PTexpedtrain

Expedition Training Manual

Expedition training is often a difficult balance between cramming the instruction into a very restricted programme and meeting the needs of a diverse group of young people, many of whom struggle with abstract concepts and/or find it difficult to maintain attention for more than a few minutes. The programme is therefore designed to minimise 'classroom' work and spend as much time as possible 'learning by doing'. In 2002, both Bronzes and Silvers needed more time in the field before being submitted for assessment, so the programme below incorporates three practice weekends. This - and indeed every other aspect of this document needs to be reviewed in the context of the specific young people in any year's group.

Contents

1. Training Requirements

2. Programme

3. Sessions

3.1 Introduction

3.2 Basic map reading

3.3 1^st Practice Weekend

3.4 Wash-ups (reviews)

3.5 First Aid training

3.6 Purpose work/Route planning ('manual' and 'Anquet' supported)

3.7 2^nd Practice Weekend

3.8 Pre-assessment checks

3.9 Assessment hike

3.10 Report preparation and presentation

4. Assessment

5. Forms

6. Useful Sources

Appendices

1. 'Competencies'

2. Kit list

3. Briefing sheet - small group navigation exercise

4. Briefing sheet - team navigation exercise

5. Specimen short walk

6. 'Purpose Work' suggestions

7. Routecard spreadsheet

8. Specimen Menu

Section 1: Training Requirements

The training to be signed off in each participant's record book covers:

· First aid and emergency procedures

· Awareness of risk and health and safety issues

· Navigation and route planning

· Campcraft, equipment and hygiene

· Food and cooking

· Country, highway and water sports codes (where appropriate)

· Observation, recording and purpose

· Team building

· Proficiency in mode of travel

Of these, elements of four (first aid, basic map skills, route planning and purpose planning), demand classroom conditions.

A breakdown of each of the categories, with evidence of competency, is included as Appendix 1. This can be used as a checklist to ensure that all syllabus areas have been covered, and that individuals have demonstrated their competence where this may be in doubt.

All participants must attend all the training sessions (if necessary through absence, a one-to-one session should be arranged. Where unavoidable, it may be acceptable for individuals to miss part or all of either Practice Weekend #2 or #3: the instructor must decide on the basis of that individual's existing skill level and fitness. Nobody can participate without having completed one of these two practice weekends.

Before signing the book, the instructor should be satisfied that, as a minimum, the individual is capable of fulfilling the requirement with the support of someone else in the group. If no-one in the group is fully competent then none should be signed off.

Section 2: Programme

Phasing of the programme is important if interest is to be maintained, injuries are to be recovered from, and learning is to be retained.

The programme is constrained by the start of the Expedition season (1^st April) and by the need to work in parallel with the Skills section. Practice Weekend #1 is held at Queen Elizabeth Country Park. This date may have to be moved if they have other events scheduled for this weekend.

The apparent constraint of the 8 week lead time for HP2 submission can be minimised by this level of planning, and the recognition that an update will inevitably be required 2 weeks before the event.

Week Session/Activity

1 Identify and provisionally book assessor(s)

Reserve camping at QE Country Park

6 Submit HP2 for weekend

Half term

11 Submit HP2 for weekend

12 Introduction

14 Basic map reading

1^st Practice Weekend

15 Submit HP2s weekend

Wash-up

Easter holiday

18 First Aid Course

19 Submit HP2 for weekend

Purpose/Initial draft route

2^nd Practice Weekend

20 Wash-up

21 Submit HP2 for weekend

Route plan (2)

Half term

24 Route plan (3)

3^rd Practice Weekend (Bronzes 14-15/6 only)

25 Wash-up

26 Purpose Work planning

27 Pre-check (Bronze)

Assessment hike (Bronze)

28 Wash-up

29 Pre-check (Silver)

Assessment hike (Silver)

30 Wash-up

Summer holiday

36 Report preparation (1)

37 Report preparation (2) (Silvers only)

38 Report preparation (3)

40 Report presentation

Relationship of training requirements to programme

chart

Section 3: Sessions

3.1 Introduction

Objective

To outline the training programme

To give a taste of the activities involved

To obtain some appreciation of existing knowledge and experience

Materials

Flipchart and pens, blue tack or masking tape

At least two trangia stoves

Preparation :

re-mark flipcharts with

(a) a compass rose

a) List of headings:

· Think

· Walk

· Find

· Carry

· Remember

· Camp

· Cook

· Tell

· On your own!

Process

Get the group sat down in front of flipchart a) and invite them to call out what they think about each word in turn (e.g. We're doing an expedition - what do we need to 'Think' about?). What you're looking for is:

· Think of a purpose for going for a walk, and where you'd like to go

· Walk 25 Km (15 miles)

· Find your way round - how? Map & compass. Turn up diagram, get crowd to shout out cardinal and sub-cardinal points

Break off for a run-around game involving the 4 walls and 4 corners (if they get too good, swap N for S!)

