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AU S TR ALIAN AR MY CAD E T COR P S
N Q B r i g a d e
S GT P R OMOTION COU R S E S P R E -COU R S E P ACKAGE
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MODULE ONE - ADMINISTRATION
MATERIALS
CONTENTS
Harassment, Discrimination and Unacceptable Behaviour 2-3
Duties of the Section Corporal 4
Duties of the Section Corporal 5
Explain the History of Military Uniforms and 6-9 Embellishments
Demonstrate how to Recognise Badges of Rank 10-11
Section Roll Books 12-13
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HARASSMENT, DISCRIMINATION AND UNAACEPTABLE BEHAVIOUR
Paragraph 5.05 of the AAC Policy Manual 2004 states:
"The ADF and AAC are committed to zero tolerance of harassment, discrimination and unacceptable sexual behaviour."
A. Harassment
Harassment can be defined as attention, actions and behaviour that is unwanted, uninvited and unreciprocated. It can be offensive, belittling, and/or threatening and may be directed at an individual or a group of individual. Harassment can occur through comments, touching or by visual means. It is behaviour that makes the person being harassed ("the recipient") feel uncomfortable, intimidated, offended or frightened.
Harassment may happen because of some real or imagined attribute or characteristic of the recipient, such as racial origin, gender, sexual preference and so on). Examples of harassment include:
a. Sexual • An unwelcome sexual advance • Sexual comments about a persons appearance • Unwelcome touching • Displaying pornography
b. Personal • Offensive comments about a person’s religion, race etc • Telling sexist or racist jokes • Insulting comments about a person’s appearance • Bullying or bastardisation • Excluding a person from activities/conversations etc
c. Abuse of Authority • Misusing rank to interfere with a person’s cadet career
NOTE: Legitimate comment and advice (including feedback and fault correction) is not harassment when it is intended to improve the performance and/or behaviour of individuals or groups.
B. Discrimination
Discrimination occurs when a person is treated less favourably than another person would have been because of irrelevant matters such as race, religion, marital status, sexual preference, political persuasion, medical record etc.
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B. Discrimination [continued]
Examples of discrimination include:
• Where a cadet is not allowed to take up a posting in the unit because of their gender.
• Where a cadet is refused a promotion because of their religion or racial origin
Paragraph 8.11 of the AAC Policy Manual 2004 makes it clear that segregating cadets by gender for activities is not discrimination where this is consistent with the obligations placed on OOC/IOC staff by the duty of care they owe to cadets in the unit. For example, it would not be discrimination to require that male and female use different toilet and shower blocks, or that male and female cadets sleep in separate rooms.
C. Unacceptable Behaviour
Unacceptable behaviour is any activity which adversely affects the efficiency, effectiveness and morale of the unit or which causes a loss of respect for any member of the AAC. Unacceptable behaviour may or may not also be a criminal offence.
• Examples of unacceptable behaviour include: • Sexual relations between superiors and subordinates (including adults and cadets over the age of 16 years) • Public displays of affection • Advocating a particular sexual preference (whether heterosexual or homosexual) • Not allowing cadets to dress/undress in private
D. What to do if you feel you have been harassed etc
Contact your unit’s Harassment and Discrimination officer, or if you don’t feel comfortable doing this ask a friend or your parents to do it for you. Your complaint will then be investigated confidentially and the appropriate action will be taken.
E. Conclusion
No member of the AAC should ever be harassed, discriminated against or subjected to unacceptable behaviour. This kind of treatment is wrong. It may also be a criminal or civil offence. It can have a devastating effect on the individual cadet or group of cadets affected by it, and of course on the unit as a whole.
As a person aspiring to hold rank within the AAC, you must do your part to help make sure that this sort of behaviour is stamped out.
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DUTIES OF THE SECTION COMMANDER (CORPORAL)
The Section Commander (Corporal) commands a section of up to 10 Cadets. The duties of the Section Commander include the following:
1. Direct requests or suggestions to the Platoon Commander.
2. Be loyal to superiors and to the section. It is extremely important that the Section Commander does not voice any dissatisfaction in front of the section, but rather discuss the matter with the Platoon Commander.
3. Make sure that when receiving orders he/she fully understands the orders and their scope. When issuing or passing on any order it is also important that the section fully understands what is expected of them and that it is carried out.
4. Submits lists of the section’s needs for training stores/clothing etc to the Platoon Sergeant and advises any losses and damages.
5. Prove in all ways fit for the job of Section Commander and at the same time, by study and application prepare for higher rank.
6. Ensure that the section maintains a high standard of dress, bearing and discipline and that clothing and equipment is kept in good order.
7. Ensures rations, equipment, water and mail are collected and distributed.
8. Ensures that the section duty roster is properly kept and carried out.
9. Ensures that the section observe all orders on health.
10. Know the strengths and weaknesses of each member of the section.
11. Instruct the section in individual bush craft, basic map reading, first aid, personal hygiene, section formations and movement, knots and lashings, camp craft and cooking.
12. Other duties as directed.
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DUTIES OF THE PLATOON SERGEANT (SERGEANT)
The Platoon Sergeant understudies the Platoon Commander and takes command of the platoon in the absence of the Platoon Commander. The Platoon Sergeant is the Platoon Commander’s assistant, platoon disciplinarian and administrator.
Cadets expect their Platoon Sergeant to know their jobs, to share the hardships with them and to take a personal interest in their problems. Platoon Sergeants should ensure that section commanders keep them advised about problems encountered by platoon members and ensure that these problems are rectified or passed on to the Platoon Commander.
The duties of the Platoon Sergeant include:
1. Supervising and conducting platoon drill.
2. Checking the dress, bearing, drill and behaviour of Platoon members.
3. Ensuring section commanders advising him/her of cadet’s problems and make sure these are solved or passed on to the Platoon Commander.
4. Checking lists of stores required by section commanders, submitting consolidated lists to the Company Quarter-Master Sergeant (CQMS).
5. Receiving stores from the CQMS and ensuring that stores are fairly distributed amongst sections.
6. Calling and marking the platoon roll book, submitting the roll to the Company Sergeant-Major (CSM), advising of any absentees.
7. Supervising instruction conducted by section commanders as directed by Platoon Commander. Acting as resource person for section commanders.
8. On bivouacs, he/she is responsible for signposting [eg: foul ground etc.], and providing platoon guides as required.
9. Generally assisting the Platoon Commander.
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Explain the History of Military Uniforms and Embellishments
The Army Dress Manual states that: "Australian traditions should be fostered and long existing customs should not be lightly discarded" [para 202(f)]. The customs and traditions of an organisation provide a link with past generations. This continuity leads to a feeling of belonging amongst group members. The things that distinguish the AAC from other organisations are it’s customs and traditions, and for this reason these customs and traditions are nurtured and handed down.
It is important that you have some understanding of the customs of the AAC to enable you to pass on this knowledge to new members of your unit. If you would like to find out more, check out your local library for books on Military history, uniforms etc.
A. SAM BROWNE BELT
Invented by General Sir Samuel James Browne VC. Lieutenant Colonel Browne (as he then was) was serving with the 46 Punjabis in India. During fierce fighting on 31 August 1858 he single handedly silenced a field gun but in doing so sustained serious injuries and as a result his left arm was amputated at the shoulder. He won the VC for this action. So that he could continue to draw his sword on parades etc.
General Browne designed a belt from which to hang his sword. The belt was supported by a shoulder strap (two were worn if a pistol was also carried). The belt was adopted by the British Army during the Boer War (1899-1902) and by the Australian Army shortly there after. In the ARA the Sam Browne belt is virtually the badge of rank for Adjutants and RSM’s. In the AAC, the Sam Browne belt is worn by OOC, IOC (WO1), CUO and the cadet RSM on ceremonial parades:
B. CUO’s BADGE OF RANK
The correct term for a CUO’s badge of rank is a "lozenge of chevronels". A "lozenge" was originally a diamond shaped medicated lolly. The word "lozenge" refers to the diamond shape of the badge. A "chevronel" is the term for the mini chevrons (or stripes) that make up the diamond shaped "lozenge". The CUO badge of rank is available in two styles; DPCU field slides, and brass ceremonial. The brass ceremonial version can be obtained from Cadet Wing.
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C. PACE STICK
Originally intended as a training aid for drill instruction, the pace stick has now become a sort of badge of rank for RSM’s. The pace stick opens out to form a giant pair of callipers which can be adjusted to various regulation pace lengths. In experienced hands the open pacestick can be swung on the march to measure out correct pace lengths. In the AAC the pace stick is carried by the Regional Cadet Corp RSM, National Cadet RSM and by IOC’s with the rank of WO1.
D. SCARLET SASH
Originating in the British Army in the mid-1600’s. At that time the sash was worn around the waist of senior NCOs as a badge of rank. Some suggest that the sash was used to carry the dead and wounded from the battlefield, hence it’s scarlet colour. In the ARA and GRES, Sergeants, Staff Sergeants and Warrant Officers Class 2 in the Corps of Infantry wear a "worsted" (ie: woven woollen cloth) scarlet sash on ceremonial occasions and when acting as duty NCO. The sash is worn diagonally on the right shoulder with the tassels hanging from the left side. In the AAC, shoulder sashes may be worn.
E. DUKE OF EDINBURGH’S BANNER
The Banner was presented to the AAC on 2 May 1970 by our Colonel-in-Chief, His Royal Highness Prince Phillip The Duke of Edinburgh. The Banner is made of crimson silk embroidered with gold thread. On the obverse side (ie. the side of the Banner you would see when the pike (pole) is on your left) the Banner has the personal cipher (ie. emblem) of the Duke of Edinburgh in the top left-hand corner. In the top right corner is the date “1970”, the year of presentation and in the centre is the capitals insignia.
On the reverse side of the Banner is the Australian Coat of Arms. The Banner is always carried by a CUO with an armed guard and is always saluted by members of the AAC. When carried on parade the Banner takes precedence after the Sovereign’s Banner and no unit flags are flown or displayed. The Banner may be carried on all Cadet Group activities during visits by Royalty or the Colonel-in-Chief and on other important occasions. When it is being transported throughout Australia the Banner is stored in a velvet lined box accompanied by an ARA officer.
F. LANYARD
The origin of the lanyard is somewhat unclear. Some suggest it was first used as a cord to fire artillery pieces. Others suggest that the lanyard was originally a means of tying up fodder and hay for horses use by cavalrymen. Perhaps both are true, but in any case, the lanyard is now a colourful means of distinguishing between different corps and units. The AAC Corps lanyard is Royal Blue and worn on the right shoulder.
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G. HAT KHAKI FUR FELT - “SLOUCH HAT”
The slouch hat was originally a fashion accessory and was first worn in the British Army in the 1850’s. In the 1860’s the “slouch hat” was adopted in the armies of Australia’s colonies and in 1885 COL Tom Price gave it a unique aspect by having the brim turned up at the side. This practice was apparently first adopted by the Victorian Mounted Rifles with the right side of the brim being pinned up. This allowed troops to look the inspecting officer in the eye. By the time of the Boer War (1899) the “slouch” was a firmly entrenched item of the Australian Soldier’s uniform but now the brim was turned up on the left to make carrying the rifle at the slope easier. The "slouch hat" together with the rising sun badge and emu plumes went on to become the most famous icons of Australian fighting men following the gallantry displayed by the Australian Light Horse who wore them during World War I. (Source: For Queen and Commonwealth, Time Life Books: 1988).
H. "RISING SUN" BADGE
The origin and development of the Australian "rising sun" badge is one of the most interesting aspects of Australian military history. Appropriately enough, it began with a collector, a major in the South Australian forces, who thought of the design to mount his collection of bayonets. He asked a captain in the South Australian navy to help him build a trophy-shield, using timber and brass. This shield seems to have come into the possession of General Sir Edward Hutton, who was appointed to command the military forces of the new Commonwealth of Australia. The trophy of arms, fixed above his office door, comprised a semi-circular red painted board, on which bayonets and sword-bayonets were arranged alternatively, surrounding a crown cut from sheet brass. Specifically the weapons were the Martini- st Henry rifle triangular socket bayonet and the cut and thrust sword bayonet. In 1902 when the 1 Battalion Australian Commonwealth Horse was being raised for service in the South African War the GOC apparently decided on a general service badge and suggested "something like" the trophy of arms. The contingent was due to leave five days later and the first badge was hurriedly struck. It consisted of seven triangular points above 'AUSTRALIA' and the crown on a form of wreath base.
The design was amended for later contingents, with six intermediate points between the larger ones. The metal around 'AUSTRALIA' was pierced, probably to sew a piece of coloured cloth beneath. Still later that year another variation was struck with 'COMMONWEALTH HORSE' forming the badge's base; it was worn by Australian troops who went to London for the coronation of King Edward VII. It is possible that the badge designers were symbolically including the six-pointed Commonwealth Star, which is the major part of the crest of Australia. The origin of the "rising sun" title given to the badge is connected neither with the sun, nor heraldry, nor history, but with a brand of jam. Until about 1906 the only building near Victoria Barracks, Melbourne, was Hoadley's jam factory, which produced a widely advertised "Rising Sun" brand; large quantities were shipped to the Australians in South Africa, and the jam's trademark was striking. In Melbourne returning soldiers were sometimes called "Hoadley's Horse". In 1903 the badge makers J.R. Gaunt and Sons of Birmingham designed a badge whose basis did not change until the 1970's. The inscription on the scroll was 'AUSTRALIAN COMMONWEALTH MILITARY FORCES' until 1949 when it became 'AUSTRALIAN MILITARY FORCES'.
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I. PUGGAREE
The word comes from the Hindu word "pagre" meaning a turban or scarf of muslin. It was worn around the hat, sometimes falling onto the neck to keep the sun off. It is said that the seven-fold puggaree used in the Australian Army represents the fact that soldiers are drawn from the six states and the territories.
J. BERETS
Berets came from the Basque district of France. The first British unit to wear berets was the Royal Tank Regiment in 1925. In the Second World War, coloured berets were adopted by different Corps and units and presently there are nine different coloured berets worn in the Australian Army.
K. KHAKI
The word comes from a Persian word meaning "dust covered". When the British Army were serving in India during the Indian Mutiny of 1857 they were issued with white uniforms. To camouflage these uniforms soldiers stained them with mud, tea leaves, curry powder and anything else that would make them less of a target. In 1898 khaki was made general issue for all foreign service and after the Boer War (1899- 1901) it became official dress for all occasions.
L. PARADE GROUND
As far back as 500 AD the dead were collected and laid inside a hollow square formed by the troops at the end of a battle. The reason for this was so that the bodies could be identified and last respects paid to them. This area became sacred ground and as such was treated respectfully and was not walked upon. This has been passed down through the ages and today we use the parade ground for instruction and parades to symbolise this tradition. No one should ever use the parade ground for any purpose other than drill.
M. CORPS INSIGNIA
The AAC insignia is a woven patch in gold on a royal blue background. The emblem consists of a sword crossed by a torch of learning surmounted by a “rising sun”. The insignia is normally to be worn on both upper arms by all members of the AAC. Unless a woven unit insignia is approved in which case it will be worn on the left arm and the corps insignia on the right. Available in both left and right hand versions the AAC insignia is to be worn with the sword leading (pointing forward) 1 cm below the point of the shoulder.
N. ADVENTURE TRAINING AWARD (ATA) BADGE
The ATA Award is a 2.5cm gold coloured metal brooch with the torch of learning centrally placed behind a boomerang which bears the word 'ADVENTURE'. The symbol is worn 4mm above the flap of the left breast pocket on all orders of dress except protective dress.
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STUDY THE BADGES OF RANK ON THE NEXT PAGE
By Sergeant level you should be able to identify all Army ranks up to GENERAL
FOR THE COURSE YOU WILL BE TESTED ON RANKS UP TO AND INCLUDING LIEUTENANT-COLONEL
SEE File ADF BADGES OF RANK. PDF
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ROLL BOOKS
Symbol Description
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MODULE TWO - FIELD CRAFT
MATERIALS
CONTENTS
Patrol Orders - SMEAC 2-3
Demonstrate selection and preparation of a sleeping area 4-5
Demonstrate Erection of Shelters 6
Explain the purpose & requirements of fieldcraft 7
Explain why things are seen 7-8
camouflage & concealment of self & equipment 8-9
Explain methods of observation & detection by day 9
Explain methods of judging distance 10-11
Explain target indication 11-12
Explain methods of observing at night 12-13
Explain the requirements of health & hygiene in the field 14-16
Illustrations 17-19
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PATROL ORDERS - SMEAC
As a Ranked cadet, you will be required to give orders to members of your sSection/platoon in many situations, (eg: before the start of a navex). You need to be able to give your orders in a clear, concise and confident manner using a blueprint that ensures that nothing gets left out. Your orders are a short and accurate summary of the task to be completed.
To help you, the method used to give orders groups in the Australian Army Cadet Corps is called the SMEAC method. Each letter of SMEAC stands for a different heading in the orders group. The headings are as follows:
SITUATION short statement of the conditions under which the patrol, task etc will be completed, (eg: terrain).
Mission a one or two sentence statement of what you want to achieve. The mission statement is repeated so that everyone is clear about what has to be done.
Execution sets out how the patrol, task etc will be conducted, individual tasks, co-ordination details.
Administration & rations, dress/equipment, medical details, equipment needed. Logistics
Command & radio frequencies, net diagram, testing of radios, alternative Signals communications, patrol seniority list, synchronize watches.
You take questions 1 minute after you have finished your orders. Then you ask questions of the people you are giving your orders to, so that you ensure that your orders have been understood. Turn the page to see the SMEAC sequence in more detail.
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SMEAC ORDERS - SEQUENCE
1. Situation a. Other units in the area b. Civilians in the area c. Attachments & detachments
2. Mission
3. Execution a. General outline: i. Phase 1 - move out from unit area. ii. Phase 2 - complete task etc. iii. Phase 3 - return to unit area.
b. Grouping & tasks: i. strength ii. composition
c. Co-ordination instructions i. Phase 1 route out from unit area detailed route navigator boundaries nav bounds formations to be used order of march action on lost
ii. Phase 2 details of how task is to be completed
iii. Phase 3: as per Phase 1.
iv. Timings v. Rehearsals vi. Debriefing
4. Admin & Log a. Rations & water b. Dress & equipment c. Medical supplies d. Special equipment (eg: binoculars etc) e. Inspections
5. Command & Signals a. radio frequencies b. check/test radios c. Alternative communications d. Patrol seniority list e. Synchronize watches
6. Questions from group.
7. Questions from group
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Demonstrate selection and preparation of a Sleeping Area
A. First Things First
As a Senior NCO one of your jobs will be (or at least should be!) to select and site campsites for your platoon/Section. The first thing you have to do is to select your campsite. Keep three points in mind:
+ Don’t rush the selection process – a better site may suggest itself if you take time + Selecting a site is important – you may have to occupy the site for several days + Consider health and welfare aspects carefully.
B. Factors to Consider
1. Terrain security considerations Platoon/Section assembly areas Latrines Safe cooking
2. Vegetation Environmental (minimal destruction) Irritants (thorny vegetation) Ticks (avoid blackboys/zania palms)
3. Slope Gentle slope/higher elevation better Determines location of facilities
4. Prevailing Winds Shelter/weather
5. Shade Important in summer – eg: Bindoon in January!
6. Drainage Soil (loam preferred to gravel or sand) Minimum 3 metres above water table
7. Size of site Communication/control/security Siting facilities (eg: latrines not too close etc.)
8. Access Can you get into the area easily Not too close to busy transport routes Avoid dusty/boggy tracks
9. Control Site must be large enough to allow expansion Enough room for Platoon HQ
10. Local Resources Medical/Medivac facilities Appropriate training areas
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Demonstrate selection and preparation of a Sleeping Area
C. Campsite layout
Having selected a site it is now your job to "lay out" the various facilities and your people within the area you have selected. A commonly used method of laying out your platoon area is called the "clockray method". Imagine that the platoon area is a giant clock. Site your platoon HQ at the centre of the clock and then divide up the clock face to site each of your sections. Each section occupies a third of the clock face which is broken down into 3 sectors as follows: 12 o’clock to 4 o’clock, 4o’clock to 8 o’clock and 8 o’clock to 12 o’clock. You should consider:
1. HQ Area located at centre of the clock face for ease of communication
2. Section Living Area location of section commander shelters sited according to wind section members in pairs clockray method
3. Latrines down wind for obvious reasons! down slope, away from living/stores/cooking areas down stream, away from water course
4. Cooking Area decide if central or sections areas to be used within camp site perimeter up wind/slope from latrines/ablution area
5. Ablutions outside living area down wind/slope, up wind of latrines well drained/avoid old foul ground
6. Water store within living area on opposite side to latrines if bulk (water bladder) close to transport/access
7. Fire wood outside but close to perimeter upwind of camp fire
8. Garbage outside perimeter down wind/clear of access paths bash, burn, carry or bash, burn and bury
9. Platoon adjacent/close to campsite assembly area upwind of fire hazards, shade would be an advantage
10. Store within camp site clear of fire/flood hazard within control of platoon HQ/good access
11. Transport access/safety/noise/dust
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Demonstrate Erection of Shelters
The standard field shelter that you and your platoon will use in the AAC is of course the shelter individual or "hootchie".
The hootchie is a waterproof, lightweight, oblong shaped shelter. It has stud fasteners, webbing loops and rivet holes located around it’s outer edge and can be joined up with any number of other hootchies. Most commonly it is joined with another hootchie to make a sleeping area for two people. When erected properly the hootchie provides a very good level of protection from the elements.
You are responsible for ensuring that your people have a comfortable and dry night’s sleep. Therefore check the following points:-
Wind direction and prevailing winds. Hootchies have been joined correctly. Many recruits will do it wrong and get wet! Avoid ants nests, rocky ground, zania palms and blackboys (ticks) Dig hip and shoulder holes to make sleeping on the ground more comfortable. Look up for dead fall. Dead overhead twigs or branches which may fall in high winds. Even a small piece of wood falling from a height can do real damage. Check that drainage has been considered. Are drainage ditches (shallow trenches) needed around the hootchie? Ensure sides of the hootchie are taut to ensure good water run-off. Use quick release knots (ie: slip knots). DO NOT USE OCCY STRAPS!* Occy straps are banned in the ACC and must not be used. Occy straps are very dangerous and have been know to cause eye injuries and even death.
*Apart from being very dangerous, occy straps are bulky and hard to carry. Also, they only have one use whereas a length of comms cord or string has a hundred and one uses (eg: spare bootlace, webbing repairer, etc.).
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Explain the Purpose and Requirements of Field craft
The Purpose of Field craft 102. Field craft is the use of natural and artificial cover to provide a measure of protection for the cadet. Field craft and target detection training enables the cadet, by day and night to:
use his senses to find the target without being seen himself; always make best use of the ground; move silently, with or without stores and equipment; judge distances accurately; recognise and indicate targets; be alert, confident and cunning whatever the situation may arise.
The Requirements of Field craft 103. Training in field craft will develop the qualities of self-reliance and mental toughness required in a cadet and will impart the confidence to exploit fully the terrain to survive and win. It will also educate the cadet to use nature to his advantage.
104. There will always remain the need for individual cadets to be trained in the skills of field craft.
Terminology 106. To avoid misunderstanding it is important that the meaning of the terms commonly used in field craft is understood. Common terms are as follows:
a. Concealment: concealment is protection from observation and surveillance. It may also be achieved naturally or artificially. Natural concealment may be provided by the surrounding vegetation such as trees, bushes and grass. Artificial concealment consists of camouflage nets, camouflage cream and other materials. Whether natural or artificial, concealment hides or disguises a cadet, a position, a vehicle or a route. Concealment is aided by avoiding light, noise, movement and strange smells. Concealment from ground observation may not prevent observation from the air.
b. Detection: detection is the discovering the existence of an object and its location. It may be the result of a deliberate search or come from the appearance of dust, flash, noise or movement.
c. Observation: observation involves a careful study of the terrain and vegetation. Good observation will allow a composite picture to be built up. It may occur over a long time or may require the employment of a number of techniques before the full situation is revealed.
Explain why things are seen
202. Valuable information will continue to be gained by the individual cadets who uses the skills of field craft in conjunction with his sense of sight, hearing, smell and touch. Every cadet must therefore be trained to use his natural senses.
Why Things are Seen 203. The use of sight is the primary means by which man gathers and assimilates information. An understanding of why things are seen will help the cadet to conceal himself and his equipment. It will also assist the cadet in searching for and detecting others. It is therefore important that the cadet be taught how best to use his sight to his advantage.
204. The following factors will make an object easier to see:
a. Shape: military equipment and the human body are familiar outlines to all cadets. They can be recognised instantly particularly when they are in contrast with their surroundings. Distinctive Shapes which are easily detected unless concealed are: head dress, basic webbing equipment, and boots.
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Explain why things are seen [continued]
b. Shadow: there are different types of shadows. Shadows are seen as follows:
i. Cast Shadow: in sunlight/moonlight an object casts a shadow which may give away its presence. An object which is concealed in other shadows is harder to detect and does not cast a shadow of it’s own. As the sun/moon moves so do the shadows. Objects which were concealed by shadows may be revealed as the shadow moves. They may also be revealed by their own distinctive shadow which reappears.
ii. Contained Shadow: shadow that is contained within a space, for example, in a room, a cave mouth or under an individual shelter. It is normally darker than other shadows, therefore, attracts attention.
c. Silhouette: any object silhouetted against a contrasting background is conspicuous. Smooth, flat backgrounds such as water, a field, or worst of all, the sky should be avoided. An object may also be silhouetted if it is against the background of another colour. An uneven background such as a hedge, bush, trees or broken ground will provide the best concealment.
d. Surface: if the colour and texture of the surface of an object contrasts with it’s surroundings it will be conspicuous. Shiny helmets and white skin contrast violently with most backgrounds and need to be disguised to assist concealment.
e. Spacing: natural objects are rarely, if ever, regularly spaced. Regular spacing draws attention to the fact that something other than a natural object is present. It is conspicuous and should be avoided.
f. Movement: sudden movement attracts the eye. Slow and careful movement is much less likely to disclose the location of a well concealed position than quick and short movement.
Demonstrate camouflage and concealment of self and equipment
General 303. Personal camouflage techniques are designed to deceive. A cadet must learn how to guard against observation.
304. Effective camouflage of the individual depends mainly on the choice of background and its correct use. The term "background" is used to describe the area surrounding an object when seen from the ground or the air. It is the controlling element in personal camouflage. The clothes that are worn must blend in with the predominant colour of the background. Skin and light coloured equipment are toned down for the same purpose. The individual cadet must practice blending with the background by hiding in shadows and avoiding contrast between their silhouette and the background. To enable them to do this they must be practised in the skills of camouflaging themselves and their equipment.
Skin 305. Exposed skin reflects light and contrasts with the surrounding background. Face, neck, hands and lower arms, (which may be exposed below the shirt), should be toned down by painting them in a disruptive pattern, by toning them down in an even colour or by wearing additional accessories, such as scarves and gloves. When using disruptive painting the patterns should be cut across nose lines, cheek bones, eye sockets and chin lines. A darker treatment of the skin will be necessary for night work. Camouflage cream, burnt charcoal and dirt can all help to tone down skin colours.
306. Individual camouflage requires planning, thought and imaginative use of materials at hand. This applies to camouflage of clothing also. In the absence of issued camouflage uniforms the cadet can make his own camouflage suit, adapting its colour and pattern to the terrain in which it is to be worn. Remember that the use of camouflage clothing and equipment is only the basis for good concealment.
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Demonstrate camouflage and concealment of self and equipment [cont’]
Boots 307. shiny boots look good on the parade ground but are out of place on a soldier in the field. Polish or dubbing should be applied to preserve the waterproofing of boots but they should not be shined.
Bush hat 308. The floppy cloth bush hat has a distinctive shaped crown which can be broken up by the use of garnishing or a small amount of vegetation.
Webbing Equipment 311. The solid green colour of the webbing equipment can be modified by irregular painting using colours such as brown, black, ochre, grey and light green. The shape of webbing equipment such as packs, pouches and water bottles can be broken up by using hessian garnishing & foliage.
Shiny Objects 313. All shiny objects must be concealed. This includes such items as watches, belt buckles and messing items.
Explain methods of observation and detection by day
Scanning and Searching 702. To find an objects hidden by those skilled in camouflage and concealment, you must learn how to observe by scanning and searching. You must also know how to apply the factors which determine why objects are seen, as this knowledge will assist in finding the object.
703. Scanning is a general and systematic examination of an area to detect any unusual or significant object or movement. Searching, on the other hand, involves a detailed look at an area where the object is suspected to be. Both require complete concentration combined with a knowledge of why things are seen and the principles of camouflage and concealment.
Scanning 704. To scan an area the following actions must be undertaken: Divide the area into foreground, middle distance and distance; Scan each area horizontally starting with the foreground. To obtain maximum efficiency, move the eyes in short overlapping movements. Moving the head will minimise eye fatigue. The speed at which scanning is carried out will depend on the type of country and the amount of cover it affords to possible targets; When horizontal scanning is completed, scan along the line of any features which are angled away from the observation position.
Searching 705. Searching may take place at any stage during scanning. That is, if your attention is dominated by a piece of ground, you should search that area thoroughly before continuing with scanning. Furthermore, any significant movement or object, suspected camouflage, etc spotted during scanning would require an immediate search of that area. Binoculars are a useful aid when searching ground in detail.
706. In turn search for each of the factors that make an object visible. The weather may assist when searching an area. For example, frost will reveal tracks made during the night or a hot sun will alter the tone and colour of cut foliage used for camouflage by ageing the leaves more quickly.
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Explain methods of Judging Distance
General 1001. When an object is detected it is important to be able to estimate the range correctly.
1002. There are two main methods of judging distance without aids. They are: by the unit of measure, and the appearance method.
The Unit of Measure Method 1003. To use the unit of measure method, visualise a known distance on the ground and calculate how many of the units would fit between the observer and the object. An easy figure to use is a unit of 100m.
1004. This method gives acceptable results when: the observer can see all the intervening ground, and the distance to be estimated is not greater than 400m.
The Appearance Method 1005. The appearance method of judging distance is based on what an object looks like compared to it’s surroundings. To become proficient in judging distance by this method a great deal of practice is required, under varying conditions of ground and observation.
1006. The amount of visible detail of a cadet at various ranges gives a good indication of the distance they are away. An observer with good vision should be able to distinguish the following detail: At 100m; clear in all detail. At 200m; clear in all detail, colour of skin and equipment identifiable. At 300m; clear body outline, face colour good, remaining detail blurred. At 400m; body outline clear, remaining detail blurred. At 500m; body begins to taper, head becomes indistinct. At 600m; body now wedge shaped, no head apparent.
1007. Conditions effect the appearance of objects as follows:
a. Objects seems closer than they are, when: the light is bright, or the sun is shining from behind the observer; they are larger in comparison with the surroundings; there is dead ground between the object and the observer; or the are higher up than the observer.
b. Objects seem farther than they are, when: the light is bad or the sun is shining in the observers eyes; they are small in comparison with the surroundings; looking across a valley or down a road or tack, or the observer is lying down.
Aids to Judging Distance 1008. Accurate judging of distance is a skill that you must develop in order to be able to estimate a distance to an object effectively. It is important that you knows all the recognised methods of judging distance and any aids which can be used to help you.
Bracketing 1009. Bracketing is the method most likely to prove the best under all conditions. You should decide on the furthermost possible distance and the nearest possible distance to the object. The average of these is taken as the range. For example, if the furthest estimated distance is 1000m and the nearest distance is 600m then the range is therefore 800m.
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Explain methods of Judging Distance [continued]
Halving 1010. The halving method is useful for judging distance up to 1000m. The observer estimates the distance to a point half way and in a direct line to the object he then doubles it. The main disadvantage of this method is that any error made in judging the distance to the halfway point is doubled for the full distance.
Key Ranges 1011. When the range to any point within the arc of observation is known, the distance to another object can be estimated from it. This method is successful provided that the object is reasonably near to the key range object.
Unit Average 1012. Provided that there is sufficient time available, the observer should get several cadets to estimate the distance to the object. He should then take the average of their answers. If all the cadets are practiced in the skills of judging distance this method can be particularly accurate.
Binoculars 1013. Binoculars can be used to estimate distance, particularly at long range. Using the subtension rule that one mil subtends 1m at 1000m the graticules of the lens of the binoculars can be used provided the height of an object is known. If an object is known to be 4m high and it is exactly covered by the smallest graticule it will be about 1000m away. If the object is 8m high then it will be 2000m away if it is exactly covered by the small graticule.
Range Cards 1016. Range cards enable estimated or measured ranges of specific features to be used as indicators to the range of an object. Normally they are used in a static position, however, patrols should prepare them when time allows.
Conclusion 1017. Judging distance is a skill that must be learnt through practice and is one that can only be maintained through constant reinforcement.
