Young Leaders Training, Bristol October 2012

Event aims:

1. Inspire young people to increase their commitment to Woodcraft Folk 2. Build skills and confidence of older Venturers, DFs & young Kinsfolk in leading Woodcraft Folk groups 3. Equip young leaders with the tools and activities to support local Woodcraft Folk groups 4. Develop relationships and signpost members to support (mentors, additional training, resources) within the Woodcraft Folk movement 5. Develop individual action plans

Participants:

 Alberic Hall

 Benjamin Barnes

 Dan Wellard

 Elsie Galashan

 Christina Blom

 Bethan Emery

 Sophie McGutcheon

 Izzy Apetroaie

 Alison Murray

 Sara Murray

 Joe Wyatt

 Joss Redfern

 Olivia Gidley

 Toby Attrill

 Anna Lincoln

 Beth Riley

 Sylvia Durham Event programme

Friday 12th October 2012

7pm Meal 8pm Introduction, ground rules & expectations – Joe Wyatt

Saturday 13th October 2012

9am Welcome & share activity 9:30am Introduction to Woodcraft, to include putting the aims & principles into practice – Ghee Bowman 11:30am Share activity 12 noon Promoting positive behaviour – Debs McCahon 1:30pm Lunch 2:30pm Share activity 3pm Skills & capacity of a leader – Ghee Bowman 4:30pm Urban wide-game – Debs McCahon 6pm Feedback, followed by free time 7pm Meal 8pm Share activity followed by virtual campfire & singing – Ghee Bowman

Sunday 14th October 2012

9am Welcome & share activity 9:30am Safeguarding – Debs McCahon 11am Share activity 11:30am Discussion techniques – Joe Wyatt 1pm Lunch 2pm Dealing with local challenges – Ghee Bowman 3pm Action planning – Joe Wyatt 4pm Close What makes a good leader?

The first activity of the weekend was to create peg ideal leaders. Before they created their peg leaders the participants were asked to brainstorm what characteristics made an ideal leader:

 F  Communicative u n  Personal

 Organi  Dedication sed/  Enthusiasm ( don’t too much) well  Keith’s beard of Wonderment

 Brew maker planned  Laidback (not too much)  Happy  Tolerance  Energy  Energy  A smile   Good Listener  Experience/knowledgeable  Passionate  Respectful  Patient  Listen to others/ take the opinions on board  Loud voice

 Role model  Fair – doesn’t have favourites

 Responsible  Nice

 Good with people  Confident (but not patronising)

 Some knowledge (know the Woodie  Full of ideas Way)  Love Woodies  Good jokes  Easy to talk to  Decisive  Leadership  Creative  Able to have control when needed  Imaginative  Able to connect  Protector  Calm  Imaginative  Have been a woodie/understands woodies  Friendly  Quick thinker  Authoritative but fun  Can make hot chocolate  Fresh ideas  Resourceful  Makes time  Willing to help  Can do something with not a lot  Enjoys camping Ground rules

At the beginning of the weekend, participants were asked to agree our group rules:

 Moderate enthusiasm

 Listening – one voice at a time

 Respect everyone

 Get here at right time

 Ask questions when you want to know something

 Speak up when you’re not sure

 Mobile phones on silent

 Let us know if you’re leaving the hostel

 Help tidy up

Participants were asked to share games, and during the weekend we played the following games:

 Duck, Duck, Goose  Chase (insert colour) Tea Towel  Look Down, Look Up  Wink Murder  Teeth  Zoom Boom (Chinese Fire Dragon, Samurai Shield, Yee Ha, Yoga Flame, Microwave)  Hot seat/Chair game  Splat  Write me, Draw me  Carly’s Game (Chairs)

 Word one at a time story

 High – Low Participant expectations

Participants were asked to share their hopes and concerns for the weekend:

Hoping for Worried about Looking forward to To learn a lot Getting home Seeing Bristol To be able to run a kick ass Not good at planning Becoming a better leader group Getting a good night sleep Meeting new people Learning more about Getting lost on the treasure My first residential safeguarding and other hunt Pirate treasure hunt leadership issues That won’t be able to use new To learn new stuff I can do with How to organise a group information as quickly as I my Elfins Gain new knowledge would like Campfire Have fun Not understanding Learning how other groups deal Contribute Interaction with scary people with leadership issues More great young leaders My residential Playing fun games Learn skills of being a good Leading my first session at Sharing with others leader Woodcraft Lunch and the pirate thing To learnt new activities Interacting with other For ideas to go back with Not enjoying myself To get new ideas Not gaining any new knowledge To meet cool people Being unable to compare some People will make friendship activities proper

Hoping found Worry Over Enjoyed Some stuff to do with our Lack of sleep Wide games Ventures Remembering everyone’s The games shared Some stuff to do with our new names Learning something useful Pioneer group Low wine consumptions levels Getting to know new people I learn some fun/interesting Nothing because everything is new games/songs going to be lovely To learn some new games and activities to do at Elfins. Putting the aims & principles into practice

Participants were given one half of a fact about Woodcraft Folk, and asked to find the person with the other half of the fact. The facts included:

Who are we?  The Woodcraft Folk is a national voluntary children’s and youth organisation and as such is part of the voluntary youth service.  The groups are divided into age ranges: Woodchips (0-5), Elfins (6-9), Pioneers (10-12), Venturers (13-15) and District Fellows (16-20)  There are more Elfin groups than groups of any other age range.  Most groups meet weekly to participate in an educational programme and take part in singing, games and outdoor activities.  There are around 360 groups throughout England, Scotland and Wales. The highest concentration of groups is in London.  We are continuously looking at expanding our provision beyond standard group nights e.g. Play out, National Citizen Service or Face your Elephant projects  Each group and district is entitled to send a delegate to vote at the Annual Gathering (AGM) usually held under canvas in June  We are described as the “youth wing of the co-operative movement” as we have had strong links and support from them since we began.  The Folk do not have political affiliations but does endorse and support the work of the peace movement and other campaigns

How did we start?  The Woodcraft Folk was started in 1925 by a young man – Leslie Paul - as a reaction against the nationalism and militarism of the Scouts at the time  Leslie Paul’s original aim was to take city children from south London to the country to camp and to gain awareness of the wider environment and of the world.  In the old days members had Folk Names and hand-made their costumes.  The movement grew steadily with peaks after the 2nd world war and in the 1980’s.  During the 2nd World War the leadership of the organisation was divided between conscientious objectors and anti-fascists. Groups often met in people’s houses.

What are we about?  The Folk is based upon strong principles of democracy, peace, equality, world friendship, co- operation and a protection and awareness of the environment and this forms the core and basis of all of our activities  Most group meetings begin with a circle, where everyone is given the chance to share their experiences / opinions / to participate in decision-making.  We have an extremely popular book full of ideas for co-operative games entitled ‘Games, Games, Games’.  Equality of the genders is important to the Folk. Each group is mixed and all are encouraged to participate in every activity on an equal footing.  Many Woodcraft Folk members participate in international visits & exchanges, we aim to provide an awareness of global and sustainable development issues.  Our motto is “Span the World with Friendship”.  Most groups have a parachute, which is an excellent piece of equipment for all sorts of non- competitive games. How are we run?  The Woodcraft Folk is managed voluntarily by a General Council of democratically elected members half of whom are under 25  The regional structure of the Woodcraft Folk includes 6 English regions as well as the nations, Scotland and Wales, each with their own council.  The Folk manage and run several residential centres where groups can stay to take part in outdoor activities.  Most groups belong to a district association, so that members have the opportunity of sharing activities and camps with other groups.  There are some paid staff at the head office in London. who handle the day to day business of the organisation e.g. membership and new enquiries  Groups and camps are run by volunteer adult members who must have CRB clearance through the organisation.  The Woodcraft Folk is a single charity registered in England (1073665) and in Scotland (SC039791)  The Woodcraft Folk gets financial support from government departments in Scotland and Wales.

Ghee then shared the aims and principles of Woodcraft Folk:

Woodcraft Folk Aims and Principles Woodcraft Folk is an educational movement for children and young people, designed to develop self-confidence and activity in society, with the aim of building a world based on equality, friendship, peace and cooperation. Our Principles include:

A&P.1 Education for Social Change We seek to develop in our members a critical awareness of the world. We will work to develop the knowledge, attitudes, values and skills necessary for them to act to secure their equal participation in the democratic process that will enable them to bring about the changes that they feel are necessary to create a more equal and caring world.

