The lead in activities are useful and valuable for introducing any of the challenge activities. Activity one should illustrate a number of religions that Venture Scouts are not familiar with. It will also highlight the diversity of religions in society. Religious leaders and Churches will be able to help with the information needed for this activity. Activity two should develop an awareness of the enormity of the refugee issue. Venture Scouts may be able to find out about the most powerful countries in the world and also the poorest to help understand the issue better. Also Venture Scouts should understand the difference between asylum-seekers and refugees. Asylum-seekers are people who have fled from their home country and are seeking refugee status. Activity three. Further information is available from two books: ‘Travellers, Citizens of Ireland’ ISBN 09521120-7-8 and ‘In Our Own Way, Tales from Belfast Travellers’ produced by the Belfast Traveller Support Group. Activity four should be carefully managed as it could potentially reinforce stereotyping. It may be useful to look at present practice within their own Venture Scout Unit. Is it open and inclusive? What happens when a new person enters Venture Scouts? Does someone help them by showing them around and introducing them to the other young people – the ‘buddy’ system? Activity five should stimulate good discussion and debate again if managed appropriately. Venture Scouts may wish to find out more about some of the issues raised. The Equality Authority in the South of Ireland ( and the Equality Commission in Northern Ireland ( should be able to help.

The Venture Scout Partnership Award

2 8 • T H E V E N T U R E S C O U T PA R T N E R S H I P AWA R D

Welcome to the Scoutlink Venture Scout Partnership Award Partnership is the second Scoutlink Award. Venture Scout Units/Groups make a cross-border link with another Unit/Group and complete three Partnership challenges. The three challenges are:

Challenge 1

Take part in an activity based on a cultural or sporting theme of your choice

Challenge 2

Undertake an activity new to both Venture Scout Units/Groups

Challenge 3

A Social Activity

The Scoutlink team will help you make a suitable cross-border link, however some Venture Scout Units/ Groups may already have established links that they can pursue. Both Units/Groups together should complete all three challenges to gain the Partnership Award. Remember, the Scoutlink team is available to help as you progress through the Award. This pack contains programme ideas for the Partnership Award. It also contains notes that should help leaders develop the activities with their young people. Venture Scouts should note that activities can be linked with other Awards and Badges that Venture Scouts are working towards. The relevant Venture Scout Commissioner should be able to help with this. What happens when you have finished the Partnership Award? Simply fill in the record sheet and return to the Scoutlink team. Venture Scouts will receive a Partnership badge that they can wear on uniform. The Scoutlink team will then help you plan for Citizenship – the international element of the programme. Remember also to fill in the evaluation sheet included with the pack.


Outline of Challenge Activities Challenge 1 Take part in an activity based on a cultural or sporting theme of your choice

Choose one activity from: 1. Visits to important places 2. Exchanges 3. Take a cultural journey 4. Examine cross-border issues 5. Island communities

Challenge 2 Choose one activity from:

Undertake an activity new to both Venture Scout Units/Groups

1. A joint expedition 2. A unique experience 3. Help build a Troop 4. A service project 5. An environmental project 6. Help raise funds 7. Learn a new skill to help others 8. Rekindle a lost tradition 9. Joint weekend camp

Challenge 3 A Social Activity

Anything from a dinner party to an overnight camp in a mountain range. It is simply something that the entire Venture Scout Unit/ Group will enjoy and an opportunity to get to know each other better. Also a time to share their experiences of Partnership and plan for Citizenship.

Venture Scout Groups/Units together choose one activity for each of the challenges to complete the Partnership Award. If you would like to take part in this Award but only have a few Venture Scouts in your Unit/Group, why not make it a County or Regional event? That way you are also making contact with other people in your local Scouting area.

Challenge 1

Take part in an activity based on a cultural or sporting theme of your choice Challenge 1 purposes Together with their Partnership Unit/Group Venture Scouts emphasise with customs and cultures North and South Venture Scouts appreciate the needs of others to express their identity


Challenge Activities Choose one activity from the following list to complete the challenge.

1. Visits to important places Purpose: Venture Scouts empathise with customs and cultures across the island of Ireland. Estate homes, historical buildings, Government buildings, sporting grounds or ecological sites. Places where people are making a difference for example the Centre for Reconciliation in Wicklow or the Corrymeela Community in County Antrim.

2. Exchanges Purpose: Venture Scouts learn more about each other’s community and identity. A two way visit. Spend some time in each other’s community. Why not work for one or two evenings in each other’s Scout Troop or Group – maybe to help develop the Kinship Award for Scouts. Each Venture Scout Unit/Group would learn about the similarities and differences between Associations.

3. Take a cultural journey Purpose: Venture Scouts explore cultural similarities across the island of Ireland. A cultural or educational exploration. Choose three or four places to visit both sides of the border, arrange places to stay and travel by public transport. The places that you visit should form part of a particular theme, for example heritage sites, tourism centres – something common to each country. If the theme is tourism, you may wish to make a study of how profitable tourism is to the economy of each country and ways you think it could be improved. How do you think you could improve tourism in your local area? Could you lobby the County Councils or MLAs (Members of the Legislative Assembly – Northern Ireland)?