· Carry everything you need - what would you need?

· Remember the Country Code - what's that?

· Camp one night - who has camped out?

· Cook supper and breakfast - on one of these. Open and assemble a trangia (use one of last year's to do it). Talk about safety.

Break off and split into two teams for a relay race, first to open and assemble - bit by bit- and then a re-run to do the reverse

· Tell the Assessor about the walk and how you achieved your purpose

· On your own! Scary stuff: what do you do if you are lost, hurt, soaking wet?!

Section 3: Sessions

3.2 Map reading basics

Objective

To introduce the most common symbols

To introduce the concept of contours

To understand the role of grids in referencing position, and showing distance and direction

To emphasise the undesirability of road walking

To give practical experience of using the above and obtaining symbol information from a map

Materials

OHP

OHP slide of 'map' with overlays for contours and grid

Contour model

Flip chart and masking tape/blue tack

4 Sets of Red, Green, Blue and Black (orange & yellow if possible) Flipchart pens

Maps for Symbol information

Presentation

What is a map? (simplified picture, scale model)

OHP Map - Work through audience asking them to identify each feature (wait their turn or until invited!)

§ Woodland (Coniferous, Deciduous, Mixed)

§ Footpath

§ Bridleway

§ Motorway, Major road, Secondary road (>4m), Minor road (>4m), Other road, drive or track (fenced and unfenced)

§ Buildings

§ Pylon line

§ Railway

§ Contours

Which roads are best to walk on (None of them! Some are less bad - which?)

Why are there 2 types of path markings?

What is the difference between the two areas of woodland?

What is the safest way to get from one wood to another?

Where would you find information on what map symbols mean? (Key at bottom/side)

Contour overlay - What are these lines? What do they tell us?

Contour Model - (Base only) This is how a hill looks on the map. You have to look at the numbers and imagine the area inside each ring as being higher or lower than that outside. (Demonstrate with model)

This is a hill - what would it be if the numbers where reversed?

Look at the orange road above the motorway - does it go uphill or down?

Now take the same road below the motorway - up or down?

Grid overlay -These lines appear on all Ordnance Survey Maps - what are they for? (Referencing locations)

How do we get a 'grid reference'?

Why do we need them? (To tell other people where we are/where we are going to be)

Which square is the railway bridge in? What about the motorway junction?

How could we refine these references? (Imagine each square is divided into ten parts)

What are the more accurate references of our two locations?

How big are the squares? (Depends on the scale of the map - 2 cms for 50,000, 4 for 25,000)

What distance is this on the ground? (1 Km)

How far is it from the Motorway junction to the trig point? (Almost 2 Kms)

What directions do the lines run in? (S-N, W-E)

We will learn that there are several versions of North, but this 'Grid North' will do for the time being.

Any questions?

Exercise

Split into 2/3s, each to draw a map showing:

A hill

A wood (mixed)

2 roads

A house

A Church with a spire

A radio mast

A river

A lake

A footpath winding through these

Each group to be supported by worker with map for 'new' symbols.

Review

Supervisor to draw and label grid.

Whole group to visit each map.

Each map group to:

Describe walking along footpath

Give grid references of Church and Radio Mast

Applause for effort.

Section 3: Sessions

3.3 Practice Weekend #1

Objectives

To consolidate map reading learning from 3.2 above.

To introduce team working, stove safety, camp skills, country and highway codes and walking with a pack

As far as possible to make this a fun weekend

Materials

Enough skilled leaders*, laminated maps of QE Park and compasses to allow 1:2 or 3 young people

Kit for overnight stay for all - packed in rucsacs (see Appendix 2)

Food

Gas

Games

* required for small group navigation exercise only

Programme

Saturday

11:00 Arrive on site, book in, go to top of park (near Orienteering Point 16 (OP16))

11:30 Small group navigation (3.3.1)

13:00 Lunch

13:30 Game - kickabout?

14:00 Tent pitching (3.3.2)

15:00 Team navigation exercise (3.3.3)

17:00 Bus to camp site (other side of road)

Pitch tents, roll out sleeping bags, stow kit

18:00 Stove safety demonstration - followed by heavily supervised cooking (3.3.4)

19:00 Wash up, tidy site, fun and games

Sunday

07:00 Reveille, issue food, supervise cooking, washing up, striking camp, packing rucsacs (3.3.5)

09:00 Least able team starts walk (3.3.6)

09:30 Other team starts

13:00 Pick up by mini-bus, transport home

Section 3.3 Practice Weekend #1

3.3.1 Small Group Navigation Exercise

Objectives

To introduce the following

Practical Map Skills

a) Setting the map (1) Align map with point features.

b) Setting the map (2) Align the map with line feature(s).

c) Directions from map Use set map to identify general directions and line of route.

d) Position Use features to estimate position

f) Following a route Assess each leg before starting (direction, terrain, distance, time)

Tick off features

Compass Skills

a) Cardinal/inter-cardinal (4) Know cardinal points and identify positions between.

b) Setting the map Orientate the map by compass

c) Care Protect from physical damage and magnetic interference.