Explain Target Indication
1103. The methods of target indication are as follows: Direct Method Reference Points Clock Ray Hand Angles
Direct Method 1104. The direct method is used to indicate an obvious target. Only the range, where to look and a description of the target are given. Terms used to describe where to look are as follows: "Axis" for target on or very near the centre line of the sector. "Left" or "Right" for targets 1600 mils from the axis of the sector. "Slightly left/right" for targets between the axis and "left" or "right".
1105. An example of the direct method given from an observer where the sector covers 3200 mils is detailed in figure 6.
Reference Points 1106. To indicate less obvious targets, a reference point may be used together with the direct method. To use this method: give the range to the target, nominate the reference point and use it as the axis, give a direction as in the direct method, and briefly but accurately describe the target.
1107. An example of the reference point method is given in figure 7.
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Explain Target Indication [continued]
Clock Ray 1108. To indicate more difficult targets the reference is combined with a clock ray. During indication it is imagined that there is a clock face standing up on the landscape with its centre on the reference point. To indicate a target: give the range to the target; nominate the reference point; imagine the reference point as the centre of a vertical clock face. Imagine a straight line from the reference point to the target and state the direction either "right" or "left" and "time" (to the nearest hour); and describe the target briefly but accurately.
1109. An example of the clock ray method is shown at figure 8.
Hand Angles 1111. Difficult targets at longer ranges may be indicated by using a reference point together with a hand angle. As a guide, with the arm fully outstretched from the shoulder and one eye closed (fig 9): the thickness of one finger subtends approximately 20 mils; the thickness of two fingers subtends approximately 40 mils; the first two knuckles of the closed fist subtends approximately 50 mils; and the closed fist (without the thumb) subtends approximately 150 mils.
Viewing Instruments 1112. The graticule (scale) on the lens of the binoculars are spaced at intervals of approximately 10 mils across a field of view of about 80 mils and these may be used when appropriate to assist in indication. The detail of the graticules in the binocular is shown in figure 10.
Failure to Recognize a Target 1113. If an observer fails to recognize a target being indicated he should tell the person indicating the target to repeat his instructions. He does this by calling "NOT SEEN" or "AGAIN NOT HEARD". The originator must the: if the observer failed to understand the indication he must indicate the target again by a different method, or if the observer simply failed to hear the indication he must indicate the target again by the same method.
Recognition of a Target 1114. An observer should always tell the person indicating the target that it has been recognized by calling "SEEN". If time permits, the observer should check back the target using any of the target indication methods.
Explain methods of observing by night
The Human Eye 503. Light enters the eye through the pupil. The amount of light is controlled by the iris. The light passes through the lens and is focussed on a sensitive area called the retina. From here the optic nerve transmits electrical impulses to the brain. In fact it is the brain which sees rather than the eyes. The retina is composed of two sets of cells, named for their shape. They are rod cells and cone cells. The cone cells are used in daylight, they see colour, sharp contrast and shape. The cone cells are found predominantly behind the pupil in an area called the cone region. There are approximately seven million cone cells in the human eye.
504. The rod cells are the night eyes. These cells are located around the cone region on the outer portion of the retina. There are few rod cells in the cone region but they are of an insufficient number to allow night vision for any period of time. There are 130 million rod cells in the eye. They only see black and white and shades of grey. In order to see effectively at night the rod area of the eye must be used.
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Explain methods of observing by night [continued]
Dark Adaptation 505. Dark adaptation is allowing the eyes to become capable of seeing under low illumination conditions. Most people have wondered what happened to their ability to see when they have gone into a matinee movie on a bright sunny day. They probably not only had difficulty trying to find a seat but were completely unsure of themselves. These few minutes of blindness were caused by the following:- all of the cone cells are blind in the darkness; a chemical compound called visual purple is being manufactured in the eye to sensitise the rod cells enabling them to see; and the pupil of the eye must expand to allow light to enter the eye.
506. The amount of time it takes to become dark adapted depends upon the individual’s physical make up. Some people become partially night adapted in six to ten minutes; others take much longer. However, to become 98 percent dark adapted, it takes the average individual approximately 30 minutes.
"Off Centre" Vision 508. If at night an observer looks directly at a small or dim object it may not be seen at all as only the cone region of the eye is being used. Off centre vision is used to put the rod region of the eyes into play instead of using the blind cone cell area directly behind the lens.
509. To achieve off centre vision the eye should be “aimed away” from the object about a fist’s width to arms length (100 to 130 mils). Only by experiment can the cadet find out which direction is most suitable for his "aim off" ie. above, below or to one side of the object. It is important that the cadet resists the temptation of a direct look "just to make sure".
Scanning 510. Scanning is the short, abrupt movement of the eye over or around an area of observation or an object that is being kept in view. The reason that an observer must apply scanning is that the visual purple which sensitises the rod cells will bleach out after being exposed from 4 to 10 seconds. When the one group of rod cells are no longer sensitive to night light objects, another group of rod cells must be brought into use by shifting the visual axis. Therefore, every four to ten seconds an observer must shift his visual axis. Another reason for scanning is that the rod cells can see something that is moving but are not capable of seeing while they themselves are in motion. Therefore an observer must move his eyes quickly so that a new group of rod cells is stimulated to allow detection of movement. Scanning is used in conjunction with off centre vision to gain the maximum use of the eyes at night.
511. It is important to note that this technique differs from daytime scanning. In daylight the observer searches by moving his eyes from left to right in overlapping parallel bands from near to far. If he uses this method at night he would tend to be using the same set of rod cells constantly and would have his eyes in movement most of the time. Therefore he would achieve nothing.
Staring 512. It is important to realise that when staring at a stationary light or prominent object in an otherwise black scene the object may start moving. This happens because the eye has no bearings on which to check the exact position. This can be prevented by "placing" an object against something else such as a finger at arms length.
Confidence 513. To gain confidence in the ability to see under low light levels you must use your eyes properly. You must believe what his eyes tell you. Because the rod cells don't work in the same way as the cone cells, objects at night tend to be fuzzy and hazy around their edges and not as clear cut. Through practice you will learn to recognize objects at night and know how they differ from their daytime appearance. Night familiarity only comes with constant practice. Once you are familiar with the techniques of seeing at night, confidence for night operations will quickly follow.
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Explain the requirements of health and hygiene in the field
General 1. Personal hygiene can be defined as "Those individual measures, primarily within the responsibility of the individual, which promote health and limit the spread of infectious diseases, chiefly those transmitted by direct contact".
2. Personal hygiene measures include: wash your hands in soap and water immediately after going to the toilet and always before handling or eating food. keep your hands and unclean articles, or articles that have been used for toilet purposes by others, away from your mouth, nose, eyes, ears, genitals & wounds. avoid using of unclean eating utensils, drinking cups, towels, handkerchiefs, combs and hairbrushes. avoid exposure to other persons to spray from the nose and mouth, as in coughing, sneezing, wheezing, laughing or talking. wash hands thoroughly after handling a patient or his belongings, and keep your body clean by frequent soap and water baths or showers.
The Skin 3. The skin is the largest organ of the body and is necessary to life. Its primary function is to protect the tissue beneath and in spite of its thinness furnishes a surprising amount of protection against: blows and friction; the chemical action of certain chemicals; bacteria, and other hazards which may be harmful to life.
4. The skin also: regulates body temperature, heating & cooling the skin by altering blood flows; possesses sensory functions - warning of touch, pressure, heat, cold and pain; is a secretory and excretory organ (eg: sweat, oil); is fairly waterproof - few substances can be absorbed through the skin; and stores fat and can manufacture Vitamin D when exposed to sunlight.
5. Where possible, therefore, all parts of the body should be washed daily, paying particular attention to the parts where sweat collects (eg. armpits, waist, crotch, feet). The hair should be kept short.
Soap 6. To help maintain the skin it is essential to remove accumulated fatty deposits, dirt and cellular debris. This is done by using soap and water. The soap must: wet both the dirt and the surface to lower surface tension; reduce the force of attraction which holds the dirt on the surface to allow the dirt to be displaced; and keep the dirt particles dispersed so they can be washed away.
Showers/Baths 7. In warm and especially humid climates it is natural to perspire freely and parts of the body subject to this need special attention. Daily washing and careful drying are essential to protect against Tinea and similar fungal infections, as well as the usual bacterial and parasitic problems. Whether a bath or shower is taken is irrelevant but what should be remembered is that a warm or hot bath or shower relaxes and soothes where as a cold one stimulates.
Ears 8. The ears are very sensitive organs and require gentle care. The normal secretions of wax in the ear prevent the skin from cracking and drying out and therefore prevents infection which may occur in the cracks. Ear infections can be very painful and are common in hot and humid climates. Swimming in dirty water and the collection of sweat and dirt in the ears can be a cause. In instances where problems occur medical attention should be sought.
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Explain the requirements of health and hygiene in the field [cont’d]
Eyes 9. Healthy eyes need little special care. Using them for reading or watching television will not harm them though overuse may cause general fatigue. There are however several precautions which may help maintain optical health: when reading or writing make sure lighting is adequate by using bulbs of 75-100 watts. Sit so that light shines onto your work without causing shadows or glare; hold reading material 40 to 45 cm away for normal vision; rest the eyes occasionally by looking away into the distance at a dark object; and use your own flannel and towel.
Teeth 10. Teeth should be cleaned each night and morning and after meals. At least once a day five minutes should be set aside for care of teeth. The teeth and gums should be brushed, using a circular motion, both inside and out. Dental floss should be used between the teeth to prevent the plaque in places where the tooth brush cannot reach. A soft toothbrush and fluoride toothpaste should be chosen.
Hair 11. Hair should be brushed twice daily and combed as often as required. It should also be washed regularly depending on the weather, the work done by an individual and the make up of the hair (greasy/dry). Usually two separate washings with warm water and shampoo are required to remove oil and dirt from the hair. Thorough rinsing is essential after the second wash.
12. Dandruff (Seborrhogic Dermatitis) is a chronic oiliness and scaling of the scalp which produces a degree of inflammation. The cause is unknown but the condition is not contagious or infectious nor does it cause permanent hair loss. A medicated shampoo, prescribed by a Doctor, will control dandruff.
Hands And Feet 13. When operational circumstances permit always:- keep nails short and clean; wash hands before eating and after every visit to the latrines or urinal; wash feet daily, and change socks daily.
14. Failure to comply with the last two items may lead to fungal infections such as Tinea. Tinea is a fungal infection that is very infectious. Tinea can be passed on by direct contact, but is more commonly contracted through infected baths, showers (especially communal), bath mats or even floors. Once it develops it can only be eradicated completely and permanently by prolonged and persistent treatment which, apart from washing of the feet and changing socks daily, involves:
drying feet thoroughly after washing (especially between the toes); if you sweat a lot, bath the feet in a solution of salt and water (2 dessert spoons of salt/1 litre of water) with sufficient Condy’s crystals dissolved in it to make it bright pink in colour; after bathing and thorough drying sponge with methylated spirits (after shave lotion has this as a base) and dust with talc powder (issued through Q store); expose the feet to air as much as possible, wear sandals instead of shoes/boots; don't wear thick woollen socks in hot weather; disinfect socks, slippers, shoes and boots regularly; soak socks before washing in a 20% solution of disinfectant; ensure that shoes/boots fit properly and do not chafe anywhere, and avoid going barefoot in public bathing areas.
Clothing and Footwear 15. Along with body cleanliness, attention to clothing is a vital part of personal hygiene. This is especially true in Australia, where high temperatures and humidity are found throughout the country. Heavy perspiration may be experienced without exercise or occupational influence and underclothing must be changed regularly as part of the general routine of personal cleanliness.
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Explain the requirements of health and hygiene in the field [cont’d]
16. Dirty clothing can contain bacteria which when rubbed against the skin can find a way through minute cracks, abrasions and the pores of the sweat glands and cause boils, carbuncles and other skin infections. Clothing should be changed and washed as often as possible. Modern detergents and washing powders allow clothes to be washed more completely and more easily than before. Care must be taken however to rinse thoroughly, as residues of detergent will irritate sensitive skin.
Choice of Clothing 17. Clothing choice will depend upon: Insulation ability: air is a poor conductor of heat. Closely woven garments prevent cooler outside air mixing with warmer air trapped close to the body. Conversely, open weave garments allow considerable transfer of heart from the body to the outside air and are best suited to warm climates. Absorbency: the extent to which clothing absorbs moisture will influence it’s suitability under various conditions. Water is a better conductor of heat than is air. Garments which become wet quickly, will cling to the skin and conduct heat away from the body. Colour: dark coloured clothing absorbs heat, light colours reflect heat away; Movement: clothing which restricts body movement is to be avoided.
18. Boots should be properly fitting and kept pliable and in good repair. They should not be shared. Foot wear such as rubber boots should, if possible, only be worn for short periods and thoroughly dried inside afterwards because they do not allow perspiration to evaporate and escape and therefore must be treated carefully.
Exercise 18. Exercise is part of healthy living. It stimulates the various body functions and provides mental and physical charge, as well as relaxation for people employed is desk type jobs. The importance of regular exercise is today unquestioned in regard to prevention of heart disease and digestive problems. Forced exercise is always unpalatable and may be dangerous if consideration is not given to the suitability, physically and mentally, of the subject.
19. Programmed exercise is used following illness or injury to promote recovery.
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Illustrations – Fieldcraft & Target Detection
Figure 6: Direct Method
Figure 7 - Reference Point
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Figure 8 - Clock-ray
Figure 9 - Hand Angles
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Figure 10 – Graticules on a binocular
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MODULE FIVE - INSTRUCTION
MATERIALS
CONTENTS
Steps in the Development of Instruction 2-4 [Instructor’s Handbook paras 301-313]
Lesson Structure Checklist 5 [Instructor’s Handbook Annex A to Chap 2]
Questioning techniques 6
Training Aids 7
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Steps in the Development of Instruction [Taken from the Instructor’s Handbook, paragraphs 301-313]
Introduction 301. Developing a lesson consists of a series of common sense steps. This chapter describes the steps which apply to the preparation of all methods of instruction. These steps will help you to prepare lessons based on the best sequence for learning and mean that your lessons can be given in the most efficient and effective manner.
Development of Instruction 302. There are 10 steps in developing a lesson. These steps are:
1. Examine the Instructional Objective ("IO") 2. Study the subject 3. Design the test 4. Prepare the body 5. Prepare the introduction 6. Prepare the conclusion 7. Prepare the training aids 8. Prepare the lesson plan 9. Rehearse the instruction 10. Prepare the location
Step 1. Examine the Instructional Objective 303. IO’s ensure that the lesson is planned to achieve specific new learning which can be confirmed by the test of objective. The IO is the learning target for the lesson. The columns on the IO contain the following information:
♦ Task: what the students will perform as a result of the lesson.
♦ Conditions: the aids or material that the students can or can’t use to achieve the learned performance. Also describes the setting for the lesson.
♦ Standards: the level of performance the students must reach as a result of the lesson.
304. The use of IO’s in developing instruction is contained in Annex A to Chapter 3 of Instructor’s Handbook.
Step 2. Study the subject 305. Instructors must thoroughly study their subject and know how to perform the skills required. This step involves gathering materials and information that will give the instructor the expertise to conduct the instruction. Where physical skills are involved, most of the necessary information is contained in the relevant Manual of Land Warfare (MLW) pamphlets. MLW pams dealing with weapons and equipment contain training chapters which will help you with this step. The instructor must become experienced in handling the weapons or equipment that will be the subject of the lesson. It is no good fumbling when you are trying to teach someone else! Practice and seeking help from experienced instructors before the lesson is the key.
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Step 3. Design the test 306. Every period of instruction must have a test of objective to confirm that the students have understood the lesson. The test is the focus for the planning of instruction and is based on the information in the IO. The steps in preparing tests of objective are shown in Annexes A to C, Chapter 10 of the Instructor’s Handbook.
Step 4. Prepare the body 307. The body contains the teaching and practice stages of the lesson. The lesson content must be aimed at helping students achieve the performance specified in the IO. The five steps in preparing the body are:
♦ Derive teaching points: teaching points are the knowledge and skills required by students to achieve the task specified by the IO. For example, the following are some of the teaching points applicable to the performance statement "Interpret the conventional signs used in map reading":
1. Identify the legend of a map. 2. Identify written descriptions and corresponding symbols used in a legend. 3. Identify the colour coding of conventional signs. 4. Identify natural/man-made features on a map using conventional signs.
♦ Sequence teaching points: teaching points must be arranged in a logical sequence. For example, simple skills should be taught first followed by more complex skills. Presenting information in a logical order helps students to learn in a step by step manner. After the teaching points are arranged in a logical sequence they are grouped together into stages.
♦ Plan the Stages: each stage should be taught and confirmed before the next is undertaken. The practice stage starts with a talk-through practice, moves on to an abbreviated talk-through practice, and then finally to a to controlled practice.
♦ Plan the Training Aids: the instructor should decide on the training aids that are needed to support the presentation and practice of teaching points.
♦ Plan the Location: the setting for the lesson is very important. A recce of possible locations helps the instructor to select the best site to deliver the lesson. The recce also helps the instructor to decide where to put the training aids and whether any preparation of the site is required.
Step 5. Prepare the introduction 308. Once the body has been finished, it is time to prepare the introduction. The introduction has three parts, the preliminaries, revision and the approach. The revision you choose should be something which helps to prepare students for the lesson you are about to give. In other words, the revision will be some skill or knowledge which is a prerequisite for the lesson you are about to give. The approach is made up of the reason for learning and statement of objective. The reason for learning is a statement about what is being taught in the lesson and why. The statement of objective tells the student the standard of performance he or she must achieve at the end of the lesson. You will find most of this information in the IO.
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Step 6. Prepare the conclusion 309. The conclusion includes the test of objective and reinforces the teaching stages of the body of the lesson. Planning the conclusion at this point ensures that it is relevant to the content of the lesson. For example, the statement of relevance is based on the reason for learning.
Step 7. Prepare the training aids 310. Training aids are things which are designed to assist in training and the process of learning (eg: OHP’s, models, videos, slides etc). They add interest, appeal to the senses and save time and money. The preparation of training aids is described in chapter 6 of the Instructor’s Handbook.
Step 8. Prepare the lesson plan 311. Once you have prepared the body, the introduction and the conclusion, and you have decided what training aids you will use, it is time to prepare the lesson plan. The lesson plan is a permanent record of the content of your lesson which includes the IO, the introduction, body and conclusion. It is an aid for instructors. It helps you to ensure that the lesson is delivered efficiently and effectively. A suggested layout for the lesson plan is shown in Annex B, Chapter 3 of the Instructor’s Handbook.
Step 9. Rehearse the lesson 312. It is important to rehearse the lesson before you deliver it to students. If possible, it is a good idea to record the lesson on videotape. It can also helpful to rehearse your lesson with a fellow instructor present to obtain feedback on the:
• timing of each stage,
• use of training aids,
• choice of location and layout,
• suitability of the test of objective, and
• overall conduct.
Step 10. Prepare the location 313. Ideally, the location should be prepared before the rehearsal but, in any case, you must prepare the location before your lesson. Make sure that all your training aids work (eg: OHP's are plugged in etc), there is enough ventilation and light and that the desks and chairs are laid out how you want them.
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LESSON STRUCTURE CHECKLIST
[Instructor’s Handbook Annex A to Chap 2]
INTRODUCTION
1. Preliminaries Attendance check Position students Allocate weapons, equipment, materials Safety precautions
2. Revision
3. Approach Reason for learning Statement of objective
BODY
4. Teaching Stages Open Present Practice Confirm Close Link
5. Practice Stages Talk-through practice Abbreviated talk-through practice Controlled Practice
CONCLUSION
6. Clear up doubtful points
7. Test of objective/provide feedback
8. Summary
9. Statement of Relevance
10. Safety Precautions (if applicable)
11. Preview of next instruction: follow-up lesson, next period of instruction (time, location, instructor, dress) or activity
12. Dismissal
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QUESTIONING TECHNIQUE
The correct sequence for asking a question is as follows:
ASK THE QUESTION
PAUSE
NOMINATE THE STUDENT
LISTEN TO THE ANSWER
EVALUATE THE ANSWER
RESPOND WITH FEEDBACK
CHARACTERISTICS OF A GOOD QUESTION
You can tell a good question because it:
• is concisely worded
• is easily understood
• starts with either Why, What, When, How, Who or Where
• requires more than a one word answer
• relates to the information being taught
• has been prepared in advance
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TRAINING AIDS
WHAT ARE TRAINING AIDS? A training aid is anything which helps an instructor to present a lesson in more effective and interesting way.
WHY USE TRAINING AIDS? Training aids are used to help you present information in a more interesting and effective way.
TYPES OF TRAINING AIDS Some common types of training aids are:
*Hand-outs *Chalkboards/White boards *Magnetic boards *Maps/Charts *Slides *Films/Videos *Computers *Models/Simulators, power point presentations.
WHICH TRAINING AID TO USE DEPENDS ON:
a. The type of learning: for example, if you are teaching a weapons lesson, it is a bit hard to do so without weapons, or at least models of the weapons as training aids. For a map reading lesson would need a map, and might support you lesson with by a combination of OHP’s, charts, models or slides.
b. The ability of your students: training aids should be designed to simplify the lesson, add interest and cut down on instruction time. The training aids you select will depend on the training level of your students. For example, aids such as maps, videos, charts and models may be needed to explain map reading to recruits, whereas second or third year cadets doing a revision lesson may only need the maps themselves.
c. The visual content of the training aid: the most powerful learning sense is sight. Therefore, your training aids should be well presented, with a visual content that is simple, easy to see, colourful and relevant.
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MODULE FOUR - LEADERSHIP THEORY
MATERIALS
CONTENTS
Discipline [From Handbook on Leadership 1973: paras 503 - 522]
Discipline summary sheet
Functional leadership handout
Traits of a Good leader
Morale & Esprit de Corps [Handbook on Leadership 1973: paras 901-915]
Further Readings on Leadership
Principles of leadership [Handbook on Leadership 1973: paras 701 - 720]
DISCIPLINE
What is Discipline
501. Discipline is a state of mind that produces a readiness for willing and intelligent obedience and appropriate conduct.
502. It is essential to distinguish between discipline and punishment. Punishment is not the same as discipline, but it is one of the means which can be used to influence the actions of people. The aim is to correct and prevent the recurrence of faults.
503. Resorting to punishment in order to achieve results is a negative approach, but when punishment must be given there must be no hesitancy on the part of the leader.
Why discipline is necessary
504. The efficient running of a military unit depends on knowing the likely actions of its members. This can only be achieved by a high degree of discipline, which ensures organisation and stability within a unit.
505. Since all military training leads towards preparation for battle which is a high stress situation the need for discipline can be clearly seen.
506. In peace time discipline is necessary to ensure orderly conduct of a unit. Within a disciplined unit, regular, predictable patterns are followed. All members work together towards a common goal. In peace the penalty for lack of discipline will be disorganisation and low morale.
507. In war the penalty will be the lives of your people. In battle there must be the highest degree of discipline. There may be times when the success or survival of a unit could well depend solely on the actions of one or more of it’s members. Unless each person can be relied upon to carry out their orders the result could be fatal.
508. In the Army we must consider discipline under three headings:-
a. imposed discipline, b. self-discipline, and c. collective discipline.
Imposed Discipline
509. This is the type of discipline, which is the basis of military life. It is the "popular" concept of discipline, however, it is simply the first step.
510. Imposed discipline is used in the basic training of recruits. It is in this training that they learn the discipline of obedience and the basic standards of behaviour, which form part of Army life.
511. The recruits are taught how to dress themselves uniformly and smartly. They are taught mental alertness and instinctive obedience to the spoken word of command through parade ground training. They learn to persevere in adversity during training, which is physically challenging.
512. During this initial training the authoritative approach to leadership is used. As the training progresses, the recruit meets both physical and mental challenges. In mastering them they gain satisfaction and a sense of achievement. Their higher needs are beginning to be fulfilled - they will carry out their tasks because they want to; because their own self-discipline is asserting itself.
Self Discipline
513. The basis of all order is self-discipline. All people have in-built sets of standards governing their behaviour. These vary from individual to individual and depend on a number of factors such as early home life, influence of parents, teachers and other authorities. Thus, most individuals learn to accept authority in its various forms from their earliest years. As the individual develops they learn to discipline themselves, rather than be disciplined.
514. The pattern of military training is very similar. As training progresses there will be a shift in emphasis from imposed discipline to self-discipline. This occurs when the person accepts the standards which have been set and applies them to themself. The essence of self-discipline is mental control and restraint.
515. When you are placed in a position of responsibility you become, whether like it or not, an example of what your people should aim to be. If you do not exercise self-discipline, you cannot expect your people to do so.
516. The standards that you set by your personal example will be the standards your people try to meet.
Collective Disciple
517. The whole training of the soldier is designed to help them carry out their job in war as a member of a military organisation.
518. It has been previously stressed that individual discipline ensures predictable performance. Similarly, discipline with a unit - collective discipline - ensures stability under stress and consistency in performance at the unit level. Such a discipline happens under positive leadership, and from the individuals in the unit contributing towards the group goal.
519. This is a natural progression that begins with the imposition of discipline, the development of self- discipline, and finally, the voluntary acceptance by individuals of group objectives. This requires a person to be prepared to sacrifice their self-interests in favour of group interests. To do this will require a willingness of all members to depend completely upon, and be depended upon by all other members of the unit.
520. The greatest factor in achieving group unity is making people feel that they belong. As a leader you must ensure that each person is made to feel that their job is an essential contribution to the overall achievements of the unit.
521. Similarly, it is vital that your people feel that they are members of a team working towards team objectives, and not towards objectives that may be achieved by the efforts of individuals. As unit goals are met your people will realise a sense of both personal and group achievement. Proper recognition of genuine achievement will create a sense of pride of belonging to the unit - esprit de corps - which, along with discipline and morale, reflect the standard of leadership within the unit.
The Evidence of Discipline
522. There are many indications of the standard of discipline that the individual or the unit possesses. Some of these are:-
a) dress and bearing; b) alert response; c) standard of saluting; d) cleanliness; and e) conduct on and off duty.
DISCIPLINE - SUMMARY SHEET
Discipline is a state of mind that produces a readiness for willing and intelligent obedience and appropriate conduct.
Obtained by good leadership and not fear of punishment.
Punishment is used to correct and prevent a recurrence of misconduct and wilful faults.
If punishment is required the leader must give it without hesitation.
Why have Discipline?
Orderly conduct of unit or group Regular predicted patterns are followed Members work together to common goal Have confidence in each other and leaders in stress situations Maintain an alert approach Maintain a high standard of dress, bearing and conduct Builds a sense of pride Maintain a team spirit and the feeling of belonging
Types of discipline IMPOSED: the basis of military life. Used during teaching phase
SELF: basis of all order. The example you set will be followed by your subordinates. You Must be able to control ones self before you can control others.
COLLECTIVE: comes from positive leadership and the individual members self discipline. Both contribute towards achieving a group goal. Relies on voluntary acceptance by individuals of group objectives.
Evidence of high levels of discipline Dress and bearing (high standard) Good conduct Alert response Keenness to perform task Esprit De Corps (pride of belonging) High degree of training
Discipline reflects the quality of the leader/leaders. The standards you set by personal example will be the standards your subordinates will try to meet.
The greatest factor in achieving group unity is making people feel they belong and all have a part to play in the success of the unit.
FUNCTIONAL LEADERSHIP
A. OVERVIEW
The functional approach to leadership is based on a simple theory about the behaviour of small groups of people. Research has found that in any group that has come together to achieve a common goal, various needs will arise. These needs may be grouped into 3 areas:
a. Needs related to the task itself c. Needs relating to maintaining the group c. Needs of the members of the group
a. Task Needs: once the task has been defined, the leader must: explain the task; make & issue orders; and amend the plan as necessary
b. Group Maintenance needs: a group of skilled individuals may eventually achieve a set task, but they will achieve it more effectively if they work as a team. This teamwork may come about naturally, or as a result of motivation, mutual respect and goodwill. If the group is under pressure, or subject to frustration, it may be necessary for the leader to keep the group together by performing some function aimed at maintaining team spirit (motivation, incentive, reward etc.)
c. Individual needs: unless the individual needs of members of the group are fulfilled, group members will become discontent and unwilling to work towards achieving the task. Individual needs extend beyond the obvious physical needs and are broken up into 2 categories:
Higher needs: Lower needs: a. security a. food & water b. status b. shelter c. personal satisfaction c. rest d. acceptance d. exercise e. shelter/warmth
B. LEADERSHIP FUNCTIONS
A leader’s appreciation of a situation will reveal the needs that exist and what priority should be given to each of those needs. The possible functions which are required of the leader to complete a simple physical task are:
a. Planning: defining what has to be done; gathering info; and making a workable plan
b. Initiating: briefing the group; convincing the group that the task is worthwhile, and that the plan will work; allocating tasks to group members; and setting group standards c. Controlling: maintaining discipline & group standards; influencing tempo (speed) of work; keeping discussion relevant; ensuring actions comply with the plan
d. Supporting: accepting group members & their contributions; encouragement; creating team spirit; relieving tension; and resolving disagreements
e. Informing: clarifying the task & the plan; giving new information to the group and receiving info from the group; and summarizing suggestions & ideas
f. Evaluating: checking the workability of ideas; and comparing group performance against required standard.
TRAITS OF A GOOD LEADER
"True leaders have the confidence to stand alone, the courage to make tough decisions, and the compassion to listen to the needs of others. They do not set out to be leaders, but become so by the quality of their actions and the integrity of their intent. I n the end, leaders are much like eagles…they don't flock, you'll find them one at a time."
Some of the characteristics of good leaders are set out below. Which ones apply to you? Which ones do you need to do more work on?
Motivation The ability to make individuals or the group want to be successful and maintain that desire.
Courage Physical courage is the most obvious – the mental quality that recognizes danger but enables the individual to face it with calmness and firmness. Moral courage is standing up for what you know to be right, even in the face of disapproval from those around you, (eg.: taking an unpopular decision that is right and sticking to it). Another aspect of moral courage is being willing to admit when you are wrong, even though you may feel foolish.
Decisiveness Being able to make timely and sound decisions, especially under pressure.
Responsibility Being able to carry out instructions fully without constant supervision. Being accountable for the things you and your platoon are asked to do. Getting the job done.
Initiative Being able to see what needs to be done and then doing it without waiting for instructions. Also, the ability to solve problems imaginatively.
Integrity Absolute honesty in your dealings with people, uprightness of character and soundness of moral principles.
Judgement Being able to weigh up facts and options and make sound decisions based on an assessment of those facts and options.
Knowledge In a nutshell "knowing what you are talking about". The information and knowledge gained by book and experience.
Loyalty Quality of faithfulness to those in your platoon, your unit, your superiors, the Corps and finally your country.
Selflessness Being able to put the needs of your platoon ahead of your own.
Communication The ability to express your ideas both verbally and in writing.
MORALE AND ESPRIT DE CORPS
Introduction
901. Morale and esprit de corps are two factors which directly affect the efficiency of a unit. Consequently, the leader must consider the complex of attitudes which constitute morale and esprit de corps and understand how they affect the approach of a man towards his duties and his way of life. By considering how these attitudes may be developed and influenced, it is possible to make a systematic and fruitful effort to build and maintain morale.
902. Esprit de corps obviously is strongly affected by individual morale. It would be unusual to find high esprit de corps in a group made up of persons having low morale.
903. In the same way, because most of the men in a unit display good morale, it does not mean that the morale of every member is good. If those of low morale are overlooked, their attitudes may influence and impair the morale of the other men and the esprit de corps of the whole unit.
MORALE
904. Morale is an attitude of confidence in the mind of an individual and is closely related to the satisfying of a man’s basic needs. If the training, administration and fighting of a unit is conducted so as to assist in satisfying these needs, a favorable attitude will be developed.
905. Any consideration of morale must take into account the needs of the group and differing individual needs, both of which are influenced by external factors which are constantly changing from situation to situation.
