Section Methods

Introduction

The Scout Method supports the development of young people in the different age ranges
as defined in your NSO’s Educational Proposal. To comply with this, the Scout Method
should be adapted to each age section according to the needs and abilities of young people.

Step 7 of the GPS directs the adaptation of the Scout Method to each of the sections.

Concept

The Mission of Scouting is to contribute to the education of young people, through a values
system based on the Scout Promise and Law, to help build a better world where young
people are self-fulfilled as individuals and play a constructive role in society.

This Mission is fulfilled by applying the Scout Method, which makes young people the
main protagonists in their own development, so that they may be autonomous, supportive,
responsible, and committed people.

What is the Scout Method?

The Scout Method is a system of progressive self-education, based on the interaction of

equally important components, which act together as a closed system.

Fig.1
The Scout Method is a fundamental aspect of Scouting, and is expressed through the
following elements:

1. The Scout Promise and Law:

a personal voluntary commitment to a set of shared values, which is the foundation
of everything a Scout does and everything a Scout wants to be. The Promise and
Law are central to the Scout Method.
2. Learning-by-doing:
the use of practical actions (real life experiences) and reflection(s) to facilitate
ongoing learning and development.
3. Personal progression:
a progressive learning journey focused on motivating and the use of practical
actions (real life experiences) and reflection(s) to facilitate ongoing learning and
development.
4. Team system:
the use of small teams as a way to participate in collaborative learning, with the
aim of developing effective teamwork, interpersonal skills, leadership1 as well as
building a sense of responsibility and belonging.
5. Adult support:
adults facilitating and supporting young people to create learning opportunities and
through a culture of partnership to turn these opportunities into meaningful
experiences.
6. Symbolic framework:
a unifying structure of themes and symbols to facilitate learning and the
development of a unique identity as a Scout.
7. Nature:
learning opportunities in the outdoors which encourage a better understanding of
and a relationship with the wider environment.1
8. Community involvement.
active exploration and commitment to communities and the wider world, fostering
greater appreciation and understanding between people.

The implementation of these elements in a balanced, combined way is what makes

Scouting unique.

1
The Scout Method, WOSM, 2019
Carefully read through the description of the Scout Method as adopted by the 41st World
Scout Conference and given in <Scout Method Document> before progressing.

Adapting the Scout Method

The Scout Method is intended to stimulate the development of young people, through all
age ranges of Scouting.

The 2019 edition of The Essential Characteristics of Scouting explains:

“That self-education is also progressive. The Scout Method, while retaining the
same basic elements, adapts them to the different stages of young people’s
development from childhood to the end of adolescence and early adulthood. It
takes into account the characteristics of each age group to stimulate the discovery
and development of new capacities and interests and to open doors to further
stages, taking into account each individual’s own pace.”

This means that the Scout Method should be adapted to each of the age ranges, according
to the needs and interests of young people. This adaptation is another layer in the design
process that must be done during the development of your NSO’s Youth Programme.

In each age section, from the youngest to the oldest, the same methodological elements
are present: Scout Law and Promise, learning-by-doing, team system, symbolic
framework, etc.; however they take a form adapted to the characteristics, aspirations, and
capacities of young people. All the elements are adjusted according to the characteristics
of each age range, such as the capacity for autonomy, degree of demand for responsibility,
need for emotional security, methods of expression, capacity for cooperation within the
group, etc.

Consequently, the role of the adults in the group will also vary according to the age range
in question. One can describe the changes taking place from the younger to the older age
sections in the following way.

Widening the frameworks

At first limited to the immediate family and environment, the living and playing
environments widen. The same evolution takes place in Scouting.

Activities and camps are organised in a vast field of action and offer the opportunity for
increasingly varied contact and discovery. At the younger age level, activities are short
and take place in the immediate environment. At the older age levels, international
gatherings and service or solidarity activities enable young people to become aware of the
intercultural dimension, and that the world is theirs to explore.

From the concrete to the abstract

As the child grows, their thinking moves from the very concrete towards the more abstract.
The young child takes statements, including metaphorical language, very literally, and
they understand the world through the immediate and concrete. In adolescence, they
begin to think rationally, systematically, and hypothetically – their level of abstraction
reaches a new level, where they can discuss ethics and philosophy.

As an example, the Scout Law is understood through very concrete actions for the
youngest, while young adolescents discover living values: loyalty, trustworthiness, etc.,
through the Law. Through their projects, young adults gain direct experience of the
meaning of universal values such as democracy, the right to be different, tolerance, etc.

From the imaginary to the reality

A small child’s imagination is fired by the magic of legends. Towards the end of childhood,
young people also easily identify with imaginary role models whose qualities and success
they want to emulate through play and activities.

In adolescence, the characters with whom a teenager identifies almost exclusively come
from real life: champions, contemporary stars, and scientists, etc. Young people no longer
emulate their role models through play, but are more inclined to imitate the attitudes
they perceive their role models to have.

From the small group to society

The activities and life of the group form part of an increasingly vast network of
relationships, in which young people themselves take on greater responsibility. Gradually,
activities put young people in direct contact with real social life, and allow them to
experience true adult roles through social service or community development projects.

From perception to prediction

The small child is perception-bound, meaning that they assess the world and act on their
immediate surroundings. Their actions tend to precede thinking, and they have difficulty
making causal connections, assessing the consequences of their actions, etc.

For young people this has changed. Their perception of their surroundings includes a
strong element of prediction. They become able to predict the consequences of their
actions, and therefore tend to think before they act.

Adapting the Elements of the Scout Method

The adaptation of the elements of the Scout Method to the age sections depends both on
how the age sections are set up, and on the cultural context of both your country and your
NSO.

It is therefore not possible to give universal recommendations as to how the Scout Method
should be adapted to the age sections. Instead the following is intended to aid the
considerations in your NSO. The supporting tool/annex Scout Method and Stages of
Development gives examples of such adaptations in a tabularised form.
The Scout Promise and Law

The Scout Promise and Scout Law need to be formulated in terms that are understandable
for young people to which they are addressed. In other words, they need to be adapted
to the culture and age of the young people for whom they are intended.

The Scout Promise and Law are not sacred tests that have been revealed once and for all,
to be framed, hung on a wall, and forgotten about. They are tools that should be adapted
and fine-tuned to do what is expected of them.

It is, therefore, recommended to have a different text for every country, and even for each
age section, to ensure that the goals of the Movement are expressed in an appropriate
and comprehensible manner. Baden-Powell also used this approach when he, in The Wolf
Cub’s Handbook, proposed a Law of the Wolf Cub Pack and a Wolf Cub’s Promise using
simpler language and fewer points than the Scout Law given in Scouting for Boys.

Learning-by-doing

For young children, learning is primarily through physical activity. Games and playing are
important learning opportunities as they give young people the opportunity to contribute
and collaborate. As the Scouts grow older, their articulation of ideas and thoughts also
becomes part of the “doing” as a learning activity. Scouts take action to facilitate change
towards a particular purpose, and the process is simultaneously an opportunity for learning
and for their development and that of others.

The complexity of the educational action carried out by the Scouts themselves increases
as they mature. This is reflected in the figure (ref figure of engagement vs. complexity in
“Learning Opportunities”).