A&P. 2 A Co-operative and Sharing Attitude to Life We believe that to further our aims it is vital to approach our educational work through the principles of co-operation. To achieve this we will provide a programme which ensures that our members practice co-operation through all the activities in which they participate.

A&P. 3 International Understanding Our motto is ‘Span the world with friendship’. We will therefore encourage and develop international understanding and friendship through our educational work and by our exchanges between children and young people of different lands. We will promote a greater understanding of the world amongst our members so that they are aware of the inequalities which exist in it. A&P. 4 The Rights of the Child In our work with children and young people, we respect and defend their individual rights, and encourage them to participate responsibly and democratically, in all aspects of Woodcraft Folk activity.

A&P. 5 Equality for All As an educational movement we will ensure that equal opportunities extend to all aspects of activity and participation in the Woodcraft Folk. We will combat oppression or discrimination in our movement, whether on grounds of age, class, gender, race, sexual orientation, for reasons of disability, contact with mental health services, or a previous criminal conviction that does not create risk to children or young people.

A&P. 6 Religion The Woodcraft Folk welcomes all children, young people and adults who wish to become members of the movement, and it asserts the right of all its members to practice the faith of their choice providing it does not contravene the aims and principles of the movement.

A&P. 7 One World The Woodcraft Folk will encourage an understanding of the need to protect our environment and the use of the world’s resources.

A&P. 8 A world at Peace Because of our international outlook and concern that all shall enjoy the right to freedom from the immorality of war and want, the Woodcraft Folk is dedicated to the cause of peace.

A&P.9 Affirmation The task of the Woodcraft Folk is the cultivation of a world outlook. Because the Woodcraft Folk is concerned with educational activities, it is accordingly precluded from being involved in activities and policy making of political parties. The Woodcraft Folk expects its members to abide by its Constitution and to participate actively in a movement that is dedicated to all people for all time.

During the session participants were asked to identify the principles that they felt most strongly about, and the principle they felt we could do without. Although it was recognised that our shared values gave strength to our movement, they was wide agreement that the language used in the aims and principles could be made more accessible.

Putting the principles into practice

In small groups participants were asked to make programme recommendations for individual aims and principles.

World at Peace

 Apocalypse film  Respect each other in groups e.g. play  ‘Hands up for Peace’ protest nicely  Craft  Elfin activity on child soldiers  Elfin Badge  Holocaust memorial day  Learning about other cultures  International exchanges  Amnesty tea party  Envoi  International delegations at CoCamp  Songs e.g. Mighty song of peace  Workshops with ‘Free the Children’

Religion

 Fairer fare  Educated by others and their religion  Leading  Multi Faith Marquee at CoCamp  Co-operation  Inclusion activities  Organisational links with inclusion  Back of the Bus (song) organisations e.g. Young MINDS,  No age limits National Autistic Society, National  Freedom (song) Deaf Children’s Society, SENSE  Democracy – all can vote on policy  Trying something you have not done  Celebrate festivals before  DF Camp – supporting people fasting  Clans  Trips o places of worship  Applying for grants – money less of an  Being nice to people issue  Circular nature of Woodcraft

Education for Social Change

 Camps  Foreign exchanges  Respect  Workshops on LGBT  Workshops on equality  Fairs  Free the Children  Camps and activities with a range of  Youth voice ages  Empowerment  Debates  Youth led  Topical/recent issues  International camps e.g. CoCamp,  Inclusion of different people at group Global Village night  Songs – back of the bus, axes

Co-operative approach to life

 Chair game  Music, especially drumming  Circles  Human knot ice breaker game  Fair-trade  Group craft activities e.g. banners,  Ambulance wide game sculpture  Working with other groups  Parachute games  Organising events  Water aid game  Ceilidh  Singing rounds  Night line walks  Parents & volunteers working  Co-op in a box activity together  Zombie film  Drama One world

