092.C.W03.F2F - Personal Challenge and games, Personal Safety, Pack forum

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Description

Over 3 week cover the Personal Challenge, Personal Safety Badge, a Pack forum, and play some games.

Week 3 should be about a month after week 1.
Weeks 2 and 3 can be run either way round.

Resources

Week 1 - Personal Challenge and games
Personal Challenge worksheet - 1 per person
Camera
Pens
Clipboards
Game books
Activity and Staged activity badge criteria - 1 per Six (from 080.C.W01.F2F - Founders Day)
Badge images - 1 per Six (from 080.C.W01.F2F - Founders Day)
Foam balls

Week 2 - Personal Safety
Loops of string - 1 per person
Tables
Chairs
Paper
Pencils/pens
Coloured pens/pencils
Location cards - Print and cut
Bathing code - Print 2
Fireworks code - Print 2
Staying safe with fireworks - Print 2
Water safety code - Print 2
Green cross code - Print 2
Countryside Code - Print 2
Safety Scenario Sorting (coloured) - Print 2 and cut 1
Large copies of the Yellow Card (from 067.C.W01.F2F - Digital Citizen) - Print 3 per Six
Copies of Base instructions (1, 2, 3)

Week 3 - Pack Forum and games
Game books
Photos of the completed worksheets taken in week 1
Pens/pencils
Paper
Clipboards/tables
Being a Sixer poster - Print 3 copies per Six
Foam balls

Instructions

Week 1 - Personal Challenge and games
Personal Challenge
Description
Set and make a note of a deadline for the Personal Challenge (this will be week 2 of this plan), and add this to the programme.

They have up to the end of the first half hour of the night to think of and write down their own challenge and to write down the deadline for their Leader-set challenge. Ideas for their own challenges:
Learn a new skill, e.g. some useful knots, origami, sewing, writing/calligraphy, a skill in sport
Teach someone a new skill (Team Leader Challenge)
Pick an activity badge to complete at home (not the Personal Safety or Home Help badges as these are already being covered)

Once they’re done writing their challenge down, make sure they have their name at the top and take a photo (in case they lose it).

Older Cubs that might have already completed this can either help others, or come up with a game to play (give them game books).

Games
Duck duck goose
Can be played while others finish writing their challenges.

Space walk
Description
Assign each wall a name (labels might help): Earth, Pluto, Mars, Jupiter
The other commands are:
Blast Off: Crouch down and count down 5, 4, 3, 2, 1, raising slowly and running around the area
Touchdown: Gently sink to the floor
Space Walk: Walk slowly around the area with arms and legs spread out as if in low gravity
Mission Control: Stand still and listen
Travel to ... (Earth, Pluto, Mars, Jupiter): Run to the wall

Skittles
Resources
Foam balls

Description
YPs run in the middle of the room or a defined area.
Leaders around the edge with the balls.
Balls thrown underarm.
If you get hit once below the knee you start hopping.
If you’re hit below the knee a second time you become a thrower.
Hits above the knee don’t count.

Week 2 - Personal Safety
Base 1 - Dangers and codes
Resources
Copy of Base instructions
Bathing code
Fireworks code
Staying safe with fireworks
Water safety cod
Green cross code
Countryside Code
Paper
Pencils/pens

Explain the dangers of playing on or near these:
Busy roads
River banks
Farm fields

Then take a look at the printed codes. For the ones you discussed: anything you missed, or think should be added?

Base 2 - New code
Resources
Copy of Base instructions
Location cards
Bathing code
Fireworks code
Staying safe with fireworks
Water safety cod
Green cross code
Countryside Code
Paper
Pencils/pens
Coloured pens/pencils

Choose one of the location cards
Everyone should think about the dangers of playing on/in or near that location and share ideas
What are the potential hazards, what harm could they cause and how likely is it that the hazard will cause harm?
Work as a team to design a safety code for playing on/in or near the location on the card.
Think of ideas of what should be in the code.
Use the existing codes as examples.
What sorts of things does the code include?
How does the code help to keep people safe?
Think about general things we do to stay safe.
What should someone do to avoid hazards and things that could cause harm?
Who is responsible for keeping you safe and who can you contact if you need help?
Create a poster on one sheet of A4 paper about your safety code for the location on the chosen card.
At the end of this activity hand your poster to a leader, who will pin it onto the notice board.

Base 3 - Stranger and Helplines
Resources
Copy of Base instructions
Safety Scenario Sorting (coloured) - Print 2 and cut 1

Find out how and why you might contact a helpline like ChildLine.

Explain what you must do if a stranger starts to talk to you.

What must you tell your parents or carers if you are going out without them?

Sort the scenarios
Each YP should pick a situation card (yellow) and discuss a possible solution
Once you’ve discussed all the situation cards, reveal the solution cards (red).
Match the situations to the solutions.
Leader: Check the answers are right
Discuss the answers: anything missing or you disagree with on the solution.
Leader: make it clear that it's important to talk to other people if you feel unsafe or worried, or if you have a problem you’re not sure how to deal with. Talking is a big part of personal safety.
Each YP should think of and share an example of someone they could talk to if they have a problem. It might be family members, teachers, volunteers, or a charity or helpline such as Childline.
Leader: tell everyone about Childline: Childline lets anyone aged under 19 talk about anything that’s on their mind or bothering them – whether it feels like a little issue or a big one. It’s free, and you don’t need a specific reason to get in touch. You can call them, chat online, or send an email. Childline is confidential, which means they don’t tell anyone else what you’ve said (sometimes, if they’re worried about your safety, they may need to get you help). Their phone number is 0800 1111, or you can check out childline.org.uk - there’s a poster in the Hut, have they seen it?