3 2 • T H E V E N T U R E S C O U T PA R T N E R S H I P AWA R D

4. Pick an issue Purpose: Venture Scouts understand, explore and analyse each other’s viewpoints. Pick an issue important on both sides of the border, for example tourism or the new Agreement. You could hold a mini political conference with representatives from Parties both in Northern and Southern Ireland. Also: Environmental issues – approaches to, policies on and attitudes to renewable resources and energies. Have you ever visited a wind farm or a waterpower-generating turbine? Issues affecting youth, such as substance abuse, sex education, health issues, relationships; Employment/unemployment; Finance and personal money management; Equality – refugees, sectarianism, disability, gender issues.

5. Island communities Purpose: Venture Scouts together empathise with customs and cultures in island communities. Have you ever thought about what it is really like to live on an island? How do these people live? What obstacles do they encounter in their everyday lives? A good opportunity to visit some of the offshore islands North and South of Ireland. Some examples include: Inishbofin – off the coast of Galway, famous for its Spanish fort; Blasket Islands – uninhabited since 1953; Aran Islands – Inishmore – forts 200 years old; Inishmaan – unspoilt and traditional; Inisheer – 15th Century Tower House; Rathlin Island – said to have been dropped by the mother of Finn MacCool on her way to Scotland. Many of these islands are steeped in history, famous for their myths and legends and still hold precious many of the old traditional ways of living. Also they are a haven for Birds and Wildlife. Try to visit at least one of the North of Ireland and one from the South.

Challenge 2

Undertake an activity new to both Venture Scout Units/Groups

Challenge 2 purposes Together with their Partnership Unit/Group Venture Scouts learn from and about each other through new activities Venture Scouts accept responsibilty for their potential role in society

3 4 • T H E V E N T U R E S C O U T PA R T N E R S H I P AWA R D

Challenge Activities Choose one from the following list to complete the challenge.

1. A short joint expedition Purpose: Venture Scouts explore and learn about different parts of the island of Ireland. Each Venture Scout Unit/Group is responsible for designing the expedition and deciding on places of importance in their area that the visitors should visit. You need to take account of the modes of transport, places to stay, cost and numbers. Your journey may be based on a particular theme, for example history or the out of doors. Why not visit one or two of the other Provinces?

2. A unique experience Purpose: Venture Scouts learn more about each other’s identity through new experiences. Something you have always wanted to do and Partnership gives you and your Venture Scout Unit/ Group the opportunity to do so. It could be an activity such as paragliding, wind surfing, yachting, climbing a mountain to watch the sun rise or set (at a special time of year such as BP’s Birthday), or a special event for a charity of your choice.

3. Build a Troop Purpose: Venture Scouts learn to co-operate and work effectively with others with different identities. Use your knowledge and experience of Scouting to help set up a new Troop or Unit. Partnership, with Venture Scouts form more than one Association is ideal for doing this. You may decide to work with for example Refugees, Special Needs or Community Groups. In many Community groups there is a youth club that maybe needs a focus – a Scouting focus. The other activities that you need to complete for Partnership could be built in around this idea.


4. A service project Purpose: Venture Scouts identify and respond to social challenges and situations. Jointly undertake service for a reasonable period of time – in your local community, in the community of the other unit or in an entirely different setting. It may be possible to link this with some of the other Awards you are completing as a Venture Scout.

5. An environmental project Purpose: Venture Scouts understand the need to show concern for the environment. Help manage or conserve an area or town. This could be within your local area or perhaps along the Border between both countries. You may decide to plant trees or flowers to symbolise the link between both Venture Scout Units/Groups.

6. Help raise funds Purpose: Venture Scouts work towards meeting the needs of others North and South. Help raise funds for a Scout Troop or group. Carefully choose a group that needs particular help and support. This can be a really rewarding project if planned with care.

7. Learn a new skill to help others Purpose: Venture Scouts identify and respond to social challenges and situations. Learn a new skill and use it to help others in a particular way. It could be as simple as undertaking a first aid course and helping out at a sporting or cultural event (maybe in the other Unit/Group’s town), or at a Scouting event run in a different Association to your own.

3 6 • T H E V E N T U R E S C O U T PA R T N E R S H I P AWA R D

8. Rekindle a lost tradition Purpose: Venture Scouts co-operate and work with others to learn about aspects of their culture. An ancient craft, thatching, building stone walls, laying a hedge properly are all skills and traditions that have been lost throughout the island of Ireland over the years. As a joint group/unit, find out and learn about one of these traditions, crafts or activities and take an active part in a project for a reasonable period of time. For example you could help repair stone walls or plant hedgerows using species specific to that part of the countryside.

9. Joint weekend camp Purpose: Venture Scouts consider and appreciate the identity and experience of others. Begin with an ‘ice-breaker’ evening such as a murder mystery. The weekend may include issue based activities and programmes relevant to North and South relations.

Or choose your own new activity that both Venture Scout Units/Groups have not done before.

Challenge 3

A Social Activity Challenge 3 purposes Together with their Partnership Unit/Group Venture Scouts learn to positively challenge attitudes Venture Scouts develop meaningful cross-border partnerships

3 8 • T H E V E N T U R E S C O U T PA R T N E R S H I P A W A R D

Challenge Activities Much of the process Venture Scouts you undertake in challenges one and two will be about getting to know each other through social activities. This section involves a focused approach on what the Venture Scouts have learned form the activities they have taken part in together. It is also a planning opportunity for the Citizenship Award. The social activity could be anything from an overnight camp to a trip to a bowling alley or dinner for the entire group. IT IS ENTIRELY UP TO THE GROUP TO DECIDE. It could be a weekend camp before progressing to the Citizenship Award. The evening or time together should consider the and reflect upon the following: • • • • •

How their personal relationships have developed; What they have learned about ‘the other’ tradition; What they have learned about either the North or South of Ireland; Any cultural similarities/differences (music, language, food, interests, sports, hobbies); Ambitions for the Citizenship Award or for Scouting in general.