Materials

Laminated map of QE Country Park and Compass to every 2 or 3 young people

List of checkpoints (see below).

Briefing

Each leader will need a briefing sheet (see Appendix 3) and sufficient materials for his/her allocation of young people. He/she will go through the following process.

Process

Spend some time making sure that each person understands the basic symbols of map (paths, fenced/unfenced roads, types of forest, Grid Lines (size of squares and direction). The red blobs are about 100m in diameter, with the appropriately marked and numbered post in the centre of the circle.

For each candidate, follow the same process. Get them to

§ Set map (using compass or features)

§ Plan a route

§ List any useful features (including ones that show they have overshot)

§ Estimate time (assume 20 minute Kms)

§ Follow the planned route (ticking off features)

§ Relocate when unsure of position (get them to do this a lot!)

Relocation strategy is to:

a) Re-set map and look for relevant features and, if none,

b) Walk on a fixed bearing (N, S, etc.) until striking a likely line feature, then restart at a).

Do the allocated row of Orienteering points in the set sequence, with candidates taking turns (his/her row will be highlighted by the event leader).

1	2	5	4	9	6
5	4	11	9	20	6
3	11	5	2	20	6
4	5	10	11	9	6
20	2	5	4	9	6
9	11	10	5	4	6
10	5	4	3	20	6

Take opportunities on tarmac roads to check highway code.

Break off in order to be at the toilets (GR 7205 1855) no later than 13:30 (subject to change if start time slips).

As far as possible, KEEP IT SIMPLE!

3.3 Practice Weekend #1

3.3.2 Tent Pitching

Objective

To demonstrate best practice in handling tents

To gain opportunity to consolidate this when pitching camp, later

To encourage group organisation and support

Materials

Tent complete, in bag, for every 2 or 3 young people

Process

Two leaders demonstrate tent pitching, giving special emphasis to:

· Control of bags

· Noting number of pegs (from bag)

· Covering pins when inserting through eyelets 2

· Getting fore and aft guys straight in line with poles

· Pegging opposite each other square to poles 3 3

· Ensuring Zips are done up before erecting

· And either fully up or fully down later

· Working together in a complementary fashion 1

Now issue tents and tell people that points will be awarded according to quality. During pitching, offer advice and , where useful, steal the odd unattended bag or peg. At completion, award points and assemble group for next demo.

The same two leaders now dismantle and pack tent, giving special emphasis to:

· Ensuring zips are fully closed before starting

· Folding tent to keep clean surfaces away from dirty ones and minimise creasing

· Getting into appropriate shapes to fit bags with minimal rolling

· Checking number of pegs before bagging

· NOT rolling pegs in tent

· NOT hanking guys

Release groups to do the same with their tents and note those who are short of pegs or bags, but don't notice/care. Congratulate as appropriate and remind people they will have a chance to perfect their tent pitching later.

3.3 Practice Weekend #1

3.3.3 Team Navigation Exercise

Objectives

To be a fun way for the teams to compete

To rebuild morale lost in failing to find checkpoints in small group exercise

To assist in team building

To acclimatise people to carrying packs prior to the next day's walk

Materials

A rucsac filled with basic kit for each person

At least 2 maps of QE Country Park and 2 compasses per team

List of checkpoints (see below)

At least one adult per team

Two copies of the exercise brief (see Appendix 4) and at least one pen/pencil per team (check each team has a different order of checkpoints!)

Process

Two teams navigate through 10 orienteering points in opposite directions (theoretically passing each other halfway). This is a competition. The first complete team to arrive back at the start with the most correct orienteering post letters on their sheet will be the winner. This will probably not be the first team back . . .

They must be encouraged to take their time – the biggest impact on their speed will be errors in navigating. They must also be encouraged to look after other team members, and to go at a pace that they can all keep up.

Break off to get to the finish (where they started) by no later than 17:00.

The checkpoints and letters are:

15	12	18	13	19	14	8	17	16	7
H	X	Q	K	T	F	M	Z	J	C

3.3 Practice Weekend #1

3.3.3 Stove Safety

Objective

To identify the danger points in using a gas trangia

To show how these may be safely managed

To show how to avoid heat damage to the cooking area

Materials

A trangia, packed

A gas bottle

Matches

Filled water container

Pieces of stick/stones to make a pot stand

Process

Explain objectives - remind group that they will soon be doing this for real. Ask about likely dangers and how burns/scalds should be treated. Show that water is to hand and how it will be used. Ask about hot pans and grass. Show how to make pot stands. Talk about the cooking area (any concrete/stony/sandy areas, need for it to be level, not where people will want to walk, not in tent!). Discuss fire in tents.