906. High morale is a positive state of mind which gives a man a feeling of confidence and well- being that enables him to face hardship with courage, endurance and determination. Its requirements in a military organization are detailed below: a. Leadership. It is essential that a soldier should have confidence in his leaders; hence leadership becomes the most important single factor in the attainment and maintenance of high morale. By failing to set a good example and not practicing what is taught, a leader can destroy morale. Successful leaders effectively contribute to good morale, whereas the inept commander destroys the consciousness of well-being and gives rise to the feeling that ‘nothing is going right’. b. Unity of Purpose. Men must feel that they are members of a team working towards team objectives. Leaders at all levels must Endeavour to instill this unity of purpose in their men.
c. Discipline. Good discipline and high morale are inseparable – without one you cannot have the other.
d. A Sense of Belonging (Self-Respect). Individual self-respect is necessary before high morale can be generated. There is a nor- mal human need to belong and contribute to a group, and the leader should encourage and use this need. By ensuring that tasks assigned are commensurate with a man’s training and ability, that the man is encouraged, that praise is given when de- served and that criticism is constructive, the leader can lay the foundations upon which a man can build this self- respect. e. Comradeship. This is intangible but nevertheless very real. The leader can do much to encourage a sense of loyalty, belonging and humor in the group. This gives a reserve of strength to the group in difficult times.
f. Mutual Confidence. In any team, it is important that the individual members have confidence in each other’s ability. In the Army, where a man’s life often depends on the actions of his comrades, such confidence is essential. It must exist at all levels and between all ranks. g. Dependants ’Well-Being. Personal and domestic problems, particularly when men are separated from their families, can grow to disproportionate size and ruin morale and efficiency. The leader must be aware of the ways his men can be assisted, and he must act promptly and with sincerity. h. Spiritual Beliefs. The leader is under an obligation to his subordinates to see that their spiritual needs are met. He must ensure that his men are able to practice their particular beliefs and are not subject to prejudice or derision. The leader’s personal feelings are not particularly important; it is his duty as a leader to encourage and support anything within reason, that enables his men to perform their task with maximum efficiency. i. Comfort and Welfare. Material comforts are important and desirable when the situation permits, but they themselves mean very little and must not take the place of other factors. Men will work long hours under bad conditions without their morale being adversely affected, provided that they know why the hard- ship is necessary and they are satisfied that their leaders have a sincere interest in their welfare.
907. The state of a man’s morale at any time depends upon, and is measurable by, his attitude to: a. the Army, b. himself, c. his companions, and d. his leader.
ESPRIT DE CORPS
908. Esprit de corps is best described as a sense of pride in belonging to a unit. It is built on the foundation of morale and discipline and is more than just group solidarity. It also includes a strong identification with the formal organisation – the pride, loyalty and enthusiasm that members show for their unit.
909. A man will identify himself with a group when it satisfies his needs. The informal group provides many satisfactions of social needs, and it is easy for a soldier to identify with the informal group when it accepts him.
910. Similarly, the formal organization can provide many satisfactions both to the individual and the group. When this occurs, both the individual and the group will identify strongly with the formal organization. The result is esprit de corps. If, on the other hand, the formal organization fails to provide the required satisfactions, the individual will retreat to the security of his informal group and esprit de corps will be non-existent.
911. To build identification with the formal organization, the leader can contribute in the following ways:
a. The formal organization must become an important group in a soldier’s life. If this is to occur it is important that the soldier receives his orders and performs his duties within the frame- work of that organization. By ensuring that, wherever possible, unit integrity is maintained in all possible activities and within all possible tasks, the leader will assist in building this identification.
b. The men must be provided with concrete and worthwhile goals. This is mainly a matter of communication. The leader’s role is to ensure that the mission and goal are understood and that the individual feels these are important, not only to the organization, but also to his group. The individual must also know where his role fits into the overall effort.
c. Symbols are an important means of getting individuals to identify with the formal organization. Symbols, such as unit insignia and mottoes, help the members feel they are accepted in the organization. The most important symbol of the formal organization is the leader himself. If he is a man who is respected by his men, who is solicitous of their welfare and who
brings them success, then they will identify with him and thus with the formal organization. The result is esprit de corps.
912. Other factors which assist in the development of esprit de corps include: a. traditions, b. a unique experience common to the group, and c. competition.
913. Whilst esprit de corps will compensate for many adverse factors in the short term, it will be difficult to maintain it over a long period unless the following problems which may arise are overcome: a. lack of confidence in the leadership; b. presence in the unit of groups of men in conflict; c. presence of unwilling members who hamper unit performance; d. rapid turnover of personnel, especially of the leaders; and e. lack of proper recognition for unit achievement.
Summary
914. Individual morale is the complex of a man’s attitudes towards his Service life. Esprit de corps consists of group solidarity and strong identification with the formal organization. There is a dynamism about esprit de corps; it fosters faith, loyalty, pride, confidence, unity and even a feeling of invincibility – a feeling of ‘oneness'.
915. It is the leader’s task to build the climate in which individual morale, group solidarity and esprit de corps can develop. He must constantly relate the needs, feelings and attitudes of his men (the factors that make up the foundation of morale) to the accomplishment of the mission if he is to employ them to maximum effect.
LEADERSHIP
Objectives Level 1.Comprehend the principles of leadership
Required Materials 2. Nil.
References 3. a The Path to Leadership - Viscount Montgomery b. Instructional Leadership - Mackenzie, Corey and Associates.
Introduction
4. The importance of good leadership, at all levels and in all types of situations for the maintenance of high standards of efficiency, morale and discipline in the services hardly needs to be stressed. In fact it is as necessary in the hangar or office as it is in the workshops of industry.
5. The technique of successful leadership is not a skill that can be acquired merely from reading books on the subject. It is developed gradually through experience, assisted by training. The aim of this block of instruction, therefore, is to set down some thoughts on leadership in general. The problems of, and suggested guidelines for, youth leadership, not only in the ATC but in civilian life.
The Meaning of Leadership 6. The question “What is leadership?” is best answered by considering the job the leader has to do. The simple answer is that the leader is one who has to make decisions and give orders, to achieve group objectives.
7. If leadership has to be defined then it can be regarded as “the ability to influence the thoughts and activities of a group or organization in the direction of a desired goal”. –
8. Field Marshall Sir William Slim in his book “Courage and other Broadcasts” states that “Leadership is that mixture of example, persuasion and compulsion which makes men do what you want them to do”.
9. Leadership of course can be good or bad. Leadership which is evil, may succeed temporarily, but invariably carries with it the seed of its own destruction (eg. Hitler, Mussolini).
Group Behavior
10. Human beings are gregarious by nature and so prefer to live in a group Situation. Research in this field has focused attention on reactions of people in groups and opened up a new study known as Group Dynamics. The importance of group behavior on the concept of leadership is the main theme of this lecture.
11. People wish to belong, to be accepted and acquire status through group membership. They will join a group if by so doing they can best satisfy these needs:
12. Formal groups are deliberately set up to fulfill a specific objective e.g. units within the Army or the administrative staff of a business.
13. Informal groups develop spontaneously to meet the needs of its members e.g. the lunchtime card players. Informal groups play an important part in any organization and their existence must be recognized by the leader of the formal group.
14. Informal groups cannot be ignored because:
a. they are an important means of communication; b. they may work to the advantage of group goals; and c. they may become disruptive and uncooperative.
15. The leader must recognize group needs and he will remain an effective leader only as long as he guides the group in the attainment of the identified ends.
16. A leader may attain his position by:
a. force (e.g. adolescent gangs, totalitarian states); b. inheritance (e.g. kings, family company); c. prestige (e.g. his charisma - personal magnetism); d. appointment (e.g. rank in service, business manager); and e. natural ability (e.g. capable in situational problems requiring technical skills)
17. He will achieve and maintain status as a leader if he encourages group opinions, implements decisions and attains group goals.
Qualities of Leadership
18. Qualities of leadership or leadership traits have been the subject of a great deal of thought and comment. A very large range of qualities has been put forward as being “essential” to the make-up of a good leader. No two lists of qualities agree and many of the most outstanding leaders in history have lacked virtually all the qualities deemed desirable by the theorists.
19. The greatest leaders of all times were the founders of three main religions i.e. Christ, Mohammed and Buddha. They lived a simple life, gathered men to their cause without great effort, they understood human nature and all had “something” which appealed to men.
20. There seems little value in thinking leadership ability in terms of a list of qualities. It is more useful to think of leadership in a more dynamic sense; in terms of its effect on the group and the situation, However research studies have revealed that such traits as a. capacity (intelligence and judgment); b. achievement (scholarship and knowledge); c. sense of responsibility; and d. adaptability. seem to be part of the competency patterns of people who have been termed leaders.
Leadership and Authority
21. As mentioned in para 16 leadership may be attained by appointment. In the Services, rank is an important basis of leadership. A rank is vested with authority, to enable the holder to discharge his responsibilities, and this authority is backed with all the weight and power of the organization.
22. Many people assume, that when they exercise authority they are automatically exercising leadership, but this is not necessarily so. People may reject a leader yet still obey his orders through fear of the power of the organization he represents. Their actions are not motivated
by his “leadership” but by fear of the consequences of disobedience. They accept the leaders authority, at the same time rejecting his leadership.
23. Although giving a person some authority may foster the development of his latent powers of leadership, there is also a very real danger that it may stifle them at birth. Some people
consider it easier to use (or abuse) authority than it is to be a good leader. After a few initial failures to get his leadership accepted, an inexperienced leader may fall back on the authority of his rank and cling to it on subsequent occasions without attempting to lead. 24. When a person occupies a position of authority his subordinates look automatically to him for leadership. If he fails to provide it then they turn elsewhere and when they do, it is usually to someone in opposition to authority.
Types of Leadership
25. Types of leadership may be thought of as lying along a line something like the following diagram:
Autocratic Permissive Passive
26. The Autocratic leader determines policy for the group without consulting them. lie gives orders making sure they are obeyed, generally standing by and watching that they are carried out. His staff is not permitted to think for themselves, and if they dare to offer an opinion, he asserts that he wants them to do it “my way”. He says that he is too busy to get to know his subordinates and as far as his superiors are concerned he wants them to leave him alone to do his job. He usually knows the specialist aspects of his job very well.
27. The Permissive leader consults his group when giving orders to ensure that group policies are discussed and accepted by the group. He keeps the group informed about long term planning. His outstanding characteristic is that he keeps everything under control without “pulling his rank” or seeming to work very hard. He permits his subordinates to use their initiative and assume responsibility for some tasks. He permits them to offer suggestions and ideas. He knows his subordinates well. He is respected by both subordinates and his superiors. He regards his staff as a team, lets them know exactly what is required of them and regards himself as part of the team.
28. The Passive leader is the opposite of the autocratic in every way. He leaves the group to make its own decisions. He is the easy going type who doesn’t even know what his subordinates are doing most of the time and doesn’t seem to care. He relies entirely on his subordinates to get
the work done. He may he popular but neither his subordinates nor his superiors respect him Even ii he is liked his subordinates are dissatisfied because they feel they are doing his work.
29. Observations made both in experiments and in studies of actual leadership situations have led to the following conclusions: a. the permissive type of leadership tends to produce the best results both in terms of efficiency and morale of subordinates; b. that while discipline is essential in any organization, the self imposed discipline which prevails under the genuinely permissive form of leadership has advantages over the externally imposed discipline of groups under autocratic leadership; c. that autocratic leadership tends to lead to resentment and poor motivation among subordinates and a corresponding low level of utilization of the human resources of the organization; and d. that the techniques of permissive leadership can be taught to any well-
e. balanced, intelligent individual who is willing to learn them and sincere in his practical application to them.
TECHNIQUES OF LEADERSHIP
30. The principles of leadership are a guide to the leader in his command.
31. The following principles should act as a guide for most tasks of a leader: a. Know your job. b. Know your own weaknesses and seek self-improvement. c. Know your subordinates and look after their welfare. For their emotional well being, they must feel that someone in authority is taking a personal interest in them. d. Keep subordinates informed. e. Adolescents are impressionable, therefore always set a good example in your appearance, bearing, manners and moral and ethical standards. f. Ensure that any task set is understood, supervised and accomplished. g. Train subordinates as a team. h. Make sound and timely decisions. i. Seek responsibility, accept responsibility and develop a sense of responsibility in subordinates. j. Be able to discuss varied topics and listen (resist talking about yourself). k. Develop and use a sense of humor (it relieves tensions). l. Be loyal to subordinates and superiors alike. m. Recognize the worth of other people. n. Don’t criticize others unless called on by a superior to do so. o. Discourage disloyal talk at every level. p. Don’t seek appreciation for work done, be satisfied with the fact that your action has benefited someone or something. q. Hide feelings of regret, disappointment or hardship. Show a cheerful acceptance externally even if it is not felt internally. r. Don’t fear criticism or refusal. s. Have the “courage of your own convictions”.
How to Handle Problems
32. Capable handling of work problems can enhance the leaders status in the eyes of his subordinates. Problems should be handled in the following manner: a. Get the facts (the entire story). b. Talk with individuals concerned. c. Find out rules and regulations that apply. d. Review the problem. e. Decide on possible actions (don’t jump to quick conclusions). f. Take necessary action (don’t pass the buck). g. Refer to higher authority if in doubt. h. Check results of action taken.
How to Reprimand
33. A severe test of leadership is found when the leader is involved in reprimanding subordinates. When it is necessary to reprimand, then:
a. reprimand the individual, not the group; b. reprimand in private; c. give the offender a chance to explain;
d. point out the errors of his ways and ways to improve; e. leave the “door open” for the subordinate; f. keep calm and don’t argue; g. don’t “nag” or “rub it in”; and h. don’t use sarcasm or ridicule.
How to Handle Grievances
34. It would be unusual for somebody in the group not to feel that there was an injustice at sometime or other. In the event of a grievance, the leader should:
a. treat all grievances as important; b. evaluate the grievance, not the man; c. listen until the aggrieved party has got it “off his chest”. He often feels better and no further action will be necessary; d. place himself in the other mans position; and e. act and “sell the member” on the correctness of his decision.
Foundations of Good Relations
35. To promote and maintain a high level of morale and efficiency in any organization there must be good relations between the leader and his subordinates. To achieve this aim, the leader should:
a. let each member know how he is getting along; b. give credit when due (don’t flatter); c. tell the group, in advance, about changes that will affect them; d. make best use of each members ability; e. remember that people must be treated as individuals.
f. not, make promises which can’t be kept; and g. be on the job with subordinates when they are working on a task.
Giving Orders
36. Before giving an instruction or an order it is advisable to consider the following:
a. explain what has to be done; b. give the order to the person in charge (not the group as a whole); c. avoid an overbearing attitude; d. use “we” instead of “you” where applicable; and e. don’t use a superiors name to lend weight to the order.
Getting Co-operation
37. To ensure that a group works efficiently and willingly it is necessary to have the co-operation of all members. The following points will help to achieve this:
a. the leader must stimulate pride in the group by revealing his own pride and enthusiasm; b. don’t criticize a superior or fellow member in front of subordinates; c. keep subordinates “informed” so that they have a sense of participation; d. give full credit to any member whose ideas or work have brought credit to the group; e. don’t be sarcastic; f. express interest in any suggested ideas even though they might not be accepted or acted upon; and g. although leadership is essentially a matter of personal contact remember that undue familiarity may result in loss of respect. . On the other hand a leader who holds himself too aloof is unlikely to get full co-operation.
Leadership Traits Approved by Adolescents
38. Adolescent boys respond to leaders who:
a. take a personal interest in them; b. are mature in outlook; c. are always fair and impartial and do not have favorites; d. have a natural air of authority; e. have a sense of humor; f. adopt a relaxed and friendly approach; and g. have ability at some sport or activity that boys are interested in.
Leadership Traits Rejected by Adolescents
39. Boys tend to reject leaders who:
a. are roughly of the same age or experience as themselves; b. hold themselves too aloof; c. use sarcasm or contempt when reprimanding; and d. appear to be prying, snooping or setting traps.
PRINCIPLES OF LEADERSHIP
Introduction 701. The functional approach to leadership outlines what a leader must do in order to satisfy the group needs relating to a particular task. In time, a leader will be presented with a variety of tasks, each one with its own problems or needs. 702. Because a leader knows that he is going to be presented with tasks in the future, he has a responsibility to prepare himself and his men so that they are ready to tackle any task quickly and efficiently. This preparation aims at making the leader and the team competent and professional. From the moment a person accepts the responsibilities of leadership he must strive to improve the professional competence of himself and his men. 703. To assist you as leaders to reach this standard of professional competence, there are certain general principles which can be applied. 704. This chapter sets out these principles and tells you how you can best apply them. Some other important guidelines are also mentioned briefly.
THE PRINCIPLES OF LEADERSHIP
705. The nine principles of leadership are: a. appreciate your own strengths and weaknesses and pursue self-improvement; b. seek and accept responsibility; c. lead by example; d. make sure that the task is understood, supervised and accomplished; e. know your men and look after their welfare; f. develop the leadership potential of your men; g. make sound and timely decisions; h. train your men as a team and employ them up to their capabilities; and i. keep your men informed of the mission, the changing situation and the overall picture.
EMPLOYMENT OF THE PRINCIPLES 706. Achieving professional competence is a task faced by every leader. As with any task a leader must carry out certain functions to ensure that it is done properly. Therefore, these nine principles of leadership are simply a summary of the functions of leadership related to the task of achieving professional competence. In the following explanation of each principle the related functions will be noted.
First Principle – Appreciate Your Own Strengths and Weaknesses and Pursue Self- Improvement.
707. Before you can successfully lead others you must first master yourself by knowing your own capabilities and limitations. You may do this by constantly reviewing your own performance and by seeking the honest opinion of your associates. One of the functions listed in Chapter 4 was ‘evaluating group performance against the required standards’. A leader is part of the group and must also evaluate his own performance. Once you know your weaknesses you may seek self-improvement by: a. studying the reasons for success or failure of other leaders, b. cultivating the effectiveness of your writing and speaking, and c. deciding on definite goals and working to attain them.
Second Principle – Seek and Accept Responsibility
708. In the absence of orders, you should take the initiative and pursue the action you believe your superior would direct if he were present. Learn the duties of your immediate senior and be prepared to take over, if necessary. This incorporates the function of gathering all available information. Accept all opportunities for command and perform every task to the best of your ability. Accept fair criticism, admit your own mistakes and stick to what you think is right. Finally, you must accept responsibility for the actions of your command if you are to keep the confidence of your men.
Third Principle – Lead by Example
709. Your men look to you to set examples which they may follow (or can use to excuse their own shortcomings). If your appearance, conduct and performance are outstanding, you will create in your men respect, pride and a desire to match your standards. This principle is complimented by the functions of setting and maintaining group standards and creating team spirit. The following suggestions will help you set high standards: a. be physically fit, mentally alert, cheerful, interested, well groomed and correctly dressed at all times; b. control your emotions – outbursts of anger or fits of depression will not win respect; c. be calm, confident and optimistic in all situations; d. ensure your personal habits are not open to criticism show self-discipline; e. exercise initiative and encourage it in your subordinates; f. be loyal to both your seniors and your subordinates; g. avoid the development of a group of favourites among your subordinates; h be morally courageous – stand by your principles but be prepared to accept the mistakes made by you or your group; I share the dangers and hardship experienced by your group; and J improve your knowledge to maintain efficiency and obtain respect from both your superiors and your subordinates.
Fourth Principle – Make Sure the Task is Understood, Supervised and Accomplished
710. When orders are given they must be clear and concise. Your men will respond more readily to good orders which are easily understood. Having given them, check to ensure they are understood, that they are being carried out and that the job is completed to your satisfaction. This principle employs many functions, but particularly those in the planning, briefing and maintaining standards groups. The following hints will help you in using this principle: a. be sure there is a need for an order; b. use the established chain of command; c. study and practise clear thinking and develop the ability to give clear, simple orders; d. encourage your men to seek explanation of anything which is not clear; e. by questions, confirm that your men understand your order; f. supervise the execution of your orders to ensure your desires are being followed, but do not over-supervise or you may stifle initiative; vary your system of supervision and change the emphasis of your inspections; and g. make every possible means available to your men to assist them in their task.
Fifth Principle–-Know Your Men and Look After Their Welfare
711. When men know you are concerned for their welfare, they win have a better attitude to their job and to the Army as a whole. It follows that as a leader, you must know your men very thoroughly in order that you can look after their welfare and get the best from them. In simple terms this means that the leader must satisfy the lower and higher needs of his men. Accordingly, you should: a. be friendly and approachable–observe your men and let them see you; b. obtain as much knowledge as you can flom personal records and personal contact – know your men and call them by their names;
c. , be concerned for the living and working conditions of your men; d. , be fair and firm in the administration of discipline; e. , share privileges equally among your men; and f. , seek to assist your men with their problems whenever you can;
Military Board Instructions and Army Routine Orders are helpful guides in solving many problems.
Sixth Principle – Develop the Leadership Potential of Your Men
712. By delegating your authority to your subordinates, you will develop their potential as leaders. Delegation of authority will demonstrate your faith in your subordinates’ ability, allow them to use their initiative and will encourage them to accept responsibility. Failure to delegate necessary authority is poor leadership. This principle can be applied to the functions of allocating tasks to group members and encouraging individuals once they commence the task. The following points should be remembered: a. use the chain of command; b. tell your subordinate WHAT to do, not HOW to do it and then supervise, intervening only when necessary; c. provide as many as possible with the opportunity to perform ‘higher duties’; d. be quick to recognize the accomplishments of your subordinates, be open with praise and correct any errors constructively; and e. back your subordinates – have faith in their performance until convinced otherwise.
Seventh Principle–-Make Sound and Timely Decisions
713. A commander who cannot make up his mind is not only unable to take advantage of opportunities as they occur, but is also likely to lose the confidence of his men. A leader must be able to assess a situation quickly and make a prompt, sound decision. This principle applies to all functions, but particularly with regard to making and adjusting the plan. You can develop your ability to make sound and timely decisions by: a. practising yourself in making logical assessments of all factors before coming to any decision, even the everyday ones; b. planning ahead and working out answers to possible problems; c. when circumstances allow, considering not only the advice, suggestions and feelings of your men, but also the effect of your decisions upon them; and d. keeping your men informed of your policies and plans so that they also can plan ahead. 19
Eighth Principle – Train Your Men as a Team and Employ Them up to Their Capabilities
714. It is your responsibility to train your men as a team. Team work is the key to success in operations and it must be developed in training. The individuals will perform better when they share the goals and achievements of the group creating and maintaining team spirit are clear functions of a leader. Keep the following points in mind: a. , ensure , your group is keeping pace with the , current , training, program; b. , try to get the best training facilities available and make your training , as relevant and realistic as possible; c. , educate your men in the duties of others within your group and in adjacent groups; d. , let each man know the importance of his role in the success of the group; e. , seek tasks for your group which you know they can perform, but in which they will find a challenge; and f. , use the full capabilities of your group before requesting assistance.
Ninth Principle – Keep Your Men Informed – of the Mission, the Changing Situation and the Overall Picture
715. Men who are well informed are less likely to be influenced by false rumor and their morale and confidence will be higher than if they were ‘left in the dark’. They will respond well to information that their performance is successful and to recognition of their efforts. This principle requires the leader to carry out all the functions of informing so that the group has the task and its progress clearly identified at all times. Keep the following points in mind: a. explain why tasks must be done and how you propose to carry them out; b. check that information is being passed down through the chain of command; c. be alert to the spread of rumors and replace them with truth; d. pass on news of the activities of other sub-units, arms and services; and e. keep your men informed of changes in the conditions of service.
ADDITIONAL GUIDELINES
716. Some other responsibilities of leaders are mentioned or implied in the notes on Leadership Principles. These responsibilities require special mention and are discussed in paragraphs 717–719
Senior/Subordinate Relationships 717. Your position as a leader will involve you in some personal conflict. On one hand you will have your professional responsibilities as the leader and, on the other, you will experience a perfectly natural desire to become one of the group. As the leader, you must identify with the group. However, in identifying with your men you must not become one of the ‘boys’ because to do so inevitably leads to loss of respect. The problem is greatest for the junior leader. In seeking this identification with your men, the greatest pitfall is to try to ‘buy’ your way in; this can easily be done, but at the cost of becoming known as a ‘pushover’ and ‘pushovers’ do not inspire confidence.
718. You must obtain the respect of your men. This respect can only be earned and you have no right to demand it. If you earn it, it will be because of your professional conduct and ability.
Fairness 719. Fairness is most important in your dealings with subordinates. Although it is human nature to like some men more than others, you cannot afford to let this show. In all your dealings with your men, be absolutely fair and give due consideration to the strengths and weaknesses of each man. Fairness is difficult to achieve. It requires self-discipline and a
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constant awareness for the human weakness of preference. If you fail to achieve fairness in dealing with your subordinates you will destroy the spirit of your group.
Conclusion 720. Nine principles and some hints have been listed in this chapter. Every group and every situation present different problems, and thus much skill and experience is required before any leader can employ the majority of these principles and hints effectively.
721. The junior leader should make a careful study of this chapter and apply the principles to the leadership of his group. He should be aware that constant evaluation of his performance and the subsequent adjustment of emphasis on certain principles is necessary for effective leadership.
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MODULE FIVE - SAFETY IN TRAINING MATERIALS
CONTENTS
What is safety awareness 1
Principles of safety awareness 1-2
Hazards in training 2
What is the aim of safety awareness? To preserve life, prevent injury to members of the Unit and to avoid damage to Unit equipment and resources.
Principles of safety awareness
1. Foresight: consider all the possible hazards in the proposed training, especially those that are life threatening. Remember the 7 P’s to successful planning - prior preparation and planning prevents pathetically poor performance! By thinking about potential problems before they happen. Then you will be able to prepare an accident prevention plan, so that the hazard can hopefully be avoided.
2. Supervision: make sure that your people are supervised properly. By monitoring activities carefully, you will be able to prevent a dangerous situation and you will also be able to correct dangerous practices. These bad habits can be hard to break if left unchecked (eg: lighting small fires within the platoon harbour etc.)
3. Incident analysis: if an accident does happen, it is important that you find out why it happened. If you don’t, you won’t be able to stop the same thing happening again. Your investigation may reveal a dangerous practice, or a faulty piece of equipment which was not noticed before. Include your findings in future accident prevention plans.
4. Safety education: many accidents happen because cadets adopt slack attitudes towards routine tasks. Safety education is an ongoing process - make sure that it is something that you are always reminding your people about. Hold regular refresher lectures on safety, and re-brief your people on safety procedures. For especially dangerous activities, your briefing will need to be more detailed. Always try to make sure that your people are aware of possible dangers in the platoon training.
c:\winword\cuo2000\prepack\module9.doc 1 2
5. Individual protection: it is essential that your people are provided with the right safety gear, and of course that they use it: (eg: eye glasses if using power tools, pot mitts if lifting hot cooking pots from fires etc). It is up to you to lead by example by making sure that you are seen to be using the correct safety gear at all times.
Hazards in training
Cadet training can at times be dangerous. For example, abseiling, water crossings and range practices all have the potential to cause serious injury, and possibly death. It is therefore essential that you identify potential dangers in the training your platoon is about to engage in. Some of the common hazards in cadet training are:
HAZARD POTENTIAL RISK PRECAUTIONS
FIRE Death, serious burns, Briefing, supervision, fire scalds, scarring pits, fire fighting gear, fire piquet, 1st aid gear
WATER Death by drowning, Briefing, supervision, loss of equipment swimming lessons, life saving gear, trained life savers, life jackets
WEAPONS Death, serious injury by Briefing, weapons gun shot wounds training, TOET’s, supervision, range coaches, confidence, ear protection, safety officer
HORSEPLAY Death, serious injury, Self discipline, high minor injury, damage to morale, supervision, unit gear interesting training, alternative training, 1st aid gear
USE OF TOOLS Death, serious injury, Training in proper use, minor injury, damage to supervision, Unit gear maintenance, 1st aid Gear
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MAP READING
STUDENT NOTES
NAVIGATION
Overall Objective:
“Navigate by day or night using a compass and topographic map”
Reference:
• Manual of Land Warfare Part 2 – Infantry Training Volume 3, Pamphlet No 1, Navigation (All Corps)
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Mapcraft
It is not sufficient for a student of map reading to be able to extract information shown on a map, give grid references, read and plot bearings and measure distances. Mapcraft involves being able to relate the map to the ground and the ground to the map. However much is known about the technicalities of map reading, it will be largely wasted and even dangerous without a mastery of mapcraft.
The nature of field exercises can cause extreme dispersion of personnel. Any cadet can be required to navigate as part of their duty, or simply for their own survival. All cadets should learn map reading as part of their initial training so that, by the time they are junior commanders, they are well practiced in mapcraft.
Mapcraft is:
• The ability to relate symbolic information on a map to the corresponding features in the terrain.
• The ability to relate features in the terrain back to the symbols on the map.
Military Uses for Maps
There are two main military uses for maps:
• Enable military movements using a common reference.
• Enable assessment of the tactical and logistical possibilities and limitations of the terrain, without having to visit the area.
The second one is particularly important in a military sense, in that the terrain we are most interested in may well be unreachable.
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Map Characteristics
• Representation of a portion of the Earth’s surface.
• Plan view.
• Usually drawn to scale.
• Shows both natural and man- made features.
The Formal Definition of a Map is:
A visual representation of the Earth’s surface, usually drawn to scale, on any suitable material, showing natural and man-made features. They are seldom accurate and never up to date.
Limitations
• The Earth is a sphere. Any representation of a sphere on a flat piece of paper will be distorted.
• If the area covered is very small, the distortion is negligible and can be ignored.
Care of Maps
Maps are valuable documents and their supply is limited, therefore, they must be treated with care to prevent damage. Most damage to maps occurs when they are opened fully in the open air, and the maps tear in the breeze.
To prevent tears, maps should be folded in such a way that any part can be referred to without having to open the map fully. First fold it in half with the map detail outwards. Then fold across in concertina fashion. The number of folds in the ‘concertina’ will depend of the size of the map. The aim is to reduce the map for a convenient size for carrying, and at the same time ensure that there is a reasonably large area for studying when two folds are opened like a book.
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Step 1 Step 2
Once the map has been folded, leave it folded. The detail at the creases is bound to deteriorate, but less than if the map were constantly unfolded and folded. Protect the folded map by placing it in a plastic bag or map case when not in use. Other methods to protect a map include stick on plastic (contact) or plastic lamination.
Topographic Maps
Topographic maps are the basic military maps which may be produced at any of the standard scales, such as 1:25 000, 1:50 000, 1:100 000 and1:250 000. They show both natural and man-made features, with the density of detail depending upon the map scale. In addition to horizontal position, vertical position is also depicted by means of contour lines drawn at varying intervals, depending on the scale of the map and the nature of the terrain. Topographic maps are generally produced in five or six colours and carry the Universal Transverse Mercator (UTM) grid and reference system.
Marginal information
Printed around the margin of the map is the information needed to interpret the map. This is referred to as marginal information. The type of information and the layout may differ slightly from one map to another. Marginal information includes:
• Map Title. May be the name of an important town or area, and indicates roughly the location of the map.
• Map Sheet and Edition Number.
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• North Points Diagram. Shows, for a given year, the direction of true, magnetic, and grid north. The diagram is a representation only, and states the angular relationship between the three. The annual magnetic variation is also given.
• Universal Grid Reference. Describes how to calculate a grid reference.
• Legend. Below the scale is the legend, which contains the colours and symbols which make the detail on a map easy to read. These symbols are called conventional signs and are purely representative. Care should be taken when using them, as they are not always to scale (for example, buildings and the width of roads).
• Control and Production Block. The production information at the bottom left of the map shows when, by whom and under what authority the map was made. The method of production and an indication of the accuracy are also shown.
• Index to Adjoining Sheets. Provides the titles for adjoining maps.
• Representative Fraction. A method of indicating the scale of the map.
• Linear Scale. Eg one centimetre on the map may represent 1 kilometre on the linear scale.
• Contour Interval. The vertical distance between contour lines.
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LEGEND
1:50 000 Topographical Map
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Control & Production Block Grid Reference System Representative Fraction Linear Scale
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Contour Interval
A
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– SEP 03 SEP Sheet & Edition North Pt Diagram Legend
Rule One
Read the Marginal Information FIRST when you look at a map for the first time.
Rule Two
Be wary of the ACCURACY OF ANY MAP, especially regarding man made features. Trust natural features before man-made ones.
Map Reliability
No matter how accurately a map was made, it is only a plan of the ground at a certain date. If it is several years since the map was made or revised, much may have changed: towns grow, roads and railways are built, woods grow and are cut down. Only the main physical features should be regarded as absolutely reliable, and even these may change slowly (coastlines may erode and rivers can change their course). It is very important that the production notes be examined to note the date on which a map was produced or revised to judge its reliability. Large scale maps are sometimes made from enlargements of smaller scale maps, with more detail added. Consequently, these maps may be no more reliable than the original map. When a cadet is required to navigate, they may find that a more recently produced, smaller scale map is more useful than a map with more detail, but with dubious reliability. Whatever their decision, they should place their trust only in the natural land-forms and not the man-made features.
Understanding Scale
The scale of a map is the relation between the horizontal distances between two points measured on the ground and between the same two points measured on the map. There are two methods of expressing the scale on a map - the Representative Fraction and the Linear Scale.
Representative Fraction (RF)
An RF expresses the distance on a map as a fraction of the corresponding distance on the ground. If the scale is 1:100 000, every distance on the map is 1:100 000th of the distance on the ground (for example, 1 cm on the map represents 1 km on the ground). The numerator of the RF is always 1. The larger the denominator of the RF, the smaller the scale.
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A Handy Tip!
To find out what 1 cm on the map represents in metres, cross off the last two zeros in the RF.