As a final part of the Award, the Venture Scouts should keep some form of SHORT log or recording of what they did and how well it went. It should contain short, focused comments, maybe photographs. If you can use photographs, a tape recording or a video, all the better. • Record your progress, • Where you visited and what you did, • What you learned and if you enjoyed it.


Programme Activities The following activities may be useful for some of the above challenges, especially if Venture Scouts are planning a weekend activity or camp.

1. Debating Game Purpose: Venture Scouts understand more about issues important to communities across the island of Ireland. Sets of cards are designed with statements written on them. Statements can be adapted to suit different situations. A few examples might include: • We should not worry about other countries problems when we have so many in our own country; • Most of our country’s problems stem from a lack of correct moral behaviour. Poor people therefore need religious and moral education rather than economic aid; • People of many different cultures living within the same community is usually the cause of trouble; • A united community is a community in which people are not afraid to express their honest opinions; • The most important characteristic of a good community/country is that all citizens respect the law; Each card has a number that forms part of the board game as illustrated below. Each Venture Scout prepares his/her own marker for the board game. The words ‘strongly agree, agree, undecided, disagree and strongly disagree’ are placed in the centre of the board game. Venture Scouts roll the dice and try to deal with the statement behind the number he/she lands on, explaining why they either agree or disagree with the statements. Venture Scouts can make up their own statements to fit the board according to the interests of the group. The game ends when all the cards have been used.

A number of subjects are frequently discussed in this game. They may produce ideas for Venture Scout activities, for example service projects, visits, special speakers. Adapted from ‘Education for Peace and Human Understanding,’ World Scout Bureau, 1985

2. Rights and Responsibilities Purpose: Venture Scouts develop awareness of the needs of disabled and other groups in society. People who are labelled ‘disabled’ are simply themselves with all their abilities. It is the environment and other people’s attitudes which dis-enables them. Try out the following: • Move from one chair to another without putting a leg on the ground; • Try to write, open or close buttons, tie shoe laces with your thumbs taped to the palms of your hands; • Try to stand up from a sitting position on the floor, while keeping one leg straight and using only one arm to help; • Try cutting a slice of bread or peeling a potato using only one hand; • Try eating your dinner using only one hand. What can you do with the above disabilities?

4 0 • T H E V E N T U R E S C O U T PA R T N E R S H I P AWA R D

Look at the table below and ask Venture Scouts about each person and if they know what disabilities they have. Are there any others? Did you know that? Star






Tom Cruise






Dudley Moore



Peter Falk


Visual impediment

Stevie Wonder



Van Gogh


One ear

• Venture Scouts list all the rights they feel they have as individuals. • Certain groups in society have extra protection of their rights because they are either smaller or more vulnerable e.g. children, disabled. Their equal rights need protection. List groups living in your country who experience discrimination and who need to have extra protection of their rights e.g. minority religious groups, travellers, lesbians and gays, Chinese, elderly, coloured etc. • Divide into sub groups and each small group has 15 minutes to prepare a charter of 10 rights specific to that group. The minority they have chosen should live fully in their personal lives and they should ensure that they can take part in society, in work and in politics. • Small groups should come together and explain why their chosen minority needs each right protected.

3. Ballynew Community Activity Purpose: Venture Scouts debate and discuss what makes a community. The majority of communities have a particular geographical setting, as well as certain buildings and amenities (services) that serve the people of that community. Not everyone agrees about which particular buildings and services are the most important and this leads to many debates. • Read the accompanying description that tells of the new town of Ballynew. • Divide into small groups of 4-5 Venture Scouts. Each group are members of the planning team trying to make Ballynew a pleasant town in which to live; in other words to create a community that serves the needs of the population. There are many suggestions for suitable buildings and services but, as always, there is not enough money for everything, at least at present. The team of planners has 4,000 units to spend and beside each building (or service) is the number of units it would take. Venture Scouts must decide as a group how they would spend the 4,000 units in order to create a community in Ballynew. • Note down reasons for deciding which things to put in and also the reasons for deciding to leave others out. • Having completed the activity discuss the following: a Was there general agreement on what should be included to make at least the beginnings of a community? b Do Venture Scouts think they met everybody’s needs – or did they think that some groups were more important than others?

T H E V E N T U R E S C O U T PA R T N E R S H I P A W A R D • 4 1

c Are there buildings and services that should have been included that were not on the list? d Judging from the other things on the list, how many purchasing units do Venture Scouts think their new suggestions would have taken up? Ballynew Scenario Ballynew is a new town. It has 5,000 inhabitants, though proposed new housing developments will mean that the population will eventually increase. Ballynew is well situated in relation to the main road network and is set in pleasant open countryside. The area has excellent employment opportunities. There is a mix of housing ranging from large, executive style homes to smaller terraced housing and bungalows. There are also some local authority houses. The result of this housing mix is that the population consists of a wide range of people – young single workers, young childless couples, young couples with small children, older couples with teenage or grown-up families, some lone parent families, a number of elderly people. Many people work some distance away from Ballynew, as there are few jobs available in the town itself. At present Ballynew has a primary school, a Scout hall, a doctor’s surgery, one public house and a small supermarket but very few other services or facilities. The main shopping and recreation centre is Ballymore, a busy market town 15 miles away. However, public transport facilities are not good; there are only two buses a day between Ballynew and Ballymore (4 on Wednesday which is market day), but the journey takes 45 minutes as the route passes through the neighbouring villages.