Reflection is an important aspect of learning by doing. As the Scouts’ capacity for

abstraction increases, their ability for abstract reflection and meta-reflection will increase,
too. The youngest will be very concrete, answering a question like “what activity did you
like the most today”, moving through questions such as “why did you like it” and “what
did you learn from it” to a question such as “how did you learn from it”.

One of the characteristics presented in the model of leadership in Scouting is the process
of learning by doing, as “Scouts take action to facilitate change towards the purpose, but
the process is simultaneously an opportunity for learning and development of others.”2

Personal progression

As a part of the Scout Method, personal progression is informed by the thoughts and
results from areas of personal growth (step 2 ) and by the section educational
competencies developed (step 5), to be a progressive learning journey that motivates and
challenges young people through a wide variety of learning opportunities (step 8).

2
21st Century Leadership in Scouting, WOSM, 2017
As part of the Scouting experience, it is important that the Scouts perceive that they are
progressing and are motivated to do so. The symbolic framework of the section ensures
the approach is age appropriate.

Progression can be achieved at all ages by ensuring that young people regularly find
themselves outside their comfort zone, in their zone of proximal development — i.e. doing
activities that they can only do with guidance, whether from more experienced members
of the team or from adults. In the younger age sections the leaders will need to know their
young people very well to guide them through this process of learning, and self-
assessment.

Team system

When adapting the team system to the age sections, the evolution of the autonomy of the
teams is one of the most important aspects to consider. Questions to discuss in connection
to this is the complexity of tasks on which the team can work with full autonomy, and the
time frame for which the team can be independently responsible.

There are different models for discussing the evolution of team autonomy. Traditionally,
the question has been addressed by looking at the degree of autonomy and responsibility
as growing throughout, while other models focus on the changes to the nature of their
autonomy and responsibility.

This latter model would take as its starting point the ways in which young people display
autonomy and responsibility, what types of decisions they prefer to take themselves, and
how the dynamics of leadership evolves.

The model of leadership presented in 21st Century Leadership in Scouting describes

leadership as a fully collaborative process. This means that leadership is a characteristic
of the team rather than of the individuals comprising the team.

Another question to consider is the democratic organisation of the section unit. What
structures and democratic processes need to be in place to ensure not only a high degree
of adherence to the decisions of the section unit, but also agreement and a sense of
ownership to the decision by the Scouts in the section unit.

The basic organisational structure of the small team also provides a learning environment
that facilitates the development of a young person’s personal and group capacity through
pooling and building on their individual skills, talents, and experiences. In this way young
people learn from each other and learn together through the roles they undertake as part
of the team.

In considering team leadership, Scouting defines the leadership process as involving more
than one person. This does not mean that these “others” in the team are passive followers,
subjected to the views and direction of any individual “leader”. Rather, interplay constantly
exists between any single individual and the others, with actors taking turns to influence
the dynamic of the group. Given that a common vision exists, these influences will all work
to collectively move the group towards a shared purpose.3 While this is true in all age sections,

3
21st Century Leadership in Scouting, WOSM, 2017
the level of responsibility brings us back to the very first question on the evolution of
autonomy of the teams in the age sections.

Adult support

Scouting offers the potential for a learning community of young people and adults, working
together in a partnership of enthusiasm and experience.4

The details of the role of the adult will depend on many factors, including the models of
autonomy and leadership that are employed for each section in the team system.

Fig.2

A stimulating adult presence is essential to applying the Scout Method. The partnership
between young people and adults is one of mutual trust, respect for each other, and the
purpose of Scouting. The nature of the partnership changes through the age sections. In
each age section, the adult will be a facilitator, a supporter, and a mentor to young people,
emphasising the youth-led nature of Scouting. In the background, the adult also takes
care to ensure the Youth Programme has educational content, that young people are safe
from harm, and that the unit’s good governance is maintained. It is important that the
adults have a good understanding of the age group in order to be able to identify the
minimum level, and the type of support needed for young people to achieve the goal or
solve the problem they have been set.

This understanding also enables the adult to ensure that young people assume the primary
leadership and responsibility for important learning decisions (e.g. choosing learning
opportunities, monitoring and assessing progress).

4
The Essential Characteristic of Scouting, WOSM, 2019
Symbolic framework

The use of age-section-specific elements of the symbolic framework creates a sense of

belonging with the section, while the symbolic framework of the local group, district, NSO,
and the international Scout Movement are meant to facilitate an enduring sense of
belonging within the Scout Movement.

Traditionally, the narrative, or imaginative, part of the symbolic framework has been an
important aspect of the section-specific symbolic framework, especially in the younger
sections. Such a narrative framework can provide role models for Scouts in the form of
characters that belong to the narrative world of the framework. For this to work, it is
important that this narrative frame is fully consistent with the values of Scouting such as
they are expressed nationally and internationally today.

In the older age sections, it is equally important to find a hero, a topic, or an approach
that will inspire and enthuse young people.

As an educational tool, your NSO should consider having an overall framework for the
Personal Progressive scheme, which is then tied in to your different age sections in an
appropriate way.

Nature

The Youth Programme uses and connects to the natural world in many ways.

Nature is the setting for adventure and discovery from early, brief excursions into nature
to expeditions. It starts as a playground that the imagination turns into scenes of
adventure to become the target of expeditions of real-world adventures (nature as both a
setting and a self-chosen obstacle to be defeated).

Nature is also a source of wonder. Through observation, it offers a route towards

knowledge of nature and a connection with the spiritual world.

Nature is the focus of activities developing and expressing the obligation towards the
natural world and our globe. This ranges from emerging ecological awareness through
preservation activities, to large-scale projects advancing and advocating the integrity of
the natural world, for example as expressed in the Sustainable Development Goals on
climate action, life on land, and life below water.

The use of nature in each age section should include all these aspects in a way that is
appropriate for the maturity and experience of the Scouts in the age section.

Community Involvement

Community involvement is the newest addition to the description of the Scout Method.

The basis for community involvement is the idea that Scouting does not exist in isolation,
but is always a part of the society that surrounds it, and therefore needs to interact with
the surrounding world. This element therefore includes the many ways in which Scouting
at the local level interacts with the surroundings, both inside and outside the Scouting
family.
The implementation of community involvement progresses through the age sections in
terms of the community that the Scouts can relate to, starting with the immediate
communities of family, school class, and section unit widening throughout the programme
to eventually encompass the entire community of humans.

An important aspect of this is also the gradual discovery and exploration of the community
of Scouting. Meeting Scouts from other places and imagining what it is like to be a Scout
in another country (or even just another part of the country).

Another perspective in the adaptation of community involvement to the age sections is

the nature of the interactions. From simple good-turn types of interactions to complex
service projects and intercultural experiences.

The third aspect is that of diversity and recognising and valuing a diversity of ideas, of
peoples, and of cultures. From some simple explorations with the younger age sections,
to delving deep into their own society to discover the richness within the older section.
 Annex 6
Adapting the Scout Method to the Age Sections
This annex presents various descriptions of the adaptation of the Scout Method to the age sections and broad stages of development.