Strip and assemble trangia, being sure to hold gas container outlet uppermost when screwing on to gas lead. Show positions of pan supports for billies and frying pan. Set out pot stand.

Put some water in billy. Remove windshield. Strike matches away from you to light.

Emphasise that from this point on the gripper will be used for handling any part of the stove - cold or hot. Replace windshield, place billy on supports, put on frying pan/lid. Turn gas on full.

Discuss ways of cooking. Talk about planning (what order things are cooked in), boiling/boiling over (reduce heat), stirring (hold pan with gripper while stirring). Show how to replace gas container when empty (ensure no sources of ignition).

Any questions?

Follow up

Issue food, stoves and gas. Supervise cooking of supper, intervening as necessary.

3.3 Practice Weekend #1

3.3.4 Rucsac packing

Objectives

To know what kit they've got!

To ensure that dry kit stays dry

To learn what needs to be accessible and what not

To demonstrate that they are capable of doing it

Materials

Packed rucsac (from the night before)

Tent

Trangia

Process

Show how to stuff sleeping bag into stuff-sac

Show how to stuff stuff-sac into plastic bag

Show how to stuff stuff sac in plastic bag into rucsac

Talk about need for waterproofs and water bottle to be handy

Follow up

Supervise and advise on packing

3.3 Practice Weekend #1

3.3.5 Short Walk

Objectives

To give a first taste of walking a significant distance with a significant pack weight

To introduce the process of navigating a leg

To allow some views to form on the construction of a route

Materials

An 8 or 9 Km route involving an early climb followed by a descent to a rendezvous with the minibus

A route card and suitably marked maps/laminated copies

(Appendix 6 is a specimen route which involves the finding of a tumulus by compass bearing and pacing, and an example of closely packed contour lines and their consequences for the careless route designer. The routecard for it forms Appendix 7)

Process

Start the least experienced group half an hour before the other. Nominate a leg leader and a leg back-up. Get the leg leader to:

· Read the route card!

· Orientate their map

Explain the leg to the group and the features that they will find - ask the group to call out when they see them

Ask the back-up to check the work of the leg leader and prepare to lead the next leg.

Monitor the performance of both and intervene at an appropriate time (not too late - it is important that they finish on an up beat.

At the minibus, find opportunities to praise everybody.

Section 3: Sessions

3.4 Wash-ups (reviews)

These will take place after every weekend event.

Objectives

To consolidate learning from the weekends

To identify areas where further input/scrutiny is required

Materials

Flipchart and pens

Easel or tape

Process

List major objectives of weekend on flipchart

Invite and record comments against these and anything else the young people consider important

Ask about food and what people would prefer on the next event

Follow-up

Review weekend and wash-up comments with other leaders - modify ongoing programme as appropriate

Section 3: Sessions

3.5 First Aid Training

Objectives

To ensure that a consistent basic course in First Aid is delivered

Materials

Package supplied by a contractor (e.g. ?????)

Process

Provide crowd control for the instructor and support for the participants.

Section 3: Sessions

3.6 Purpose Work/Route planning

3 sessions have been allowed for route planning. This is extremely tight and can only be managed with heavy adult support. Two alternative approaches are described: 'manual' using maps, strings and tracing paper, and 'Anquet', using this mapping software to generate routes and routecard information. Sections 3.6.1, 2 and 3 therefore appear twice, below.

3.6.1 Definition of Purpose and Initial Draft Route ('Manual')

Objectives

To identify the purpose of the expedition

To obtain an initial draft of expedition route that will support the chosen purpose

Materials

· 2 maps of the area(s) per group

· Soft pencils, sharpeners, rubbers and or acetate pens and solvent

· Flip chart

· String(s) of appropriate length for route

Briefing

Purpose: Something which gives focus to the venture. 'Clearly defined' and 'pre-conceived'. Must involve some activity during the venture and a report at the end.

Ideas: Sponsored walk (need to collect the money!), Survey (people, paths, trees, animals, birds, etc. - need skills to record and summarise). See Appendix 6

Route: Specific purposes require specific routes (e.g. surveys of buildings). More general purposes apply anywhere (e.g. sponsored walk).

Bronze: We supply Start/Finish and camp-site (we may vary this once we know purpose).

Silver: We suggest start/finish at far east of Forest to facilitate travel. Once we see route we will dig for camp sites.