All together activities
Online safety
Explain the best ways to stay safe while online.
Write down some common sense rules to follow while you are on the internet.
The gaming game (from 067.C.W01.F2F - Digital Citizen)
Large copies of the Yellow Card

Chat about gaming
Everyone should talk about gaming. Does anyone play online games? What are they called? (It doesn’t matter if some people don’t play any online games. They’ll still be able to join in.)
Everyone should talk through the gaming words below (in the ‘Words and actions’ section). The person leading the game should make sure everyone understands them.
The person leading the game should remind everyone that sometimes people can be mean online. Ask everyone to discuss some ways that people can respond positively when someone is being unkind and choose your top three ideas.
The person leading the activity should show everyone the Yellow Card. They should explain that it’s Scouts’ code of practice to keep everyone safe and go through what it says. (Leave time for people to chat about the Yellow Card and ask any questions they might have.)
Remind the group that if anyone experiences anyone being mean online, they should block them and tell an adult they trust.

Play the game
The person leading the game should explain the actions for the first few instructions. ‘Upload’, ‘download’, ‘multiplayer’, and ‘player v player’ are usually enough to start with.
Call out one of the instructions, and everyone should do the action.
After a few practice rounds, the person leading the game could decide people are ‘out’ for doing the wrong action or being too slow. The people who are ‘out’ could keep playing for fun at one side, or they could help the person leading the game judge.
Add in more instructions and actions, including the ‘block and report’ actions. Everyone should pause and listen to each new instruction, then carry on playing.

Works well if you start them off with Upload telling them what to do then get them to workout/come up with actions for the others.

Personal Space Circle
Resources
Loops of string - 1 per person

Description
Invading personal space (they don’t have to take part or can stop if this makes them uncomfortable)
Get into pairs and face each other (could be a 3 if there’s an odd number))
Start by standing just close enough that your fingertips touch if you reach out
Does this distance from someone else make anyone uncomfortable? (shouldn’t, but if yes ask them if they want to continue to take part or just watch)
Now, imagine the other person is a stranger
You’re going to move closer together every 3 seconds while still facing each other (without crashing into the other person). Remembering that the other person is a stranger, as soon as it starts to feel uncomfortable/too close for you, stop where you are and put your hands on your heads, your partner must then also do the same.
Once everyone has their hands on their heads, compare the distances; are any really close that they are touching? Would they really get that close to a stranger? What about an adult they know? Should they be that close to an adult? Does it depend on the adult (e.g. a leader, a teacher, a parent, a grandparent, etc)?
Keeping your distance
Form a Circle: Have Cubs stand in a large circle, ensuring they have some distance between each other.
Call out various movements (e.g., clap, jump, shake hands) that Cubs must complete without stepping closer to others.
After a few rounds, change the activity or make it more challenging (e.g., use a string loop to maintain distance).
Gather the group afterwards to talk about how it felt to maintain that personal space.

Potential Risks:
Collisions - Ensure Cubs understand to keep their distance.
Emotional Distress - Watch for any Cubs who feel uncomfortable with the activities.
Trip Hazards - Keep the area clear of items that may cause tripping.
Overexertion - Monitor Cubs to ensure everyone is comfortable and engaged.
Distraction - Focus on keeping excitement in check to maintain a safe environment.

Week 3 (about a month after week 1)
Personal Challenge
Description
Could have 1 person checking the badgework, and another checking the address/phone number.

1:1 (in sight of other leaders) ask Cubs and make a note of responses (did they complete badgework or not):
To recite the phone number and address they wrote on their worksheet (if they didn’t write them down then they’ll have to do it another time)
If they completed the Home Help part of the Leader-set challenge
If they completed their own challenge
Was it difficult? (should have been challenging)
If they say it was easy, do they think they deserve to get the badge ticked off as it was supposed to be a challenge
Did they have to modify it at all?
If they didn’t complete it, why not?
Was it unachievable or did they just not try?
Did they try their best but it just didn’t work out?

Cubs that have already completed this, or are waiting their turn, can come up with a game to play (give them game books).

Pack Forum - Nominations for future Sixers and Seconders
Resources
Pens/pencils
Paper
Clipboards/tables
Being a Sixer poster (3 copies per Six)

Description
Start out by listing 3 people; you can nominate yourself if you think you meet the criteria
Must say why you nominate each of them (refer to the Being a Sixer poster)
Remember, Leaders will take your votes and comments into consideration when looking at the next round of promotions, so think carefully and don’t just pick yourself or your friends if you don’t actually think they meet the criteria (if they do then great!).

Future camp/sleepover theme (optional)
Could take this opportunity to ask them what they think about your ideas for possible theme(s) for future camp(s)/sleepover(s).

Games
(See week 1.)

092.C.W03.F2F - Personal Challenge and games, Personal Safety, Pack forum

Description

Resources

Instructions

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