Scout Method Childhood Adolescence Young Adulthood

The Scout Promise and In childhood, young people think and In adolescence, young people gain the Young adults integrate the values of
Law conceive of values in terms of very capacity to understand and discuss values as Scouting with their personal code.
concrete rules of behaviour such as abstractions.
“picking up your trash and taking it The Scout Law is an accepted formulaic
with you”. The Law is a code of behaviour that transmits expression of a part of the young adult’s
universal values, and includes the basic rules personal value set.
The Scout Law should be expressed as for their interactions within Scouting.
a short text using a vocabulary making The Scout Promise confirms their
it easily understood by the children. The Scout Promise is a lifelong personal commitment to the values of Scouting.
commitment.
The Promise is the personal
commitment to a social agreement in
the unit.

Learning by Doing In childhood, learning by doing means With greater ability for abstraction, a wider Educational actions are largely related
learning by being physically active. range of actions become available, including with the conception, planning,
Young people learn better when their discussing or articulating their thoughts, management, and evaluation of projects,
kinaesthetic sense is engaged. Learning ideas, and values. with the learning based on the practical
by doing takes its outset in the actions of completing the projects fade in
developmental stage and needs of Reflections are facilitated by open questions importance and focus.
young people. that invite young people to progress to
metacognitive reflections. For example, “What Young people have adopted a practice
Reflections are facilitated by open do you think about our and culture of shared reflections.
questions that are based in the camp/meeting/hike/trip today?”
concrete and which do not presume a
“correct” answer. For example, “What
can you tell me about our
camp/meeting/hike/trip today?”
 Scout Method Childhood Adolescence Young Adulthood

Personal Progression The focus of the personal progression is With increasing capacity for the abstract, Personal progression is largely self-
on concrete actions and concrete skills. executive functions can be discussed as part directed with a focus on competencies,
Reflections will often focus on “what did of the personal progression. both the educational competencies of
I/we do” with an occasional discussion Scouting and vocational competencies.
of “what have I learned”. Reflections increasingly focus on learning
achieved with metacognitive reflections (e.g. Metacognitive reflections and meta-
“how did I learn”) and reflections on relational reflections (e.g. “how did the
competency development occasionally being others contribute to my learning”)
discussed. become the norm.

Team System The team is the organising unit, but Teams (patrols) acquire greater autonomy, Teams are very autonomous and flexible
many activities are carried out for all have a life of their own and are federated in a and usually reorganised for each
teams in the unit. Scout unit to do activities together. project.

The autonomy of the team depends The team leader is more clearly responsible The unit of young adults is a democratic
heavily on the complexity of the task, for facilitating the leadership process in the youth organisation run by the same
but the team is occasionally given full team. young people.
autonomy for some very short and
simple activities.
 Scout Method Childhood Adolescence Young Adulthood

Adult Support Empowerment: The adult is attentive Empowerment: The adult ensures that the Empowerment: The adult is careful to
and appreciative of the young people’s decision-making processes have sufficient leave decision-making to the young
wishes, even when not expressed in variation to enable all the young people to be people, including the decision on when
the usual format for formalised part of making decisions when and where adult support is needed.
democratic decision-making. Due to the they want to be.
spontaneity of perception-bound Scaffolding: The adult steps back from
children, the adult is willing to let go of The adult gives full responsibility to the teams the normal life of the unit to be available
control in order to adapt the to allow the teams to act autonomously in the background as a resource that can
programme to the young people. within scope of the transferred responsibility. be consulted at need.

The adult involves the young people in Scaffolding: The adult focuses on maintaining
the process of realising their ideas and attention and fading support (and eventual
wishes; on one hand letting them transfer), so that the young people perform
experience that the starting point for the tasks independently.
what they do in Scouting is their own
dreams and ideas, and on the other
hand teaching them that they need to
also make an effort to realise their own
wishes.

Scaffolding. The adult focuses on

simplifying the tasks to match the
competencies of the young people and
on modelling and demonstrating the
practical skills. By modelling and
demonstrating, the young people not
only learn how to perform the task, but
also how to assist others in learning to
perform the task.

The adult is active in helping the young

people express the values of Scouting
in their own words.
 Scout Method Childhood Adolescence Young Adulthood

Symbolic Framework The shared symbolic framework of the The shared symbolic framework of the Scout The shared symbolic framework of the
Scout Movement and the NSO as well Movement and the NSO as well as any Scout Movement and the NSO as well as
as any symbolic framework of the symbolic framework of the specific section is any symbolic framework of the specific
specific section is adapted for the adapted for the specific age group and section is adapted for the specific age
specific age group and culture. culture. group and culture.

A narrative/imagination framework can Depending on the culture, a narrative Depending on your culture, a narrative
be beneficially used as part of the framework may be appropriate. framework may not be appropriate for
section symbolic framework. young adults. A different kind of
framework built on, for example
challenges, service, adventures, or role
models .

Nature Nature is a place of play and fun, and Nature is a privileged place to live Nature is a preferred space for physical
being in nature also enhances our adventures, to try and overcome obstacles. It challenges, personal reflections, and
capacity for attention, focus, and provides a unique learning space. active learning.
concentration.
Experiencing projects directed at sustainable Nature offers real-life challenges and can
Discovering natural elements, development and environmental protection. be unforgiving when mistakes are made.
facilitating a sense of wonder, and
learning the value of the natural Exploring the concept of sustainable
environment. development through community
projects.
Participating in nature protection (e.g.
collecting garbage in nature)

Community Discovery of the nearby community. The concept of community is broadened to Think global, act local.
Involvement Specific service actions. the zonal, national, and international levels.
Experiencing success that depends on Community action beyond the Scout
The link with the community is a means by
diversity. Movement. Opportunities for active
which young people can discover
Imagining the global community of citizenship
themselves.
Scouting.
Intercultural experiences across limited Recognition of and interaction with the global Linking with external agents
differences (e.g. no language barrier). community. Participating in intercultural (Governments, NGOs, churches, etc.).
experiences.
Creating own intercultural and
Community projects in teams. Involvement in intergenerational and intergenerational
the community allows young people to apply experiences.
skills.
 Annex 7
The Scout Promise and Law
Introduction
As defined in step 7 of the GPS, the Scout Method is the non-formal educational system
used to facilitate learning opportunities for young people and contribute to Scouting’s
purpose of active citizenship and education for life. The Scout Promise and Law one of the
eight elements of the Scout Method. As defined in the WOSM constitution, it is a
requirement of NSOs to have a Scout Promise and Law adapted from the original Scout
Promise and Law written by Baden Powell in 1908.

By definition, the Scout Promise and Law is

“a personal voluntary commitment to a set of shared values, which is the
foundation of everything a Scout does and a Scout wants to be. The Promise and
Law are central to the Scout Method,”

As a shared set of values, the Scout Promise and Law universally unite young people in
Scouting and provide a practical way for young people to apply values in everyday life.

The Scout Promise and Law assist young people on their journey through the Youth
Programme by a range of different means. This can be by using the Scout Promise and
Law to plan, do, and review a Youth Programme learning opportunity, ensuring that the
learning opportunity is aligned to the values of Scouting; providing the link between the
Scout Promise and Law and the educational competencies of values and attitudes; setting
shared behavioural expectations and responsibilities for young people with their peers and
their teams; and also ensuring that adult leaders support and uphold the use of values
across the NSO.