Eg. 1 : 25 000 1 :25 0ØØ 1cm = 250 m
1 : 100 000 1 : 100 0ØØ 1 cm = 1000 m or 1 km
Graphic Scale
The graphic scale shows how distances are represented on the map and assists in the measurement of distances. On topographic survey maps, the scale is in kilometres with secondary divisions in 100 m. On smaller scale maps, generally there are three graphic scales for statute miles, kilometres and nautical miles. Care should be taken to ensure that all measurements are taken from the zero mark which, on some maps, is in from the left of the scale.
Measuring Distances
Straight Line Distances
• Piece of Paper • Romer Scale on a compass
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Curved Distances
• Piece of String • Piece of paper, taking short straight segments
Remember
Distances measured from a map do not take into account vertical distances travelled, ie. walking up and down hills. Remember, allow for contours.
Grid References
• Used to identify points on the map in an unambiguous way.
Superimposed over the entire map are equally spaced vertical and horizontal lines intersecting to form squares. For 1:25 000 and 1:50 000 scale maps, the distance between adjacent lines represents 1000 m or 1km. Therefore, each square represents 1 km2. (Note: Other scales use different intervals) Grid lines enable users to report an exact and unique map position.
Grid lines are printed so that one set of lines run approximately north-south (or from bottom to top) and the other set run approximately east-west (or from left to right).
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• Eastings. The vertical grid lines that run north-south, and divide the map from east to west, are known as EASTINGS. Their value increases towards the East.
• Northings. The horizontal grid lines, which run east-west, and divide the map from north to south, are known as NORTHINGS. Their value increases towards the north.
To avoid confusion over the direction of Eastings and Northings, remember:
The value of Eastings increase towards the East
The value of Northings increases towards the North.
The squares which are formed where Eastings and Northings cross are known as Grid Squares.
There are three methods used to indicate position on a map. The method used depends on the degree of accuracy required, and to a large extent, the scale of the map being used.
• Four Figure Grid Reference. Indicates the position of one grid square only (1 km2 ) and is therefore useful when identifying major features and localities. To indicate a particular square, first select the easting which forms the left (West) of the square and then the northing which forms the bottom (South) of the square. The two figures for the easting and the two for the northing are combined to give the four figure grid reference.
GR = 0555
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• Six Figure Grid Reference. Much more accurate than a four figure reference. Used to indicate the position of an object within a grid square. The Easting and Northing borders of the grid square are divided into tenths, dividing the grid square into 100 smaller squares. Each smaller square represents an area of 100m2. The numbering of the smaller squares indicates the number of tenths of a unit there are east of an Easting, or north of a Northing. The three figures of the Easting and Northing are combined to form a six figure grid reference
GR = 674248
• Eight Figure Grid Reference. This method is similar to the six figure method explained above, except that each of the smaller squares is divided into 100 smaller squares. The result is that the Eastings and Northings are calculated to four figures, forming an eight figure grid reference. This method has limited practical use, suitable only for maps of scale 1:50 000 or larger, and is not commonly used for navigating in the field.
Note:
(1) Always deal with Eastings first, then Northings.
(2) When transmitting grid references in the first instance, always include the map sheet number and title.
(3) Grid References should always commence with the letters GR to show they are grid references and nothing else.
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Romer
A Romer is a simple device used for accurately measuring the position of a point within a grid square instead of estimating the tenths. To use a Romer, place the corner against the required point with the edges parallel to the grid lines. The distance east and north within the grid square can be read off against the west and south grid lines of the square. Clearly, a different Romer is required for each scale of a map.
Contour Lines
• Lines joining points of equal elevation above a given reference datum, usually Mean Sea Level.
Contours are the most common way of showing relief on modern maps (the shape of the ground is often referred to as relief). They not only give a representation of height, but also indicate the shape of the ground. Adjacent contour lines represent a fixed change in elevation.
Interval
Every fifth contour may be drawn heavier to aid measuring height. These are known as index contours. Some contours have the height shown at intervals along their length. . Contour Patterns
Each topographical feature, such as spur or knoll, is represented by its own particular contour pattern. The most important points to remember about contours are:
• Contour lines close together indicate steep slopes.
• Contour lines far apart indicate gentle slopes.
• Evenly spaced contour lines indicate uniform slopes.
• When the spacing of contour lines, reading from high to low, decrease, the slope is convex.
• When the spacing of contour lines, reading from hight to low, increase, the slope is concave.
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Limitations of Contours
The features that can be shown by contours are limited by the vertical interval. If the vertical contour interval is 10m, features of less prominence than 10m may not appear on the map. Such features may be of tactical importance, particularly on relatively flat ground.
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Other Methods of Showing Relief
Hachures
Hachuring is a method of showing hill features by shading in short lines drawn in the direction of the slope. These lines show rising ground by shading up the line of slope, the shading becoming heavier as the ground rises. Hachuring gives a good impression of the shape of the ground as hills and valleys stand out clearly. It has several disadvantages: a. Hachuring gives no exact information about height. Therefore, heights and slopes cannot be measured accurately. b. Hachuring tends to obscure other detail on the map. c. Hachuring varies with the type of country (for example, in flat country, quite small features have to be given a prominence equal to that of much larger features in hilly country).
Hill Shading
Hill shading shows by colouring what hachures show in line. The shading is applied so that depth of tint indicates the steepness of the slope, the general tint becoming deeper as the ground rises. Hill shading obscures detail less than hachures, but otherwise has the same disadvantages.
A second method of hill shading depicts the shadows that would be cast by high ground if light was shining from a certain direction. This method can also be used in conjunction with contour lines.
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Spot Elevations
Spot elevations are points on the map with the height of the particular feature shown alongside. This gives accurate information when used in conjunction with contours. Other types of spot elevations are horizontal control points, trig points and bench marks.
Layer Tints
Layer tints are used in conjunction with contours. The space between the contours is coloured with tints that vary according to heights above sea level, the colours becoming deeper as the height increases. Each tint may cover the vertical interval of several contours. This makes the high ground obvious at a glance.
Form Lines
Form lines are approximate contours that have not been accurately surveyed. They show the shape of the grounds in a similar manner, but cannot be relied upon for accurate information about heights, slopes and visibility.
Topographical Terms
The topographical terms given below are fairly well known, but are not always used correctly. Terms such as hill, mountain, river, stream and valley are in common use and need no definition.
• Basin. An area of fairly level ground surrounded or nearly surrounded by hills; or an area drained by a river and its tributaries.
• Crest. The highest part of a hill or mountain range. That line on a range of hills or mountains from which the ground slopes down in opposite directions.
• Defile. A natural or artificial feature which causes a body of troops to contract its front during its passage through it, for example, natural defile - gorge or mountain pass; artificial defile - bridge.
• Divide. The line along a range of hills from which water flows in opposite directions.
• Escarpment. An extended line of cliffs or bluffs.
• Estuary. The tidal mouth of a river.
• False Crest. The line along which a lower steep slope changes to an upper gentle slope.
• Gorge. A rugged and deep ravine.
• Knoll. A low and detached hill.
• Main Features. Those important forms such as ridges, drainage systems, etc, which determine the shape of the country. Sometimes called ‘salient features’.
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• Minor Feature. An offshoot of a main feature.
• Pass. A road or track over a mountain ridge or range.
• Plateau. An elevated plain; an elevated region of considerable extent, generally fairly level.
• Ravine. A long deep valley worn by a stream.
• Re-entrant. A valley or ravine, usually between two spurs, turned inwards towards the main feature.
• Ridge. The line along a hill or range of hills or mountains; sometimes the crest of a line of hills as it appears on the horizon.
• Saddle. A neck or ridge of land connecting two mountains or hills, a depression between high features; also called a ‘col’.
• Spur. A minor feature, generally in the form of a ridge, running out from the main feature.
• Undulating Ground. Ground which alternately rises and falls gently.
• Watercourse. The line defining the lowest part of a valley, whether occupied by a stream or not.
• Watershed. A ridge of land separating two drainage basins; the summit of land from which the water flows in two directions. A watershed does not necessarily include the highest point of a chain of mountains or a range of hills.
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Gradients
The slope of the ground may be expressed as the angle the ground makes with the horizontal, but more commonly it is expressed as a gradient. A gradient of 1 in 10, written as 1:10, means that in a distance of 10 units horizontally, the ground rises or falls 1 unit.
Gradients may be measured on a map by comparing the vertical distance (VD) to the horizontal distance (HD) for a particular slope. VD is the difference between the highest and lowest elevations of the slope and is determined from the contour lines. HD is measured between these highest and lowest elevations. Both the vertical and horizontal distance must be expressed in the same units. For example, if the vertical distance is 40m and 40 the horizontal distance is 240m, the average gradient of the slope is /240 or 1 /6, expressed as a gradient 1:6.
The Degree System
In the degree system, the circle is divided into 360 degrees, with 360 degrees being the north point. The four quadrants of the circle are each 90 degrees and therefore, the east, south and west points are at 90, 180 and 270 degrees respectively.
Each degree is subdivided into 60 minutes, and each minute into 60 seconds. Degrees are marked thus: º ; minutes ‘; and seconds “. When map reading, the subdivisions of a degree are too small for practical use and measurements to the nearest degree or half of a degree are generally sufficient.
For example:
If you follow a compass bearing which is only one degree + or - the bearing you should have followed, after travelling 1000m you will end up about 17m left or right of your target area. This is a fairly insignificant error.
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If you follow a compass bearing which is ten degrees + or - the bearing you should have followed (eg error in taking your bearing or forgetting to take magnetic variation into account), after travelling 1000m you will end up about 175m left or right of your target area - a more significant error, particularly if thick vegetation or very steep terrain is involved.
Therefore, when navigating in the field, it is generally sufficient to have a compass bearing that is accurate to within + or - a few degrees or your target.
The Mil System
In the mil system, 360° is divided into 6400 mils, with 6400 being the north point. The mil system provides far more accurate bearings, but accuracy to the nearest 10 mils is normally sufficient for map reading. The mil system is used by the Australian Army.
North - Which One?
In map reading, reference may be made to three north points:
True North (TN)
TN is the direction of the geographic North Pole from an observer anywhere on the earth’s surface. A line which passes through any point and the North and South Poles is called a meridian. These lines converge towards each other at the poles and, consequently, are not parallel.
In map reading, there is rarely a practical need for knowing the direction of TN. As the direction of GN is more easily found and is very close to TN, it is used in preference.
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Grid North (GN)
GN is the direction in which the north-south grid lines point towards the top of the map. Under the UTM grid reference system, the central grid line of each grid column coincides with a particular meridian. Within each grid column, this one grid line points to TN, but all other grid lines, being parallel, point to an imaginary point either to the east or west of the True North Pole.
The variation between GN and TN is called grid convergence. The size of this angle depends on how far the particular map sheet is from the selected meridian. Its value is shown in the north point diagram.
Magnetic North (MN)
MN is the direction in which a compass needle points when affected only by the earth’s magnetic field. As the magnetic pole is not the True North Pole, there is a variation between TN and MN at any place. The angle made at the observer between TN and MN is called the magnetic variation of that position. As GN is used in map reading more often than TN, it is more useful to know the size of the angle between GN and MN. This is called the grid-magnetic angle and its size is shown in the north point diagram.
Change in Magnetic Variation
The position of the magnetic pole is not fixed, it moves slightly from year to year. Consequently, the direction of magnetic north, and therefore magnetic variation, also changes by a small amount each year. The annual change is not constant, although it can be forecast with sufficient accuracy over a number of years. The annual change is shown below the north point diagram, in the marginal information. If the annual change is in the same direction as the grid-magnetic angle, it must be added. If they are in opposite directions, the annual change must be subtracted.
Bearings
The purpose of bearing is to give an accurate indication of the direction of one point from another. A bearing is the angle, measured clockwise, that a line makes with a fixed zero line. When reading maps, the zero line is always taken to be north.
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The essential point to remember is that bearings are always measured clockwise from north, and therefore bearings of any direction to the east of the north-south line fall between 0 and 180º, and any bearings west of the north- south line fall between 180º and 360º.
When giving a bearing it is essential to indicate the reference point from which the bearing has been taken, eg:
245ºT 007ºM 075ºG
The letter following the bearing defines which North reference is being used - T for true (not commonly used for map bearings), M for magnetic, and G for grid.
Conversion of Bearings
Compass bearings taken on the ground must be converted to grid bearings for plotting on a map. Conversely, grid bearings taken from a map will have to be converted to magnetic bearings before they can be used with a compass on the ground. You must add or subtract the amount of magnetic variation to get an accurate heading.
Variation East
When the grid - magnetic angle is to the east, that is, when magnetic north is east of grid north, convert bearings as follows:
To convert grid to magnetic - subtract the magnetic variation. To convert magnetic to grid - add the magnetic variation.
A simple way to remember these conversions is:
Grand Ma’s Sister is My Great Aunt
GMSMGA
Grid to Magnetic - Subtract Magnetic to Grid - Add
Eg, if variation is 8º East, then
090G = 082M 216M = 224G
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Variation West
When the grid to magnetic angle is to the west, that is, magnetic north is to the west of grid north, the opposite conversions are true:
Magnetic to Grid - subtract the magnetic variation Grid to Magnetic - add the magnetic variation
Eg, if variation is 8º West, then
090G = 098M 216M = 208G
Remember the saying,
Variation East, Magnetic Least (Variation East - Grid to Magnetic Subtract)
Variation West, Magnetic Best (Variation West - Grid to Magnetic Add)
When the variation is East, convert Grid to Magnetic by subtracting the variation. That is, if the variation is east, Magnetic bearings are less (least) than Grid bearings.
When the variation is West, convert Grid to Magnetic by adding the variation. That is, if the variation is West, Magnetic bearings are greater (Best) than Grid Bearings.
Silva Compass
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Local Magnetic Attraction
Local magnetic attraction is due to the presence of iron or iron ore nearby. The compass is a delicate instrument and quite small quantities of iron have a surprisingly large effect on its behaviour. A wrist-watch, steel-framed spectacles or steel helmet will affect the compass reading. Precautions should be taken to see that all iron or steel objects are at a safe distance before using the compass. Small articles will be safe in a trouser pocket but larger articles should be placed 2 or 3 m away. Listed below are the safe distances from various common objects.
To Take a Grid Bearing
• Step 1 Place the long edge of the compass plate along the desired bearing. Make sure that the direction arrow and luminous mark on the compass plate points in the direction you wish to travel.
• Step 2 Turn the compass housing so that the orientating lines are parallel with the eastings on the map.
• Step 3 Read the grid bearing on the housing where the lubber line intersects.
• Step 4 The bearing calculated is the GRID BEARING. This must be converted to a magnetic bearing if going from Map to ground.
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Setting the Compass to March on a Magnetic Bearing
• Step 1 Convert the grid bearing to a magnetic bearing. Set the Magnetic Bearing on the compass by rotating the compass housing until the required bearing is in line with the lubber line on the compass plate.
• Step 2 Holding the compass level in the palm of the hand, turn around until the red end of the compass needle points to the orientating arrow on the compass housing.
• Step 3 Keeping the compass needle aligned with the orientating arrow, follow the direction arrow and luminous mark.
To Take a Magnetic Bearing (Using a Compass without a Map)
• Step 1 Select a landmark along the route you want to travel. Hold the compass with the direction arrow pointing to the landmark.
• Step 2 Rotate the compass housing until the orientating arrow is directly beneath the red (north) end of the compass needle.
• Step 3 Read the magnetic bearing on the housing where the lubber line intersects it.
• Step 4 Keeping the compass needle aligned with the orientating arrow, follow the direction arrow and luminous mark.
Backbearings
A bearing gives the direction of a line from the point of observation to an object. A backbearing gives the direction from the object back to the point of observation. If you want to head backwards along your original bearing (eg you realise you have gone too far), simply turn the compass 180º so the direction arrow is pointing directly at you. Keep the needle aligned with the directional arrow, and backtrack along your original bearing.
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Navigation Planning
Considerations
Study the map noting the main features in the general area to be covered e.g. direction of flow of rivers, heights of hills, artificial objects, variations in vegetation.
Using a sharp pencil (or chinograph pencil if map is covered with plastic) draw in the route to be taken.
Mentally traverse the route and note the nature of the 'going' and the main obstacles. The best way to avoid 'bad going' and negotiate obstacles should be decided now and the final route plotted on the map.
Select bounds. Unmistakable objects such as a river junction, road junction or hill should be used as bounds. These should be about one hour's march apart, so as that one's exact location can be pinpointed at regular intervals.
The Navigational Data Sheet
As an aid in planning navigation, and to record the bearing and distance between bounds, a navigational data sheet should be produced. The navigational data sheet can be written on any notepaper, but should be legible so that it can be checked and copied by a check navigator.
To write down all the information about going and the shape of the ground that can be determined from a map would take a prohibitive amount of time. Consequently, a navigational data sheet can never replace the map. Its information is only to aid the memory.
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Conduct of Navigation
Maintaining Direction by Day
When moving through close country, continuous checks must be made using the compass. To maintain direction, a prominent object (such as a tree), which lies on the magnetic bearing, is selected. Once the navigator has reached this object, they select another object which is on the bearing and move to it. This method is continued until the destination is reached.
In open country, direction can be maintained by reference to prominent landmarks which can be easily read from the map. Although continual reliance upon the compass is not necessary, it should still be regularly checked to ensure an error in map reading has not occurred.
In daytime navigation, a knowledge of the sun’s movement provides the navigator with a double check on their direction.
Maintaining Direction by Night
Before any night activity, the luminous strips on a compass should be exposed to light to ensure their maximum brightness. If the skyline or prominent objects are visible, direction can be maintained by methods similar to those employed in daylight.
Often due to fog or cloud cover, no stars or prominent objects are visible. If this occurs, another cadet should be sent in the approximate direction until they are just visible. The navigator then notes by means of the compass whether the cadet is standing on the true bearing or to the right or left of it. The navigator moves up and places themselves on what they judge to be the correct alignment. They then send the cadet forward again. When the conditions are very dark, the cadet can hold luminous tape to greatly increase the rate of advance.
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Checking
During movement, make the following checks on navigation:
• Nominate Pacers: distance travelled must be estimated as well as measured by paces. A number of personnel should be detailed as pacers. Where the going is slow or difficult, a person will take shorter paces and there is a tendency to overestimate the distance traveled.
• Check Compass, Map and Data Sheets: direction should be checked against the compass at regular intervals. Prominent landmarks must be checked and identified on the map as they are passed. There is often a tendency in close country to take the easiest route. This must be resisted.
• Locate each Bound before Proceeding to the Next: if, at the end of the required time and distance, a bound is not located, there has been an error in navigation which must be corrected before continuing. A temporary halt is necessary, while reconnaissance is carried out to find the bound. Reconnaissance parties, sent out to locate a bound must be given a definite duration of movement, e.g. 'move down this creek for 15 minutes to see if this creek junction exists'.
Map Orientation
A map is much easier to compare with the ground if north on a map corresponds (points in the same direction) with North on the ground. When this is done the map is said to be set or orientated. Objects on the ground are in the same direction from the observer as they are on the map from the observer's position on the map.
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A map is readily, accurately and quickly set or orientated by using a compass. This is done by placing the compass on the map with the edge along the line of Grid North. Turn the dial of the compass until the 'N' and the meridian lines are pointing to the direction of the travel or direction arrow. Turn both the map and compass until the magnetic needle points to 'N' on the compass. The map is now orientated.
Attack Points
Find your objective by locating a point that is easy to find near your destination (eg a large hill or unusual feature).
Aiming Off
When you are approaching a point which is situated on a linear feature, you should aim off to hit the line feature to the left or right of your destination. On reaching the line feature you will know which way to turn.
Hand Rails
Linear features can be used to help maintain your direction in the bush (eg following rivers, ridges, valleys and spurs).
Catching Features
Select a feature on the map that is further away than your destination. If you reach this feature, you know that you have gone past your target point and must head back.
Bypassing Obstacles
When an unexpected object is encountered eg. swamp or bamboo forest etc, a decision must be made to bypass the object or go through. If the decision is to bypass it, any tendency to cling to the edge of the object and feel a route round it must be avoided, as a loss of direction will result.
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Method 1: From the edge of the area, plot a fresh course at 90° from the line of march, i.e. using the rear of the base of the compass, and move a pace distance, say 500 paces. When the 500 pace mark has been reached, swing back on the original heading or parallel line of march for sufficient distance to ensure bypassing. Then swing back 90° in the direction of the original line of march for the desired distance e.g. 500 paces to get back to a point from which the march can be continued. Remember to add the paces counted while travelling along the march bearing as part of the distance travelled;
Method 2: Select an object to a flank. Plot a new course to this object and from it plot another course to another object on the line of the march.
Terrain Appreciation
It is essential that before setting off on a course, detailed planning is carried out. This will save unnecessary hardship and greatly reduce the changes of error. The map should be studied in detail, making note of the main features, the direction of river flow and changes in vegetation. In most instances, the route taken is determined by the task and the tactical situation. The following factors will have an influence upon the final decision:
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The grain of the country. It is physically easier to follow the grain of the country than to go against it. Although crossing-graining may be slower, if often provides more navigation checks, such as spurs and streams.
Ridges. The vegetation along ridges is generally less dense than in valleys. The ridge serves as a direction guide and makes observation of landmarks easier.
Rivers. While rivers are useful aids to direction keeping, it is not advisable to follow them. In rugged country, they are winding and are usually bordered by dense vegetation.
Close Country. As movement through close country is slow, the distance travelled is often over-estimated. As visibility is limited through the vegetation, a small undulation can often be mistaken for a significant spur. Unless the navigator is experienced in close country navigation, a straight route on a compass bearing should be followed rather than navigating from feature to feature.
Once the route has been selected, it should be mentally traversed to check for obstacles and difficult terrain, and altered if necessary.
Unmistakable objects, such as river junctions or hills, should be selected as bounds. Where possible, they should not be more than one hour's march apart, so that the navigator's position can be pin-pointed regularly.
Linear features which cross the proposed route should be noted for use as navigation checks.
Finally, the detail of bearings, estimated distance, marching time between check points and expected terrain should be worked out. When travelling, the distance can be measured by pacing and time.
Pacing
Pacing is the most reliable method of measuring the distance travelled. As each individual takes a different length of stride, everyone must determine the average number of paces that they take for every 100m over varying types of ground. With experience, the counting of paces and their conversion to metres will give the individual an accurate gauge of the distance covered. Even so, it is always advisable for the leader to nominate a check pacer.
There are various techniques for pacing. Some people find it easier to count every time their right foot hits the ground, that is, every second pace. Their pace count must of course be doubled before they can covert paces to metres.
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Whatever technique is adopted, a reliable method must be used to record the total paces so they are not forgotten when the pacer is distracted. One approach is to use pace counting beads. Two sets of beads are placed on hootchie chord or similar, one group of 9 beads (100’s) and the other of 5 (1000’s). For every 100m travelled, one of the 100’s beads is pulled down. After the 9th bead has been moved (signifying 900m has been travelled) the next bead to be moved upon completion of another 100m is the first 1000’s bead. This continues, and at any time the number of km’s and 100’s of metres can be read directly from the pace counter, in a similar manner to that in which an abacus is read.
Time
Time is a good check on the distance travelled when movement is continuous and does not involve the crossing of many obstacles. The following rates of movement are provided only as a guide:
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I’m Lost !!!!
• As soon as you realise you don’t know where you are, STOP!
• Think about your movements since you last positively knew your location. Have you drifted left or right, or badly estimated distance and time?
• Go to high ground to RELOCATE.
• Carry out a resection using the techniques detailed below (Where am I?).
• If still lost, STAY in one location. Don't risk wandering even further away from your target, and making it more difficult for a rescue party to locate you.
• Section Commanders must always brief their members on actions if separated from the group.
Where am I?
Once you have orientated your map, it is possible to locate your position by comparing features on the map with features on the ground. If you are still not sure of your position, carry out a resection. The method of carrying out a resection is as follows:
• Select three prominent, widely spaced features that can be clearly recognised on the map and on the ground.
• On the ground, take magnetic bearings to these features with a compass.
• Covert these magnetic bearings to grid bearings.
• Convert the grid bearings to back bearings.
• Plot on the map the backbearings from the identified features.
• These lines will either intersect to locate your position, or form a small triangle of error.
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If the triangle of error is inside the triangle formed by the three features, your true position will be inside the triangle of error.
If the triangle of error is outside the triangle formed by the three main features, then:
• You have made a gross error in one or more of your bearings and should take them again, or
• You have not correctly identified the features you have taken your bearings from on the map. Have a closer look at the map!
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MODULE SEVEN – DRILL GUIDES
MATERIALS
Contents:
General Drill Guides
Cane Drill
Platoon Drill
Flags and Protocol
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WORDS OF COMMAND
Drill - Aim and Purpose
1.1 The aim of close order drill is to develop in the individual cadet a sense of instinctive obedience, which will assist him at all times to carry out his orders. This chapter is designed to assist all instructors.
1.2 Drill of the highest precision is an exercise in self-discipline, alertness and obedience. It sets the standard for the performance of individual unit duties and builds the confidence between commander and subordinate which is so essential to morale.
1.3 It is the duty of all cadet-cadet-officers and junior and senior leaders non-commissioned to insist on the required standard both on and off parade, in all circumstances.
The Instructor
1.4 As example is usually imitated, the correct bearing of an instructor is of the utmost importance at all times.
1.5 When giving words of command from a stationary position, the instructor must stand still and correctly at attention. Exaggerated movements of the body, head and hands are to be avoided. When the instructor needs to move, he must turn and march as he would to demonstrate.
1.6 The instructor can correct faults:
a. from the instructional position,
b. By moving close to and across the front or rear of the squad,
c. By moving across the squad frontage at instructional distance, or
d. From a stationary position at either flank or the rear.
1.7 Demonstrations must be correct. When demonstrating movements, the demonstration must be given with the actual equipment. ie: Colour.
1.8 The instructor is to eradicate any offensive speech habits he may have previously utilised (bad language and insulting remarks), in order to retain the motivation of the students.
1.9 The dress and turnout of an instructor is to be of the highest standard. Frequent inspection of instructors is necessary to maintain the proper standard.
1.10 Successful instruction is indicated by student enthusiasm and motivation to learn, and an acceptable standard being reached.
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1.11 The instructor should insist on the highest possible standard being achieved, in keeping with his instructional ability and the motivation and ability of his students to learn. Praise or credit should be given where it is due. There is nothing to be gained from pressing students beyond their ability to learn.
1.12 A demonstration is far more effective than an instruction without a demonstration. The instructor should develop a vocabulary of short incisive words to indicate that there is something positive and definite to be done.
Squad Formations
1.13 A general guide to squad formations relative to the number of people is as follows:
a. A single rank / single file may have up to 10 people.
b. Two ranks / files are used for more than 10 and up to 20 people.
c. Three ranks / column of threes are used for 21 people or more.
1.14 Squad instruction is best conducted with the students in a single rank; however, lack of space or the size of the squad may necessitate using two or three ranks at the open order. Alternatively, the ‘L’ shape or Hollow Square may be used when instructing large groups of cadets in drill movements at the halt.
1.15 Before students have been taught how to take up squad formations, they should be told in simple terms how to adopt the formations required.
Lesson Plan for Drill
1.16 Safety - During instructional periods the instructor should consider all aspects regarding the safety of trainees.
Instructional Procedure
1.17 Prior to any period of instruction, the instructor must plan and prepare the lesson thoroughly. The instructor’s first concern is the objective to be achieved and the instructional procedure to be used. The best instructional procedure will depend on the lesson and the experience of the instructor.
1.18 The instructor must take into consideration several other factors such as the size of the squad and the area available for instruction. The instructor must practice the movements to be taught until he has attained a high degree of proficiency in the performance of the objective.
1.19 The sequence of instruction for drill is based on the standard lesson plan contained in MLW Three 4. 4 Instructors Handbook.
Words of Command
1.20 Effective words of command by instructors are a significant factor in the proper execution of the required drill movements by the students. Commanding Cadet-officers (CO) and chief instructors (CI) should ensure that all instructors develop and practise the art of delivering effective words of command.
1.21 Words of command must be clear and easily understood by the students. Commands are divided into cautionary words of command, which must be clear and explanatory, and executive words of command, which must be sharp and of a higher pitch than the cautionary words.
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1.22 Throughout this pamphlet, words of command are printed in capital letters with inverted commas. A dash is used to separate the cautionary from the executive, for example: ‘STAND AT – EASE’.
1.23 Words of command should have the same pause between the cautionary and the executive each time the command is given in either quick or slow time.
1.24 Words of command should always be given with the full power of the voice. Senior instructors should insist on this, particularly with junior leaders (JL), during normal daily routine. There are two reasons for this:
a. Words of command are practised.
b. A spoken or ‘confidential’ word of command lacks authority and leads to poor drill.
Instructional Words of Command
1.25 To save time during a period of instruction, the following words of command are used:
a. ‘REST’. ‘REST’ is an executive word of command. It means that the students can relax in the position they are in while an explanation or demonstration is given by the instructor. Given after a demonstration, it means that the instructor has completed the demonstration and is relaxing in his position while giving an explanation. When given to students, it should be prefixed with ‘SQUAD’ when it is used by an instructor with reference to his own movements, it should not be prefixed.
b. ‘POSITION’. ‘POSITION’ is an executive word of command, used to return students, or the instructor, to the previous position to enable the practical phase of the lesson to continue. On this command, students will adopt the position they were in prior to the command ‘REST’ being given, or the last position. The same rules for prefixing apply as for ‘REST’.
c. ‘AS YOU WERE’. ’AS YOU WERE’ is given to return students to the position they were in prior to the last command.
Timing of Words of Command
1.26 Poorly timed words of command by cadet-cadet-officers and junior and senior leaders will adversely affect drill.
1.27 Table 1 shows when the executive word of command should be heard by troops on the march. A command given from a distance must be delivered early enough to allow for the additional time it will take for the command to reach the squad.
1.28 Unless otherwise stated in Table 1, a cautionary word of command given on the march should start as the appropriate foot comes to the ground. It should be carried over four paces for quick and three paces for slow time. Similar paces should be left between the end of the cautionary and the executive words of command.
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TABLE 1. Timings of Words of Command on the March
Serial Word of Command Quick Time Slow Time Remarks
(a) (b) (c) (d) (e) 1. ‘HALT’ As the right foot As the left foot From double march comes to the comes to the and double mark ground ground time – as the left foot comes to the ground. 2. ‘QUICK – (or SLOW) ‘QUICK’ on the ‘SLOW’ on the left MARCH’ left foot, foot, ‘MARCH’ on ‘MARCH’ on the the right foot, on right foot, on successive steps successive steps 3. ‘RIGHT – TURN’ As the left foot As the left foot ‘LEFT – TURN’ (INCLINE or FORM) comes to the comes to the (INCLINE or ground ground FORM) is given on the opposite foot. 4. ‘ABOUT – TURN As the left foot As the left foot comes to the comes to the ground ground 5. ‘MARK – TIME’ As the left foot As the left foot In double-time – as comes to the comes to the the right foot ground ground comes to the ground. 6. ‘FOR – WARD’ As the right foot As the right knee is When double comes to the fully raised marking time – as ground the left foot comes to the ground. 7. ‘CHANGE STEP’ ‘CHANGE’ on the ‘CHANGE’ on the left foot, ‘STEP’ left foot, ‘STEP’ on the right foot, on the right foot, on successive feet on successive feet 8. ‘BREAK INTO QUICK ‘QUICK’ on the From double time – TIME, QUICK – MARCH’ left foot, ‘QUICK’ on the ‘MARCH’ on the left foot, right foot, on ‘MARCH’ on the successive feet right foot. 9. BREAK INTO SLOW As the right foot TIME, SLOW – MARCH’ comes to the ground 10. ‘BREAK INTO DOUBLE As the right foot TIME, DOUBLE – comes to the MARCH’ ground 11. ‘OPEN (CLOSE) – ORDER’ As the left foot comes to the ground 12. ‘ON THE RIGHT (LEFT) As for ‘RIGHT’ (or FORM – SQUAD’ ‘LEFT’) turn 13. All complements except: As the left foot As the right foot ‘SALUTE TO THE FRONT’ comes to the comes to the ground ground
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Teaching Words of Command
1.29 The instructor should explain and demonstrate the words of command that are given at the halt.
1.30 The instructor should place an assistant instructor about 50 metres out from the students. The students collectively practise giving simple commands to the assistant instructor at the halt. The instructor should insist on clear diction and full voice power from each student. The students should be coordinated so that the squad calls in unison.
1.31 The students should be formed into two ranks, about 30 metres apart and facing one another, with an interval of about five paces between cadets. The instructor should order the cadets of one rank to give their opposite numbers in the other rank the words of command already practised. Each cadet is to call independently and without regard to the cadets on his right and left. After a suitable period, the cadets should change over so that the other rank practises the words of command.