 Face your Elephant  Making solar showers  Elfin badge  Power pod  International camp  Workshops using recycled stuff e.g.  People who are affected fashion, sculpture  Finding out how different people are  Camps using local produce combating climate change  Camps using sustainable food  Making solar water heaters  Camps recycling  waste

International understanding

 Exchanges  Songs – historical, different cultures, This Land is Your Land  International friendships  Link your hands together (song)  DF/Venturer Camp  CoCamp  Learning different languages  Badge  Pen pals  Dragons  Politically aware  Co-op flag ‘Rainbow’  Celebrate/knowledge of cultures and events  IFM affiliation  Elfin International term  Focus on different cultural food, music, clothing  EVS volunteer placements Promoting positive behaviour

Session aims:

1. To explore what behaviour we wish to encourage in adults and children at group night 2. To identify suitable strategies for managing the types of behaviour we do not wish to see at group night

The group were asked to brainstorm the types of behaviour we wish to encourage during group nights:

 Co-operation  Not patronising  Respect  Positivity  Willing to give everything a go  Be pleasant  Listening  Enthusiastic  Participating  Open minded

In small groups participants were then asked to identify how they are leaders could encourage the behaviour highlighted above:

Behaviour we wish How we can encourage such behaviour: to see: Encouraging  Reward good behaviour  Clear expectations  Show expected behaviour as leaders  Ask children to tell leaders if someone has done something good

Enthusiasm  Get them in comfort zone  Have refreshments (drinks & food)  Good starter games  Breaks to stop boredom  If people understand what is going on they are more likely to get involved  Encouragement

Respect  Two way – show respect  Treat people the way you want to be treated  Understanding  Manners (please, thank you, listening)

Enthusiasm  Enthusiastic leaders will enthuse members  Refreshments  Energetic games  Ownership of the programme – cooperated to create the programme  Change of activity – break when enthusiasm wains

Encourage  Don’t give up  Positive energy  Understand individuality  Faith  Confidence Debs introduced the concept that behaviour is simply a reaction to the environment, and we as leaders should ask ourselves the following questions when children demonstrate bad behaviour:

1. Why is the behaviour happening? 2. What’s going on for the child? 3. Who is it happening with? 4. When is it happening? 5. Where is it happening? 6. What is taking place? 7. Why the defensive response? 8. What can I do about it?

In small groups, participants reviewed a number of scenarios and highlighted how they could prevent the challenging behaviour from distributing the whole group or how they can turn the challenging behaviour into positive behaviour:

Scenarios A DF is talking openly  As young leaders be aware of your audience about a drunken party  Explain dangers/side effects e.g. embarrassing situations, change in front of Elfins. subject  Use the situation to educate  Link it to friendship  Educate DFs on appropriate behaviour/topics of conversation

A Pioneer doesn’t want  Compromise to join in the activity.  Change the activity They say it is ‘babyish’.  Ask the Pioneers for suggestions  Get the views of other group members  Ask them to do a task e.g. get the next activity ready

Two Venturers are  Separate them and separate from the group fighting  Group activity on respect, co-operation  Ground rules & expected behaviour

A Pioneer is using  Take away from group offensive language.  Explain why behaviour is not acceptable  Ask parent about behaviour at home/school (outside group)  Reward conscious efforts on the Pioneers’ behalf to stop behaviour  Don’t shout  Explanation not punishment  Do a game/activity on respect and language

An Elfin is too shy to  Ease them into the conversation speak in group circle.  Allow time for them to listen  Give them other jobs e.g. writing outcomes  More individual talks  Yes/no answers  See what they are interested in  Movement opinion scale thingy – agree/disagree corners  Speak in pairs and report back to the circle In conclusion, participants were asked to suggest a list of top tips for encouraging positive behaviour:

 Plan together  Organise leaders – planning & support  Explain and don’t shout – use  Shared ground rules & recap ground resources to explain rules  Empathy  Continuity & routine  Reward good behaviour  Change pace  Sort out problems before become big  Provide refreshments  Positive role model  Enthuse, engage,  equip, energise & inspire

Debs reminded everyone that behaviour that is noticed is usually repeated – so if you praise good behaviour the child will continue to seek praise by being good, if you notice bad behaviour the child will continue to seek your attention through bad behaviour. Ignored behaviour usually decreases. Find opportunities to praise the child – catch them being good. Urban wide game

Session aims:

1. To enable participants to work together independently 2. To provide a change of scene and pace 3. To encourage participants to think about the practicalities of running activities with groups

In four small groups, participants completed a walking treasure trail through the Redcliffe and Temple areas of Bristol. The trail included working out puzzles and quizzes at different historic locations.