Step 7 of the GPS directs the adaptation of the elements of the Scout Method to each of
the sections. This means that the Scout Method should be adapted to each of the age
ranges, according to the needs and interests of young people.

The adaptation of the elements of the Scout Method to the age sections is dependent both
on how the age sections are set up, and on the cultural context of both country and
association. This also applies in the implementation or review of the NSOs values model -
The Scout Promise & Law.

Shared values expressed as the Scout Promise and Law

Scouting draws from its founder’s desire to improve society and the lives of all its
members, a goal he believed could only be achieved by improving individuals in society.

Within Scouting, the “improvement of the individual,” i.e., the educational process, is
achieved through a system of progressive self-education, embodied within the Scout
Method. Two of the fundamental components of the Scout Method is the Scout Promise
and Law. These are a voluntary personal commitment (the Scout Promise) to do one’s
best to adhere to an ethical code of behaviour (the Scout Law).
The Scout Promise and Law summarise, in simple terms, these universal values that
recognise the equal and unique value of all human beings and of their inner life, and the
goal for them to live in harmony with each other and with nature. These values constitute
the essential ethical framework within which Scouting functions, and without which the
Movement would no longer be Scouting. Consequently, one of the essential characteristics
of Scouting is that, since its inception, it has been based on a value system, an interrelated
set of ethical rules.

The Scout Promise is a personal commitment that also serves to unify the
members of the Movement. By making the Scout Promise, the young person makes a
conscious and voluntary decision to accept the Scout Law and to assume the responsibility
of that decision through personal effort (“doing one’s best”). The fact of making the
Promise in front of peers not only makes the personal commitment public, it also
symbolises a social commitment to the others in the group. Making the Promise is thus
the first symbol in the process of self-education. What is even more significant is that
across the globe, other young people are making the same promise, which is a powerful
reminder to a young person of the unity and reach of Scouting.

The Scout Law is a code of living - for each individual Scout and for the members
of the unit collectively - based on Scouting’s principles. Through the practical
experience of a code of living applied to daily life, the Scout Law provides a concrete (i.e.,
not abstract) and practical way for young people to understand the universal values which
Scouting proposes as a basis for life. It is a resonating statement that helps us along the
journey of planning, doing, and reviewing the adventures within the Youth Programme.
With the Scout Law, we can ensure our plans fit within the ideals of Scouting and then
reflect whether the spirit of Scouting was present along the way.

Across the Scouting journey, a young person’s understanding of the Scout Promise and
Law will evolve and come to mean more to them. This learning journey is a central part of
spiritual and emotional development experienced through Scouting. The Scout Promise
and Law are considered as one element because they are closely linked. The Promise and
Law emphasise the key principles of Scouting, which are “Duty to God, Duty to others and
Duty to self”. Thus, together, they serve as a reminder of a young people’s responsibility
to their God, self, and to others.

The Scout Promise and Law as a means of learning

Through the Scout Promise and Law, the Scout Method starts by asking a young person
who wants to belong to the Movement to adhere to a code of behaviour based on the
principles of Scouting.

The aim of the Scout Law is to put the educational goals of the Movement for Scouting
directly to young people so that it remains a system of self-education in which young
people are responsible for their own development. The aim of the Scout Promise is for
them to make a personal commitment to do their best to achieve those goals.

This requires the Scout Promise and Law to be formulated in understandable terms, in
other words, adapted to the culture and age of the young people for whom they are
intended.

The Scout Promise and Law are not sacred texts that have been revealed once and for all,
to be framed, hung on a wall and forgotten about. They are tools that should be adapted
and fine-tuned to do what is expected of them.
It is, therefore, permissible and even recommended to have a different text for every
country, and even for each age section, to ensure that the goals of the Movement are
expressed in an appropriate and comprehensible manner. Baden-Powell also used this
approach when he, in The Wolf Cub’s Handbook, proposed a Law of the Wolf Cub Pack and
a Wolf Cub’s Promise using simpler language and fewer points than the Scout Law given
in Scouting for Boys.

Fundamental principles of the Scout Promise and Law

For the Movement as a whole, the values are expressed in the principles of the Movement.
The principles are the fundamental beliefs which represent an ideal, a vision of society,
and a code of conduct for all its members. The principles of Scouting, or the values it
stands for, are summarised in three categories:
• Relationship to the spiritual life
• Relationship to others, to the world, and to Nature
• Relationship to oneself
also expressed in the Constitution as “Duty to God; duty to others; and duty to
self”.

Relationship to the spiritual life - a person’s relationship with the spiritual values of
life, the fundamental belief in a force above mankind.

Relationship to others, to the world, and to Nature – a person’s relationship with,

and responsibility within, society in the broadest sense of the term: their family, local
community, country and the world at large, as well as respect for others and for the
natural world.

Relationship to oneself – a person’s responsibility to develop their potential, to the

best of their ability.

The Original Scout Promise and Law as defined in the WOSM constitution

All members of the Scout Movement are required to adhere to a Scout Promise and Law
reflecting, in language appropriate to the culture and civilization of each NSO and approved
by WOSM, the principles of Duty to God, Duty to others, and Duty to self, and inspired by
the Promise and Law originally conceived by the Founder of the Scout Movement in the
following terms:

The Scout Law

1. A Scout’s honour is to be trusted.

2. A Scout is loyal.
3. A Scout’s duty is to be useful and to help others.
4. A Scout is a friend to all and a brother to every other Scout.
5. A Scout is courteous.
6. A Scout is a friend to animals.
7. A Scout obeys orders of his parents, Patrol Leader or Scoutmaster without question.
8. A Scout smiles and whistles under all difficulties.
9. A Scout is thrifty.
10. A Scout is clean in thought, word, and deed.

The Scout Promise

On my honour I promise that I will do my best to do my duty to God and the King (or to
God and my Country), to help other people at all times, and to obey the Scout Law.
The Law-Promise duo: a motor for development

In Scouting, the Scout Law is an invitation to live according to the fundamental values of
uprightness and loyalty (“to be trustworthy”, “to be loyal”); respect for, and solidarity
towards, others (“to be a friend to all”, to help others”); protection of life and nature (“to
protect plants and animals”); a positive attitude to life’s ups and downs (“to smile under
all difficulties”); respect for work and to strive to do one’s best (“respect the work of
others”, “to do nothing by half”); a sense of one’s own dignity (“to be clean in thought,
word and deed”).

The Law: an invitation to grow. The Promise: a free and voluntary response

The Scout Law does not forbid anything. It is an invitation to develop oneself, to become
more humane. It is a reference for one’s life. Even though the Scout Law is positive, it is
not a matter of imposing it on young people. On the contrary, it should be proposed to
young people and they should be helped to discover it through group life. The Scout
Promise thus becomes the free and voluntary response of the individual who, in a sense,
declares to the group: “I have discovered the values that you wish to live by and, with
your help, I agree to try and live in accordance with them as well.”

The Promise is thus the starting point of the young person’s personal progress. It is
because they want to live according to the Scout Law that they will set personal
development objectives to reach through Scouting activities and everyday life. It is
through the Scout Promise that the young person truly becomes an actor in charge of their
own development.