1.32 The instructor should form the students into three ranks and explain, at the halt, the different words of command, for example ‘SQUAD WILL ADVANCE’‚ ‘SQUAD WILL RETIRE’, and ‘SQUAD MOVE TO THE RIGHT IN THREES’. He should point out the place in the squad that the marker will occupy for each formation.
1.33 The instructor should explain and demonstrate the various positions of the feet when the words of command are given, in slow time first and then in quick time. With the assistant instructor marching, individual students practise giving him a word of command until all students reach an acceptable standard.
1.34 Two students should be nominated one to give commands and one to check him. This procedure should be continued with all the students taking a turn to drill the squad. The instructor should be patient and junior and senior leaders should encourage the student in command continually, remembering that the whole squad should hear all instructions to the student in command.
1.35 The placement of students within a squad should be changed frequently to allow each member to practise as many functions as possible.
Inspection
1.36 The inspection of a squad will always be conducted with the ranks at the open order. On completion of the inspection, the ranks will usually be returned to the close order.
1.37 The instructor should inspect carefully the personal cleanliness of the students and the condition of their equipment and clothing. A clean, smart appearance must be demanded at all times. The instructor must set a high personal standard for students to emulate as an example.
1.38 All cadet-cadet-officers and junior and senior leaders should be trained in methods of inspection. They should be able to see at a glance whether every cadet on parade is correctly turned out.
Adjusting Dress or Equipment
1.39 A cadet standing at attention, who is required to adjust his clothing or equipment, is to be instructed to move the right foot a 15 cm pace to the rear without an executive order, make the necessary adjustments, and then return to the position of attention. A cadet standing at ease, who is instructed to adjust his clothing or equipment, is to come to attention first before taking the pace to his right rear to make the necessary adjustments. Adjustments to dress or equipment are to be made by the cadet concerned and should not be made by the instructor or the inspecting cadet-officer.
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Aids to Drill
1.40 The time and length of pace to be used in drill is taught using the following aids:
a. The Metronome,
b. The Drum,
c. The Pace Stick, and
d. The Pace Ladder.
1.41 These aids must be used frequently during the training of instructors and students to ensure uniformity of drill timings throughout the Australian Army Cadet Corps.
The Metronome
1.42 The metronome sets the time for marching. It can be set to the desired number of beats to the minute. As it is a delicate instrument, it must be checked regularly with a stopwatch. Students or instructors may be required to call out the time if a metronome is not available, although the correct timing is difficult to maintain for any length of time using this method.
The Drum
1.43 As an instructional aid, the drum has three main functions:
a. It is used to speed up the execution of movements in foot drill when carried out by numbers. (The drummer should stand behind the squad, out of view of the students.) Example: The word of command is ‘BY NUMBERS, RIGHT DRESS WITH THE DRUM, RIGHT’ -. The instructor signals when to beat the drum by extending the fingers of the right hand and immediately closing the fist. The drummer beats the drum on this signal. The student performs the first movement of the right dress. In order to instill the speed of execution into the squad, the instructor varies the pause between his words of command and the signal.
b. It is used to control and beat the correct time when the squad is judging the time. (For this purpose, a metronome is used as well as the drum.) It is used to beat the rate of marching, with the metronome set and working at 116 paces to the minute. Example: The drummer commences beating the drum in time with the metronome, as the students stand still and listen. The instructor, at the same time, calls out the time. When the instructor is ready to practise the students, he orders ‘QUICK –MARCH’. The drummer should not be required to pick up the beat from the metronome if the order ‚MARCH’ is not coordinated with the metronome.
The Pace Stick
1.44 The pace stick is used to measure the correct length of pace. Rhythm and uniformity in marching can be achieved by using the pace stick as well as the drum and metronome. Correct pace length is necessary, not only for ceremonial purposes, but also to reduce fatigue on long marches and set the standard of accuracy required of cadets.
1.45 The pace stick is the only instrument of the three which the instructor must manipulate himself. Constant practice is required to master the swinging of the stick.
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1.46 To train the students, the instructor should march alongside the leading cadet, using the pace stick to control the length of pace. The natural tendency is to step too long, causing bad marching posture and straggling in the squad. As progress is made, the instructor should check the length of pace by marching behind the students, using the pace stick. He should highlight to the students any faults, which occur in the length of pace so that the correct pace becomes a habit.
The Pace Ladder
1.47 To practise cadets in keeping correct time and pace, intervals of one pace (75 cm) are marked out to form a ladder over distances of 100 metres and 200 metres on a suitable portion of the roadway or pathway.
1.48 The squad is formed up at right angles to the ladder, with the instructor standing on the ladder. The instructor sets the time and length of pace, and the students keep their alignment on the instructor. Instruction on the pace ladder is carried out collectively then individually, in slow and quick time.
Calling or Judging the Timing
1.49 Initially, the best method for teaching correct pause of two drumbeats in quick time between each drill movement is to order the squad to call the timing of the drill movements aloud. To ‘call the time’, each student, in a loud clear voice, calls out ‘ONE – TWO –THREE’. The ‘ONE’ is the executive command upon which the drill movement is performed and the words ‘TWO – THREE’ represent the pause between drill movements. As the ability of the squad to perform the drill movement under instruction improves, the technique of judging the time should be used.
FUALT CORRECTION
REFERENCES: MLW3.1.6. Instructors Handbook
INTRODUCTION
1.50 As NCO you are responsible for the hands on day-to-day management of your cadets. This includes the areas of all-corps skills. To this end you not only need to ensure that the tasks are completed as directed but you will spend a proportion of your time teaching your cadets formally those skills in which will enable them to improve in their job. This is done by correcting cadets when they do things incorrectly or not up to the desired/required standard. Good fault correction early in a cadet’s career will form the basis of their actions in the future.
1.51 In this lesson you will be taught Fault Correction
1.52 The reason you will be taught this is so you to understand what constitutes a fault and how to correct faults in a formal lesson.
BODY
1.54 There are three elements that will be covered in the area of fault correction. These are Anticipate faults, Identify Faults and Correct Faults. We will now expand and cover these in more detail. The first one is:
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ANTICIPATE FAULTS
1.55 Prior Planning. Prior to the lesson you must be able to identify, anticipate and plan for faults that will occur in the lesson. This is done based on your knowledge and experience. You need to do this for each stage and /or movement. By doing this your lesson will flow and eliminate pregnant pauses. In addition you need to plan your position in relation to the squad so you can best observe the squad’s movements. You need to carry out this when planning your lesson and include the faults in your lesson plan
1.56 Change Position. There are times when you might not be able to see all of a particular movement and consequently it may be necessary to change position in relation to the squad. This could mean something as simple as changing direction in your current location or moving of to another flank. In addition you may require to go forward to better observe an individual practice. Alternatively a good method is to move the squad so you can see a particular movement. ie. Stand at Ease In general take time to select the correct and most appropriate start position and if they move they should always return to their previous position.
1.57 More eyes on the job. When doing drill in a platoon or company the CSM may require extra junior leaders to assist in correcting faults. It is difficult to check 30 odd people as an instructor.
IDENTIFY FAULTS
1.58 There are two types of faults that you need to be aware of and you will use during your lessons.
a Common Fault This type of fault is used in Drill and Weapons lessons
b Safety Fault Used during a weapon lesson when a breach of safety or dangerous practice is identified.
CORRECTION OF FAULTS
1.59 There is a specific sequence for correcting faults that have been identified. This is done by using the two types of fault correction. We’ll cover these in detail starting with:
COMMON FAULT
1.60 The sequence or "patter" for a common fault is as follows: my example of the first movement of the Right Dress
Nominate Fault; Your arm is too high Pause, Nominate Trainee, No 3 Correct the Fault, and Raise your arm - Steady Continue the Activity As you were
CONFIRM
SAFETY FAULT
1.61 The sequence for using the safety fault is as follows:
9 10
Stop the practice "STOP" Nominate the Trainee, Number 2 Nominate the Fault; Your finger is on the trigger Correct the Fault, and Your finger is to be outside the trigger guard Continue the Activity. As you were
ANY QUESTIONS
CONCLUSION
TEST
1.62 In this lesson you have worked Main points to remember Sequence of fault correction. Remember to identify the faults prior to conducting the lesson. Do not re-explain the book when correcting the fault.
1.63 In this lesson you have been taught Fault correction.
1.64 Reason you have been taught this is that this is an important part of the lesson format and in particular the teaching phase. In addition you have to correct and maintain the trainees standard.
1.64 Your next period of instruction is initial interviews.
1.65 Your next lesson on this subject is when you practice the Fault Correction technique in you lessons.
QUESTION TECHNIQUES
Reference: MLW 3.1.6 INSTRUCTORS HANDBOOK
INTRODUCTION
1.65 You will use question techniques extensively during your cadet career in all types of instruction and in every day routine, whether giving lessons on equipment or simply confirming directions to cadets. To not ask questions in any sort of instruction you will quickly lose the interest of your trainees as it will turn into a one way conversation, to ask questions gains maximum class involvement. It is also the best way to confirm that the trainees are able to assimilate your instruction. You will be expected to use the correct question technique when you give your lesson during the instruction phase of the course and will be assessed as such.
1.66 The reason you are taught this lesson
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At the end of this lesson you will be able to correctly state the reasons for asking questions correctly state the six steps in question techniques correctly describe the six types of questions correctly describe the question techniques to avoid correctly describe the three types of responses to avoid
BODY
1.67 Considerations When Questioning - to achieve the maximum value from questioning you should consider the following when planning your lesson.
1.68 Phrasing - questions should be worded clearly and concisely. Long drawn out questions tend to be difficult to understand and may not achieve the desired result from the trainees. Questions should be phrased appropriately to the level of trainee experience.
eg - keep them short and to the point, and you would not ask a group of cadets to explain the procedure for drill, but you could expect sergeants or warrant officers to answer that question.
1.69 Structuring - planning of questions is essential so that trainees can clearly see the purpose of the question and to ensure the questions are:
(1) Relevant to the subject being taught.
(2) Focus on the:
(a) Scope - questions can be either broad or narrow in scope.
1.70 A question with a broad scope would be " What information is contained in the marginal information of a military map?". This question allows for a variety of answers and can generate discussion.
1.71 A question narrow in scope would be "What is the magnetic variation for this area?". This allows for only one correct answer and is useful for building up information or for confirming trainee knowledge.
1.72 Both methods of focusing are useful and should be used when appropriate.
1.73 Task - good questions focus on a single task. Questions, which cover two or more issues, tend to be confusing and difficult to answer.
eg - "What is the treatment for snake bite victims and how does this compere with the treatment for marine stingers?".
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This is not a good question and could confuse trainees, as it requires two answers. It would be more suitable to ask a number of single focused questions to obtain the desired responses.
Distribution - questions should be distributed evenly and at random throughout the class. Every instructor has a strong and weak area in area in the classroom where they tend to direct too many or not enough questions to trainees. To overcome this problem either experiment with
classroom layouts or pin point your strong area and then distribute questions at random to your weaker areas.
1.74 Characteristics of Good Questions - when preparing questions, instructors must be aware of the following characteristics:
a. The question is concisely worded. b. The question is easily understood. c. Use of Why, What, When, Where, Who and / or How (the five Ws and How) appears in all open questions. d. Answers should be more than one word in length. e. Each question relates to the information being taught. f. Questions are prepared in advance.
1.75 Reasons for Asking Questions - the use of the right question at the right time are a vital skill during the conduct of instruction. The reasons for asking questions are as follows:
a. Motivate - questions can be asked to motivate trainees to learn.
eg -"Who can tell me the correct method for question technique?".
b. Teach - questions encourage trainees to use prior knowledge in solving problems.
c. Involve - questions involve trainees in the learning process and encourage maximum trainee participation in the lesson.
d. Test - questions confirm that the subject taught can be recalled or applied by trainees.
1.76 Questioning Technique - the steps in the questioning technique are:
a. Ask - the instructor poses the question to the entire class without making positive eye contact with any particular trainee. This action ensures that all trainees will attempt to work out a response and encourages maximum class involvement.
b. Pause - individual trainees will differ in the time required to work out answers to questions. A pause after asking the question will allow trainees to think, and also allows the instructor to select a trainee to answer the question. The length of the
12 13
pause will improve the quality of the trainee response.
c. Nominate - trainees can be nominated verbally by using the trainee’s name or trainees or pre-allotted number, or non-verbally by using a gesture.
d. Listen - while listening to the trainee’s answers the instructor should display an interest in the response. This can be demonstrated by nodding the head, using facial gestures such as smiling, raising the eyebrows or by looking intently at the trainee. A display of interest is fundamental to encouraging trainees.
e. Evaluate - while listening attentively to the trainee, the instructor must also evaluate the answer for completeness and accuracy. This evaluation will determine the type of response the instructor makes to the trainees answer.
f. Respond - the way in which the instructor responds to trainee answers will have a significant effect on their willingness to answer questions in the future. The instructor’s response may be in one of the following forms:
g. Feedback - every trainee answer should receive feedback. If an answer is partially correct, the part which is correct should be recognised and feedback given to the trainee on the incorrect part. If an answer is correct, the trainee should be told clearly that it is correct.
h. Prompt - often a simple prompt or hint can assist a trainee to give the correct response. Sometimes the response received from the trainees may indicate the need to rephrase the question.
i. Probe - when an answer is incomplete, an instructor should follow this up by probing for clarification of certain points, or by asking for more detail.
j. Rephrasing - if poor responses are received from trainees, or the instructor sees confused expressions, there may be a need to rephrase the question.
k. Redirect - the instructor may decide to redirect the question to another trainee.
1.77 Types of Questions - the types of questions are:
a. Fact Finding Questions - a fact-finding question asks trainees to contribute information on a subject. It is essential for gathering factual information, which can be used as the basis for further trainee input. Fact finding questions are specific and to the point. They do not ask for interpretation or options from trainees, try to use questions such as:
How many...? What causes...? When did...? Where is... Who went...?
b. Provocative questions - provocative questions stimulates the trainees to offer opinions and interpretations. Normally a provocative question contains a controversial interpretation or makes a controversial suggestion. It can be used to arouse interest and participation at the start of a discussion, 13 14
stimulate trainee participation during instruction, and establish a climate for enthusiastic debate. A provocative question may not necessarily be the subject of instruction. It can act as an ’ ice breaker ’ before the instructor presents teaching points. Provocative questions should not focus on racial, religious, political or moral issues unless these issues are being directly addressed. Some examples of provocative questions are:
"Is Infantry the most important Corps in the army?".
"Who will win the rugby league grand final this year?".
c. Clarifying Questions - a clarifying question asks for additional information or opinion, and is used in order to have a point simplified, made clearer or corrected. Instructors often use it when answers are incomplete, some examples are as follows:
"Could you expand on that?".
"I’m not sure I have understood you correctly, do you mean...".
"We seem to be uncertain about this, could anyone help us straighten it out?".
"Could anyone express that in simpler terms?".
d. Task Centred Questions - a task centred question is an intervention by the instructor to get back onto a topic or redirect trainees to a teaching point, such as:
"Are we perhaps losing sight of...?".
"Let us try another approach. What about...?".
"Should we not consider...?".
e. Confirmatory Question - confirmatory questions get agreement from trainees and consolidate a point. It is a good way of getting any last viewpoints expressed and allows the instructor to summarise. Some examples are as follows:
"Do we agree on this point?".
"Is this what we want?".
"Have we arrived at a satisfactory solution?".
f. Opinion Seeking Question - an opinion-seeking question looks for trainee interpretation of a situation or topic, for example:
"How do you think this came about?".
"What should the commander do now?".
"How would you handle this situation?". 14 15
"Why did they act this way?".
"Does anyone else agree with this interpretation?".
1.78 Methods to Avoid When Asking Questions - there are a number of methods which instructors should avoid when asking questions, such as.
a. Do not ask Questions on Physical Skills - it is much better to have the trainees perform the skill than try to explain it.
b. Do not ask questions while trainees are performing - instructors should wait until trainees finish a performance before asking questions. It is confusing to ask a question while trainees are concentrating on performing a task.
c. Do not Repeat Questions - repeating a question while trainees are thinking of a response is an unnecessary distraction. Only repeat a question if all the trainees have not heard it.
d. Do not ask 50/50 Questions - this type of question leads to guessing.
e. Do not question for Chorus Answers - this type of question invites all trainees to respond together, and does not establish which of the trainees really knows the answer. The Following Types of Responses to Trainee Questions Should Be Avoided:
f. Bluffing - when instructors do not know the answer they should simply say "I do not know the answer to that question, but I will find out and give you the answer as soon as possible", or words to that effect.
1.79 Responding to ’ Red Herrings ’ - a red herring is a question completely off the subject of instruction, there is no point answering this type of question. Repetition - if a trainees answer has not been heard the, instructor should have the trainee repeat the answer, the instructor should not repeat the answer.
Conclusion
Reconfirm if necessary: 1. The four reasons for asking questions are:
a. motivate,
b. teach,
c. involve, and
d. test.
2. The six steps in question technique are:
a. ask,
b. pause,
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c. nominate,
d. listen,
e. evaluate, and
f. respond.
3. The six types of questions are:
a. fact-finding,
b. provocative,
c. clarifying,
d. task-centred,
e. confirmatory, and
f. opinion-seeking.
4. The eight methods to avoid when asking or responding:
a. don’t ask questions on physical skills,
b. don’t ask when trainees performing,
c. do not repeat questions,
d. don’t ask 50/50 questions
e. don’t question for chorus answers
f. bluffing,
g. responding to red herrings, and
h. repetition of trainee’s answers.
1.80 Are there any questions or doubtful points?
Test.
Feedback.
The main points to remember are:
To plan and rehearse your questions for your lessons.
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Use the correct technique for asking questions.
During these lessons you have been taught Question Technique.
1.81 The reason you have been taught this is because you will use question techniques extensively during your cadet career in all types of instruction and in every day routine, whether giving lessons on equipment or simply confirming directions to others. To not ask questions in any sort of instruction you will quickly lose the interest of your trainees as it will turn into a one way conversation, to ask questions gains maximum class involvement. It is also the best way to confirm that the trainees are able to assimilate your instruction. Whilst you are here you will be expected to use the correct question technique during your give instruction phase and will be assessed as such.
1.82 Your next period on this subject will be in the give instruction phase of the course when you will be assessed on your question technique.
17
9 — 1
CHAPTER 9
Drill with the Cane
Section 9–1. Introduction
9.1 In certain circumstances, officers, WOs and senior NCOs may carry canes as authorised by the Army Standing Orders for Dress. Drill with the cane is to conform with the contents of this chapter.
Section 9–2. Attention
9.2 The cane is held firmly in the right hand, close to the right side ina vertical position with the ferrule uppermost. The first joint of the forefinger of the right hand is kept underneath the knob of the cane, pointing towards the thigh, with the thumb down and to the front and the remaining three fingers around the cane (Figure 9-1).
Section 9–3. Stand at Ease
9.3 The position of STAND AT EASE is adopted with the back of the right hand in the palm of the left. The cane is held with the right hand as at ATTENTION. The cane is held between the crook of the right arm and the body, with the ferrule up and pointing obliquely to the right front (Figure 9-2).
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Figure 9-1. Cane – Attention
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Figure 9-2. Cane – Stand at Ease
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Section 9–4. Marching
Quick Time
9.4 The member steps off and, as the left foot first comes to the ground, both hands are moved to grasp the cane in the middle, holding the cane upright into the right shoulder with the left hand. As the left foot again comes to the ground, the right arm is straightened, with the cane horizontal, and the left hand is cut to the side. As the left foot comes to the ground for the third time, the arms are swung. The cane is held between the thumb and the first two fingers of the right hand. The remaining fin- gers must be kept on top of the cane for stability, in order to keep the cane parallel to the ground throughout the swing, which is to be straight from the front to the rear. This position is known as the TRAIL.
Section 9–5. Halt in Quick Time
9.5 With the cane at the TRAIL, the member halts, pauses, and then brings the cane to the position of ATTENTION in the fol- lowing manner:
a. The cane is flicked upwards with the right hand and grasped with the left hand at the centre, bringing it to the vertical position at the right side. At the same time, the right hand is moved to the knob of the cane as in the posi- tion of ATTENTION.
b. After a pause, the left hand is cut to the side.
Section 9–6. About Turn in Quick Time
At the Halt
9.6 At the halt, the cane is kept in the position of ATTENTION.
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On the March
9.7 On the first movement of the turn, the cane is brought to a ver- tical position in front of the right shoulder, with the upper part of the arm close to the side, the forearm horizontal and the hand in line with the waist belt. On the first pace after the turn is completed, the cane is returned to the TRAIL as the right foot reaches the ground.
Section 9–7. Salute with the Cane
9.8 Saluting with the cane follows the same procedure as saluting at the halt and on the march, but movements are added to transfer the cane to and from the right hand. All movements are carried out at the rate of 40 to the minute.
At the Halt
9.9 ‘SALUTE TO THE FRONT – ONE’. On the command ‘SALUTE TO THE FRONT – ONE’, the cane is taken by the right hand from the position of ATTENTION and placed hori- zontally underneath the left armpit with the ferrule to the rear. 9.10 ‘SQUAD – TWO’. On the command ‘SQUAD – TWO’, the right hand is cut to the side to the ATTENTION position. 9.11 ‘SQUAD – THREE’. On the command ‘SQUAD – THREE’, a salute with the hand is made (Figure 9-3). 9.12 ‘SQUAD – FOUR’. On the command ‘SQUAD – FOUR’, the right hand reaches across the body and seizes the cane. 9.13 ‘SQUAD – FIVE’. On the command ‘SQUAD – FIVE’, the right arm and the cane are cut to the ATTENTION position (see Figure 9-1).
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Figure 9-3. Cane – Salute to the Front
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On the March in Quick Time – The Salute to a Flank
9.14 To salute to the flank on the march in quick time, a check pace is taken with the right foot and the arms are cut to the side. As the left foot comes to the ground, the cane is forced up under the left armpit, with the minimum movement of the left arm and with the right fingers and thumb curled around the cane. As the left foot comes to the ground, the right arm is cut to the side and the cane is left under the armpit. As the left foot next comes to the ground, a salute to the left (right) is made, as taught. 9.15 The salute is maintained for a further five paces. As the right foot comes to the ground on the fifth pace, the head and eyes are turned to the front and the right hand is cut to the side. As the left foot next comes to the ground, the cane is grasped with the right hand, as before. As the left foot next comes to the ground, the cane is returned to the TRAIL position. As the left foot next comes to the ground, the arms are swung.
On the March in Quick Time – The Salute to the Front
9.16 ‘SALUTE TO THE FRONT – ONE’. On the command ‘SALUTE TO THE FRONT – ONE’, the member halts. The cane is placed under the left armpit, as described in paragraph 9.9. 9.17 ‘SQUAD – TWO’. On the command ‘SQUAD – TWO’, the right hand is cut away to the ATTENTION position. 9.18 ‘SQUAD – THREE’. On the command ‘SQUAD – THREE’, a salute with the hand is made (Figure 9-3). 9.19 ‘SQUAD – FOUR’. On the command ‘SQUAD – FOUR’, a sa- lute is made again. 9.20 ‘SQUAD – FIVE’. On the command ‘SQUAD – FIVE’, the member turns about. 9.21 ‘SQUAD – SIX’. On the command ‘SQUAD – SIX’, the mem- ber steps off and, at the same time, seizes the cane with the right hand in the position of the TRAIL . As the left foot comes to the ground, the cane is cut to the side. As the left foot next comes to the ground, the arms commence swinging.
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CHAPTER 14
Platoon Drill
Section 14–1. Introduction
14.1 Platoon drill is taught as an essential preliminary to company drill and is of particular importance in building up the team spirit of the platoon.
Section 14–2. Formations and Positions
14.2 The three formations for platoon drill are:
a. line,
b. column of threes, and c. column of route. 14.3 For a parade other than a drill or ceremonial parade, platoons may form up in line as follows:
a. Each section forms one rank, with the section command- ers on the right and the seconds-in-command on the left. The platoon commander is three paces in front of the cen- tre of the platoon and the platoon sergeant, three paces to the rear.
b. If the platoon is to be inspected, the platoon falls in with three paces between ranks.
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Line
14.4 The platoon forms up in three ranks. The platoon commander is three paces in front of the centre of the platoon and the pla- toon sergeant, three paces to the rear of the centre. The platoon commander, centre file and platoon sergeant are covered off, with the centre man of the front rank guiding the platoon com- mander, as required (Figure 14-1).
3 paces
1 pace
1 pace
3 paces
Figure 14-1. A Platoon in Line
Column of Threes
14.5 A platoon in column of threes is in exactly the same formation as line, but facing a flank. This is the normal formation for drill when moving toa flank in threes (Figure 14-2).
Column of Route
14.6 Column of route is as for column of threes, except that the pla- toon commander is three paces in front, and the platoon ser- geant, three paces to the rear of the platoon (Figure 14-3).
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Figure 14-2. A Platoon in Column of Threes by the Left
3 3 paces paces
Figure 14-3. A Platoon in Column of Route by the Left
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Section 14–3. Dressing
14.7 When the platoon halts in line, the platoon commander gives the command ‘RIGHT – DRESS’ and the soldiers act as in squad drill. The platoon sergeant marches out by the shortest route to a position five paces to the right flank and level with the front rank, then turns left and dresses the platoon. He dresses the front, centre and rear ranks in that order. As the dressing of each rank is completed, the platoon sergeant orders ‘FRONT (CENTRE) (REAR) RANK – STEADY’ before he moves to dress the next rank. When the rear rank has been dressed, he turns right and returns to the position from which he dressed the front rank and gives the command ‘EYES – FRONT’. He then marches to his original position in the pla- toon. 14.8 To save time, the platoon commander may order ‘DRESSING BY THE RIGHT’ or ‘BY YOUR LEFT’. The platoon then acts as detailed in paragraph 2.18. The platoon commander turns about and the platoon sergeant stands fast. 14.9 On the command ‘RIGHT – DRESS’, the platoon commander turns about to face the platoon and adjust his position. On the command ‘EYES – FRONT’, he turns about to face the front.
Section 14–4. Inspections
14.10 The platoon sergeant is responsible for preparing the platoon for inspection. 14.11 The platoon commander inspects for dress and cleanliness. The platoon sergeant accompanies the platoon commander and notes any faults. If the inspection is to be long and detailed, ranks not being inspected should be stood at ease. 14.12 When moving from soldier to soldier, the platoon commander and platoon sergeant should step off with the left foot and take two short paces. After inspecting the last man in each rank, they march out about five paces to the left flank, wheel and continue the inspection from the rear.
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14.13 After each rank, the platoon commander marches out five paces, and the platoon sergeant, seven paces to the right flank. Both halt, about turn and step off together to inspect the next rank. 14.14 Weapons are inspected for external cleanliness only, in con- junction with the dress inspection. 14.15 After the inspection, the soldiers are ordered to STAND EASY. The platoon commander may comment on the inspection gen- erally and, if time permits, he may order the soldiers to carry out individual adjustments of a minor nature. 14.16 The platoon commander brings the soldiers to ATTENTION, moves the ranks to the CLOSE ORDER and stands the soldiers at ease. He then instructs the platoon sergeant to march to his position at the rear of the platoon, and moves to his place in front of the platoon.
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Drill, 1999 Ceremonial Manual volume 1 ANNEX G TO CHAPTER 22 FLYING THE AUSTRALIAN NATIONAL FLAG WITH FLAGS OF
OTHER COUNTRIES G
1. When flying with another national flag the Australian National Flag (ANF) is to fly on the left of a person facing the flags.
2. When flown in a line with an odd number of flags, and only one ANF is available, the ANF is flown on the centre pole.
3. When flown in line, with an even number of flags, the ANF is flown on the far left (of a person facing the flags) or, if possible, at both ends. Ceremonial Manual volume 1 22G–2
4. When crossed with another national flag the ANF is on the left of the observer, with the ANF pike in front.
5. When flown in a semicircle of flags the ANF is on the centre pole. Ceremonial Manual volume 1 22G–3
6. In an enclosed circle the ANF is flown on the pole opposite and closest to the entrance.
7. When flying with another national flag, on a pole with a yardarm, both flags are flown together on the arm, with the ANF on the right of the building (or the observer’s left).
8. When flying the ANF at the rear of a parade ground, with the flags of other countries, the ANF is positioned at the left-rear of the square; the other flags are positioned in alphabetical order from left to right (if possible the ANF is positioned at both ends). Ceremonial Manual volume 1 ANNEX H TO CHAPTER 22 FLYING THE AUSTRALIAN NATIONAL FLAG WITH OTHER
AUSTRALIAN FLAGS H
1. When flying on a pole with a yardarm the Australian National Flag (ANF) is flown at the peak, the senior corps/regimental flag is flown on the observer’s left and any other corps flag on the right.
a. ANF,
b. senior corps flag, and
c. other corps flag.
2. When flown on a pole with a gaff the ANF is flown on the gaff, the senior corps/regimental flag at the top of the pole, and the next senior flag on the observer’s left.
a. ANF,
b. senior corps flag,
c. second senior corps flag, and
d. third senior corps flag. Ceremonial Manual volume 1 22H–2
3. When flown with another Australian flag (eg the Australian Aboriginal flag) and a state flag the ANF is in the senior position with the state flag second.
4. When flying with the RAN White Ensign and the RAAF Ensign the ANF is positioned on the left as seen by the observer.
a. ANF,
b. RAN Ensign, and
c. RAAF Ensign. Ceremonial Manual volume 1 22H–3
5. When hanging vertically from a wall the ANF is positioned on the left (as seen by the observer), with the Jack furthest from the wall.
a. ANF,
b. RAN Ensign, and
c. RAAF Ensign.
6. In a procession the ANF is carried at the lead. Ceremonial Manual volume 1 22H–4
7. When carried on parade in line abreast by personnel in uniform the ANF is carried in the centre position.
a. RAN Ensign,
b. ANF, and
c. RAAF Ensign.
Note
(a) When carried on parade the RAN and the RAAF Ensigns are said to be escorting the ANF. 8. When flying a variety of flags the ANF is carried (or flown) on the right.
a. ANF;
b. state flags (in order of population size);
c. territory flags;
d. other flags (eg the Australian Aboriginal flag).
e. Joint Service Flag;
f. RAN Ensign; and
g. RAAF Ensign;
9. When flying the ANF at half-mast the top of the Flag is to be, where possible, one-third from the top of the pole; if flown on a pole with a yardarm either remove all other flags, or ensure the ANF is still above the remaining flags. Ceremonial Manual volume 1 22H–5
10. When flown on a pole with a yardarm, at the front of a parade ground, the ANF is flown at the top of the pole, with the senior corps/regimental flag on the left as seen from the parade ground. Ceremonial Manual volume 1 22H–6
11. When hanging vertically, or horizontally, on a wall the ANF is positioned so as the Jack is seen, by the observer, at the top left-hand corner. Ceremonial Manual volume 1 ANNEX I TO CHAPTER 22
FURLING A FLAG FOR BREAKING I
1. The method of furling a flag for breaking is as follows: Ceremonial Manual volume 1 ANNEX J TO CHAPTER 22
FOLDING THE AUSTRALIAN NATIONAL FLAG AT A FUNERAL J
1. The method of folding the Australian National Flag at a funeral is as follows: Ceremonial Manual volume 1 ANNEX K TO CHAPTER 22
POSITIONS OF PRECEDENCE ON A FLAG POLE K
1. The positions of precedence on a flag pole, looking at the pole from a parade ground or with a building (eg a headquarters) behind it, are as follows:
2. On a pole with a gaff and a yard arm the positions of precedence are as follows:
a. senior (pre-eminent) position;
b. second position;
c. third position; and
d. fourth position.
3. On a pole with a yard arm and no gaff the positions of precedence are as follows:
a. senior (pre-eminent) position;
b. second position; and
c. third position. PART 2: THE PROTOCOLS FOR THE APPROPRIATE USE AND THE FLYING OF THE FLAG
4 FLYING AND USE OF THE AUSTRALIAN NATIONAL FLAG
The Australian National Flag may be flown on every day of the year. When the flag is raised or lowered, or It is important to observe correct flag protocol when flying the when it is carried in a parade or review, flag. The following guidelines apply to the Australian National all present should face the flag and Flag and to flags generally. remain silent. Those in uniform should salute. The flag should be raised no earlier than Who can fly the Australian Flying and handling first light and should be lowered no later National Flag? When flown in Australia or on Australian than dusk. Any person may fly the Australian territory the Australian National Flag The flag may only be flown at night when National Flag. However, the flag should takes precedence over all other flags illuminated. be treated with the respect and dignity it with the exception of the United Nations Two flags should not be flown from the deserves as the nation’s most important Flag on United Nations Day (refer to same flagpole. national symbol. page 35). See the order of precedence (page 25) when flying the Australian The flag should not be flown upside Flag protocol is based on longstanding National Flag in company with down, even as a signal of distress. international and national practice. other flags. Disposal of flags Dignity of the flag The flag should not be flown in a position inferior to that of any other flag or When a flag becomes dilapidated and The flag should not be allowed to fall or ensign. The superior position is based on no longer suitable for use, it should be lie on the ground. the formation of the flagpoles in the set, destroyed privately and in a dignified way. The flag should not be used to cover not the height of the flag on the flagpole. For example, it may be cut into small a statue, monument or plaque for an unrecognisable pieces then disposed of The flag should not be smaller than that unveiling ceremony; to cover a table or with the normal rubbish collection. of any other flag or ensign. seat; or to mask boxes, barriers or the space between the floor and the ground The flag should be raised briskly and level on a dais or platform. lowered with dignity. The flag should never be flown when The flag should always be flown aloft and in damaged, faded or dilapidated free as close as possible to the top of the condition. When the material of the flag mast, with the rope tightly secured. flag deteriorates to a point where it is Unless all the flags can be raised and no longer suitable for use, it should be lowered simultaneously, the Australian destroyed privately, in a dignified way. National Flag should be raised first and lowered last when flown with other flags.