On completing the trail, the group reflected how to make the activity suitable for Pioneers:

 Shorter walk  Snacks on route  Real treasurer to discover Skills & Capacity of a Leader

Session aims:

1. To present and explore the “ Woodcraft Folk Leadership standards” matrix 2. To give space & time for participants to self-assess 3. To signpost ways to develop

The participants were asked to think of two leaders - one they admire, one that they don’t. Then asked to make some notes on what is it that makes them admirable or not? These were put in their pockets without sharing.

Then the distinction between parent/helper/leader was explained:

• Parent or occasional helper – helps out once a term or so at a group night, doesn’t go on camp

• Helper – Woodcraft Folk member, CRBed, comes regularly

• Leader – central in planning and carrying out weekly activities as well as special activities. Comes every week

A leadership team may include several of each of these (e.g. my Pioneers)

The Woodcraft Folk list of essential and desirable skills and qualities of a leader were given out after a discussion in pairs about what they thought might be on the list. They were then asked to think about the two leaders from the start of this session and if they measured up.

The participants were asked to do a self-assessment based on the skills and qualities list then Identify 3 priority areas to work on.

The participants were asked “How can we develop leadership skills and qualities?”

 Get more experience

 Work with experienced leaders – ask for support

 Discuss and reflect afterwards

 Ask for feedback and observation from leaders and the group

 Mentoring – we have a pool of 25 experienced adults trained and ready. Contact Verity Jones ([email protected])

 May also be a local mentor

 Training weekends with Woodcraft

 Training from other organisations – Universities, Unions, 6th form, National Autistic Society , first aid and CVS  YouTube videos

 Google

 Visit another district or group

Safeguarding

Session aims:

1. To clarify what is meant by ‘safeguarding’ and ‘child protection’ 2. To support all Woodcraft Folk members to explore how in practice we support safeguarding of children and young people at group nights, on camp and other Woodcraft Folk events 3. To inform all Woodcraft Folk members how they should raise concerns or safeguarding worries 4. To signpost all Woodcraft Folk members to sources of further information, training and support

Participants were asked to talk to their neighbour and identify what safeguarding means to them, the list included:

 Safety  Stopping kids getting hurt by  Making children in our care safe themselves or others  Stopping children begin taken  Committed to keeping kids safe  Protecting  Making sure you know where  Protecting and keeping yourself safe everyone is  Ground rules  Keeping children safe  Stop paedophiles  Protecting  Guarding the safe  keeping the people safe  Making sure no one gets hurt, bullied,  Making sure we lot or anything bad happens to them  are all safe

Debs then shared the formal definition of safeguarding:

Safeguarding is the broader preventative and precautionary approach to planning and procedures that need to be in place to protect children and young people from any potential harm or damage. It is more than child protection, although child protection is one important aspect of safeguarding.

Safeguarding involves keeping children and young people safe from a much wider range of potential harm and looks at preventative action, not just reaction.

Child protection involves recognising signs of physical, sexual or emotional abuse or neglect and acting on it.

In small groups participants sought to identify how Woodcraft Folk practically safeguard children and young people in our care:  Stranger Danger

 Know what equipment you have given out

 Making sure the task is appropriate

 Keeping an eye on anything

 CRB

 Food cooked properly

 Remove knives

 Hygiene

 Head count – don’t lose Woodchips

 Make sure people understand what isn’t safe

 Planning – Safe location – prepare area, risk assessment and know where risks are in activities.

 Holding hands when walking places (along road)

 Lock door during group nights

 Take children swimming in line of washing

 Number of adults to leaders/helpers: children ratio

 Lock cupboards

 Supervision and instruction

 Age appropriate activities

 Sign in at nights

 First aid kit and know fire exits are or where the first aider tent is

 Planning

 Contraception (free) on large events (MEST –UP)

 Membership forms and consent

 Training

 Medical requirements

 Discussing the rules  Dietary needs

 Having structure to sessions to limit amount of possible accidents

 Making sure children are aware of safety procedures in case of an emergences

In small groups participants reviewed a number of real-life scenarios.