The Scout Promise and Law in group life

The Scout Law must not be an abstract reference document stuck on the wall in a dusty
frame. It has to be given substance in the group’s experiences through the unanimously
adopted rules governing group life. Life in the unit inevitably involves issues, discoveries,
and problems. After each major activity, take time to note and discuss the important points
and events that have affected group life. First in team councils, then in the Unit assembly.
What has been observed? Perhaps some have not fulfilled their roles correctly; others
cheated at a game; or a team was unable to agree on an activity.

There will also be positive experiences: a team persevered with their mission despite the
difficulties; another team exemplified the meaning of sharing and friendship, etc. What
does this mean in terms of the Scout Law? How can we live better together? If the adult
leaders know how to facilitate discussions without imposing their own point of view, the
young people will themselves propose rules concerning group life. These can be discussed,
modified if necessary, and adopted. For example: “Here, everyone has the right to express
themselves and to be listened to”; “No one can use force to impose their views”; “We
share with everyone”; “Assembly decisions must be respected”; etc. Thus, rules inspired
by the Scout Law will arise out of the experience of group life evaluated at the unit
assembly. In turn, these rules will shape group life and help everyone to discover the
values underlying the Scout law through concrete experiences. Thus, the desire to commit
to living according to these values by making the Scout Promise will come naturally to new
members. For others, it is an opportunity to better understand the Scout Law and their
own commitment.
 Fig.1

The Scout Promise and Law take substance through evaluating group life and agreeing on
common rules.

Considerations for the Scout Promise and Law

Scouting has a long history of shared value models expressed through the Scout Promise
and Law. As a Movement, the values of Scouting have adapted and changed over time.
Baden-Powell himself adapted and changed the text of what we now reference as the
original Scout Promise and Law many times while he lived. Therefore, we can acknowledge
that the Scout Promise and Law is not a sacred text of the Scouting Movement, but
expressed as shared values. They have been adapted many times to maintain their
relevance to the values model in society while also staying true to the fundamental
principles of the Scouting Movement.

If your NSO is reviewing or re-expressing its shared values model, research what shared
values are and how they are applied in the context of non-formal education and youth
development. All individuals have their own beliefs and values systems, and these may
also be shared by that of a family or wider community. In Scouting, values shift to that
of shared values that embrace collectively shared cultural and societal norms placing
young people at the centre of the Scouting Movement.

It is recommended that your NSO develops its own contemporary shared values model by
adapting the text of the original Scout Promise and Law within the context of your country
and adapted to each age section, so that the shared values model can be applied by young
people in an age-appropriate way. All re-expressions of the Scout Promise and Law must
be approved by the WOSM Constitutions Committee.

Through this we need to understand the different dynamics and complexities of shared
values models and how they can be applied to different cultural and development contexts.
This process ensures that the shared values models and NSO developments are
contemporary and relevant to young people within your NSO.

Shared values link to the purpose of Scouting

"The Mission of Scouting is to contribute to the education of young people,

through a value system based on the Scout Promise and Law, to help build a
better world where people are self-fulfilled as individuals and play a constructive
role in society."

Shared values provide a strong link to the purpose of the Scouting Movement. Through
shared values, the Scouting Movement creates a sense of global unity where young people
learn and strive towards building a better world.

Through the shared values of Scouting we also recognise a commitment to sustainable

development. Scouting’s action-oriented, self-educational approach is uniquely positioned
to help young people develop into active citizens and contribute to sustainable
development.

Shared values accept and include diversity

The Scout Promise and Law are reflected in language appropriate to the culture and
civilization of the country in which your NSO operates. To create the sense of unity and
link to the purpose of Scouting, your NSO should adapt the shared values model to include
and acknowledge the diversity of the cultural contexts of the country. This is an important
step in not only the positive development of young people and to ensure that they feel
safe and included, but also the unity expressed in the shared values model of the Scout
Movement.

In some NSOs, the Scout Promise and Law may have more than one model so that the
shared values include the different religions of your country. This also may be different if
your NSO is based around a formal religion. If needed, the Scout Promise and Law may
also be translated into multiple different languages so that it can include the many different
cultural diversities of your country.

Much has changed in the world since Baden-Powell drew up the terms of the original Scout
Promise and Law over 110 years ago. This is true both of societal factors, including
adherence to a religious faith, and education. Scouting, as a non-formal educational
Movement for young people, must ensure that it continues to evolve, reflecting the needs
and aspirations of young people in all societies today, if it is to remain relevant – yet
always remaining true to the fundamental values on which it is based.
Adapted to the developmental age sections

The Scout Promise and Law should be expressed in a way that is comprehensible and
appropriate to each developmental age section. In this way you can ensure that young
people across the developmental age sections can understand and apply the values
expressed in the Scout Promise and Law regularly not just through active participation in
the Youth Programme, but as part of daily life.

In many NSOs different values models expressed in the Scout Promise and Law have been
developed that adapt to the developmental age sections, so as young people transition
through the sections they progressively develop an understanding of the values model and
how they can apply the values in everyday life. It is also true that young people may
interpret the Scout Promise and Law in different ways as they grow and develop. For
example, the older age section may create a code of conduct using the Scout Promise and
Law that becomes localised and appropriated to their personalised values as they depart
the Movement.

It is important to understand what is comprehensible to developmental groups and how

an age-appropriate values model creates an understanding of the shared values of
Scouting and provides a sense of unity and a strong link back to the purpose of the
Scouting Movement.

In the research and design of a contemporary shared values model expressed in the Scout
Promise and Law, the NSO should also consider how well young people and adults know,
understand, and apply the shared values of Scouting. This factor is not only important for
the adaptation to the developmental age sections but also how well the shared values are
applied in practice across the Scouting Movement. Understanding this factor can influence
how your NSO might choose to re-express the Scout Promise and Law so it is more widely
understood and applied by all your members.

Detailed further in this annex are examples of the Scout Promise and Law from different
NSOs.

Strengths-based approach to shared values

The use of a strengths-based approach to the development of young people is a widely

practiced concept globally and, in the context of shared values, can instil a holistic
approach to the way young people understand and apply the Scout Promise and Law, but
also how they learn through the learning opportunities of your Youth Programme. A
strengths-based approach through shared values not only recognises the strengths of a
young person, but also that there are strengths in every decision that a young person
makes.

When the Scout Promise and Law take a strengths-based approach to the shared values
expressed, this will reflect in more positive behavioural outcomes for young people in the
application of the Scout Promise and Law. Upholding values encourages personal
responsibility and a culture based on positive reinforcement and empowerment of
individuals.

Following a strengths-based approach to the shared values model expressed in the Scout
Promise and Law can lead to better engagement and learning outcomes from young people
in your Youth Programme. Shared values that focus on strengths and connections in this
context can lead to less disruptive behaviour from those participating in the Youth
Programme.
In the review and re-expression of the Scout Promise and Law, your NSO should consider
if the shared values model recognises and enables young people to follow a strengths-
based approach and positive behavioural methods to learning and applying the shared
values in the Youth Programme but also in daily life. These principles themselves are
important in the design of your Youth Programme and so it is important that your NSO
recognises how this approach should be applied to the Scout Promise and Law (as
presented in step 8 of the GPS).