Suggestions for buildings and services Here is the alphabetical listing of proposed buildings and amenities, together with the number of units each would take: Baker


Health centre












Mother and Toddlers club 400

Children’s playground


Community centre


Night club




Old peoples day centre






Dry cleaners


Chinese takeaway


Fish and chip shop


Place of worship


Post office


Public house


Police/Garda station


Recreation ground


Grocery shop


Recreation ground




Golf club


Telephone box


Vegetable shop


Video hire shop


Sports ground




4 2 • T H E V E N T U R E S C O U T PA R T N E R S H I P AWA R D

4. The Unit/Group Purpose: Venture Scouts learn together about the values we place on human life. You are a group of leaders in a Venture Scout Unit/Group. Your Unit/Group has nineteen members, both male and female. You have decided that the Unit/Group will never exceed twenty members. All the present members are very keen and interested and none are due to leave within the next two years. You have recently advertised for one more member in your Unit/Group, to bring the numbers up to twenty – you need twenty members to avail of a special travel grant for next year’s expedition. The following people have applied for membership. You must choose one and the decision must be unanimous. Discuss as a group how and why you made the decision. What difficulties did you encounter along the way? Jean: is 17 years old. Her father died when she was young. Her mother works as a cleaner in a local store. She has two sisters and a brother, all younger. Jean has just finished her leaving certificate/GCSEs and has been offered a scholarship to study Zoology. She won the young scientist competition last year and was hailed as one of the country’s brightest hopes for the future. She was actively involved in the school debating society. Her mother is afraid that college life will lead her astray without a father figure like a VSL present. Billy is just 16 years old. He was born with kidney problems and has to attend hospital for treatment twice a week. He is quite a talker and is very skilled at relating to adults but is very shy with other people of his own age. He is a member of the local chess club but never really got into any other sport or even the Scouts because of his ailment. Because he has been on the kidney machine for so long, there are very few blood vessels left to use. If he does not get a kidney transplant soon he may die. His parents hope that Scouting will be able to launch an appeal for him if he joins. Sean is 19 years old. He has recently left Coolmine Drug Rehabilitation Centre and has not touched drugs since. The social worker he is dealing with feels that contact with the members of your Unit will be of great benefit to him and will prevent a return to drugs and petty crime. George is 15 and has gained his Chief Scout’s Award. He is an expert canoeist and has won many trophies and cups for the Scout Troop. The Scout leader doesn’t want him to leave the Troop, but George is keen on Venture Scouting.

T H E V E N T U R E S C O U T PA R T N E R S H I P A W A R D • 4 3

The Venture Scout Partnership Award Leaders Notes The Partnership Award focuses on giving Venture Scouts the opportunity of meeting other Venture Scouts from across the island of Ireland. In essence it is about empathising with customs and cultures across the island of Ireland, moving beyond the neutral perspective and learning from each other. The Partnership Award for Venture Scouts follows the format that this section can plan and direct their own programmes, with guidance from leaders. This is also in keeping with good citizenship whereby young people learn to take responsibility for decisions. Therefore it is possible that Kinship, Partnership and Citizenship could be tailored to suit the interests of a particular Unit/Group or to develop a specific programme, for example a service project in a Third World country. Clearly there are many questions Venture Scouts will ask, such as ‘How will we be twinned?’ or ‘Where will we meet?’ The answers to both these questions will be specific to individual Venture Scout Units/ Groups, but the Scoutlink team will be available to help with setting up links and providing support and encouragement. Venture Scout Units/Groups will be paired on the basis of their interests, numbers, mix of young people (gender balance and age ranges) and also perhaps urban/rural considerations. There will be other considerations specific to individual units, also including aspirations for Citizenship and interest in engaging in issue based contact. Each of the three challenges must be completed to obtain the Award. The three challenges must be completed separately so that Venture Scouts are given the opportunity to meet on a number of occasions and develop lasting relationships. It would also be good practice for at least one of the challenges to include a weekend activity (camp or outdoor pursuits weekend). Friendships can best be developed often through fun and shared experiences. Throughout all of the challenges every effort should be made to ensure that Venture Scouts mix and work together for activities. Ice-breaker games and exercises may help at initial meetings. Perhaps allow some Venture Scouts from each Unit/Group to run some of the ice-breakers. Also Units, from all three Associations, should remember that they have taken the Scout Promise and are guided by the Scout Laws. The Laws are always going to be the guidance for the activities. From Kinship to Partnership 1. Venture Scouts have completed the Kinship Award and have discussed moving on to Partnership. 2. Leaders make contact with the Scoutlink team and explain that they are ready to make a crossborder link. 3. Scoutlink team discuss ideas, interests, suggestions, age ranges and numbers, plans and dates with the other Venture Scouts. It may also be valuable for leaders to meet at this stage to discuss some ideas and get to know each other better. 4. Venture Scouts from both units/groups are kept informed of developments throughout the process. 5. Leaders keep in contact and make plans for Partnership with the Scoutlink team. Partnership challenges do not have to be run in order. It may be appropriate for each Venture Unit/ Group to host the other Unit/Group for each of the first two challenges. Likewise some Venture Scout Units/Groups may decide it would be better to begin with the social activity or indeed a weekend camp.