DF starts dating a Venturer

 Dependent of age range

 Not really Woodcraft place

 Make sure they don’t spend too much time together on camp

 Aware of the law

 Aware of MEST UP support

 Set out clear rules for everyone on camp

 If DF is in a role of responsibility then they should change position

If the DF is a Venturer Group Leader this has legal implications for the DF. DFs are advised to volunteer with Elfin & Pioneer groups to avoid this situation arising.

A DF attends group obviously under the influence of illegal drugs.

 Make them leave

 It’s illegal

 Set’s bad example

 Banned from district

 Educate about drug use

A supportive conversation is required about behaviour. This is also a great opportunity to explore drug education.

A Venturer comments that drugs are easily available at their local school.

 Tell risks and rewards of drugs

 FRANK

 MEST – UP resource

 Talk to school

 Run an activity  Not acceptable behaviour, dependent on context

 Sharing information – communication

The issue should be shared with the school, but is a great opportunity to explore drugs education in the programme.

An adult male leader has befriended Pioneers on Facebook, and actively comments on their photos and status updates.

 Don’t discriminate against leader because they are male

 Should only be interacting through public groups with joint access.

 Talk to leader – it might not be appropriate

 Make leader aware he is breeching safe guarding

 Activities on the dangers of social networking

Groups are advised to set up group Facebook groups, where activity is public to the group (as it would be during a group night).

A female leader regularly cuddles the Elfins.

 Depends if leader or Elfin’s led.

 Does Elfin like it? Yes – more ok, No – BAD

 More ok that the leader is female

 How long has the leader know Elfins?

 Further discussion if it’s an issue

 The district is in a better position to judge than Head Office

 Everything is a safe guarding issue

All physical contact should be initiated by the child, and too much physical contact may be unwelcome or seen as controlling.

A male leader arranges to take Venturers to the local skate park. This is not a recognised group night/Woodcraft activity.

 Just one male

 Dangerous

 Might be dark

 Might be scary people  May not have equipment

 Some people may not want to do it – might wander off

 It’s unplanned

This places the male leader and the Venturers in a risk situation, as the activity would not be covered by Woodcraft Folk insurance.

A 6 year old Elfin shows his willy in group, and asks other Elfins to “suck it”.

 Address parents

 Talk to the young person – educate them on what is right and where they learnt the behaviour

 Run session on the issue

 Social services

 Speak to school, and other relations

 Tell leader and safeguarding officer

This is a serious concern and demonstrates premature sexual behaviour. This should be reported to your Local Safeguarding Officer and to the Local Safeguarding Children’s Board

Participants were given:

 Safeguarding definition  Safeguarding policy  Raising concerns flowchart  Sources of support handout

In conclusion, the key to safeguarding is planning and good communication. For more information visit www.woodcraft.org.k/safeguarding Discussion techniques

Session Aims:

1. To share good discussion techniques with the young leaders and with each other 2. Link to the A to Z of good discussion 3. To put some of the good techniques into practice through debating and agree/disagree.

The session started by asking the group to share their good discussion techniques:

 Hand signals

 Open Space

 Discussion leader

 Don’t over speak

 Don’t get angry

 Always listen

 Take on board what others say

 Speaking stack

 Pen and Paper to make notes

 Small groups and pairs

 One voice at one time

 Clear topic

 Talking stick or buttons

This was then linked to the A to Z of good discussion.

The activity was a debate on “Should there be a leaving age for school”.

Against Notes

 Freedom

 Those who do not want to be in school often don’t go anyway

 Different/ alterative systems of education

 Not an age instead a level of education – read and write, something practical

 Not necessarily up to pupil to decide – parents  All have to start in some kind of education until an certain level of proficiency is achieved

For Notes

1. Too young to decide and lack of drive, can’t stay in school for ever, too many students

2. Free education until 16 but not after 19 but with grant available, safeguarding issues?

3. If leave – crime increase and less contribution to society

4. If leave – bad effects on jobs and business

The debate was followed by agree and disagree walls, these both showed the group practical ways to do discussions rather than sitting in a group with a flipchart.