Shared values and Adults in Scouting

The shared values expressed in the Scout Promise and Law can have a strong link to Adults
in Scouting and the organisational culture of your NSO. In the context of Adults in
Scouting, having shared values means adults share common attitudes and principles with
other adult leaders they are working with. This can help build a feeling of camaraderie and
a shared interest in success and delivering on the purpose of Scouting and the
development of young people. It can also reflect how an adult leader's personal values
align with the shared values of the Scouting Movement.

The Scout Promise and Law can therefore not only be seen as a values model for young
people in their self-education and participation in the Youth Programme, but as a method
of managing behaviour and expectations and engaging adults in facilitating the delivery
of the Youth Programme and in the Scouting Movement. Many adults in the Scout
Movement may be used to shared values models from education institutions, businesses,
or their personal and family values.

It is therefore important that adults, as much as young people, commit to and uphold the
shared values of the Scouting Movement across all dimensions in the delivery of the
purpose of Scouting. This includes areas such as Safe from Harm and the way that adults
interact with young people and other adults while demonstrating a commitment to the
shared values of Scouting.

Considerations can also be made within the context of the Adults in Scouting lifecycle
where the Scout Promise and Law can influence some of the processes involved. For
example, a new adult leader may be attracted to and selected for a role in Scouting as the
shared values of Scouting align with their personal values. They therefore feel included
and accepted as part of the Scouting Movement. The shared values of Scouting may also
be used in Decisions for the Future whereas part of the decision-making process, a
reflection on the Scout Promise and Law may be made in that the adult leader is
consistently demonstrating and role modelling the shared values of Scouting. This is where
again the shared values can manage the behavioural expectations in a youth-centred
approach to Scouting. In short, shared values can underpin much of what we do in
Scouting.
 Annex 8
Community Involvement

Introducing Community Involvement in the Scout Method

In 2017, the World Scout Conference adopted a new official expression of the Scout
Method, which introduced a new element: Community Involvement.

The Community Involvement proposal was the final result of the review process. In the
first draft that was circulated for comment, the Scout Method review unit proposed the
addition of three elements that would be a regular part of the Youth Programme, but not
a part of every activity, as was the case for the seven traditional elements presented in
the 1998 Scouting: An Educational System. Those three elements were Service, Diversity
Awareness, and Local-International Communities.

As feedback clearly indicated that this model was too complex, the solution became
Community Involvement, which would incorporate all three and more.

While all the elements of the Scout Method can be expressed in a variety of ways (Nature
can, for instance, be expressed by outdoor activities, by projects aimed at improving the
environment, or by other means), Community Involvement should be seen as a set of
educational tools, the aspects of Community Involvement, from which only a subset is
implemented in any individual learning opportunity.

In The Scout Method, we find the following description

“While all the elements of the Scout Method, working as part of a system, are
constantly in play in the Scout experience as it is lived within the local unit, not all
of these elements will be apparent in the forefront at any particular moment; some
will be playing only a background role. However, over a period of time – for
example, over the course of several meetings or a Scout camp – all elements of
the Scout Method will have been used actively.”

For Community Involvement, particularly, this means that only parts of this element will
be in play for any given learning opportunity, but it is also important that all of the major
aspects are regularly used actively – for example, over the course of a season or even a
Scout year.

The element of Community Involvement in the Scout Method is therefore not directed at
one particular kind of activity (e.g. community service projects), nor is it about only one
fundamental principle (Duty to others), but like any other element of the Scout Method, it
needs to be a part of all learning opportunities. Sometimes, as with community service
projects, it will be at the front, but at other times the relation to the wider community will
be less obvious, just as we may not discuss the Scout Promise and Law at every meeting,
but they are with us at all times. In this way, Community Involvement is a part of
developing the values and attitudes associated with all three fundamental principles, and
is thus an integrated aspect of achieving all the educational competencies.
Adapting Community Involvement
The following discusses the main aspects of Community Involvement and how these can
be adapted to the age sections, including examples of activities that can be used.

Diversity Awareness
The Diversity Awareness aspect emphasises the need for the youth programme to provide
learning opportunities where Scouts experience success in diverse and inclusive groups –
where success depends on the diversity rather than being despite the diversity.

This involves ensuring that Scouts have chances to act and learn in diverse and inclusive
environments. Also ensuring that activities require a set of competencies that cannot be
met by any one of the Scouts, and ensuring that there will be activities playing to the
strengths of every Scout.

The Youth Programme is set up to enable young people to experience diversity and
inclusion, not just within Scouting, but also to experience an even greater diversity through
partnerships, community outreach, etc.

Childhood

• Ensuring diversity in the teams.

• Experiencing how tasks can be accomplished more easily in a team with different
strengths.

Adolescence

• Being offered experiences with diversity extending outside that already

experienced within Scouting.

Young Adulthood

• Seeking out experiences with a greater range of diversity.

Service
The service aspect aims to establish a habit of helpfulness and allows young people to
experience the happiness of making other people happy. The concept of service has a long
tradition in Scouting, having been defined by Baden-Powell, who wrote, “By service I mean
the submission of self to the willing rendering of helpfulness to others, without thought of
return or reward.”

Working with others in this way gives Scouts the opportunity to make a positive difference
for other people.

This can involve a range of learning opportunities from the daily good deed to dedicated
service projects, for example for the Sustainable Development Goals or working with the
Better World Framework programmes to create improvements for their community.

The service aspect becomes particularly strong when coupled with diversity awareness, so
that Scouts partner with others who are unlike themselves and each has to understand
the situation, the needs, and the aspirations of those others in order to define a
collaboration project.

Childhood

• Participating and making an effort in service projects. Adults helping to understand

the “why” of the project.
• Scouting encourages being helpful in close communities such as family, team, unit,
and school class.

Adolescence

• Defining, planning, carrying out, and evaluating service projects with support from
adult volunteers (scaffolding).
• Extending the application of helpfulness to others they meet.

Young Adulthood

• Defining, planning, carrying out, and evaluating service projects with oversight
from older adult volunteers.
• Extending the application and concept of helpfulness towards the
generalised/abstract “other”. Being proactive in offering assistance in any given
situation.

Local-International Community
The Local-International Community aspect aims at letting young people experience
themselves as being valued parts of their local, national, and international communities,
to experience the connections between their communities, and to learn about their rights
and their roles as members of these communities.

Community-oriented activities and projects aiming at, for example, peace and human
rights education, developing sustainability competencies, learning about the rights of the
child, etc. These activities and projects do not necessarily help or benefit others (in the
way service projects do), but they develop understanding and awareness while also
empowering young people within their communities.

They also create connections to the wider Scouting community – locally, nationally,
regionally, and globally. This can be done both as a dedicated activity, but also as a part
of other activities, for instance by discussing how Scouts in some other part of the world
do the same kind of activity.

In addition, they create connections to local, national, and international communities

outside Scouting.

Childhood

• Meeting and interacting with Scouts from elsewhere in the country, or, as possible,
other countries sharing their first language.
• Meeting and interacting with other youth and community service groups and in
their community.
• Imagining what Scouting may be like elsewhere (e.g. by searching the Internet for
photos of Scouting in another country and having a conversation about similarities
and differences to their own experiences).
• Engaging in age-appropriate community-oriented activities.
Adolescence

• Meeting and interacting with Scouts from other countries.

• Exploring through own research and international contacts what Scouting is like
elsewhere.
• Engaging in age-appropriate community-oriented activities and projects.