Process

1. Identify purpose

2. Decide if this demands a specific route

3. Set Bronze S/F and camp/Agree Silver S/F point(s)

4. Use string (1600mm (S) and 1000mm (B) to get an idea of the sort of distance required and to pick some turning points

5. Identify suitable paths linking these points

6. Record waypoints on flipchart

Follow up

Leader to evaluate route distance and suitability (risk, effort required, navigational complexity) and availability of camp sites. Feedback to go to session 2 for modification of route and preparation of routecard info (Place, OS ref, bearing, distance).

3.6.2 Route Card ('Manual')

Objectives

· To obtain a final draft of route(s)

· To capture check points

· To record initial bearings from, and distance between them

· To key into routecard spreadsheet (see Appendix 7)

Materials

· Maps marked with initial route sketches

· Compass

· Measuring device

· Critique by leader, identifying errors, risks, over/under distance, available camp sites, etc..

· Laptop running Excel (one per team) to capture route data

Process

1. Brief team on results of critique, agree changes

2. Identify a computer operator and train him/her

3. Split team into pairs, each with a map

4. Each pair to mark up a section of route (a day?) on their map and to identify checkpoints (clearly recognisable - on map and on ground, between 1 and 2Km apart, no more than 12 per day)

5. Record the place name, grid reference, initial bearing and distance to the next checkpoint, for each checkpoint

6. Key information into computer

Follow up

Session 3 will cover height gain, details of route and escape information.

3.6.3 Route Detail and Tracing ('Manual')

Objectives

To complete creation of route card information

To create route tracing for assessor and Outdoor Ed approval

Materials

Map(s) marked with route and checkpoints

Leader(s) with pen and paper

Lap-top running Fugawi with suitable maps

- or tracing paper, masking tape and pencil

Process

Divide the legs by the number of people in the team. Get the team in one by one and get them to do their share of legs. They must describe the route from checkpoint to checkpoint, identifying:

Type of terrain

Useful features (points, handrails, collecting features etc.)

Height gains

Escape routes (phone boxes, buildings etc.)

The leader will record these on paper.

Meanwhile those who have finished their stint will use Fugawi to click on all the turning points in the route to draw the route onto the map, or . . .

Tape tracing paper onto map ensuring that it covers entire route. Mark at least two crosses in diagonal corners of paper over grid intersections and mark the references. Head up the paper with the name of the group, the Award level and the map number and scale. Trace the route, marking the checkpoints, the camp sites and the direction of travel for each day. Draw in the outline of any major features (lakes, towns, etc.). Repeat (one required for Assessor, one for Outdoor Ed).

Follow up

Type the height gains, route descriptions and escape routes into the route cards. Print off a set and send to assessor as soon as possible (according to the book this is already 2 weeks late).

3.6.1 Definition of Purpose and Initial Draft Route 'Tracing' ('Anquet')

Objectives

To identify the purpose of the expedition

To obtain an initial draft of expedition route that will support the chosen purpose and that can support the HP2

Materials

· a map of the area per group

· Flip chart

· Computer(s) running the Anquet mapping software for the relevant area (ideally two machines to get maximum involvement)

Briefing

Purpose: Something to give focus to the venture. 'Clearly defined' and 'pre-conceived'. Must involve some activity during the venture and a report at the end.

Ideas: Sponsored walk (need to collect the money!), Survey (people, paths, trees, animals, birds, etc. - need skills to record and summarise). See Appendix 6

Route: Specific purposes require specific routes (e.g. surveys of buildings). More general purposes apply anywhere (e.g. sponsored walk).

Bronze: We supply Start/Finish and camp-site (we may vary this once we know purpose).

Silver: We suggest start/finish at far east of Forest to facilitate travel. Once we see route we will dig for camp sites.

Process

7. Identify purpose (brainstorm on flipchart if useful)

8. Decide if this demands a specific route

9. Set Bronze S/F and camp/Agree Silver S/F point(s)

10. Use string (1600mm (S) and 1000mm (B) to get an idea of the sort of distance required and to pick some turning points

11. Identify a computer operator and train him/her on Anquet package (i.e. set View, set Scale, find OS reference, 'Start/End path', pull Nodes, move map).

12. Set Anquet to 1:250,000, and Show Information. Draw route crudely (i.e. only turning at significant changes of direction. Check distance, pull nodes about until this is about 80% of requirement.

13. Place start point in middle of screen and switch to 1:50,000 mode. Check that there are suitable paths linking the turning points.

14. Redraw route, following paths around the original line. Check distance and amend as necessary.

15. Shut down the computer(s)

Follow up

3.6.2 Route Card ('Anquet')

Objectives

· To obtain a final draft of route(s)

· To capture check points

· To record distance between them and height gained

· To key into routecard spreadsheet (see Appendix 7)

Materials

· Computer running Anquet with file of first draft routes ('paths')

· Computer running the Excel routecard package

· Map of relevant area

· Compass

· Critique by leader, identifying errors, risks, over/under distance, available camp sites, etc.