4 4 • T H E V E N T U R E S C O U T PA R T N E R S H I P AWA R D

Challenge 1

Take part in an activity based on a cultural or sporting theme

This challenge is about exploring and empathising with cultures and sports across the island of Ireland. It is about more than just meeting for sports and cultural activities, but learning from each other and understanding each other’s viewpoints. Suggested activities have been included, but each Venture Unit/ Group may be able to come up with other ideas that fit the purposes aof the challenge. If this is the case, please check with the Scoutlink team first.

Challenge 2

Undertake an activity new to both Venture Scout Units

This is a great opportunity to develop relationships and encourage Venture Scouts to share interests and experiences. Each Unit/Group will be able to suggest ideas for new and challenging activities. Activities should be really special, perhaps something that couldn’t be achieved individually, or something that is only available in the other part of the island. There may be more than one or two activities that Venture Scouts have not taken part in before. If this is the case, build them into an adventure weekend.

Challenge 3

A social activity

The social part of the Partnership Award is largely up to Venture Scouts own choice. It is a great opportunity to plan for Citizenship, but also an opportunity to learn more from each other. It could be as simple as a night at the Bowling alley or as complicated as a murder mystery weekend. The purpose is to develop understanding, empathy and respect for each other. As Venture Scouts progress through the Partnership Award, they should keep a record of what they have done. Include in this record special and memorable occasions, how the group has developed and any difficulties met along the way. Photographs and tape or video recordings are useful.

The Venture Scout Citizenship Award


Welcome to the Scoutlink Venture Scout Citizenship Award Citizenship is the third Scoutlink Award – the international experience! To gain the Award, Venture Scouts complete the Citizenship Challenge:


Take part in a meaningful Citizenship Experience in an International Setting

Challenge purposes: • Venture Scouts work to meet the needs of others in an international setting • Venture Scouts explore how their individual paths are intertwined on a global basis. The focus of the Citizenship Award simply is about being able to actively respond to and influence social challenges and situations outside of the Northern and Southern Ireland experience. Through going global, Venture Scouts will be able to ‘bring back’ new influences, outlooks and experiences to their local and national communities. The Citizenship Award is for recognition of a particularly special Venture Scout challenge. It provides the opportunity to really make a difference, to speak out and actively get involved. The project itself is largely is up to individual choice. Ideas and suggestions are available from the Scoutlink team.


What guidelines or criteria should Venture Scouts follow? Whatever Venture Scouts decide to work towards, the project should have: 1. 2. 3. 4. 5. 6.

Clear, achievable aims and objectives; A purpose and aim discussed and verified with the Scoutlink team; A clear relationship with the concept of Citizenship; Cross-Border involvement stemming from the Partnership Award; Planning and preparation illustratinwg co-operation between both Venture Scout Units; Support from Scout Group, Unit, Region or County.

Each Venture Scout Unit/Group understands best what they can realistically achieve and what they would like to be able to achieve with the help of others. The special aspect of Citizenship is that it is planned by Venture Scouts and undertaken by Venture Scouts. The experience should be unique and the opportunities are endless. There is also opportunity to link the Citizenship Award with other Awards that Venture Scouts are working towards:

Award Links Scout Association:

Venture Scout Award, Queens Scout Award, Explorer Belt, Duke of Edinburgh’s Award.

Scouting Ireland CSI:

Rogha, Explorer Belt, President’s Award.

Scouting Ireland SAI:

Explorer Belt, Challenge, 15+ Programme, President’s Award;


Suggested Activities Types of activities that would be appropriate for the Citizenship Award: 1.

Giving service in an international setting, for example learning how communities operate in the Third World, the pressures on life and struggle for survival. An opportunity to compare community activity in Northern and Southern Ireland with these nations;


Expedition by foot, bicycle, canoe etc. focused on a particular theme. Maybe an environmental or tourism theme;


Giving service at an International Camp, as part of the staff team;


Undertaking an exchange visit with a Venture Scout from another country;


Attending a World Jamboree (Thailand 2003) where the home hospitality section is the focus of the project for the Citizenship Award, again based on a particular theme;


Help a local Scout Group plan an International experience and attend the camp with them;


Fundraise for a Third World Nation and actively help set up a service or facility in that country;


Take part in a cultural expedition to another country, for example examining how different cultures and identities co-exist in nations outside Ireland. What lessons can we learn?


A study of rural lifestyle in a European Nation – how culture has changed over the centuries;

10. A musical exploration – the development of a musical tradition outside the island of Ireland, particularly throughout Europe. What are the similarities and differences with the types of music enjoyed by people in the North and South of Ireland? 11. Make a journey to a different climatic region and take part in some of the activities that Scouts enjoy in that country. For example Iceland, Norway or Sweden where Scouts enjoy winter sports; 12. Helping refugees in other countries with housing and shelter – join with an international aid organisation. 13. Help with the Romanian Appeal. 14. Join with Habitat for Humanity (build homes world wide). 15. Link with Voluntary Service Overseas. 16. Link with Churches in Ireland, go overseas as missionaries. 17. Take part in an environmental project with the Boy Scouts of America. 18. Help with the Boy Scouts of America Disability Camp. 19. Spend some time on Camp America as staff. 20. Explore existing international links/projects within each Scout Association.