Dealing with Local Challenges

Session aims

1. To explore some of the reasons why young leaders may encounter blocks on returning to their districts /groups 2. To enable participants to think about ways around those blocks

The participants were given a list of possible challenges and asked to pick which ones they wished to discuss. Then a hot seat was set up for volunteers to discuss the challenges. After each challenge ideas were added to a list of strategies:

 Feedback sandwich – positive, constructive, positive

 Play to your strengths

 Speak to the leaders – find the right time to do it

 Start off small – baby steps

 Take responsibility – show you can do something

 Find resources/materials to back you up

 Communication- talk to the parents

 Explain what a DF is and does

 Acknowledge value of DF’s being involved

 Bring plan/idea issue to district meeting

 Group/district should cover expenses

 Try and understand pressure on group or district  Remember your constraints and be realistic

Action Planning

Session aims:

1. To help the young leaders to set individual action plans 2. To make a plan for their actions. 3. Create a pledge card that will be sent to the young leaders in 3 months.

The participants were asked to write on post it’s their possible actions after the residential:

 Find lots of children

 Create folk names

 Fill in CRB

 Run fun filled sessions

 Ask leaders for any jobs they need help with

 All these crazy games will be stolen

 Introduce new games to Elfins

 Play the games we learnt

 Help Ventures to find more Ventures  Find out what happening with Elfins – organise first meeting?

 Organise and lead a activity for my group

 Get heavily involved in Sheffield Woodies

 Volunteer at Elfins

 Keep played games

 Plan a lot of activities with the group ahead and think about safeguarding

 Review sessions

 Run a group session on the WCF

 Visit more groups and districts

 Fun and enthusiastic games which are engaging

 Get involved in another districts that has a shortage of Pioneer leaders

 Learn some WCF traditions (songs)

 Start organising sessions creative and fun games

 Run (some of) this training in Exeter

 Play new games

 Talk about my role in the Venture group with leaders

 Occupy Hamsterly with the Elfins

 Ask Pioneers if they’d like to take on a particular job (Keep register, organise drink)

 Talk to our DFs about deepening their role in the district

 Make a Woodcraft song

After this they were asked to pick one action and create an action balloon to plan them, with:

1. The balloon = support

2. The basket = people who will help

3. Ropes = what going to hold them back

4. Clouds = possible unexpected things that will put you off course

Their balloons:

Make a woodcraft song  Balloon-Instruments

 People – Young Leaders

 Ropes – College

 Clouds – Ill

Pioneer Volunteers

 Balloon – examples of Elfins, easy “do-able” task

 People – Elfins parents, pioneer discussion, Tree programme

 Clouds – Jealous, inconsistent attendance, volunteers required too much attention from me

 Ropes – Time to discuss with people, identity suitable tasks, time to plan, short time of sessions

Take Woodies to Hamsterly

 Balloon – Supportive, friendly and enthusiastic Woodies, parents and transport, money from grub

 Clouds – Medical, not allowed to stay, time, weather, exams, studies, not enough interest

 Ropes – Risk assessment, transport, weekends free, support issues, organising, money

Lead activates

 Balloon – organisation, emails, woodcraft, The TREE project, The games games games book, things were have learnt this weekend, internet,

 People – My leader, mum and dad

 Clouds –Unable to get a meeting, unable because of being ill, too far to travel, too busy to make meeting,

 Ropes – Uni responsibilities, travel, holidays

Sheffield Woodies

 Balloon – Fun, great set of groups, pleasure, friendly, giving back

 People – Leaders

 Clouds –Could end up not moving to Sheffield, Depends on what direction gets pulled in

 Ropes – Don’t live in Sheffield, Time

Find out what’s going on with Elfins and organise first meeting?  Balloon – Games, songs, emails, Games games games book, other resources, find venue

 People – TREE, Friendly parents, Leaders, other DFs

 Clouds – Home sickness, lots of work, lack of venue, lack of Eflins

 Ropes – Uni holiday, Uni work, parents uncomfortable about DFs helping, time,

Find lots of Children

 Balloon – Children (the town have) local school,

 People – My friends

 Clouds – ill, I might die or Toby might die.