Young Adulthood

• Seeking out and even creating their own opportunities for international and
intercultural experiences both in the global Scouting community and in the
community of humankind.
• Engaging in age-appropriate community-oriented projects.
 Annex 9
Adult Support

Scouting would not exist around the world without the millions of adults, mostly volunteers
who support the Movement in a wide range of functions, all of whom either directly or
indirectly are devoted to the development of young people through quality Youth
Programme.

Scouting relies on these adults, who facilitate and support young people to create learning
opportunities through a culture of partnership, and turn these opportunities into
meaningful experiences.

These experiences have young people at their centre, and the stimulating presence of
adults, to support them through dialogue and cooperation in their learning journey. In that
journey, adults also grow through the experience and this enriches the adult-young people
partnership.

That said, the development of any Youth Programme must be built on the basic principle
that
“Scouting is a Movement of young people, supported by adults; it is not a
Movement for young people managed by adults only. Thus, Scouting offers the
potential for a learning community of young people and adults, working together
in a partnership of enthusiasm and experience. This basic principle should be
reflected both in the Youth Programme of a National Scout Association and in the
management structures of the organization.”

Youth-adult Partnership and Intergenerational Dialogue

The Mission of Scouting is better achieved when there is a healthy partnership between
young people and adults, which ends up being mutually beneficial if each one has the
opportunity to share their strong points.

The collaborative and inclusive Scouting environment enhances intergenerational

dialogue, built on positive practices that allow young and older people to exchange
experiences from which they learn from each other in a safe environment.

A Scout leader may be the first adult with whom a young person chooses to work. Scouting
brings people together for purposeful, mutually beneficial activities which promote greater
understanding and respect between generations and contribute to building more cohesive
communities.

Youth Led, Adult Supported

The nature of the partnership between young people and adults in Scouting varies in
accordance with the age and capabilities of the young people involved. Wherever possible,
young people should be empowered to make decisions and contribute to the leadership
process, and be allowed to make mistakes, in a safe environment.
In general, adults are there to assist young people to prepare, as well as to support, guide,
mentor, and facilitate learning experiences. In essence, the role of the adult in Scouting
is to reinforce the youth-led, adult-supported nature of the Youth Programme.

The developmental stage of young people is a huge determinant for the manner of
involvement in the overall unit’s programme, specifically in each phase of the programme
cycle as well as the intensity of adult support in their learning experience. For a young
Cub Scout or an inexperienced member of the older section, as an example, involvement
in developing an activity plan could be challenging and require close support and regular
coaching from adults. The aim here is to progressively increase the level of autonomy in
the young person and for the adult leader to slowly ease their involvement. Young people
should be heavily involved in the unit’s programme cycle regardless of age, and should
take a great degree of control of their learning experience.

Regardless of age, young people can be equally involved in decision-making, though not
in the same way and with a varying level of autonomy. This, however, does not happen
by itself, but requires supportive adults who take responsibility for creating inclusive
spaces for youth engagement that are adapted to the specific group. Some issues need
consideration:

• Spaces for youth participation - guided by adults

True youth engagement requires that adults take responsibility for creating an
inclusive space for participation. Youth participation is adapted, using different
forms depending on the concrete situation.

• Adult’s role
Youth engagement is not about leaving young people to fend for themselves, but
requires that the adults be engaged and act as partners, speaking with young
people, not to them.

• Young people's perspective and sensemaking

It is important that young people perceive the engagement as meaningful. To
help them find meaning and sense, the adults need to understand what occupies
them and use this understanding to help them make sense of the learning
opportunity as a common third.

• Ownership and responsibility

Youth engagement and ownership go hand-in-hand with involvement in decision-
making. This requires that the adults give ownership and responsibility to young
people and that they share control and administration of the learning
opportunities with them.

• Mechanisms for engagement

As specific competencies enable young people to influence decisions, access to
influence and engagement in decision-making is uneven. To even out influence
and engagement, youth engagement needs to be varied to play to different
competencies.

• Implicit expectations
Any kind of youth engagement presupposes certain expectations regarding
participation. It is important to be aware of these and the responsibilities that are
implicit in the context (learning opportunity, organisation, etc.) in order to adapt
the expectations to a specific group of young people.
 • Community and inclusiveness
Young people typically engage themselves because of the social aspect,
i.e., group life. To engage everyone, it is important to create an inclusive
community where the focus is not on the shortcomings of individuals, but on what
the community can do to embrace everyone.

Fig.1

Adults as role models and safe keepers

When adults are attracted and motivated to join Scouting there must be an
interrelationship between the Mission of Scouting and the beliefs and values of the adult
to be recruited.

Your NSO must ensure that the adults working with young people identify with the
fundamentals of Scouting and are able to use the Scout Method fully and effectively, by
creating the right circumstances for young people to gain positive learning experiences
through their Scout life in a spirit of true partnership.

On that journey, adults also grow through the experience. This enriches the dialogue
between adults and young people, allowing a deeper connection and meaningful
experiences where adults can be seen as role models for their personal commitment to
uphold the values embedded in the Scout Promise and Law, “leading by example”.

Through the practical experience of a code of living applied to daily life, the Scout Law
provides a concrete (i.e., not abstract) and practical way for young people to understand
the universal values that Scouting proposes as a basis for life.

On the other hand, the adult leader plays a key role in providing the necessary conditions
for Scouting to continue to be an educational and safe learning environment for young
people.

Scout leaders, as important role models within the Scout Movement, are supported with
expert guidance on prevention and safeguarding.
A specific method to empower young people
Youth involvement is at the very basis of unit-level Scouting. It is deeply rooted in the
Scout Method, and is therefore an essential component of implementing the Youth
Programme. The Scout Method provides us with tools that enhance youth involvement and
enable young people not only to take an active part in decision-making processes at unit
level, but also to take on roles and responsibilities at other levels of the Movement and in
the broader community.

That said, the educational content choices that are taken when you design or review
your NSO’s Youth Programme, the adult’s training provided while disseminated the new
Youth Programme, and its implementation at the grass root level by the adult leader, all
will have a tremendous impact on how the different elements of the Scout Method will be
effectively applied to ensure youth empowerment.

Within a unit, the adult’s role and attitudes will have a significant impact in the
implementation of the Scout Method, especially in those elements that are more
susceptible to promote youth engagement, namely:

• By implementing a team system throughout all age sections, where young people
evaluate group life, decide on common rules and live leadership experiences.
• By effectively supporting young people to run the various “institutions” which
support youth involvement in decision-making (team council, unit council, unit
assembly).
• By ensuring that a variety of decision-making processes are used, playing to the
strengths of each young person, so that all unit members are equally involved in
decision making.
• By ensuring an environment of learning by doing, “ Ask the boy”, where young
people can select, prepare, and evaluate learning opportunities based on their
needs and aspirations.
• By supporting young people to select their path of personal progression, to be
achieved at their own pace and according to their strengths.