Citizenship Values The Award is flexible. Venture Scouts have the opportunity to learn and experience diversity, through a programme that they have designed themselves. More specifically the Citizenship Award allows Venture Scouts: • The opportunity to learn and develop as individuals and citizens of their own country and of Europe; • To appreciate others’ experiences and viewpoints; • To understand better and develop an awareness and concern for human rights; • Understand important global issues including sustainable development, poverty, gender issues and environmental concern; • Experience first hand the cultures of other nations; • A chance of working together as a team from across Northern and Southern Ireland.

Perhaps most importantly the Citizenship Award allows Venture Scouts the opportunity to actively respond to and influence social challenge, needs and situations across the world.


International Awareness Activities During the period between Partnership and Citizenship, when Venture Scout Units/Groups are planning their Citizenship project, they may find some of the following activities useful to run:

1. Giant Steps Purpose: To raise awareness of the needs of other young people around the world. • Venture Scouts decide and list what their rights are e.g. the right to food, education and shelter etc. • Photocopy the role cards on the following page and give each person one to read. Ask them to make a label showing their name and country of origin and to attach it to themselves. • Ask Venture Scouts to think about who they are, where they live, how many are in their family etc. now ask them to stand in character at one end of the room. Ask the groups to stand with their backs against the wall and use the full length of the room. • Explain that you are going to call out statements. After each statement is read they must take a giant step, a baby step or stay where they are depending on what the statement means to them: take a giant step if you can do it quite easily; take a baby step if you can only do it with difficulty; don’t move if you can’t do it at all. • Emphasise that the aim of the exercise is to try to experience what life is like for their character – it is not about reaching the end first. • Now call out the first statement. Once everybody has responded, ask them to explain what they did and why. Choose more statements from the list, read them out and allow the Venture Scouts to make their move. Statements: • I have been to Primary School; • I can speak out in school about rules that affect me; • I could go to university; • I can choose what subjects to study; • I can wear whatever clothes or jewellery I like; • I can play games or sports or rest every day; • I can live with my parents; • I can meet my friends; • I have enough to eat and drink; • I am paid the same wage as anyone else doing the same job; • I can practice my religion; • I can travel by bus; • I can learn to speak my own language at school; • I can speak out about things that affect me; • I can get information that I need; • When I am sick I can go to a doctor; • When I am old enough I can marry whoever I like; • When I am older I will get a good job; • I can join any group or organisation I like. Who got furthest along and why? How did you feel when you took a giant step/couldn’t move? Were you happy/angry? Why? How did you feel when others were moving at a faster/slower pace than you? What are the basic human rights/needs that we all share? What are the main obstacles to development that people face in their lives? Why do you think such differences exist across the island of Ireland and in other countries? Choose one character and discuss what could be done so that he/she could fully enjoy their rights.


Vedrana You are 12 years old and you’ve just returned to Kosovo, having spent several months in Killarney in Ireland. Your village no longer exists – your house is gone, no school, nothing. You don’t know if your friends are alive or dead

Francesco You are 13 years old and you live in a little village in Southern Italy, which is perched on a hilltop. Most of the dwellings are little hovels. The land is parched and unemployment and poverty are the order of the day. You go to the local dump daily to collect items that you might be able to sell.

Mary You are 18 years old and live in a bedsit in Cardiff with your two year old son. Your boyfriend wanted nothing more to do with you as soon as he discovered that you were pregnant. Your parents have disowned you but your sister sends you some money whenever she can.

Simon You are 16 years old and live in Dublin with your mother. You’ve just been released from a detention centre for juvenile delinquents. You passed your Junior Certificate/GCSEs while serving time. As a result you are interested in furthering your education.

Pierre You are 14 years old and live on a farm near Chartres in France. You help your parents with the many chores. You go to a special school because you are deaf.

Julio You are 15 years old and you live in the Pyrenees mountains. The snowfalls can be very heavy during winter and much time can be spent isolated from the surrounding countryside. Everybody in the village works together and help each other out.

Zlata You are a refugee from Bosnia. Your parents have been killed and your uncle has brought you here with his family. You are waiting to be told by the Government whether you can stay. You are Muslim.

Áine You live with your mother and sister. Your hobby is woodwork. You would like to do this for your Junior Certificate/GCSEs but the subject is not taught in the Girls Secondary School you attend.

James You live on a halting site with your family in a caravan. You have been to four primary schools each in a different town. Now that you are twelve you don’t have to go to school any more. Travellers have their own language called Cant/Gammon.

Maria You had polio as a baby and now need a wheelchair to get about. You like reading but the local library has steps so you cannot go in without help.

Lin You live in Hong Kong where your mother has many business interests. You know that you are much better off than many people in other parts of China.

Paulo You are 8 years old and live in Rio de Janerio, Brazil. Everyday you work by selling peanuts on the street. You live in a small house with your family but sometimes because of rows at home you sleep at night on the Cathedral steps.


Natalie You live with your parents, your two brothers and sister in Belfast. Your house is big and you all have your own bedrooms which you think is great because you have lots of study to do for your exams. You are planning to go to University next year where you would like to study computer science.

Kandeshie You live in Namibia and have just moved into a new house in the capital city Windhoek. Your father has been promoted and now has a good job with the government. He is even talking about sending you to a new school in South Africa where you will get a much better education.