· Two leaders - each skilled in at least one of the packages

Process

7. Brief team on results of critique, agree changes

8. Split team into two groups (swap at end of each day, if possible)

9. Each group to plot a day from the Anquet print onto the paper map, and divide route into up to 12 sections, circling suitable checkpoints (to be well defined - e.g. junctions, turning points, significant landmarks), between 1 and 2Km apart.

10. Show Anquet operators how to plot Waypoints and get them to insert one for each checkpoint, splitting path at each one. Using 'View', 'Information', sing out Place, OS reference, Distance and Height Gained to other group member, who will record in a table on flipchart.

11. Load Routecard and demonstrate by entering first row. Group to enter remaining legs from flipchart table.

Follow up

Print out agreed route map to accompany HP2.

Session 3 will check on ability to derive and apply grid references, and cover bearings, details of route and escape information.

3.6.3 Route Detail ('Anquet')

Objectives

To complete creation of route card information.

To ensure maps are marked up.

Materials

Maps of the required area with route and checkpoints marked on them (one per leader)

acetate pens and meths/tissues (laminated maps)

pencils and rubbers (paper maps)

acetate compass roses

leader(s) with pen and paper

Process

Divide the legs by the number of people in the team. Get the team in in pairs. Working alternately, get each one to do their share of legs. For each leg, they must:

a) Give a name to the checkpoint (i.e. the place or what it is, e.g. 'path junction')

b) Find the initial direction for the leg (i.e. the direction in which they will set off from the start of the leg). Place the centre of the acetate compass rose on the start point, align N with the vertical grid, pointing to the top of the map, and select the nearest line to the required path.

c) Describe the route from checkpoint to checkpoint, identifying:

- Type of terrain, including uphill, downhill and steepness

- Useful features (points, handrails, collecting features etc.)

d) Escape routes (phone boxes, buildings etc.)

e) Find the grid reference of a point somewhere along the route (e.g. the escape route destination).

The leader will record these on paper.

When all this is complete, the pair must check that the map is marked up ready for use.

Follow up

Type the route descriptions and escape routes into the route cards. Print off a set and send to assessor as soon as possible.

3.6.4 Purpose Work Planning

Objectives

To expand and refine initial definition of purpose

To outline report presentation

To decide what will be observed and recorded

To devise simple and practical ways of recording

To reinforce the need to do all these things

Materials

Flipchart and pens

Maps marked with route

Process

Agree and write up definition of purpose

Discuss how it can be delivered (output)

List things needed to support this (inputs)

Consider how these can be captured

Devise forms, routines, etc., that involve everybody in doing this

Agree who will do what, and how

Follow up

There may be some work required in pre-printing forms, etc. to support this.

Section 3: Sessions

3.7 Practice Weekend #2

Objectives

To reinforce and build on the skills introduced in Practice Weekend #1

To encourage self-management and initiative

To experience the practicalities of observing and recording

To work on each area of the Country code

To simulate and progress an emergency

As far as possible to simulate the conditions of the assessment hike

Materials

Route cards for a 2 day hike in similar terrain to the assessed hike

Rucsacs complete with basic kit (see Appendix 2)

Food

Stoves and gas

Tents

Recording materials where relevant.

Process

Briefing and pre start checks

Ensure everybody understands the objectives of the weekend and, in particular, the requirement for them to demonstrate that they can operate safely without supervision. Tell them that they cannot go for assessment until they have done this.

Issue rucsacs, check weigh after personal kit, food, stoves and tents have been stowed. Adjust as necessary to ensure nobody carries more than a quarter of their body weight.

Help them to mark up maps and check that the routes are correct. Remind them of the routine of navigating a leg:

Nominate a lead navigator and a back-up

Lead to brief the group (terrain, features, distance, time)

Day 1

Using a light touch, ensure that last leg's back up becomes this leg's lead, and that the pre-leg briefing is carried out. Encourage other team members to look for features.

Use opportunities to reinforce road safety and Country Code requirements.

Give scope to make navigational mistakes and recover from them - giving praise when they do, and reinforcing the good techniques used. Intervene if the consequences of errors will be severe (i.e. discouraging).

Insist on observation and recordings being done in a similar manner to what they have said they would do for their assessment.

At a suitable point, indicate that a person has a non-life threatening problem which will prevent them from walking any further. Invite them to decide what to do. Keep intervention to a minimum, but insist that they telephone the base contact to report the problem (make sure you have pre-briefed the Base Contact!).

Find an opportunity (blisters?) to get them to discuss (or indeed treat) an injury, making sure they examine the first aid kit and consider how they might use it.

Observe team behaviour. How close together are they? Is one person being victimised? Discuss the need to work together. Consider redistributing weight if some people are perpetually 50m ahead of the rest.