Displaying the Even when the flag is displayed vertically, When displayed on a flag rope (a Australian National Flag this rule must be followed, although to ‘halyard’), the flag should be as close the casual observer the flag appears to as possible to the top, with the flag rope Whether the flag is displayed flat be back to front. The reason for this is tight. against a surface (either horizontally that the canton is the position of honour or vertically), on a staff, on a flag rope, If the national flag is vertically suspended on the flag. or suspended vertically in the middle in an east-west street, the canton should of a street, the canton should be in the When the Australian National Flag is be towards the north. In a north-south uppermost left quarter as viewed by a displayed alone on a speaker’s platform, street the canton should be towards the person facing the flag. it should be flat against the wall or on a east. 3 staff on the right of the speaker as he or In the case of the Australian National she faces the audience. 2 Flag, the Union Jack should be seen in the top left quarter of the flag.1
1 2 3 FLYING AND USE OF THE AUSTRALIAN NATIONAL FLAG
Use of flags on Flying the Australian When flown alone on top of or in front of conference tables National Flag alone a building with more than two flagpoles, the Australian National Flag should be Should it be decided to place the flags of When the Australian National Flag is flown in the centre or as near as possible nations on a conference table, a single flown alone on top of or in front of a to it. 6 flag representative of each nation present building with two flagpoles, it should should be placed in front of the leader of be flown on the flagpole to the left of a that country’s delegation. 4 person facing the building. 5
4 5 6 8
7 FLYING AND USE OF THE AUSTRALIAN NATIONAL FLAG
Flying the Australian National If there is an even number of flags and Flag with other national flags only one Australian National Flag is available, the Australian National Flag When the Australian National Flag is should be flown on the far left of a person flown with the flags of other nations, facing the building. 9 all the flags should, if possible, be the same size and flown on flagpoles of the If there is an even number of flags same height. According to international and two Australian National Flags are practice, no national flag should fly above available, one should be flown at each another in peacetime. end of the line. The flagpoles must be of uniform height. 10 The Australian National Flag must, however, take the position of honour. When crossed with another national flag, the Australian National Flag should be on When flying with only one other national the left of a person facing the flags and flag, the Australian National Flag should its staff should cross in front of the staff fly on the left of a person facing the of the other flag.11 building. 7 In a semi-circle of flags, the Australian When flying the Australian National Flag National Flag should be in the centre. 12 along with several other national flags, the flags should follow the Australian In an enclosed circle of flags, the National Flag in alphabetical order. Australian National Flag should be flown on the flagpole immediately opposite the The Australian Government’s policy in main entrance to the building or arena. 13 relation to the flying of other nations’ flags is to fly only the official flags of nations recognised by Australia. In a line of several national flags, and where there is an odd number of flags and only one Australian National Flag is available, the Australian National Flag should be flown in the centre.8
8 10
9 11
10 12 FLYING AND USE OF THE AUSTRALIAN NATIONAL FLAG
0
13 12
Flying the Australian National In a single or double row of flagpoles, Flag with State and other flags arranged at right angles from a structure, such as a building or memorial, the When flying the Australian National Flag Australian National Flag should be flown with state flags and/or other flags (such on the far left flagpole nearest the as local government flags, house flags, kerb. 16 If two Australian National Flags club pennants, corporate and company are available the second flag should be flags) in a line of flagpoles, the order flown on the flagpole on the right nearest of the flags should follow the rules of the kerb. precedence. The Australian National Flag should always be flown on the far In a double row of flagpoles, where left of a person facing the building. 14 there is no formal focal point, such as With the exception of a flagpole fitted with a building or memorial, the Australian a gaff (see page 17), a house flag or club National Flag should be flown on the pennant should never be flown above a diagonal corners of the arrangement, national flag. with all other flags being arranged according to precedence as for a For example, if the Australian National single row. 17 Flag was being flown with a state flag and a local government flag, the Australian National Flag would be flown on the far left (the position of honour), the state flag to the right of it and the local government flag to the right of the state flag. If there are two Australian National Flags, one can be flown at each end of a line of flags.15 FLYING AND USE OF THE AUSTRALIAN NATIONAL FLAG
14 4
15 FLYING AND USE OF the Australian National Flag
15
16 17 16 17
Flying the Australian If the Australian National Flag is being National Flag on a yardarm displayed from a flagpole fitted with a yardarm and is flying with a state flag and When the Australian National Flag is a house flag or pennant, the Australian being displayed from a flagpole fitted National Flag should be flown from the with a yardarm and is flying with another top of the flagpole, the State flag on the national flag, the Australian National left of the yardarm, and the house flag or Flag should be flown on the left of the pennant on the right of the yardarm, as yardarm and the flag of the other nation viewed from the front of the flagpole/gaff should be flown on the right of the combination. 19 yardarm, as viewed from the front of the flagpole/gaff combination.18
18 19 FLYING AND USE OF THE AUSTRALIAN NATIONAL FLAG
16 17
FLYING THE AUSTRALIAN NATIONAL FLYING THE AUSTRALIAN NATIONAL The rules for fl ying fl ags on non-defence FLAG ON A FLAGPOLE WITH A GAFF FLAG AND RED ENSIGN ON SHIPS ships are set out in sections 29 and 30 of the Shipping Registration Act 1981 and If the fl agpole is fi tted with a gaff, the The Australian red ensign is the fl ag to be regulation 22 of the Shipping Registration Australian National Flag should be fl own fl own by Australian-registered merchant Regulations. Foreign vessels may, as from the peak of the gaff, which is the ships. Either the Australian National a courtesy, fl y from the foremast either position of honour, even though the Flag or the Australian red ensign can the Australian National Flag or the Australian National Flag is then lower be fl own by government ships, fi shing Australian red ensign when berthed in than the fl ag fl ying from the top of the vessels, pleasure craft, small craft and an Australian port. fl agpole. This international tradition commercial vessels under 24 metres in originates from the days of sailing ships, tonnage length, but not both ensigns at when it was necessary to keep the fl ag the same time. 21 free of the ship’s rigging. 20 The next position of prominence is the peak of the fl agpole, then the left-hand side of the yardarm, then the right-hand side, as viewed from the front of the fl agpole/gaff combination.
FLAGS FLOWN AT SOUTH HEAD SIGNAL STATION, NSW 20 21 PHOTO COURTESY OF JOHN VAUGHAN, VEXILLOGRAPHER21 18
Carrying the Australian If, however, only one Australian National > If there is an even number of flags, National Flag in a procession Flag is available, the following applies: the Australian National Flag should be carried on the right-hand end In a line of flags carried in single file, > If there is an odd number of flags, the of the line facing the direction of the Australian National Flag should Australian National Flag should be movement (that is, the left end of the always lead. Flags are carried so that the carried in the centre of the line. line as viewed by a person facing the right hand of the carrier is above the left > The flag next highest in order of flags).25 hand. 22 precedence should be flown to the In a line of flags carried abreast, it is left of the Australian National Flag Lowering the Australian preferable to have an Australian National (as seen by a viewer facing the flag National Flag in a procession Flag carried at each end of the line. 23 bearers), the next ranking flag to the right of the Australian National Flag The Australian National Flag should and so on. 24 not be lowered as a form of salute, even when it is appropriate for other flags or ensigns being carried in a procession to be lowered as a form of salute.
22 23 24 FLYING AND USE OF THE AUSTRALIAN NATIONAL FLAG
8
25 20 21
Flying the Australian National There are occasions when direction will Flag at half-mast be given by the Australian Government for all flags to be flown at half-mast. Flags are flown in the half-mast position Some examples of these occasions are: as a sign of mourning. 26 > On the death of the Sovereign (King To bring the flag to the half-mast or Queen) – the flag should be flown position, the flag must first be raised from the time of announcement of to the top of the mast (the ‘peak’), then the death up to and including the immediately lowered slowly to the half- funeral. On the day the accession of mast position. (This position is estimated the new Sovereign is proclaimed, it by imagining another flag flying above is customary to raise the flag to the the half-masted flag – in European top of the mast from 11 a.m. until the mythology, the flag flying above is the flag usual time for closure of business of death.) The flag must be lowered to a position recognisably half-mast so that > On the death of a member of the royal it does not simply appear to have slipped family – by special command of the down from the top of the flagpole. An Sovereign and/or by direction of the acceptable position would be when the Australian Government top of the flag is a third of the distance > On the death of the Governor-General down from the top of the flagpole. or a former Governor-General When lowering the flag from a half-mast > On the death of a distinguished position, it should first be raised briefly to Australian citizen, in accordance with the peak, then lowered ceremoniously. protocol > On the death of the head of state of Under no circumstances should a flag be another country with which Australia flown at half-mast at night, whether or has diplomatic relations – the flag not the flag is illuminated. would be flown at half-mast on the When flying the Australian National day of the funeral or as directed Flag with other flags, all flags in the > On days of national commemoration set should be flown at half-mast. The such as Anzac Day and Remembrance Australian National Flag should be raised Day. first and lowered last. Flags in any locality may be flown at half-mast on the death of a local citizen or on the day, or part of the day, of their funeral.
26 20 21
Draping a coffin Flying the Australian National Commercial use of The Australian National Flag may be Flag on public holidays the flag or flag image used to cover the coffin of any deceased All organisations and individuals are The Australian National Flag, or Australian citizen at their funeral. The encouraged to fly the Australian National representation of the flag, may be used canton should be draped over the ‘left Flag on public holidays. for commercial or advertising purposes shoulder’ of the coffin, representing the without formal permission, subject to the heart. The flag should be removed before Display at polling places following guidelines: the coffin is lowered into the grave or, at Where possible, the Australian National > The flag should be used in a dignified a crematorium, after the service. The Flag should be displayed in or near manner and reproduced completely deceased’s service headdress, sword every polling place on days when votes and accurately or baton, awards or medals if any and are being cast in a national election or family flowers may be placed on the flag > The flag should not be defaced by referendum. covering the coffin. Care should be taken overprinting with words or illustration during the interment to maintain the > The flag should not be covered by dignity of the flag.27 Flying the Australian National other objects in displays Flag on Australian Government > All symbolic parts of the flag should buildings be identifiable. The Australian Government has directed It is not necessary to seek formal that the Australian National Flag be permission to use the Australian flown on its buildings during normal National Flag for commercial purposes. working hours on normal working days. However, the Awards and Culture Branch This will vary on days of mourning, when is available to provide advice on the the flag is flown at half-mast, and on appropriate use or representation of the days of national commemoration. Australian National Flag for commercial If more than one flagpole is available at purposes. an Australian Government building, other In regard to the importation of items flags, such as house flags, may be flown bearing an image of the Australian from the additional flagpole, with the National Flag, importers consult the Australian National Flag in the Department of the Prime Minister and pre-eminent position. Cabinet for approval of the item before applying for an import permit through the Australian Customs Service.
27 22 23
Flag folding The following diagrams show how to fold the flag properly: A Start like this B Fold lengthwise bottomside to topside once and then once again C Bring the ends together A D Now concertina by folding backwards and forwards towards the hoist edge E keep the flag bundled by winding the halyard around and under itself.
B FLYING AND USE OF THE AUSTRALIAN NATIONAL FLAG
22 23
C
D
E 24 25
Special days for flying flags The Australian Aboriginal Flag and the If there is only one flagpole available, The follow list shows days of Torres Strait Islander Flag should be the Australian Aboriginal Flag and the commemoration on which the flying of flown on additional flagpoles, where Torres Strait Islander Flag should not the Australian National Flag and, where available, next to or near the Australian replace the Australian National Flag. If appropriate, other flags, is particularly National Flag on Australian Government there are two flagpoles available, it is at encouraged. Unless noted otherwise, buildings and establishments. the discretion of the authority concerned to determine which flag should be flown these days are celebrated nationally. If there is only one flagpole available, with the Australian National Flag. 1 January – Anniversary of the the Australian Aboriginal Flag and the establishment of the Commonwealth of Torres Strait Islander Flag should not 3 September Australia replace the Australian National Flag. If – Australian National Flag Day there are two flagpoles available, it is at 17 September – Citizenship Day 26 January – Australia Day the discretion of the authority concerned – Citizenship Day was introduced in 2001 to determine which flag should be flown March, second Monday and is an opportunity for all Australians with the Australian National Flag. – Commonwealth Day to take pride in our citizenship and reflect 21 March – Harmony Day – Harmony Day June, second Monday – Celebrated as on the meaning and importance of being began in 1999 and celebrates Australia’s the Queen’s birthday, except in Western Australian. Australia, where it is observed in October. success as a diverse society united as 24 October – United Nations Day – The one family by a common set of values. July, nominated week – NAIDOC Week United Nations Flag, if available, should 25 April – Anzac Day – Flags are flown (originally an acronym for National be flown all day. If only one flagpole is at half-mast until noon then at the Aboriginal and Islanders’ Day Observance available, the United Nations Flag should peak until the usual time for closure of Committee, the acronym has since be flown, even if that flagpole is ordinarily business. become the name of the week) – NAIDOC reserved for the Australian National Flag. Week is held every year to celebrate If two flagpoles are available, theU nited 9 May – Anniversary of the inauguration and promote a greater understanding Nations Flag should be flown in the of Canberra as the seat of government of Aboriginal and Torres Strait Islander pre-eminent position. (Australian Capital Territory only) peoples and culture. 11 November – Remembrance Day 27 May to 3 June – National The Australian Aboriginal Flag and the – Flags are flown at the peak from 8 a.m., Reconciliation Week – In recognition Torres Strait Islander Flag should be at half-mast from 10.30 a.m. to of 27 May as the anniversary of the flown on additional flagpoles, where 11.02 a.m., and at the peak again from 1967 Referendum which successfully available, next to or near the Australian 11.02 a.m. until the usual time for removed from the Constitution clauses National Flag on Australian Government closure of business. that discriminated against indigenous buildings and establishments. Australians and 3 June as the anniversary of the High Court decision in the Eddie Mabo land rights case of 1992. FLYING AND USE OF THE AUSTRALIAN NATIONAL FLAG
24 25
Order of Precedence The order of precedence may be varied in The order of the State flags is New South The Australian National Flag takes the following circumstances: Wales, Victoria, Queensland, South Australia, Western Australia, Tasmania precedence in Australia over all other > On military occasions or (the order in with the State badges flags when it is flown in company with establishments, the Australian appear on the Commonwealth Coat of other flags. National Flag may be followed in the Arms) with flags of the Australian Capital order of precedence by the prescribed Thereafter when flown in the community Territory and the Northern Territory Defence ensigns and military the order of precedence of flags is: following in alphabetical order. pennants ahead of other flags, 2: National Flag of other nations ensigns and pennants. In the absence of a flag or flags higher 3: State and Territory Flags > On Commonwealth occasions and in the order, a flag shall follow the flag 4: other flags prescribed by theFlags Aboriginal or Torres Strait Island being flown that is higher in the order. Act 1953 including: occasions for their peoples, the The order of precedence does not require > the Australian Aboriginal Flag and the Australian Aboriginal Flag or the that a flag listed in the order must be Torres Strait Islander Flag in either Torres Strait Islander Flag may follow flown in company with other flags in the order; and the Australian National Flag ahead order. > the Defence ensigns which should be of other flags prescribed under the flown in the following order: Flags Act 1953, state and territory flags and other ensigns and pennants. - the Australian Defence Force Ensign - the Australian White Ensign - the Royal Australian Air Force Ensign. 5: ensigns and pennants – local government; Commonwealth, state and territory agencies; non-government organisations.
AUSTRALIAN ARMY CADETS
DRESS MANUAL
NOT OFFICIAL POLICY
Use as Study Material only
CADET STANDING ORDERS OF DRESS ii
VOLUME 6 CADETS STANDING ORDERS OF DRESS
Table of Contents Prelims Title Page Amendment Certificate Table of Contents Glossary Abbreviations Publication Improvement Distribution Chapters
CHAPTER 1 INTRODUCTION
CHAPTER 2 DRESS POLICY
CHAPTER 3 WEARING OF UNIFORM
CHAPTER 4 ITEMS OF DRESS
CHAPTER 5 DRESS EMBELLISHMENTS
CHAPTER 6 ORDERS, DECORATIONS, MEDALS AND AWARDS
CHAPTER 7 ORDERS OF DRESS
CHAPTER 8 REGISTER OF EXCEMPTIONS TO ENTITLEMENTS AND CSOD CADET STANDING ORDERS OF DRESS 3
AUSTRALIAN ARMY CADETS
POLICY MANUAL VOLUME 6
CADETS STANDING ORDERS OF DRESS
2006
AMENDMENT CERTIFICATE
It is certified that the amendments promulgated in the Amendment Lists listed herein have been incorporated in this copy of the POLMAN VOL 6 2006
Amendment List Order/s Amended Amended by Date Number Date Issued 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 CADET STANDING ORDERS OF DRESS 4
GLOSSARY
Army Approved Activity. An AAC activity approved by the CO AAC Bde/Bn HQ or his delegate. All AAC activities are to be planned strictly in accordance with the AAC Polman and other relevant orders and conducted in strict accordance with the approved instruction. Activities conducted by the Army are automatically classified as 'Army-Approved'.
Army Cadet Staff (ACS). All qualified adult members of the AAC, being either OOC or IOC.
Australian Army Cadet Brigade/Battalion HQ (AAC BDE/BN HQ). Army HQ manned by ARA, GRes and OOC mandated to command ACU with a prescribed area
Army Cadet Unit (ACU). ACUs are either community or school based entities supported by and ACU and CSG. Should an ACU not meet the appropriate viability criteria it may continue to operate under the criteria of a Det. If an ACU/Det is unable to meet either criteria within a prescribed 6 month period it is to be disbanded.
Army Foster Unit. A foster unit is an Australian Defence Force unit/sub-unit that has agreed to foster a cadet unit/s.
Assistant Commander (ASSTCOMD AAC). The OOC occupying the senior OOC position in the AAC. COMD AAC appoints the ASSTCOMD AAC.
Authorised Delegate. The person occupying the appointment to which the Chief of Army has delegated his authority, in accordance with Annex A to Chapter 4, Volume 1.
Australian Defence Force Cadets (ADFC). The ADFC is a coalition of the three cadet corps, Australian Navy Cadets (ANC), Australian Army Cadets (AAC) and Australian Air Force Cadets (AAFC), and the Directorate of Defence Force Cadets (DDFC).
Australian Defence Force Cadets Committee (ADFCC). The ADFCC comprises the National Commanders of the three Corps, the DGCadets, DDGCadets and a senior Cadet from each of the three Corps.
Australian Defence Force Cadets Steering Committee (ADFCSG). The ADFCSG consists of the one-star representatives of the Chiefs of Navy, Army and Air Force, the DGCadets and DDGCadets.
Brigade/Battalion Annual Camp. Brigade/Battalion annual camps are cadet camps conducted centrally by the AAC BDE/BN HQ. BDE/BN annual camps are fully supported by Army and comprise activities planned, organised and conducted by, or on behalf of, the AAC BDE/BN HQ. Transport to and from annual camps is provided/funded by Army.
BDE/BN Cadet Adjutant (BDE/BN CDT ADJT). A CUO appointed within the BDE/BN to the position of CDTADJT who is the senior cadet advisor to the SCO.
BDE/BN Cadet Regimental Sergeant Major (BDE/BN CDT RSM). A cadet WO1 appointed within the BDE/BN to the position of CDTRSM who is a senior cadet advisor to the SCO. CADET STANDING ORDERS OF DRESS 5
Bivouac. A period of approved training usually conducted by the cadet unit away from the home location over a weekend, or longer, period. Army does not provide funding for bivouacs.
Cadet. A member of the AAC, other than an Officer of Cadets or Instructor of Cadets, who has attained the age of 12 years and six months, but has not attained the age of 19 years. Special cases for continued enrolment, beyond 19 years of age and up to 20 years of age, are to be approved by the CO AAC BDE/BN HQ.
Cadet Enhancement Program(CEP). A Federal Government initiative task to enhance the ADFC by developing tri-Service policies relating to military like training, firearms policy, HR strategies, communication policies, indigenous enhancement program and uniforms and equipment.
Cadet Forces Regulations. Statutory Rules 1977 No 206 being regulations under the Defence Act 1903, the Naval Defence Act 1910 and the Air Force Act 1923 referred to in the text as the Cadet Forces Regulations.
Commander Australian Army Cadets (COMD AAC). The Commander Australian Army Cadets is appointed by the Chief of Army (CA) to manage the operation of the AAC through policy development and National directives.
Commanding Officer AAC Brigade/Battalion HQ. (CO AAC BDE/BN HQ). The Army Officer Commanding an AAC BDE/BN HQ.
Commanding Officer. An OOC appointed to commanding a cadet unit, in the rank of LTCOL (AAC).
Community Support Group (CSG) (Formerly Sponsor). An organisation consisting of a group, or groups, from the community that supports an ACU under an agreed MOU. These maybe, but not limited to, schools, R&SL, local government and other community based groups. A CSG is a responsible body that has undertaken to assist in the organisation, moral welfare and fundraising for a cadet unit.
CSG Delegate. A person who is a liaison, or point of contact, between the ACU and the CSG.
Corporate Service & Infrastructure Group (CSIG). An ADF Organisation responsible for managing information systems, infrastructure, environment and heritage.
Continuous Training. A period of approved training of not less than three days duration at an annual camp or Army course of instruction.
Deputy Director General Cadets. A One Star equivalent Public Servant delegated to manage the Cadet Enhancement Program.
Detachment (Det) Should an ACU not meet the appropriate viability criteria it may continue to operate under the criteria of a Det. If a Det is unable to meet its viability criteria within a prescribed 6 month period it is to be disbanded.
Director General Cadets. An ADF Two Star delegated with national oversight of the ADFC. CADET STANDING ORDERS OF DRESS 6
Director Australian Army Cadets (DAAC). The DAAC is an ARA LTCOL responsible to the COMD AAC for strategic policy development and liaison to the DDFC and AHQ.
Directorate Defence Force Cadets (DDFC). A Defence HQ embedded under VCDF responsible for the implementation of the Cadet Enhancement Program.
Duty of Care. The Occupational Health and Safety (Commonwealth Employment) Act 1991 ("the Act") imposes general duties of care on employers to take care for the health and safety of employees, contractors and the general public.
Financial Year. The period commencing on 1 July and ending on 30 June in the next year.
Foster Unit Partnership Program (FUPP). An Army program focused at the unit level developed to increase the level of training and logistic support in accord with CA Intent.
Headquarters Australian Army Cadets (HQ AAC). The national HQ of the AAC (collocated with the DDFC in Canberra).
Instructor of Cadets (IOC). A person who is 18 years of age or older who, at the time of appointment, is an ADF member of the rank of PTE through to WO, or equivalent.
Home Training Parade. A period of training, not exceeding one days duration, conducted by a cadet unit in its home location.
Memorandum of Understanding (MOU). An agreement of shared responsibility in the control and management of and ACU between the Army and the CSG. All ACU are to operate under a valid MOU.
National Cadet Adjutant (NATCDTADJT). A CUO appointed to HQ AAC as the NATCDTADJT who is the senior cadet advisor to the COMD AAC.
National Cadet Regimental Sergeant Major (NATCDTRSM)A cadet WO1 appointed to HQ AAC as the NATCDTRSM who is a senior cadet advisor to the COMD AAC
Negligence. The legally actionable wrongdoing of causing injury or damage unintentionally but carelessly. Liability for negligence is determined mainly by a test of reasonable foresight depending on:
a. The existence of a duty of care;
b. The breach of that duty of care; and
c. The harmful consequences could have been reasonably expected.
Officer Commanding. The officer the rank of MAJ or below who commands a cadet unit.
Officer of Cadets. A person who is 19 years of age or older who is appointed to be an officer in a cadet unit.
Panelling Authority. The Army unit responsible for issuing OOC Course panels. Usually an AAC BDE/BN HQ. CADET STANDING ORDERS OF DRESS vii
Personal Documentation. The recording of all relevant facts concerning an individual in such a manner that decisions can be made, if necessary, based on the record alone. Personal Documentation is to be held in AAC BDE/BN HQ.
Senior Cadet Officer (SCO). The senior AAC officer appointed in an AAC BDE/BN HQ.
Special Service Officer (SSO). An OOC who has been appointed for a specific period and who has specialist skills.
Staff Officer Grade One (SO1). A senior OOC at the rank of LTCOL (AAC) allocated to HQ AAC.
Training Adviser. A person appointed by Commander Training Command - Army with responsibility for the needs analysis, design and validation of training for a designated range of positions or people for a designated range of competencies.
Training Establishment. An organisation appointed to conduct designated training in compliance with the relevant TMP.
Training Management Plan (TMP). A term to specify the curriculum and all additional documentation needed to conduct a course. Included are joining instructions, pre-course study advice, instructor briefs, assessment timing, lesson plans, details of learning strategies, and exemptions.
Training Requirements Adviser (TRA). HQ AAC is the TRA for the AAC. The TRA is responsible to advise HQ TC-A of the numbers of OOC/IOC to be trained.
Unit Annual Camp. An Army approved annual camp for school based units conducted under cadet unit arrangement to which limited Army support may be provided. Where possible, unit annual camps should not be conducted concurrent with BDE/BN Annual Camps to avoid conflict in the provision of Army support. CADET STANDING ORDERS OF DRESS 8
LIST OF ABBREVIATIONS Titles AAC - Australian Army Cadets ACS - Army Cadet Staff ACU - Army Cadet Unit ADF - Australian Defence Force ADFC - Australian Defence Force Cadets ADFCC - Australian Defence Force Cadets Committee ADFCSG - Australian Defence Force Cadets Steering Group AFU - Army Foster Unit ARA - Australian Regular Army ASSTCOMD AAC - Assistant Commander Australian Army Cadets ATA - Adventure Training Award ATI - Army Training Instruction BN - Battalion BDE - Brigade CA - Chief of Army CAF - Chief of Air Force CDF - Chief of the Defence Force CDTADJT - Cadet Adjutant CDTRSM - Cadet Regimental Sergeant Major CEP - Cadet Enhancement Program CHU - Cadets in High Schools Unit (also CIHS) CN - Chief of Navy COMD AAC - Commander Army Cadets COMD TC-A - Commander Training Command - Army CO/OC - Commanding Officer/Officer Commanding CUO - Cadet Under Officer CSG - Community Support Group GSIG - Corporate Service & Infrastructure Group DAAC - Director Australian Army Cadets DDFC - Directorate Defence Force Cadets DEA(S) - Duke of Edinburgh's Award (Scheme) DGCADETS - Director General Cadets DSCM - Defence Supply Chain Manual FUPP - Foster Unit Partnership Program GRES - General Reserve IOC - Instructor of Cadets MAT - Manual of Army Training MOU - Memorandum of Understanding NATCDTADJT - National Cadet Adjutant NATCDTRSM - National Cadet Regimental Sergeant Major NCO - Non-Commissioned Officer OIC - Officer in Charge OOC - Officer of Cadets SBU - School Based Unit SCO - Senior Cadet officer SSO - Special Service Officer TA - Training Adviser TC-A - Training Command –Army TE - Training Establishment CADET STANDING ORDERS OF DRESS 9
TMP - Training Management Plan TRA - Training Requirements Adviser
Military Ranks
Officer GEN - General LTGEN - Lieutenant General MAJGEN - Major General BRIG - Brigadier COL - Colonel LTCOL - Lieutenant Colonel MAJ - Major CAPT - Captain LT - Lieutenant 2LT - Second Lieutenant WO WO1 - Warrant Officer Class One WO2 - Warrant Officer Class Two NCO SSGT - Staff Sergeant SGT - Sergeant CPL - Corporal LCPL - Lance Corporal Other Ranks PTE - Private
Distribution:
HQ AAC (10) AAC BDE/BN HQ (4 x HQ) All Cadet Units (4 x unit) (232) All AFU All CSU PARLSEC DCOORD-A DGPP-A DGCM-A ASCM-A DGR-A DMALS LHQ (2) HQ TC-A (2) SC-A (3) DDFC (5) RMC (2) ARTC (2) All DCSC
NOT OFFICIAL DOCUMENT
VOLUME 6 CADET STANDING ORDERS FOR DRESS PART 1
CHAPTER ONE
INTRODUCTION
Application of the orders
1.1. These orders are issued by XXXXXXXXXXXX and constitute the Australian Army Cadet Standing Orders for Dress (CSOD).
Aim
1.2. The purpose of standing orders is to standardise orders of dress.
1.3. CSOD apply to all cadets and Army Cadet Staff of the AAC and is the authority for the wearing of all items of dress to those members. In all cases where CSOD and Army Standing Orders for Dress (ASOD) are in conflict, CSOD are to be applied by all AAC members.
Layout of Cadet Standing Orders for Dress
1.4. A proposal to introduce or vary any item of dress or to vary the standing orders for dress is to be forwarded through HQ AAC for consideration. BDE/BN Headquarters is to endorse the submission with comments and recommendations.
1.5. CSOD explains all orders of dress authorised for use by the AAC. CSOD is a policy for the wearing of dress and embellishments. CSOD is not to be used for entitlement purposes. Entitlements for Cadets, OOC and OOC are found in the AAC Block Scale Entitlements.
Variations to Cadet Standing Orders for Dress
1.6. A proposal to amend CSOD is to be forwarded to SO1 Policy, Headquarters AAC through AAC BDE/BN Headquarters who are to add comments and recommendations.
Acquisition of clothing, equipment, insignia and accoutrements
1.7. AAC POLMAN Volume 4 – Logistics and the Defence Supply Chain Manual, (DSCM) Volume 4 Section3 Chapter 10 determine policy and procedure by which items provide at public expense are to be acquired.
1.8. Items of clothing and equipment that have been identified as being at Unit expense, the members expense or not funded at public expense in AAC Block Scales 3004-02 and 12/06 or is within this policy are approved items of dress which units or members may acquire at their own expense to enhance their own appearance.
1.9. The Management and Accounting for Stores and Equipment for the AAC from the DSCM provides details regarding purchasing from Area Clothing Stores, Central Issue Points, Remote Unit Q Stores and Fosters. Army Cadets and ACU have not entitlement to make purchases from the aforementioned facilities. CADET STANDING ORDERS OF DRESS Not Official Policy 2
Equipment Entitlement Variations
1.10. A proposal to introduce or vary any item of dress is to be forwarded to SO2 Logistics, HQ AAC for consideration through AAC BDE/BN Headquarters who are to add comments and recommendations.
Interpretation of Cadet Standing Orders for Dress
1.11. CSOD is to be interpreted as positive instructions. If a situation is not specified in CSOD it is prohibited in all cases.
1.12. Tables throughout CSOD list items authorised to be worn with particular orders of dress. Where more than one type of item (eg headdress) is so authorised, a commander of a unit may specify which item is to be worn for a particular duty. Further, a commander may specify that any item of uniform may be worn with the appropriate order of dress (eg sweaters with Barracks Dress).
Exemptions to Entitlement and CSODs
1.13. A unit may make a submission for approval to wear specific orders of dress or embellishments not listed in the AAC Block Scales.
1.14. The item of dress and the terms of their use will determined between HQ AAC and the unit. Units receiving approval will be recorded in a register maintained in Chapter 8 of CSOD for that purpose.
1.15. From time to time, individuals may request to wear forms of dress not supported by the AAC Block Scales or these orders of dress. In these instances, personnel will receive approval via HQ AAC Routine Orders.
1.16. In either Unit or individual requests, variations to dress and embellishments will not be provided at public expense. CADET STANDING ORDERS OF DRESS Not Official Policy 3
CHAPTER TWO
DRESS POLICY
General
2.1. Although the AAC is not part of the Army, it is often recognised as such. It is important therefore that the AAC maintain uniforms and appearance of a high standard so as not to cause disrepute to the AAC or the Army.