Maya You are 15 years old living in the Bronx area of New York. Your mum is a single parent and tries to make ends meet by cleaning houses and living on welfare. Your neighbourhood is pretty dangerous and you don’t feel safe at night. You try to work hard at school but it is run-down and overcrowded.

Angus You live on a farm in the Scottish highlands. The weather is harsh and the farm work is difficult. Your grandparents live with you and you enjoy listening to their stories about Scotland. Times are hard and your parents always seem worried about making ends meet. There is talk of selling and moving to the city.


2. Refugees Purpose: to explore the experience and needs of asylum seekers. Divide the Venture Scouts into four groups and ask for eight volunteers. Each group imagines they are a family sitting at home on a Sunday evening watching television. Suddenly it is announced in a news bulletin that everyone involved in the trade union movement will be detained. Their lives are at risk and they must flee the country. Each group or family has ten minutes to gather together their belongings. As groups they must agree 10 items that they will bring with them and write them on a piece of card. Also each group should decide roles in the family e.g. mother, child, grandfather etc. Ask eight volunteers to work in pairs and act as immigration officials. Each pair gets one of the following cards and lists the reasons for letting the asylum seekers into the country. They should decide what questions they might want to ask – include questions relating to birth certificates, passport, money, qualifications, family size, reasons for fleeing etc. Each pair should go to a corner of the room, set up a table and chairs and a sign indicating their country. In France and Tanzania they could ask people their names in the languages: Comment appelez vous? (France) Jina lako ni nani? (Tanzania). Each family must approach the country in turn for an interview. They must try to convince the officials to let them enter the country.

You are officials in Tanzania, a very poor country. You already have refugees from Rwanda and Burundi and feel it would be a huge burden to take more refugees. However, you need aid from the North so you want to be seen to be sympathetic.

You are officials from Thailand, a country that has done well from outside investments but is now in an economic slump. You have refugees from the repressive regime in Burma and economic migrants from Malaysia, which is also experiencing a slump. You do now want more refugees. Thailand has not ratified the 1951 UN Convention relating to the status of refugees so you are not obliged by law to offer asylum.

You are officials in France. The number of refugees in the country has increased in the last few years. This has put pressure on the social welfare system. There is also a growing problem of racism in France against refugees and asylum seekers. In some cases this has led to violent attacks on foreigners. You are now tightening up your immigration criteria.

You are officials in Kuwait, a rich Islamic oil state. You already have refugees in camps on your borders. You also have a lot of economic migrants from Bangladesh. You see both groups as temporary residents and would not like more immigrants of a different race.

Feedback: Return to the large group. Ask each family to relate their experiences to the whole class. How did they feel? How useful was their list of items? What important items did they forget to pack? (Passport, qualification certificates, family photographs etc.) How were they spoken to? Were they allowed to enter? How were they welcomed? What might be the next hurdles after getting into a new country? Ask the officials to relate their experience – on what grounds did they decide to let families in or not? People leaving in a hurry do not have the necessary documentation, money etc. others may not wish to show their passport because they fear they will be returned home. Also refugees may not know the criteria by which they will be accepted into a country or know the language of the country. Adapted from Human Rights and Refugees, Trocaire


3. Nomadism Venture Scouts form two groups and each group looks at the fact sheets on one group of people, either the Travellers or the Kazakh people. Each group discusses what they imagine these people’s lives would be like. After a few minutes the fact sheets are taken away and each group is given a copy of the grid. They are to move among members of the other group trading information about the other nomadic people. They can only ask one question of each person. They then move on. The first to fill in the sheet wins the game. Discuss what surprised them about both groups of people, what similarities there are between them and what more they would like to learn about them. The Kazakhs The Kazakh people of north-west China are nomads. This means that they earn their living in a way that requires moving their home regularly. The Kazakhs are pastors of horses, sheep and cattle. They move their home into the high mountains in summer following the grasslands. In winter they move their tents down to lower land where it is warmer and they can sell their animals at markets. Their homes are called yurts and are built like tents that can fold up and be lifted by the oxen. When the grass in one place is eaten they move on again. Some of their foods are popular throughout the world, such as sish-kebabs. There are about half a million Kazakhs in China, most of them are part of the Muslim religion. The government of China has tried to force these people to settle in villages. But they don’t want to settle because for centuries their way of life has involved moving. The Travellers The travellers are from a nomadic background. This means that many travellers earn their living in a way that requires moving their home frequently. Many travellers are traders. Traditionally they moved from one country town to the next trading horses and providing skills such as pot-mending and blade sharpening. Travellers brought to the small towns services which were not available in the countryside. Many towns had a field that was traditionally used for the travellers to halt in, but there are fewer of these now. Farmers no longer use horses so much. Therefore travellers began to trade other things – scrap, recycling, carpets, tools and other commodities and to move around the bigger towns. Some carry out work which involves moving from place to place e.g. tarmacing. Many live in one place for the winter – so the children can go to school – and in summer move around to fairs for trading. Travellers call their homes trailers. Travellers have their own language called ‘cant’. The government has tried to get travellers to settle in houses. This policy did not succeed and the government has gradually come to accept that halting sites can be a valid alternative form of accommodation. There has been a gradual, but reluctant, acceptance of travellers’ right to choose to keep travelling. Name

What is the name of your nomadic people?


One thing you like about your way of life?


Why do you move?


What do you trade?


What are your homes called?


What is the main religion among your people?


Do you have a right to choose to keep travelling?


What animals do you trade mostly?