In camp pay particular attention to stove safety and conservation issues, especially positioning of stoves, use of grippers, protection of grass from heat and prevention of litter.

See that equipment is cared for, and that pegs are counted.

Before bedtime, brief group on Day 2 and the need to get themselves up, fed and ready for the agreed start time.

Day 2

As far as possible, Day 2 should be completely independent, with leaders present, but passive members of the group. Their role can be likened to assessors, noting what goes on, but only intervening where there is no alternative.

The group must get up, cook, wash up (pans and themselves), pack their kit, check the site for kit and rubbish, and be on their way at the right time. This may not happen (!) and a judgement must be made on the level and type of intervention to be made. Again, err on the light side.

The rest of the day should be the group's, leaders observing and only intervening when necessary because of danger, misbehaviour or running out of time.

Follow Up

It is crucial that a 'wash up' is held to allow the group to reflect on their strengths and weaknesses. Leaders should have prepared their own summaries, and to have concluded whether the group are ready for assessment, or need further practice.

3.8 Pre-Assessment Checks

Objective

To satisfy the assessor that the group are adequately prepared and suitably equipped to undertake the expedition.

Materials

The group and all that they will wear and carry except food.

Record books with all necessary information and signatures.

Maps and route cards to allow discussion of the route.

Menus, indicating amounts and types of food (see Appendix 8).

Kit list (see Appendix 2)

Process

6 weeks before the expedition:

Send Assessor tracing or map print of route (same time as HP2).

2 weeks before expedition:

Send Assessor completed routecards, menus and kit list.

In week before expedition:

Arrange for the Assessor to meet the group.

Allow an hour.

Get the group to lay out their kit to simplify inspection.

Introduce the group to the Assessor and vice versa.

Reassure them that he/she is there to ensure everything goes well.

LEAVE THEM TO IT! (Hard to do, but if you stay you're bound to become defensive!)

Things the Assessor might (should) check:

Route - long enough - distance/time?

Planning - the group must have planned the venture.

Numbers - must comply with the Award requirements.

Territory - unfamiliar - avoiding roads and villages as far as possible?

Navigation - any good?

Participation - all members will take an active part.

Meals - at least one substantial meal cooked each day.

Accommodation - camping.

Practice Expedition - completed and signed up.

Equipment - (including boots) fit for purpose.

Venture - must have a purpose.

Training - must be properly trained.

Provisions - should be self-supporting without the need to visit shops etc.

Account of Venture - must be produced to an agreed adult.

3.9 Assessment Hike

The leaders' roles here are restricted to preparing and recovering equipment, transport, safety supervision during the walk (i.e. being aware of where they are, without being visible to the group), and crowd control overnight.

Good liaison with the Assessor during the event is crucial. If the group is plainly incapable of fulfilling the requirements it is essential that the decision to terminate the assessment is taken by, and communicated to the group, by the leaders and not the Assessor. It is the leaders who deemed the group capable, and they must deal with the fall-out when this proves to be wrong.

3.10 Report Preparation and Presentation

It is unlikely that all of the group will be willing/able to participate in the preparation of a written 'account of the journey'. The following procedures are based on experience and have operated with reasonable success.

3.10.1 Bronze

Agree with the Assessor that the group will make a verbal presentation to him/her at the end of the walk. Thus far, we have always used sponsorship as a purpose, and therefore the need to discuss a 'project' has not arisen.

During the overnight stop, discuss the content of the talk, encourage them to take roles (e.g. the weather, navigation, people we met, etc., and in particular - what we learned from doing it!) and try to get them to put some key words on a bit of paper.

At the finish, after the Assessor's de-brief, prod them into regurgitating this. Give suitable encouragement and praise, where you can.

3.10.2 Silver

Ensure that their purpose can be achieved by taking photographs. Strive to get them to record time and location for each one.

Offer them a skeleton Powerpoint presentation, discuss and agree possible changes - additions/deletions. The following is an outline of one used previously:

§ Title Page

§ Contents

§ The Group (pictures with bullet points for each person)

§ The Route (an overview)

§ The Purpose(s) (Identifying individual roles)

§ The Diary (strip map of each day, with bullet point descriptions)

§ Purpose work outcomes (each member presenting his/her pictures)

§ Conclusions (what went well, what they would do differently next time)

§ Acknowledgements (for help received)

§ Any questions?

Get them to supply the bullet points for each page and any other content required

Scan the pictures into Powerpoint at appropriate points and type in the bullets.

Agree on an 'anchor person' and other roles.

Run through the presentation and tweak roles and timing as necessary.

On the night, have a final run through immediately before delivering the presentation.

In 2001 this was achieved in three sessions. A copy of that presentation accompanies this manual.