 Ropes –Schoolwork, exams, there no children,

Learn some new Woodcraft traditions (song)

 Balloon – Friendly

 People – Lerader, my group

 Rope – people not being interested

Volunteer with Elfins/Pioneers

 Balloon – leaders, personal desire, enjoyment, why, friendly, children, fun

 People – My Leaders, parents, TREE program

 Clouds – ill, busy, home

 Ropes – not allowed? Studies, exams, time, education time,

Get more involved in organising/helping out at Woodcraft

 Balloon – My district, venture leaders, Woodcraft head office,

 People – My leaders

 Clouds – Family affairs, ill, a new responsibility

 Ropes – School, lack of space for new leaders, exams

Run Venturers, Elfins, Pioneers and Woodchip sessions

 Balloon – Ryton Group, leadership weekend, resources, experience, fun

 People – Other DFs, other leaders  Clouds – Other commitments, holidays, timing, resistance by people

 Ropes – other commitments, school, timing, ideas

Bring in fun, new and exciting games

 Balloon – leaders, friendly people,

 People – Mum, Leaders, other DFs

 Clouds – Get ill, exams and revision, got extra art sessions

 Ropes – school, not allowed , time, exams

Be organised and set up a successful pioneer group

 Balloon – Children and organised, fun

 People – Other young leaders

 Clouds – Work, exam

 Ropes – lack of children

Volunteer at Elfins

 Balloon – Volunteering with friends

 People – Leaders and friends

 Clouds – Babysitting, Revision classes and other after school, exams, friends

 Ropes – Take ages to get there, school work, already have volunteers

Introduce new games/ activates at Elfins

 Balloon – Elfin leaders , friendly Woodies

 Clouds – kids not liking them, lots of work

 Ropes – energy loads, getting resources, adapting games

Finally the participants each created a pledge card, pledging to do an action that will be followed up by Joe in 3 months’ time. Feedback Hands

At the end of the residential the participants were asked to complete feedback hands:

Good points:

 Meeting new people  Games, food, new knowledge and friends  Meeting new people and sharing stuff  Good sized group, worked well  Learning all the new games together programme not to rushed

 Meeting young leaders  Friendly people

 Learnt a lot of new information, good  Learnt new games to get re-enthused  Learnt lots in the sessions  Songs  Songs  Becoming a better leader  Games and campfire  Games  Everything, useful and fun , good  How all activities got us doing games something and talking and coming up with the ideas not you telling us

Things to point out

 Really great that these training  More games weekends are run  More break time  Be more Northern  Nice to have outdoor space at a venue  More free time  More biscuits, less sitting and thinking  More games  Interesting to see Bristol  Very long days  The food was nice  That it was a good place to hold the weekend  Sticky wall is cool

 Might be good to get more input  Sticky wall was immense about what’s going on in  Few more creative activities/ the districts/areas participants came from sticky wall was cool.

Negative points

 A little more leaving this room  More exploring time and more sleep

 Took down sticky wall, more exploring  Maybe do more small group work to get people participating more  Cramped in room, do more outside stuff  Put on stone (food)

 The room was really cold  More active work

 Reminder of ground rules  Lots of sitting and talking

 More variety on the Sunday, felt like a  More games lot of sitting  Not enough lunch  Too late finish on Friday  The camp fire wasn’t real  Nothing

Commitment

 To improve my skills as a leader by  Setting up a venture group leading activities  Help ventures  Volunteering at Elfins  Get back involved with Woodies

 Attend more WCF events  Visit more districts and learn more

 Think a bit more about DFs  Get more involved in Camden Woodcraft  To commit myself to help and run sessions  To start volunteering

 Be a leader  To volunteer with Hounslow/ Twickenham Elfin/ Pioneers  Talk to Ventures leaders about me helping

Little Extra

 Where did the wall disappear too?

 Where did you buy the sticky wall?

 I had a great time

 A lot of different games were mint.

 Really good weekend

 Nice hostel

 I love WCF

 Good to get out for some fresh air time on Saturday afternoon.

 Well organised

 I had fun

 Thank you

 The recap of what woodcrafts about