What is the name of your language?


What do you not like about being a nomad?


What is a nomad?


How many people are there in your nomadic group? Adapted from ‘All Different All Equal’. National Youth Council of Ireland


4. Same differences Purpose: to explore ethnic and gender issues world-wide. Ask Venture Scouts to read through the statements and decide which are true and which are false. They should discuss and share anything that surprised them. Venture Scouts may wish to work in pairs for the exercise. Statements – true or false? • One in four adults world-wide cannot read or write – three quarters of these are women; • Traveller women in this country live on average 12 years less than settled women; • Women with young children in Western countries spend an average 77 hours per week looking after their home and family; • Women earn £1 out of every £10 earned in the world; • Travellers in this country have more than twice the national average for still births; • Most workers on Indian building sites are women; • Only 12% of traveller children participate in Secondary Education; • Women own 1% of the world’s property; • Women do two out of every three hours worked in the world; • Women produce more that half the food grown in developing countries; Draw four columns on a board or flip chart and label each ‘all women, women in developing countries, women in this country and traveller women.’ Venture Scouts should identify which issues mentioned in the above statements affect each group of women. Are there issues that traveller women and settled women have in common? Are there issues specific to traveller women and to settled women? What have Venture Scouts learned from the exercise?

5. Other Activities Other useful activities Venture Scouts may enjoy include the Trading Game produced by Christian Aid (ISBN 0-904379-30-2) or a simplified version can be found in the Peace Pack produced by WAGGGS (1996).


The Venture Scout Citizenship Award Leaders Notes The Venture Scout Citizenship Award builds on the Partnership experience. Venture Scouts are encouraged to keep their Partnership link so that both are continuing to build their relationship through the Citizenship Award. This Award focuses on recognising the needs of others in an International setting. In principle it is about giving some form of service in an international country. This could be a Third world nation or perhaps as part of an international camp where Venture Scouts are part of the leader team. The Citizenship Award should be completed within one year of finishing Partnership. During this time Venture Scouts need to ensure that they are maintaining their Partnership link. Suggested programmes and activities have been included in the pack. These meetings may be for social activities or even a joint weekend camp. Venture Scouts are encouraged to keep in contact via e-mail and other mediums. Leaders similarly should keep in contact, not only for planning Citizenship, but for sustaining their relationships and link.

Citizenship Opportunities A list of opportunities for Citizenship will be revised and provided to leaders each year. This will also include service opportunities available internationally for Venture Scouts.

List of Campsites A list detailing one or two campsites per county is included in the pack. Further information can be found from local County/Regions or the three Scout Associations themselves.

Travel companies Several companies operate group travel packages that some Venture Scout Units/Groups may be interested in pursuing for Citizenship. These companies include: Acorn Venture, Tel (+44) 01384 37 38 39 Jeka, Tel (+44) 0121 559 0991 Paragon Tours, Tel (+44) 01493 426 364 Venture Abroad, Tel (+44) 0113 256 1444

Funding and Fundraising ideas The Education and Library Boards in Northern Ireland and the local VEC grants schemes in the South of Ireland may be able to help. Similarly a list of fundraising ideas will be included. For example Mars fundraising (Scout Association NI) tel. 08000 726111.

Insurance, travel and parental consent Information for Units within the Scout Association wishing to travel overseas can be found in the ‘Visits Abroad’ pack available from The Scout Office, Belfast. Information for Scouting Ireland CSI Groups is available from Scout Headquarters. In general however it is recommended that Venture Scouts take out specific travel insurance cover for medical expenses as well as cover for lost luggage, personal money, cancellation or curtailment expenses or for Scout equipment. Groups will also need to complete PC7 Approval to Camp form. Information for Scouting Ireland SAI sections is available from the relevant sections of Safety and Insurance Guidelines available from the National Office. This document also details guidelines for section activities. All sections should complete Permission to Camp forms.


International Commissioners International Commissioners should be able to detail opportunities for travel abroad. They can be contacted from; Scout Association: Stephen Millar NIC (International), The Scout Office, 109 Old Milltown Road, Belfast. BT8 7SP Scouting Ireland, CSI: contact CSI office for further information. Scouting Ireland, SAI: Susan Thomas, SAI National Office, Morrison Chambers, 32 Nassau Street, Dublin.

Scouting qualifications It is important that leaders comply with their own Association’s activity regulations and qualifications when venturing abroad or meeting with a Troop from a different Association.

Useful Web Sites Republic of Ireland Irish Government

Political Parties

Green Party

Northern Ireland Assembly – Northern Ireland Northern Ireland Office

Political Parties


Other useful web sites Development Education For Youth Trocaire Concern Worldwide Goal Christian Aid St. Vincent de Paul Simon Community Focus Ireland Irish Wheelchair Association Pavee Point Enfo Epa Earthwatch Greenpeace Equality Commission (NI) Equality Authority (ROI) Rugby GAA Basketball Soccer Hockey Tennis Orienteering Baseball and Softball Athletics

Europe European Union and Its Citizens European Commission Against Racism and Intolerance (Council of Europe)

Scout Web Sites Scouting Ireland SAI Scouting Ireland CSI Scout Association Federation of Irish Scout Associations (FISA) Scoutbase UK World Scout Foundation

Scout Link - Venturer Hanbook  

The handbook presents material for the Scout Link Programme - a peace education inititaive for venturer section

Read more
Read more
Similar to
Popular now
Just for you