2.2. The wearing of military uniform by members of the AAC is restricted to the following occasions:
a. while proceeding to or from a place of parade, and/or
b. while attending home training parades or an approved cadet activity.
Principles governing dress
2.3. The following principles govern dress within the AAC:
a. Functional simplicity. Dress should be functional, simple and of military appearance.
b. Tradition. Australian Army traditions and customs are to be fostered.
c. Uniformity. Maximum uniformity is to be sought throughout the AAC.
d. Embellishments. Embellishments are to be restricted to those authorised by these orders.
Standards and responsibilities
2.4. The image of the Army and the pride and self-esteem of its members depends upon the maintenance of the highest standards of dress, appearance and bearing.
2.5. It is the responsibility of all personnel to maintain their uniform in good order and repair and present the highest possible standards of appearance.
2.6. Officers, Warrant Officers and Noncommissioned Officers at all levels of command are to ensure that standards of dress are maintained and that the provisions of CSOD are observed.
Policy
2.7. Army Cadet uniform is to be worn only in accordance with CSOD. The mixing of orders of dress or mixing military and civilian clothing, with the exception of physical training dress, is not permitted and items of clothing or equipment, which are not of approved design, material, or entitlement is not to be worn as part of Army Cadet uniform.
2.8. Unless otherwise stated, orders of dress apply to both female and male personnel. CADET STANDING ORDERS OF DRESS Not Official Policy 4
CHAPTER THREE
WEARING OF UNIFORM
General
3.1. This chapter explains:
a. the authority to wear uniform,
b. the occasions when uniform is worn, and
c. appearance aspects.
AUTHORITY
3.2. Members of the AAC are to wear uniform when attending a home training parade or authorised cadet activity, unless directed otherwise. A CO/OC may authorise the wearing of civilian clothing in circumstances such as (but not restricted to):
a. when a member has not been issued all items of uniform and embellishments on enrolment/appointment, and
b. when a member has not been able to change into uniform as a result of unavoidable circumstances.
OCCASIONS
General
3.3. Uniform is worn as follows:
Ceremonial Dress. Ceremonial Dress is worn for all ceremonial and state occasions.
Mess Dress. Mess Dress is worn for formal mess functions by OOC and IOC only.
General Duty Dress. General Duty Dress is worn on other occasions, particularly when in direct contact with the public.
Barracks Dress. Disruptive Pattern Camouflage Uniform (DPCU) Barracks Dress is worn when in the barracks environment (including home training parades) performing field related duties or training and may be worn in public. The DPCU shirt and trousers when worn are to be matching in colour. Shirts and trousers that do not meet these criteria are not to be worn in the barracks environment.
Field Dress. Field Dress is worn when on exercises and field training.
Restrictions on wearing uniform
3.4. Uniform is not to be worn: CADET STANDING ORDERS OF DRESS – Not Offical Policy 5
a. at a meeting or demonstration held for a religious or political purpose other than official duties,
b. at a civil court,
c. where contempt is likely to be directed at the uniform or member (Defence Act 1903, section 84), and
d. uniform is not to be worn when participating in non-approved AAC activities, unless authorised by the CO AAC BDE/BN .
3.5. No member of the AAC may continue to wear AAC uniform upon termination of his or her enrolment/appointment. Retired ADF personnel allowed to wear uniform after retirement in accordance with ASOD are not to wear AAC embellishments.
Dress in Barracks
3.6. AAC members who are accommodated in transit lines or specific messes are to observe a high standard of personal dress to maintain the image and status of the mess and the AAC. Dress worn in messes are to be presentable, clean, non-offensive and in a good state of repair.
3.7. The styles of dress to be worn in messes are determined by the CO or PMC of the mess. It is the responsibility of unit CO/OC to check in advance the local mess rules in place when visiting a mess.
Dress for physical training
3.8. Members participating in physical training (PT) as part of a formed body are to wear uniform standards of dress, T-shirt and shorts, all in style and a design as approved by the CO/OC. Females are to wear appropriate underwear under the T-shirt.
Travel in aircraft
3.9. Members required to travel on public or commercial flights in order to attend an approved cadet activity are to wear either civilian clothing or General Duty Dress (Polyster), if authorized by either CO AAC BDE/BN or COFS. DPCU is not to be worn on public or commercial transport except in exceptional circumstances as may be authorised by either CO AAC BDE/BN or COFS.
Military weddings and civilian funerals
3.10. AAC members may seek approval to wear ceremonial dress to a military wedding or civilian funeral from CO AAC BDE/BN.
APPEARANCE
General
3.11. The standard of personal dress, appearance and grooming is to be such as to reflect credit on the individual, the AAC and the ADF, as a whole. CADET STANDING ORDERS OF DRESS 6
3.12. Chewing gum, slouching, sauntering, leaning on structures, hands in pockets, walking arm-in-arm, hand-in-hand and any similar deportment whilst in uniform is unacceptable.
Alignment of uniform
3.13. Shirts and jackets are to be worn with the button line positioned centrally in front of the body. The outer edge of the buttoned shirt is to be vertically aligned with the trouser fly. The buckles of the trouser belt, ceremonial belt and Sam Browne belt are to be positioned in line with the buttons of jackets and shirts or centrally in front of the body when wearing sweaters.
Beards/Shaving
3.14. Male members of the AAC who have physically matured sufficiently to require shaving are to be clean-shaven daily except when:
a. a member is certified on medical grounds by a medical officer/practitioner not to shave, and
b. a member is granted permission by a CO/OC to wear a beard for religious reasons.
3.15. When worn, beards are to be kept neatly trimmed with the whisker length not greater than two centimetres and tapered to blend with the hairstyle. No area of the face is to be shaven when a beard is worn.
Cosmetics
3.16. Female members in uniform may wear conservative colour and style cosmetics. False eyelashes, heavy eyeliner and excessive facial make-up is not to be worn.
3.17. Nail varnish that is colourless, natural or shades of pink through to red in clear, frosted opaque or pearlised lacquer is permitted. No other colours are to be worn. The same colour is to be applied to all nails.
3.18. Cosmetics and nail varnish are not to be worn in the field.
Hair – Males
3.19. Hair on the head of male members is to be:
a. Neatly groomed at all times,
b. Round tapered at the edge and sides, not square cut,
c. Taper trimmed with the back, sides and above the ears blending with the hairstyle. The taper is to begin above and parallel to the shirt collar when buttoned,
d. Worn short enough so that when headdress is removed, no hair touches the ears or collar or extends below the top of the eyebrows, CADET STANDING ORDERS OF DRESS 7
e. Cut and groomed so that the bulk of hair on top of the head is not greater than four centimetres with the bulk decreasing gradually from the top and blending with the taper trimmed sides and back,
f. Styled in a manner that does not interfere with the proper wearing of any military headdress or protective equipment, and
g. Hair on the neck is to be trimmed/shaved.
3.20. Radical (stepped, undercut, streaked, bleached) hairstyles, unnatural colours or combinations of colours are not permitted. Clean shaven or close cropped hair is permissible.
3.21. Sideburns of members are to:
a. extend no lower than the point where the ear lobe joins the face,
b. be squared off with a horizontal edge, and
c. taper to blend with the hairstyle and be no more than 4cm in width.
Hair – Females
3.22. Hair on the head is to be:
a. neatly groomed at all times,
b. groomed so that it does not fall below the eyebrows or the lower edge of the shirt collar, and
c. styled so that hair does not interfere with the wearing of any military headdress or protective equipment.
3.23. Hair colouring is not to be extreme or unnatural. Combinations of colours are not permitted. A relatively natural appearance should be maintained.
3.24. Radical styles are not permitted, including styles of an uncombed appearance.
3.25. Hair accoutrements are to be the same colour as the hair. Acceptable accoutrements are hair combs, clips, nets, elastic bands, hair pins bun pieces and scrunchies.
3.26. Hair is to be tied back in a bun, braided, single plaited or in a method that secures the hair to the head, but so as not to extend below the collar. For PT (not including obstacle courses), hair may be worn in a ponytail.
Ironing of uniforms
3.27. DPCU when worn as Barracks or Ceremonial Dress is to be lightly pressed to remove wrinkles. No creases are to be ironed into the uniform.
3.28. As a minimum, all uniforms are to be ironed free of wrinkles. The collars of short- sleeved shirts are to be ironed down flat against the body of the shirt with creases extending from the first button/ buttonhole to the base of the collar. Polyester shirtsleeves are to be ironed with a single crease from the centre of the epaulette to the hem or cuff. No other CADET STANDING ORDERS OF DRESS 8
creases are to be ironed into shirts. Polyester trousers are to be ironed with a single crease, centrally in the front of each leg, with the rear creases starting at the centre of the hem and meeting at the base of the central belt loop.
Jewellery
3.29. Jewellery is not to be worn by members in uniform with the exception of wristwatches, medic alert bracelets, necklaces, engagement, wedding, eternity and signet rings. A signet ring is defined as one that has a private seal, crest, initials or signature set in the face.
3.30. Wedding, engagement and or eternity rings are to be worn together on the same finger. Only a single ring of each other type is permitted as is to be worn on the middle, ring or little finger of either hand. Where there is risk of injury or in the field, rings are to be taped or removed.
3.31. Necklaces are to be worn underneath the innermost garment. They may be worn provided that the necklace cannot be seen underneath the garment or around the neck when worn.
Body piercing
3.32. Members are not permitted to wear any form of body piercing adornment at home training parades, on defence establishments or on cadet activities. The exception is for female members who may wear one matching stud in the lobe of each ear.
Watches
3.33. Brightly coloured watches or watchbands are not permitted. Pocket watches with visible chains are not to be worn with uniform.
3.34. On ceremonial parades, rings, watches or necklaces are not to be worn by any member and medical alert bracelets are not to be visible.
3.35. No form of visible adornment other than those specified in these orders are permitted.
Moustaches
3.36. Moustaches worn by ACS are to be neatly trimmed and are not to exceed two centimetres in length. No part of the moustache is to extend beyond the top lip or the corners of the mouth. Handlebars and similar styles are not permitted. Cadets are not authorised to wear moustaches.
3.37. When in uniform, all male members of the AAC, other than those authorised to wear a beard as per paragraph 3.14 – 3.15, are to be clean-shaven prior to each home training parade and daily prior to first parade during continuous training, including attendance for medical or administrative purposes. CADET STANDING ORDERS OF DRESS 9
Wigs
3.38. The wearing of a wig or hairpiece by members in uniform is not permitted except to cover natural baldness or physical disfiguration caused by an accident or medical procedure. When worn, a wig or hairpiece is to conform to the standard criteria for hair.
Tattoos
3.39. Members are discouraged from obtaining tattoos on the hands, neck, face, ears or scalp.
Religious Veils/Head dress
3.40. Religious veils/headdress ie burka or turban may be worn by cadets of the applicable religion. Their particular form of veil or head dress must conform with the uniform worn ie DP material with DPCU or Khaki with polyester uniform.
3.41. AAC Members wishing to wear a veil or headdress must apply to the CO of their AAC BDE/BN HQ with supporting evidence ie letter from parent or member of their faith.
3.42. Veils/Headdress are not supplied at public expense. CADET STANDING ORDERS OF DRESS 10
CHAPTER FOUR
ITEMS OF DRESS
General
4.1. The following paragraphs the wearing of particular items of dress that apply to all ranks.
AUDIO AND COMMUNICATIONS EQUIPMENT
4.2. Wearing headphones and/or earplugs for recreational audio or video equipment is prohibited in any form of uniform except in authorised or programmed rest periods. They are not to be worn when moving around the unit area or in public when in uniform.
4.3. Pagers and mobile phones may be carried by ACS and cadets who have a genuine requirement to carry them with CO/OC authorisation. When worn with uniform, they are attached to the belt on the left-hand side of the body. These items should be removed from the belt prior to entering a vehicle. Communication equipment is not worn with ceremonial or parade orders of dress.
4.4. When not in use, communications equipment is to be turned off and placed in the member’s pockets.
BELTS
Wearing of belts
4.5. Belts are worn on the waistline, with the buckles of all belts positioned centrally in line with the buttons of shirts or jackets and centrally on the body when wearing a sweater. The positions of belts on various garments are shown below.
Colour belt
4.6. The Colour Belt, also known as the Banner Belt, is a ceremonial belt designed to carry the Duke of Edinburgh’s Banner on ceremonial parades.
4.7. The Colour belt is worn over the left shoulder. It is not to be secured by wearing under a waist belt but may be fastened on the right-hand side by an improvised attachment. Training colour belts may pass under a waist belt at the right-hand side.
4.8. The Banner Belt is made with scarlet broad wool cloth and backed with black leather. It features the Duke of Edinburgh’s cipher laced with gold. The raised hand embroidery contains two per cent gold bullion wire and coloured silk threads. The scrolls are embroided in gold over red velvet.
Ceremonial belts
4.9. The ceremonial belt worn by IOC and Cadets of the rank of Warrant Officer Class Two and below with ceremonial orders of dress is black with brass keepers, which are to be polished. The belt is worn outside garments. CADET STANDING ORDERS OF DRESS 11
4.10. In order to ensure uniformity in appearance the belt is not to be painted or otherwise treated to produce a higher gloss finish.
4.11. The belt is worn on the waist, with the tongue (male) section of the buckle on the wearer’s right hand side.
4.12. A white ceremonial belt with brass fittings is to be worn by Escorts to the Duke of Edinburgh Banner. Ensigns and Escorts to the Duke of Edinburgh Banner are under no circumstances to wear black leather belts or chrome belt fittings.
Wearing the ceremonial belt
Assembling the ceremonial belt
Sam Browne Belt
4.13. The Sam Browne Belt is a brown leather belt with brass metal buckle and fittings and detachable shoulder strap. The belt is worn by officers and Warrant Officers Class One with all orders of ceremonial dress. The belt is worn with general duty and ceremonial orders of dress, and by a Regimental Sergeant Major of the rank of WO1, except when wearing white slung equipment as a member of a Colour Party. The belt is worn by the National and Brigade/Battalion cadet adjutants in general duty orders of dress. The belt is not worn with the utility jacket, Disruptive Pattern Combat Uniform (DPCU) barracks dress or field dress. Sword accessories are not worn on the belt if a sword is not being worn.
4.14. The Sam Browne Belt is worn on the waist, with the shoulder strap passing over the right shoulder, under the epaulette. The short section of the shoulder strap is worn to the front, the long section to the rear. Belt hooks are used when the Sam Browne Belt is worn with trousers and shirt. CADET STANDING ORDERS OF DRESS 12
Wearing the Sam Browne Belt
Waist belt 32 mm
4.15. The waist belt is a khaki web belt, 32 mm wide, with a stainless steel buckle, which is not to be polished or embellished. The belt is worn in general duty orders of dress. The belt is to pass through all loops and is to be adjusted so that the free end protrudes through the buckle on the wearer’s left side to a distance of not more than 2 cm. The other end of the belt is to be trimmed so that no material is visible under the buckle. The belt is worn with the buckle aligned centrally on the body, with the centre of the buckle in line with shirt buttons and the trouser fly. This is shown in figure 1–3.
Wearing the waist belt
BERETS
4.16. A Unit that has made a submission, and received written authorisation, from HQ AAC is entitled to wear a beret/bonnet. A submission to introduce a beret/bonnet, whether the khaki or other colour, as part of a unit’s order of dress is to be forwarded through AAC BDE/BN HQs to HQ AAC for consideration. AAC BDE/BN HQ, if appropriate, are to endorse the submission with comments and recommendations.
4.17. Submissions are to include justification, and give an indication of cost.
Wearing of the beret
4.18. The cadet khaki beret may be worn by all ranks having entitlement to wear them except:
a. when parading with other units in ceremonial dress; CADET STANDING ORDERS OF DRESS 14
BRACES
4.25. Braces may be worn with orders of dress that include a jacket. They are not provided at public expense. If braces are worn with Mess Dress White Jacket, they are to be white.
CANES
4.26. Officers, WOs or Senior Non-Commissioned Officer may carry a cane not exceeding 60 cm in length with the approval of a Commanding Officer. Canes are to be made of cane or timber and may be fitted with metal embellishments. Officers when not on parade may carry a leather bound cane.
4.27. Canes are not to be carried on ceremonial parades when the cadets on parade are carrying firearms.
4.28. Canes are carried in the manner detailed in Land Warfare Procedures—General (MLP–G) 7–1–4—‘Drill’.
4.29. Canes may be carried for instructional purposes by instructors and students on WO and NCO promotion courses.
CHINSTRAPS
4.30. A chinstrap is worn on the khaki felt hat and is to be of brown leather. It is to be worn at the point of the chin with the lower buckle positioned on the left cheek so that it is level with the corner of the mouth when the hat is worn with the brim up. When the brim is worn down and the hat is worn level on the head, the chinstrap buckle will be positioned slightly below the corner of the mouth. The metal fittings are not to be polished.
CUMMERBUNDS
4.31. The cummerbund worn with Mess Dress White Jacket is made of silk and is to be black-blue in colour. The cummerbund is not provided at public expense.
FOOTWEAR
4.32. Only approved patterns of footwear are to be worn. Shoes or boots worn with ceremonial, general duty and barracks orders of dress are to be black leather highly brushed polished and in good repair. There is no requirement for boots to be highly polished when worn in field orders of dress. CO/OC may approve the use of combat or general-purpose boots other than the ADF Cadet boot in field orders of dress, or the use of black patent leather boots or shoes in ceremonial or general duty orders of dress, respectively.
4.33. The ADF Cadet boot is the only boot provided at public expense for all members of the AAC.
4.34. All footwear is to be laced as follows:
a. The initial lace is to be horizontal across the inside of the footwear through the lowest eyelets on each side of the boot/shoe, CADET STANDING ORDERS OF DRESS 15
b. Subsequent laces are to continue diagonally upwards through the eyelets to the top of the boot/shoe. The outermost lace on each boot/shoe is to be uppermost when the laces cross (‘outside over inside’) and
c. Laces are to be tied neatly at the top of the boot/shoe after laces have been passed through all eyelets.
4.35. DPCU trousers are worn bloused over the top of the boot with the trouser legs held securely in place by elastics
Shoes
4.36. ACS are may wear Army pattern, patent leather black shoes in general duty orders of dress. The lacing of shoes is to be IAW that for the Cadet boot.
GLOVES
White cotton gloves
4.37. White cotton gloves are to be worn by:
a. The Ensign, RSM and Escorts to the Duke of Edinburgh’s Banner,
b. Members of a Banner/Flag party, and
c. Members handling Flags and the Australian Army Cadet Banner at any time.
4.38. White Cotton Gloves come as part of the Banner CES.
White gauntlet gloves
4.39. White gauntlet gloves are worn by Drum Majors, bass drummers and cymbal players.
HEADDRESS
4.40. The approved forms of Headdress for the AAC are the Hat KFF and Hat, Camouflage DP. Headdress is to be worn at all times except:
a. when in an office environment,
b. when in a vehicle, except when participating in a ceremonial parade,
c. when attending an indoor church service unless a member of an armed party or on duty,
d. when within messes and clubs,
e. when ordered. CADET STANDING ORDERS OF DRESS 16
Hat Khaki Fur Felt
4.41. The hat khaki fur felt (KFF) is worn by all members in all orders of dress other than field dress. It is worn with:
a. the Army Badge (Rising Sun) is worn on the left-hand underside of the brim of the hat,
b. the AAC/unit badge is worn centrally on the front of the puggaree with the base of the badge touching the brim of the hat,
c. chinstrap, and
d. the AAC colour patch.
4.42. When worn with ceremonial orders of dress the left side of the brim is turned up, the hat is inclined to the right so that a distance equivalent to three fingers width between the brim and the highest point of the left ear is achieved and the Army badge is central on the brim.
4.43. In all general duty orders of dress and barracks dress the brim is to be turned down and the hat is worn level on the head, the brim is to be flat, not curved downwards.
4.44. The hat KFF is to be worn by all ranks on ceremonial parades.
4.45. Overseas, the hat KFF is to be worn by all ranks in all orders of dress, except in the field.
Wearing the hat khaki fur felt—brim up Wearing the hat khaki fur felt—brim down
Field hat
4.46. Issued field hats are to be worn with field dress. They are not to be worn in barracks unless participating in field related activities.
NECKTIES
Necktie khaki polyester
4.47. A khaki polyester necktie is worn with the long sleeve polyester shirt. When worn, the knot is to be tied as a Windsor knot. Neckties are not supplied at public expense.
4.48. Khaki polyester ties mounted on elastic bands may be worn. CADET STANDING ORDERS OF DRESS 17
Black bow tie
4.49. A black bow tie is worn with mess dress.
MESS DRESS
4.50. Mess Dress White Jacket is the only order of Mess Dress to be worn by members of the AAC.
For additional positioning of embellishments, accoutrements honours and awards on Mess Dress white jacket refer to ASOD Volume 2 Part 3 Chapter 3 Annex C
4.51. Mess Dress is worn for formal AAC functions and other occasions of a formal nature when the wearing of Mess Dress is appropriate.
4.52. Mess Dress is not provided at public expense.
PACE STICKS
4.53. Pace sticks are to be carried by a suitably qualified Cadet Warrant Officer Class One posted to an RSM appointment at all times when in ceremonial and general duty forms of dress and DPCU Barracks Dress.
4.54. Pace sticks are to be polished brown or natural timber colour and fitted with brass fittings.
4.55. The method of carrying the pace stick is given in LWP–G 7–1–4—Drill.
4.56. Instructors and students on a CUO/WO course are authorised to carry pace sticks for instructional and training purposes only.
4.57. A Cadet Warrant Officer Class One who is not appointed an RSM is not to carry a pace stick. Members who have been posted to an RSM appointment, but have not qualified on a CUO/WO course, are not to carry a pace stick until the qualification is gained. CADET STANDING ORDERS OF DRESS 18
PUGGAREE.
4.58. All members wear a khaki, or approved unit, puggaree. The puggaree is to be embellished with the AAC colour patch, which is positioned centrally on the right hand side. The AAC or unit cap badge is to be positioned centrally on the front of the puggaree with the base of the badge level with the brim of the hat.
RAINCOATS
4.59. The DPCU Japara is worn with DPCU orders of field dress, barracks dress and protective dress. It is not to be worn in ceremonial or general duty orders of dress. No embellishments are worn on the Japara.
SASHES
Shoulder sash
4.60. A scarlet shoulder sash is to be worn by Cadet Warrant Officers Class Two, Cadet Staff Sergeants and Cadet Sergeants, both cadet and ACS, in ceremonial orders of dress and mess dress.
4.61. The sash is worn diagonally over the right shoulder under the epaulette with the tassels hanging from the left side. The front of the sash is worn under the belt and the rear of the sash is worn over the belt.
4.62. The sash is worn under the jacket with Mess Dress White Jacket. The front of the sash is worn under the cummerbund with the rear of the sash over the cummerbund.
4.63. Drum Majors may wear a distinctive unit shoulder sash on ceremonial parades.
4.64. Sashes are not provided at public expense.
SHIRTS
Khaki polyester
4.65. The khaki polyester shirt, either short sleeve or long sleeve, is worn with ceremonial and general duty orders of dress.
4.66. The short sleeved shirt is to be worn with the collar button undone with the collar ironed flat. Singlets, ‘T-shirts’ and other forms of underclothing are not to show at the neck or below the ends of the sleeves.
4.67. The long sleeved shirt is worn with the khaki polyester tie.
Disruptive Pattern Combat Uniform
4.68. The DPCU shirt is worn in field dress and DPCU barracks dress. The sleeves of DPCU shirts are not to be cut off or folded. The round neck Australian Standard pattern DPCU or brown T-shirt may be worn under the DPCU shirt. CADET STANDING ORDERS OF DRESS 19
Mess dress
4.69. Shirts worn with mess orders of dress are to be white in colour and of plain design.
SKIRTS
4.70. Skirts may be worn by female members in general duty dress but not in ceremonial orders of parade dress.
4.71. Female members acquiring Mess Dress have the option of a skirt or slacks, blue but must be aware that slacks cannot be worn at mixed dining in nights.
4.72. A single, 4 cm wide, royal blue stripe is to be worn on each leg of Mess Dress skirt or slacks.
4.73. Skirts are not provided at public expense.
Length of skirts
4.74. The bottom edge of the khaki skirt is to be no higher than 2.5 cm above, or lower than 4 cm below the top of the kneecap. The bottom edge of the blue skirt is to touch the toe of the shoe.
SOCKS
4.75. Issued khaki socks are to be worn with all orders of dress.
4.76. Black socks are worn with Mess Dress (not provided at public expense).
4.77. Socks, worn with bloused DPCU trousers, are not to be visible.
SPECTACLES
4.78. Frames of prescribed spectacles that are brightly coloured or radically coloured are not to be worn. Black or brown neck straps for spectacles of cord types (not chains), may be worn except in a field environment.
SUNGLASSES
4.79. Sunglasses may be worn whilst in uniform as follows:
a. Prescribed tinted or photochromatic lenses may be worn at any time in accordance with the prescription. The requirements for the frames of prescribed tinted spectacles are the same as for prescribed spectacles. Brightly coloured or reflective lenses are not permitted.
b. Non-prescribed sunglasses may be worn when eye protection is necessary in all orders of dress other than ceremonial dress. Sunglasses purchased by individuals are to conform to the same design requirements of prescribed spectacles except that wrap-around and side panels are permitted. Brightly coloured or reflective lenses are not permitted. CADET STANDING ORDERS OF DRESS 20
c. Sunglasses are to be worn covering the eyes only. They are not to be worn, dangled or suspended from other parts of the body, uniform or top of the head. When not in use, sunglasses are to be placed in pockets.
d. Sunglasses are not to be worn on parade unless prescribed and may be worn during training in daylight hours.
SWEATERS
Sweater, Polyester
4.80. The khaki sweater is a lightweight khaki sweater with a V-neck and khaki polyester patches on the elbows. The khaki short sleeve polyester shirt is worn under the sweater with the shirt collar worn out over the neckband of the sweater. The sweater is embellished with both AAC shoulder insignia, badges of rank and shoulder titles. The polyester sweater is provided to AAC in temperate climates. Liaison through the logistics chain of command should be made to ensure authorisation of requests for polyester sweaters.
Sweater, DPCU
4.81. The khaki field sweater is a heavyweight khaki sweater with DPCU cloth patches on elbows and shoulders. It is only to be worn with field dress or barracks dress. A DPCU shirt is to be worn under the sweater. It is embellished with the AAC shoulder insignia, DPCU nametag and badges of rank. Black embroidered DPCU rank slides are worn by officers.
4.82. The DPCU shirt is to be tucked into the trousers when the DPCU sweater is worn.
Wearing belts with sweaters
4.83. When the black web belt is worn with drill order, the belt is to be worn outside the sweater. The Sam Browne belt is also worn outside the sweater khaki.
TROUSERS/SLACKS
4.84. Trouser/slacks legs are to be long enough so that when worn, the front of the cuff touches the 2nd bottom lace of the issue lace-up shoe or boot.
4.85. AAC Mess Dress Trousers is to have a single 4cm wide, royal blue stripe on each leg.
4.86. Trousers/slacks are to be pressed as described in Chapter Three.
4.87. DPCU trouser legs are worn bloused over the tops of the boot with the trouser legs held securely in place by elastics.
UNDERWEAR
4.88. Underwear worn with uniform, other than the DPCU or plain brown undershirt worn with DPCU uniforms, is not to be visible. Members wearing DPCU uniforms may, when authorised, remove their shirts provided they are wearing a DPCU or plain brown T-shirt.
OTHER DRESS ITEMS CADET STANDING ORDERS OF DRESS 21
4.89. The following table describes the policy relating to the wearing of items of dress that are not listed in the block scale but can be acquired at the members expense unless stated otherwise. Guidelines for colour, design and appropriate use can be found in the Army Standing Orders of Dress and apply to all ranks.
Description Approved/Not Approved Comments Plain Black or Aust DP – ASOD Vol 1 Chap 3. Not Backpacks Approved at Public expense. Plain Black or Aust DP - ASOD Vol 1 Chap 3. Not Camel Backs Approved at Public expense. Black, Brown or Silver - ASOD Vol 1 Chap 3. Not Briefcases Approved at Public expense. Brown Leather – ASOD Vol 1 Chap 3 & ASOD Gloves Approved Vol 2 Part3. Not at Public expense. Hand Bags/Clutch Bags Approved Black Leather. Not at Public expense. Plain, in flesh tones and in the mid brown range – Stockings/Pantihose Approved ASOD Vol 1 Chap 3. Not at Public expense. Umbrella Approved Black – ASOD Vol 1 Chap 3 Service Cap Not Approved No Entitlement – BS 3004/02 issue 18 Sunglasses Approved ASOD Vol 1 Chap 3. Not at Public expense. No Entitlement – BS 3004/02, Comd AAC Beret Not Approved Directive of Feb 06. White Gauntlet Gloves Approve At unit expense
CADET STANDING ORDERS OF DRESS 22
CHAPTER FIVE
DRESS EMBELLISHMENTS
General
5.1. This chapter describes the embellishments authorised for use by the AAC and general details for the wearing of them.
5.2. The badges and insignia described in this chapter are worn on orders of dress as indicated. No insignia are worn on raincoats or overcoats.
AIGUILLETTE
5.3. The National Cadet Adjutant is entitled to wear an aiguillette in ceremonial orders of dress and in mess dress, or as directed by the COMD AAC.
5.4. The NATCDTADJT will be presented with the aiguillette on his appointment and will return it and the end of his tenure.
5.5. The aiguillette is to be worn on the left hand side and is to be a No 2 aiguillette. The wearing of the aiguillette and its design is described in ASOD, Volume 2, Chapter 19.
AUSTRALIAN ARMY BADGE
5.6. The Australian Army Badge (Rising Sun) is the authorised emblem of the Australian Army. It is worn by all members on the left underside of the brim of the hat KFF.
Positioning the Army Badge
AUSTRALIAN ARMY CADETS BADGE
5.7. The AAC Badge is the authorised emblem of the AAC. It is worn as a hat badge by all units who do not have an approved distinctive unit hat badge and as small collar badges on mess dress. The black and white version of the emblem used on AAC related correspondence and documentation.
5.8. The emblem of the AAC is copyrighted by the Defence materiel Organisation and use is restricted. Approval for use of the emblem is to be staffed through AAC BDE/BN HQs who are to make recommendations prior to sending to HQ AAC. CADET STANDING ORDERS OF DRESS 23
5.9. When worn, the AAC Badge is positioned on the front of the hat KFF and beret. On the hat KFF, the badge is positioned centrally on the front of the puggaree with the base of the badge touching the brim of the hat. On berets, the badge is worn so that the base is 1 cm above the band of the beret and directly above the left eye when correctly aligned.
Positioning of AAC insignia on Hat KFF
AAC SHOULDER INSIGNIA
AAC Left shoulder Insignia
5.10. The AAC insignia is an elliptical royal blue patch with the AAC emblem embroidered in yellow. The AAC Insignia is to be worn on all items of dress by all members of the AAC at all times. The insignia is worn on the top of the left sleeve 1 cm below the point of the shoulder, on of the polyester and DPCU shirt and 2 cm below the point of the shoulder on the polyester and DPCU sweaters.
AAC BDE/BN Right Shoulder Insignia
5.11. The BDE/Bn right shoulder insignia is identical in design and basic shape as the AAC insignia but the central AAC emblem is replaced with a distinctive emblem identifying the BDE/BN the wearer is located.
5.12. All members of the AAC are to wear AAC BDE/BN insignia at all times on the top of the right sleeve, 1 cm below the point of the shoulder for polyester and DPCU shirt and 2 cm below the point of the shoulder for polyester and DPCU sweaters.
AAC HQ AAC CADET STANDING ORDERS OF DRESS 24
HQ NQLD AAC BDE HQ SQLD AAC BDE HQ NSW AAC BDE HQ VIC AAC BDE
HQ TAS AAC BN HQ SA AAC BDE HQ WA AAC BDE HQ NT AAC BN
HONOURS AND AWARDS
5.13. Refer also to Chapter 6 Orders, Decorations, Medals and Awards.
Australian Cadet Forces Service Medal
5.14. The Australian Cadet Forces Service Medal was created in December 1999. It recognises long and efficient service by officers and instructors in the Australian Cadet Forces.
5.15. The Medal is awarded for 15 years' efficient service and clasps are awarded for each further period of 5 years' efficient service. This Medal is the Australian successor to the British Cadet Forces Medal that ceased to be used in Australia in 1974.
Army Commendation
5.16. The commendation badge recognises the award of a Chief of Army (CA) or selected Army Two-star General Officer Commendation. It is oval and bears the CA insignia. The badge is produced in three colours—gold, silver and bronze.
Commendation Badge - Army
Wearing the badge
5.17. Commendation badges are worn on all general duty and ceremonial orders of dress. Badges are not worn on sweaters, raincoat, barracks dress or field dress. Miniature badges are worn on Mess Dress White jacket and may be worn on civilian coats and jackets.