4. Assessment

5. Forms

6. Useful Sources

6.1 Literature

Award Handbook - The Duke of Edinburgh’s Award, Gulliver House, Madeira Walk, Windsor, SL4 1EU

Expedition Guide – by Wally Keay, publisher as above

Off-Site activities and Educational Visits – Hampshire County Council Outdoor Education Department

6.2 Links

www.theaward.org

Challenge & Adventure - D of E Bronze Expedition
Handbook category		Evidence of competence

Basic First Aid
Kit		Carries kit to treat these ailments assuming a 2 hour response.
Treatment		Ensuring own safety, is able to carry out/treat the following as specified in handbook
		Resuscitation, airway, breathing and circulation
		Blisters
		Cuts
		Abrasions
		Minor burns and scalds
		Headaches
		Insect bites
		Sunburn
		Splinters
		Recognition of sprains, dislocations and fractures
		Wounds and bleeding
		Heat exhaustion
		Shock

Safety & Emergency Procedures
Clothing & Emergency Kit		Selects items appropriate to the exercise and conditions. Uses them correctly.
Fitness		Carries a quarter of body weight for 12Km per day
Mode of travel		Selects the optimal route.
		Positions self/team to minimise hazards (including road safety).
		Checks condition of feet, shoulders, etc. and applies appropriate treatment
Keeping together		Stays within 5m of navigator.
		Watches for and rounds up 'singletons'.
Route cards		Knows why people need his plan.
		Creates usable tracings.
		Stays on planned route, regardless of delays
Accidents/Emergencies		Takes appropriate action to deal with the incident
Fetching help		Gets the appropriate help in a safe and efficient manner
		Looks after self and team during wait
Weather Forecast		Obtains, interprets and acts upon forecasts

Country Code		Can recite key words.
		Minimises impact on environment, property and living conditions.

Highway Code		Can recite relevant information
		Acts in a safe manner when on/near roads.

Compass Skills
Cardinal points		Can recite/identify position between.
Setting the map		Can orientate the map by compass
Care		Protects from physical damage and magnetic interference.

Purpose Work
Planning		Decides on and researches purpose in advance.
		Defines necessary observations.
		Devises efficient recording process.
Observing		Looks out for relevant info throughout exped.
Recording		Makes and retains a record of all observations.
Analysis		Manipulates records to support purpose report.
Navigation - Preparatory Map Skills
Nature of maps		Describes as a scale model.
Map direction		Is aware of Grid, True, Magnetic North
Scale, distance, time		Applies scale and Naismith.
Conventional signs		Knows them and/or where to check them.
Marginal information		Knows survey date and adjoining sheets.
Grid references		Derives and applies them correctly.
Contours and gradients		Identifies intervals, steepness, spurs/valleys.
Routes		Accurately describes terrain of route.
Features		Identifies point and line features from map.
Navigation - Practical Map Skills
Setting map (1)		Aligns map with point features.
Setting map (2)		Aligns the map with line feature(s).
Directions from map		Uses set map to identify general directions and line of route.
Position		Uses features to estimate position
Route Planning		Understands general nature of area.
		Understands Scheme requirements.
		Has defined a purpose.
		Climbs early, minimises climbing.
		Optimises underfoot conditions.
		Wherever possible selects unambiguous features as checkpoints.
		Produces usable tracing.
		Transfers information legibly to Route Card
Following a route		Assesses each leg before starting (direction, terrain, distance, time)
		Ticks off features
Team Building
Leadership		Develops team members' inherent strengths and commits them to the group
Tolerance		Able to put aside differences for the period of the exercise
Cooperation		Willing to compromise personal positions to achieve the group objective
Organisation		Able to identify efficient and effective ways of deploying group resources
Facilitation		Quickly identifies and helps members to overcome obstacles to progress
Commitment		Demonstrates complete commitment to the group objective

Camp Craft
Selection of kit		Kit is sufficiently robust and light.
Care		Keeps kit clean and in good repair.
		Uses bivi-bag under tent.
		Pitches and packs tent to minimise creasing and spread of dirt.
Packing rucsacs		Uses robust waterproof liner.
		Optimises weight distribution.
		Keeps waterproofs, water, food accessible.
Selection of campsites		Avoids overhangs (trees, rocks) and visibility (yobs).
		Seeks shelter from prevailing wind.
		Seeks level site with smooth surface and good grip for pegs.
		Seeks a source of water and conditions for hygienic disposal of waste.
Cooking		Understands merits and demerits of dehydrates.
		Plans menu to: provide required energy
		maximise carbohydrates,
		minimise weight
		optimise use of Trangia
		minimise washing up.
		Removes burner to top up fuel.
Hygiene		Washes up after meal (not before next one)
		Digs 'wet pit' and carries solid rubbish.
		Washes face, hands, feet and teeth daily.
		Selects 'uncampable' place for latrine, cuts turf, and buries 20cm deep.