5.18. Only one Army badge is worn, irrespective of the number of commendations awarded to an individual. The badge worn is to be that of the senior commendation awarded. CADET STANDING ORDERS OF DRESS 25
Positioning the badge
5.19. The badge is worn centrally over the right breast pocket, with the bottom of the badge 1 cm above the upper edge of the pocket flap. If other awards are worn, the commendation badge is worn 1 cm above those awards.
Single Army Badge
Duke Of Edinburgh Award Badge
5.20. The Duke of Edinburgh Award (DEA) is a youth service award. The badge is a 3 cm circular badge and is bronze, silver or gold in colour and features the Duke of Edinburgh’s personal cypher. Cadets who have been presented the award (regardless of whether the award involved cadet service) are eligible to wear the badge. The badge is worn in all orders of ceremonial, general duty and barracks orders of dress. The badge is not worn in field orders of dress, on the pullover or when conducting field training.
Adventure Training Award Badge
5.21. The Adventure Training Award (ATA) is awarded to cadets that have successfully completed the ATA course. The ATA Badge is a 2.5 cm gilt metal brooch with the Torch of Learning from the AAC insignia centrally placed behind a boomerang that bears the word 'ADVENTURE'. The ATA Badge is worn on all orders of ceremonial, general duty and barracks dress. The badge is not worn in field orders of dress, on the pullover or when conducting field training.
5.22. Cloth patches of the ATA badge are not to be worn.
AAC Flying Wings
5.23. RESERVED pending further policy development.
5.24. In the absence of the AAC Flying Wings Badge, Army pilot trade and qualification badges are not to be worn in place.
AAC Parachute Wings
5.25. RESERVED pending further policy development
5.26. In the absence of the AAC Parachute Wings patch, Army parachute qualification patches are not to be worn in place.
AAC Skill at Arms Badge
5.27. RESERVED pending further policy development. CADET STANDING ORDERS OF DRESS 26
BELT HOOKS
5.28. Belt hooks are worn on polyester trousers/slacks when either the ceremonial belt or the Sam Browne Belt is worn. Belt hooks are not worn with the khaki waist belt. The hooks are worn so that they face downwards, with the outer portion of the hook over the front of the belt. There is no provision for wearing hooks with skirts or jackets. Belt hooks are to be polished.
BRASSARDS
5.29. A WO or a NCO may wear a brassard depicting badges of rank with polyester dress.
GORGET PATCHES
5.30. The ASSTCOMD is entitled to wear scarlet gorget patches in accordance with ASOD Volume 2, Part 2.
5.31. Gorget patches are produced in pairs and in two sizes:
a. Large—9 cm long by 3 cm wide, and
b. Small—5 cm long by 2.5 cm wide.
Large Small Position a gorget patch on a shirt
Rank insignia
5.32. Appropriate rank insignia are to be worn on all orders of dress excluding raincoats and overcoats. Khaki shoulder slides, embroidered in gold, are to be worn by Officers (including CUO) in general duty orders of dress, whereas black embroidered DPCU shoulder slides are to be worn on all DPCU shirts and the pullover. Metal insignia are to be affixed to shoulder boards in ceremonial orders of dress for all Officers.
OTHER EMBELLISHMENTS
LANYARDS
5.33. The AAC lanyard (royal blue) is to be worn by all members, except where a unit has received approval for a unit lanyard, this is worn in lieu of the AAC lanyard. Lanyards are not worn with mess dress, DPCU barracks dress, field dress or sweaters.
5.34. Both the AAC and Unit approved lanyards are worn on the right shoulder. CADET STANDING ORDERS OF DRESS 27
5.35. Both the AAC and unit approved lanyards are worn around the right shoulder, passing under the epaulette and under the arm, with the ball of the loop to the rear and with the loose end, which terminates with the larger loop, passing beneath the breast pocket button and secured on the inside of the pocket. The method of knotting and wearing the lanyard is illustrated below.
The section A-B is pulled straight and the sections C and D are pressed together and stitched with a cotton that matches the lanyard
Method of knotting and wearing the lanyard (right shoulder)
NAMEPLATES AND NAME TAGS
Nameplates
5.36. An authorised nameplate may be worn on Polyester shirts and sweater by members of the AAC. A nameplate is not worn with ceremonial parade dress, mess orders of dress, DPCU, khaki field sweater, overcoat, raincoat or japara.
5.37. Authorised Army nameplates are black over white plastic, 2 cm wide by 8 cm long, with white engraved letters 8 mm high. Nameplates are to show the surname only. Exceptionally long surnames which do not fit this space may use a slightly longer nameplate.
Nameplate Specifications Wearing the nameplate CADET STANDING ORDERS OF DRESS 28
5.38. The nameplate is worn centrally on the flap of the right breast pocket with the top of the plate 5 mm below the upper edge of the pocket flap as shown in figure 2–9. On sweaters the nameplate is to be positioned in an equivalent location.
5.39. Nameplates are not provided at public expense
Nametags
5.40. A nametag, with embroidered black uppercase characters 15 mm high, on the appropriate background may be worn on DPCU shirts, and field sweater. The specifications for name tags are shown in figure 2–10. Names are not to be embroidered directly onto shirts.
Name tag specifications
5.41. Name tags are sewn onto garments as follows:
5.42. Shirts. Centrally above the right pocket with the lower edge of the name tag immediately above the pocket flap as shown in figure 2–11. For pockets that have the pocket flap inclined the nametag is to follow the line of the pocket flap as shown in figure 2–12. The tag is to be approximately the same width as the pocket.
5.43. Field sweater. Horizontally in an equivalent position to that on shirts.
5.44. Direct embroidery of the family name onto the garment is prohibited.
5.45. Nametags are not provided at public expense.
RANK INSIGNIA
Introduction
5.46. Army Cadet Staff are not by virtue of their appointment in the AAC, members of the ADF, the rank held has no status except within the AAC Structure. It is important ACS know the importance of their status and position within the structure of the Australian Defence Organisation.
Officers of Cadets (OOC)
5.47. Officers of Cadets (OOC) wear a rank insignia which, in appearance, is similar to the commissioned officers of the Australian Army. CADET STANDING ORDERS OF DRESS 29
5.48. OOCs wear gold metal rank affixed to the epaulette on the white mess jacket and khaki shoulder boards in ceremonial orders of dress. Gold embroidered rank on khaki rank slides is worn in general duty orders of dress. Black embroidered rank on DPCU rank slides is worn in barracks and field orders of dress.
5.49. Position of Officer rank is detailed in paragraph xx:
5.50. OOCs are to wear “CADET” shoulder titles in ceremonial polyesters.and mess dress.
Army Cadet Staff
Army Cadets
Instructors of Cadets (IOC)
5.51. Badges are produced as embroidered or woven badges on appropriate background. Badges of rank are worn as follows:
a. Polyester shirt—embroidered badge on khaki backing.
b. Mess Dress:
(1) Mess Dress White Jacket embroidered badge on white backing.
(2) Mess Dress White Shirt embroidered badge on white backing.
c. Khaki sweater—embroidered badge on khaki backing.
d. Khaki field sweater—black embroidered badge on DPCU backing. The backing is to be 6 cm x 6 cm.
e. DPCU barracks dress/field dress—black embroidered badge on DPCU backing. The backing is to be 6 cm x 6 cm. CADET STANDING ORDERS OF DRESS 30
5.52. IOCs are to wear “CADET” shoulder titles in ceremonial polyesters, general duty orders of dress and mess dress and service dress.
Cadet Under Officers (CUO)
5.53. CUOs wear gold metal rank ‘lozenges’ affixed to the khaki shoulder boards in ceremonial orders of dress. Green embroidered rank on khaki rank slides is worn in general duty orders of dress. Black embroidered rank on DPCU rank slides is worn in barracks and field orders of dress.
5.54. CUOs are to wear the “Cadet” shoulder titles in ceremonial orders of dress.
5.55. National Cadet Adjutant Cadet wears a distinctive rank slide, a Green lozenge with red centre, which is emulated with the Lozenge.
5.56. Regional Cadet Adjutant wears a distinctive Rank slide, a green lozenge with a blue centre, which is emulated with the Lozenge.
Cadet Warrant Officers and Non-Commissioned Officers
5.57. Cadet Warrant Officers are to wear rank insignia on a khaki backing in ceremonial orders of dress. Black embroidered rank insignia on DPCU backing is worn in DPCU orders of dress.
5.58. NCOs are to wear gold rank chevrons on a khaki backing in ceremonial orders of dress. Black embroidered rank insignia on DPCU backing is worn in DPCU orders of dress. Cadets are to wear no rank insignia.
5.59. All CDT WO, CDT NCO and cadets are to wear both left and right AAC shoulder titles.
5.60. The National Cadet RSM is to wear ‘CADET’ shoulder titles in ceremonial and general duty orders of dress. The NATCDTRSM wears a distinctive rank insignia.
Positioning of Other Rank insignia
5.61. The positioning of Other Rank insignia is detailed in the figures below:
Positioning applicable to both ACS and Cadet ranks - WO1 and WO2 CADET STANDING ORDERS OF DRESS 31
Positioning applicable to both ACS and Cadet ranks -
Positioning applicable to both ACS and Cadet ranks CDT to CDT SGT
SHOULDER BOARDS AND SHOULDER SLIDES
Shoulder boards
5.62. Khaki detachable shoulder boards are worn by Officers on the khaki shirt in ceremonial orders of dress.
5.63. Shoulder boards worn by Officers are worn with metal badges of rank and the appropriate metal shoulder titles.
5.64. Metal CUO rank lozenges are worn affixed to shoulder boards in ceremonial orders of dress.
5.65. Regional Adjutants are to wear scarlet felt backings under the lozenges, which are to be cut to the same size as the lozenge. The National Cadet Adjutant is to wear a royal blue felt backing beneath the lozenges. CADET STANDING ORDERS OF DRESS 32
Affixing rank insignia to shoulder boards
Shoulder slides
5.66. Shoulder slides with badges of rank embroidered in gold on khaki background are worn on polyester shirts in general duty orders of dress.
5.67. Shoulder slides with badges of rank embroidered in black on DPCU background are worn on the following garments:
a. DPCU shirts, and
b. khaki field sweater.
Shoulder titles
5.68. All cadets are to wear the approved shoulder title “CADETS” on all orders of ceremonial and general duty orders of dress with the exception of DPCU Ceremonial, or an approved unit title.
5.69. All OOC and IOC are to wear either AAC or unit shoulder titles in all orders of ceremonial and general duty orders of dress.
5.70. Members entitled to wear mess dress or service dress are to wear “AUSTRALIA” shoulder titles.
Position of the “CADET” shoulder title CADET STANDING ORDERS OF DRESS 33
5.71. The National Cadet Adjutant and RSM are to wear “AUSTRALIA” shoulder titles on all orders of ceremonial, general duty and mess dress.
SWORDS AND ACCESSORIES
General
5.72. The only sword authorised for use by the AAC is the infantry sword.
5.73. On parades reviewed by the Colonel-in-Chief, all Officers and Warrant Officers Class One are to carry the infantry pattern sword. The Banner Ensign to the Duke of Edinburgh’s Banner is to carry an infantry pattern sword.
Officers and Warrant Officers Class One
5.74. When swords are to be worn by Cadet Under Officers and Warrant Officers Class 1 the following items are to be worn except as otherwise stated:
a. Sam Browne Belt;
b. sword with leather scabbard;
c. leather sword knot; and
d. leather sword frog.
Note
An RSM does not carry a pace stick when wearing this sword. A pace stick is carried when wearing white slung equipment.
Ensigns of to the Duke of Edinburgh’s banner, Flag Parties and Regimental Sergeant Majors
5.75. The ensigns of The Duke of Edinburgh’s Banner, Flag parties, and the RSM are to wear the following equipment on ceremonial parades:
a. infantry sword,
b. steel infantry scabbard, as applicable;
c. white leather sword knot;
d. white sword belt with slung equipment; and
e. white gloves
5.76. Alternatively ensigns may wear the equipment listed in paragraph 5.66, if white slung equipment is not available.
5.77. The assembly of sword knots and wearing of equipment is contained in ASOD Volume 2 Part 3. CADET STANDING ORDERS OF DRESS 34
AAC COLOUR PATCH
Authorised wearers
5.78. Honorary Colonel appointments, all ADF personnel appointed to positions under command of HQ AAC, ACS and Army Cadets are authorised to wear the Australian Army Cadets Colour Patch.
Positioning of Unit Colour Patch
5.79. UCP are to be worn centrally on the right side of the puggaree of the hat khaki fur felt (Hat KFF) in ceremonial, general duty and barracks forms of dress. They are not approved for wear on other forms of headdress or other items of clothing.
The correct positioning of the AAC Colour Patch
Attaching the Colour Patch
5.80. Ironing instructions:
a. Position Colour Patch on puggaree while on hat KFF, temporarily fix in place with bobby pins, paper clips etc.
b. Remove puggaree from hat KFF and place on the end of the ironing board.
c. Remove items temporarily holding in place, cover with a soft cloth ie a hankerchief.
d. Using a cotton setting on an iron, iron over the patch for about 2 minutes, moving over the area.
e. leave the cloth in place until cool and then remove.
5.81. To remove a colour patch is a repeat of the process but while it is hot lift it off the pugaree.
5.82. No unit colour patches are to be worn. CADET STANDING ORDERS OF DRESS 35
CHAPTER SIX
ORDERS, DECORATIONS, MEDALS AND AWARDS
General
6.1. This chapter describes the policies relating to the wearing of honours and awards for ACS and Cadets.
6.2. ACS who have been presented and are entitled to wear decorations, ribbon bars and medals recognised in the Australian honours and awards system are to wear those IAW Army Standing Orders of Dress Volume 2 Part 5.
Decorations and Medals of Family Members.
6.3. Members of the AAC are not normally permitted to wear any other person’s medals whilst dressed in any order of AAC uniform. Decorations and Medals awarded to relatives may be worn on Anzac Day and Remembrance Day. The medals or ribbons of medals, when worn, are to be worn on the right breast and may only be worn on ceremonial orders of AAC dress.
Authorisation
6.4. Those decorations and awards not outlined in CSOD, or which do not form part of the Australian Honours System, are not to be worn with uniform.
AAC AWARDS
AUSTRALIAN CADET FORCES SERVICES MEDAL
6.5. The Australian Cadet Forces Service Medal was created in December 1999. It recognises long and efficient service by officers and instructors in the Australian Cadet Forces.
6.6. The Medal is awarded for 15 years' efficient service and clasps are awarded for each further period of 5 years' efficient service. This Medal is the Australian successor to the British Cadet Forces Medal that ceased to be used in Australia in 1974.
Australian Cadet Forces Service Medal CADET STANDING ORDERS OF DRESS 36
6.7. The Medal ribbon features vertical stripes of gold and blue, the traditional colours for long service medals, with navy, red and blue stripes to signify links with the Royal Australian Navy, Australian Army and the Royal Australian Air Force. The Medal shows the Cadet Forces logo on the obverse and the federation star on the reverse.
Award of Medal
6.8. The medal may be awarded to a person if:
a. the person has given qualifying service for a period of 15 years or periods that, in total, amount to 15 years; and
b. at least one day of the qualifying service was given on, or after, 14 February 1975.
Qualifying Service
6.9. Service given by a person in the ADF Cadets is qualifying service if:
a. it is service as an Officer or an Instructor of Cadets; and
b. throughout the period of service, the person:
(1) fulfilled the requirements specified in directions given by the Chief of the Defence Force or a delegate of the Chief of the Defence Force;
(2) qualifying service does not include periods spent on the unallotted or unattached list; and
(3) gave efficient service.
Award of clasp(s)
6.10. Clasp(s) may be awarded to a person who has been awarded the medal.
6.11. The award may be made for each qualifying period of service, additional to the period mention in the provisions contained within the 'Award of Medal', that comprises:
a. a single period of 5 years, or
b. periods that, in total, amount to 5 years.
ARMY COMMENDATION
6.12. Army Commendation Badge. The commendation badge recognises the award of a Chief of Army (CA) or selected Army Two-star General Officer Commendation. It is oval and bears the CA insignia. The badge is produced in three colours—gold, silver and bronze.
Commendation Badge - Army CADET STANDING ORDERS OF DRESS 37
6.13. These colours indicate the level of award, which are as follows:
a. gold—CA;
b. silver—Land Commander Australia, Special Operations Commander Australia (SOCAUST); and
c. bronze—Support Commander (Army), Commander Training Command— Army and Commander 1st and 2nd Division.
6.14. An Army commendation badge of appropriate colour may be worn by recipients of commendations awarded by any of the officers listed in paragraph 6.13. above.
Wearing the badge
6.15. Commendation badges are worn on all general duty and ceremonial orders of dress. Badges are not worn on sweaters, raincoat, barracks dress or field dress. Miniature badges are worn on Mess Dress White jacket and may be worn on civilian coats and jackets.
6.16. Only one Army badge is worn, irrespective of the number of commendations awarded to an individual. The badge worn is to be that of the senior commendation awarded.
Positioning the badge
6.17. The badge is worn centrally over the right breast pocket, with the bottom of the badge 1 cm above the upper edge of the pocket flap. If other awards are worn, the commendation badge is worn 1 cm above those awards.
Single Army Badge
THE DUKE OF EDINBURGH’S AWARD
6.18. The Duke of Edinburgh’s Award (DOE) is a programme designed to recognise young adult volunteers providing valuable service to their community. Although the DOE Award is a primarily civilian award, cadet service may qualify members for the Award.
6.19. Cadets and ACS who have participated in, and completed the DOE Award programme and have been awarded the Badge for the award are entitled to wear the Badge in accordance with DOE protocols.
6.20. Where a DOE Award recipient holds awards at varying levels, only the senior award is worn. CADET STANDING ORDERS OF DRESS 38
Bronze Silver Gold
6.21. When worn on polyester or DPCU shirts, the Duke of Edinburgh’s Award is to be positioned centrally, 1 cm above the right shirt pocket. On the white mess jacket, the badge is to be positioned centrally on the right lapel, with the lower edge of the badge 17cm from the shoulder seam (1cm above the small AAC/unit badge). The Duke of Edinburgh’s Award Badge is to be worn on all orders of dress except field dress.
6.22. If the recipient of the DEA is also entitled to wear the ATA, the DEA is to be worn 1 cm above the ATA and positioned centrally, and both badges are to be centred above the right breast pocket. On the White Mess Jacket, the DOE is positioned 1 cm above the ATA.
THE ADVENTURE TRAINING AWARD
6.23. The Adventure Training Award (ATA) is the highest and most prestigious of all cadet awards. Members who have been awarded the ATA hold the award in high regard, as is expected by all members of the AAC.
Adventure Training Award
6.24. Cadets who have attended and passed an ATA Course are entitled to wear the ATA Badge. ACS are entitled to wear the ATA Badge if qualified.
6.25. When worn on polyester or DPCU shirts, the ATA Badge is to be positioned centrally, 1 cm above the right shirt pocket. On the white mess jacket, the badge is to be positioned centrally on the right lapel, with the lower tip of the badge 17cm from the shoulder seam (1cm above the small AAC collar insignia). The ATA Badge is to be worn on all orders of dress except field dress.
6.26. Cloth patches of the ATA badge are not to be worn.
AAC FLYING WINGS
6.27. RESERVED pending further policy development.
6.28. In the absence of the AAC Flying Wings Badge, Army pilot trade and qualification badges are not to be worn in place.
AAC PARACHUTE WINGS
6.29. RESERVED pending further policy development. CADET STANDING ORDERS OF DRESS 39
6.30. In the absence of the AAC Parachute Wings patch, Army parachute qualification patches are not to be worn in place.
AAC SKILL AT ARMS BADGE
6.31. RESERVED pending further policy development.
6.32. In the absence of the AAC Skill at Arms Badge, Army marksman or sniper qualification badges are not to be worn in place.
6.33. ACS with current or previous skill at arms qualification in the ADF are entitled to wear the appropriate skill at arms patch. CADET STANDING ORDERS OF DRESS 40
CHAPTER SEVEN
ORDERS OF DRESS
General
7.1. This chapter explains ceremonial, general duty, barracks, field and mess orders of dress.
7.2. The orders of dress listed are identified by number and title. When advising the order on invitations and in instructions the number and title is to be used.
Orders of dress
7.3. Orders of dress for the AAC are shown in the tables below:
Dress Code Dress Order Title 1 Polyester Dress 1A Ceremonial Parade Dress 1B Ceremonial Parade Dress with Sweater 1C Ceremonial Dress 1D Ceremonial dress with Sweater 1E General Duty Dress 2 Disruptive Pattern Camouflage Uniform 2A Ceremonial Parade Dress Disruptive Pattern Camouflage Uniform 2B Barracks Dress Disruptive Pattern Camouflage Uniform 2C Field Dress Disruptive Pattern Camouflage Uniform 3 Mess Dress 3A Mess Dress White Jacket 3B Australian Army Cadets Mess Dress CADET STANDING ORDERS OF DRESS 41
1A - CEREMONIAL PARADE DRESS
Serial Item of Dress Remarks 1 Badge commendation or award 2 Belt black and keepers 3 Belt Sam Browne and shoulder strap Officers and WO1 4 Trousers polyester 5 Boards shoulder khaki Officer of Cadets/Cadet Under Officer 6 Boots ADFC black 7 Hat KFF Brim up 8 Lanyard and shoulder titles 9 Orders, decorations and medals Note (a) and (b) 10 Sash scarlet Note (c) 11 Shirt short sleeve polyester C/W left and right shoulder insignia 12 Socks khaki 13 Sword and accessories Officers and WO1 14 Slacks Service Dress Servicewomen
This order of dress is the ceremonial dress for all ranks, including the reviewing officer, the host officer and officers being received on parade.
Notes
(a) May be worn by eligible personnel. Cadets may wear NOKs decorations/medals on ANZAC Day and Remembrance Day. (b) ACS Ribbons only worn when on regimental duties. (c) WO2, SSGT, Sgt CADET STANDING ORDERS OF DRESS 42
1B - CEREMONIAL PARADE DRESS WITH SWEATER
Serial Item of Dress Remarks 1 Badge commendation or award 2 Belt black 3 Belt Sam Browne and shoulder strap Officer and WO1 4 Boards shoulder khaki Officer/Cadet Under Officer 5 Gloves leather brown Note (c) 6 Hat KFF Brim up 7 Necktie khaki polyester 7 Orders, decorations and medals Note (a) 8 Boots ADFC black 9 Sash scarlet Note (b) 10 Shirt polyester short or long sleeved/ 11 Shoulder titles 12 Socks khaki 13 Sweater khaki lightweight 14 Sword and accessories Officer and WO1 15 Trousers polyester 16 Slacks polyester Servicewomen
This order of dress is the ceremonial dress for all ranks, including the reviewing officer, the host officer and other officers being received on parade. Worn on ceremonial parades when climate dictates
Notes (a) ACS - Ribbons only are worn when on regimental duties. (b) WO2, SSGT, SGT (c) Can be worn by officers and WO1 CADET STANDING ORDERS OF DRESS 43
1C - CEREMONIAL DRESS
Serial Item of Dress Remarks 1 Badge commendation or award 2 Belt black and keepers 3 Belt Sam Browne, shoulder strap and belt hooks Officers and WO1 4 Boards shoulder khaki Officer/Cadet Under Officer 5 Hat KFF Brim up 6 Lanyard and shoulder titles 7 Nameplate 8 Orders, decorations and medals Note (a) 9 ADFC Cadet boots or shoes black Note (c) . 10 Sash scarlet Note (b) 11 Shirt short sleeve polyester 12 Socks khaki 13 Trousers polyester 14 Slacks polyester Servicewomen
This order of dress may be worn by spectators at ceremonial parades and other occasions when ceremonial dress is ordered.
Notes
(a) May be worn by eligible personnel. Cadets may wear NOKs decorations/medals on ANZAC Day and Remembrance Day (b) WO2, SSGT, SGT (c) ACS only entitled to shoes CADET STANDING ORDERS OF DRESS 44
1D - CEREMONIAL DRESS WITH SWEATER
Serial Item of Dress Remarks 1 Badge commendation or award
Belt hooks are not worn with 2 Belt black and keepers sweaters Belt Sam Browne, shoulder strap and belt Officers and WO1. Belt hooks are 3 hooks not worn with sweaters 4 Boards shoulder khaki Officer/Cadet Under Officer 5 Hat KFF Brim up 6 Shoulder titles Lanyard is not worn with sweater 7 Nameplate Note (d) 8 Necktie khaki polyester 9 Orders, decorations and medals Note (a) 10 ADFC Cadet boots or shoes black Note (b) 11 Sash scarlet Note (c) 12 Shirt short or long sleeve polyester 13 Skirt polyester Note (d) 14 Shoes court black Note (b) 15 Socks khaki 16 Stockings/pantihose Servicewomen Note (d) 17 Sweater khaki lightweight 18 Trousers polyester 19 Slacks polyester Servicewomen
This order of dress may only be worn by spectators at ceremonial parades, and on other appropriate occasions in units when Dress Order 2B is worn on parade with all accoutrements less lanyard
Notes (a) May be worn by eligible personnel. Cadets may wear NOKs decorations/medals on ANZAC Day and Remembrance Day (b) Shoes provided for ACS only (c) WO2, SSGT, SGT. (d) Not proviced at public expense CADET STANDING ORDERS OF DRESS 45
1E - GENERAL DUTY DRESS
Serial Item of Dress Remarks 1 Badge commendation or award Not worn on sweater 2 Belt khaki Belt Sam Browne, shoulder strap and belt 3 ADJT/RSM hooks 4 Embroidered rank slides Officer/Cadet Under Officer 5 Hat KFF Brim down 6 Lanyard Not worn on sweater 7 Nameplate Note (c) 8 ADFC Cadet Boot or shoes black Note (b) 9 Ribbons of orders, decorations and medals Not worn on sweater Note (a) 10 Shirt polyester short sleeve 11 Shoulder titles Other ranks 12 Shoes court black Worn with skirt polyester only 13 Skirt polyester Note (c) 14 Socks khaki 15 Stockings/pantihose Servicewomen Note (c) 16 Sweater khaki lightweight Optional 17 Trousers polyester 18 Slacks polyester Servicewomen
This order of dress is the general duty dress for all ranks.
Notes (a) May be worn by eligible ACS personnel. (b) Shoes provided for ACS only (c) Not proviced at public expense CADET STANDING ORDERS OF DRESS 46
2A – CEREMONIAL PARADE DRESS DISRUPTIVE PATTERN CAMOUFLAGE UNIFORM
Serial Item of Dress Remarks 1 Badge commendation or award 2 Belt black and keepers Belt hooks are not worn with DPCU 3 Belt Sam Browne and shoulder strap Officers and WO1 4 Boots ADFC Black 5 Hat KFF Brim up 6 Lanyard and shoulder titles 7 Orders, decorations, medals and awards Note (a) and (b) 8 Sash scarlet Note (c) 9 Shirt DPCU Sleeves rolled up. (7 – 8 cm fold) 10 Slide shoulder DP Officer of Cadets/Cadet Under Officer 11 Socks khaki 12 Sword and accessories Officers and WO1 13 Trousers DPCU
This order of dress is the AAC ceremonial dress to be used when insufficient quantities of polyesters are available for all members of the unit to participate in a ceremonial parade in the one form of dress. All ranks, including the reviewing officer, the host officer and officers being received on parade are to wear this dress.
Notes (a) May be worn by eligible personnel. Cadets may wear NOKs decorations/medals on ANZAC Day and Remembrance Day. (b) ACS Ribbons only worn when on regimental duties. (c) WO2, SSGT, SGT CADET STANDING ORDERS OF DRESS 47
2B - BARRACKS DRESS DISRUPTIVE PATTERN CAMOUFLAGE UNIFORM
Serial Item of Dress Remarks 1 Boots ADFC Black When ordered in cold climates (outdoors) 2 DPCU vest sleeveless within the barracks environment only. Officers are to attach ranks on each shoulder. 3 Hat KFF Note (a) 4 Japara 5 Shirt DPCU Notes (b) and (c). 6 Socks khaki 7 Sweater field khaki Shirt tucked in when worn. 8 Trousers DPCU Note (d) 9 T-shirt DPCU or Tan Note (e) and (f).
This order of dress may be worn when in the barracks and in public.
Notes (a) Hat KFF is worn with puggaree (including AAC colour patch), chin strap and hat badges. The brim is to be turned down. (b) Sleeves are to be worn down and buttoned. (c) The shirt is normally worn outside the trousers. If the shirt is required to be tucked in, a pistol belt is to be worn. (d) Trousers are bloused over boots. (e) A Tan or DPCU T-shirt must be worn if the DPCU shirt is removed. (f) not provide at public expense CADET STANDING ORDERS OF DRESS 48
2C - FIELD DRESS DISRUPTIVE PATTERN CAMOUFLAGE UNIFORM
Serial Item of Dress Remarks 1 Boots ADFC Black Note (a) 2 Field hat Note (b) 3 Japara/DPCU sleeveless vest Optional 1x Pistol Belt 1x Comforter 1x H harness 1 x Minimi Pouch 4 Load carrying equipment 1 x Canteen Cup 2 x water bottle carriers 2 x water bottles 2 x steyr pouches 5 Shirt DPCU Note (c) 6 Socks khaki 7 Sweater field khaki (optional) Shirt tucked in when worn. 8 Trousers DPCU 9 T-shirt DPCU Note (d) and (e).
This order of dress is worn by personnel engaged in field exercises or training activities.
Notes (a) Boots issued to units to supplement the ADFC Boot can be used in lieu for this order of dress. (b) Field hat may be hat KFF or DP bush hat. In the field the hat KFF is worn without puggaree or badges and with the brim turned down. (c) Sleeves are to be worn down and buttoned. (d) A Tan or DPCU T-shirt must be worn if the DPCU shirt is removed. (e) not provide at public expense CADET STANDING ORDERS OF DRESS NOT OFFICIAL
3A- MESS DRESS WHITE JACKET
Serial Item of Dress Remarks 1 Badge commendation, miniature 2 Bow tie black 3 Buttons Line 30 Rising Sun 4 Cummerbund Blue/Black 5 Jacket mess white with collar badges Notes (a) and (d) 6 Miniature individual awards Miniatures of orders, decorations and 7 medals 8 Neck decorations 9 Parade boots or shoes black 10 Sash scarlet Note (c) 11 Shirt white plain front 12 Shoes court black 13 Skirt blue Note (b) 14 Socks black 15 Stockings/pantihose black Servicewomen 16 Trousers blue 17 Slacks blue Note (b)
This order of dress is worn for mess and other formal occasions by ACS, SGT and above in rank only, when the formality of the occasion demands or when ordered. Mess Dress White Jacket is not provided at public expense.
Notes (a) Officers, WO and SNCO wear Left and right shoulder insignia on the upper left and right sleeves and CADET shoulder titles. (b) ACS women may purchase Slacks blue or Skirt blue, consideration should be given to protocol which requires ACSwomen to wear the Skirt blue at mixed functions or when attending functions at which female members of the public have been invited (c) Worn under the jacket by WO2, SSGT, SGT (d) All members are to wear the Army Emblem badge and full size qualification badges (if qualified) on the jacket. CADET STANDING ORDERS OF DRESS NOT OFFICIAL
3A-AUSTRALIAN ARMY CADETS MESS DRESS
Serial Item of Dress Remarks 1 Badge commendation or award
2 Belt khaki 4 Boards shoulder khaki Officer/Cadet Under Officer 6 Lanyard and shoulder titles 7 Nameplate Note (d) 8 Necktie khaki polyester 9 Orders, decorations and medals Note (a) 10 ADFC Cadet boots or shoes black Note (b) 12 Shirt long sleeve polyester 13 Skirt polyester Note (d) 14 Shoes court black Note (b) 15 Socks khaki 16 Stockings/pantihose Servicewomen Note (d) 18 Trousers polyester 19 Slacks polyester Servicewomen
This order of dress may only be worn to Mess functions. No hat is worn. May be worn by ACS and cadets
Notes (a) May be worn by eligible personnel. (b) Shoes provided for ACS only (c) WO2, SSGT, SGT. (d) Not proviced at public expense
CADET STANDING ORDERS OF DRESS NOT OFFICIAL
CHAPTER EIGHT
REGISTER OF EXCEMPTIONS TO ENTITLEMENTS AND CSOD
Exemptions to Entitlement and CSOD
8.1. A unit may make a submission for approval to wear specific orders of dress or embellishments not listed in the AAC Block Scales.
8.2. The item of dress and the terms of their use will determined between HQ AAC and the unit.
8.3. Variations to dress and embellishments will not be provided at public expense.
8.4. This Chapter maintains a register of those ACU who have been granted approval to wear clothing, equipment.
Serial Item/Dress Date Approved Remarks
CADET STANDING ORDERS OF DRESS NOT OFFICIAL