Facilitating development
When it comes to encouraging young people’s development, adult leaders should actively
facilitate their learning experience in the following ways:

1. Supporting them in the development and refinement of their personal progression

and subsequently the provision of tangible aid and services that directly assist their
development.
2. To create a feasible plan and a realistic schedule on how to reach these goals, either
for a single activity or over a period of time, say for an entire Scouting year. Adult
leaders conduct this informally in a conversation.
 3. Facilitating and scaffolding the learning experience to help young people develop a
deeper awareness and appreciation of themselves, the people around them, and
their surroundings. This could be achieved by encouraging and equipping young
people with the skills, attitude, and habits of a keen observer with an inquisitive
and reflective mind. Adult leaders could utilise learning opportunities such as team-
in-council, Team Leaders’ Council and learning opportunities that promote
collaboration, exchange of views, and reflection to progressively develop such
skills, attitudes, and habits in young people. A safe and supportive learning
environment should be created by adult leaders to encourage sharing of thoughts
and feelings, be they spoken or written.

Through their articulation, adult leaders should help young people clarify their
thoughts and make decisions, be they on self-improvement or better learning
opportunities. Adult leaders must be mindful that they should encourage young
people to explore, discover, and arrive at their own decisions. Unless in extreme
and urgent circumstances where health and safety of the young person is at stake,
adult leaders must refrain from imposing their beliefs on young people.

4. Facilitating and scaffolding the learning experience involves building on those

decisions made in the previous stage to create a new experience. The new
experience here may refer to a similar learning opportunity in the future or another
learning opportunity.

When facing the mission to design or review your NSO’s Youth Programme, one of the
key documents to guide this process is the World Scout Youth Involvement Policy.
Although many NSOs have developed National Youth Involvement Policies since its
adoption in 2014, if its main principles are not reflected in the overall Youth Programme
review and implemented through the Scout Method at the grass root level, a simple text
may not be effective to promote youth engagement.

Advantages of youth participation

Youth involvement is a key element of the mission of Scouting. It has been defined as
“involving young people in the decisions that affect their lives”. That should start as soon
as possible. As Scout leaders, our duty is to involve young people in the decisions that
affect their lives.

Benefits for young people

In meaningful youth participation, young people

• are empowered to be self-directed.
• learn and thrive better.
• make responsible choices about how to use their time.
• participate as group members in making decisions that influence the larger
programme.
• are given the opportunity to learn group leadership skills and to assume leadership
roles in planning activities and projects.
• have the opportunity to “give back” by contributing to the programme, to other
young people, or to the larger community.
• experience a sense of belonging.
Benefits for adults

In meaningful youth participation, adults

• serve as mentors and facilitators for developing the skills of young people.
• share power in real ways with young people, which means by providing them with
opportunities for problem solving, decision-making, planning, goal-setting, helping
others.

Note about Scaffolding

Definition
Scaffolding has been defined as a “process that enables a child or novice to solve a problem,
carry out a task or achieve a goal which would be beyond his unassisted efforts”. provides a
temporary structure or support to assist a learner in a task and can be gradually reduced and
eventually removed altogether once the learner can carry out the performance on their own.
To determine the adjustable level of support that meets the learner’s needs at a particular
time, the scaffolding process involves an ongoing diagnosis of a learner’s proficiency in the
task.
 Annex 10
From Game to Symbolic Frameworks

Baden-Powell defined Scouting as a “game for boys, under the leadership of boys, in which
elder brothers can give their younger brothers a healthy environment and encourage them
to healthy activities such as will help them to develop Citizenship.” Speaking about the
Movement's educational proposal, he stated: " The whole scheme was then planned on
the principle of being an educative GAME."

In the founder's original idea, we find a close link between games and Scouting. Baden-
Powell deduced the Movement's pedagogical method from the observation of spontaneous
social play in young people.

Based on recognising the virtues of the game's symbolic universe, Baden-Powell presented
the idea of the nascent Movement as follows:

“Had we called it what it was, viz. a ‘Society for the Propagation of Moral Attributes’,
the boy would not exactly have rushed for it. But to call it SCOUTING and give him
the chance of becoming an embryo Scout, was quite another pair of shoes.”

The Scout Movement invited young people to become explorers, to carry out activities,
and to identify themselves with the virtues of those characters whom they imitated in their
clothing, symbols, and activities. This was intended to appeal to the youth in adolescence,
which was the age group to which the original Scouting proposal was directed.

From its origins, exploring was the scene in which young people, together with their
patrols, played at pretending to be explorers. Scouting for Boys proposed to leave the
closed and overprotective environment of their houses, to become outdoor explorers, able
to face various situations alone and to help others.

This reference environment of exploration is what we call the symbolic framework.

It is an environment rich in symbolism in which the game of Scouting develops and, from
an educational point of view, is used as a means to transmit the values proposed in our
Educational Proposal in an attractive and understandable way.

The age section's symbolic framework is a reference environment in which the section
life takes place, reinforcing a life in common and giving coherence to everything that is
done.

It is made up of a symbolic system formed by the section's name, and identification

elements such as the uniform and insignias, symbols, words, ceremonies, songs, stories,
and characters.

The use of the symbolic framework

• adds concrete elements to the concept of Scouting, making it easier for young
people to adopt an identity as a Scout.

• reinforces the sense of belonging to a group of young people, who are united with
the same purpose.
 • motivates and gives significance to young people’s progress, through the use of
symbols (insignias) and ceremonies.

• communicates the values proposed by Scouting in an attractive and relatable way

to young people, using age-appropriate language, thus helping them to identify
themselves more easily with these values.

• gives a certain unity to the activities that are carried out, through the presence of
a common signifier.

• Encourages the imagination and development of sensitivity and creativity in

children and young people, motivating them to go beyond the common,
transforming the ordinary into extraordinary, the impossible into possible, the
imperceptible into something that can be perceived.

Symbols in Scouting Pedagogy

From its origins, Scouting pedagogy frequently used symbols. The fleur-de-lis is perhaps
one of the best known. Originating from the ancient maps that used the compass rose to
indicate North, it represents, according to Baden-Powell, the good path that every Scout
must follow. The slogans, the salute, the uniforms, and insignias are some of the many
symbols used in Scouting.

A symbol is an image or figure that has specific characteristics that allow it to represent
an idea or concept. In every symbol, there is a signifier and the signified. The signifier is
the sensible image of something (e.g. a flag); the signified is the idea or concept of the
thing (e.g. the idea of nationality, a country, an organisation).

Boys and girls begin to use symbols when they are able to use the language. This occurs
around two years old. It is between 2 and 6 or 7 years old approximately, in which the
symbolic game occurs, through which boys and girls are able to combine real and
imaginary events, exploring relationships and situations in their daily lives through their
imagination.

In the game, fictional situations are recreated. Boys and girls become characters,
transforming objects and environments into settings and elements of their game. This
way, they overcome fears, gain confidence, and develop their creativity and imagination.

Although imagination is present at all ages, as we grow older it becomes less explicit and
oriented to real situations. Thus, we go from imaginary characters to real characters with
a social dimension, from fictional stories to stories that actually occurred, allowing for
social learning closer related to real life.

Criteria for the Construction of the Sections’ Symbolic Frameworks

When Scouting began to target youth of different age ranges and different nationalities,
the need to develop other symbolic frameworks that catered to the needs and interests of
different transitional moments, genders, and cultural contexts was evident.
Like the other elements of the Scout Method, the symbolic framework changes between
age sections to maintain its relevance according to the maturity level of young people,
responding to the specific needs and interests of each age group.

To guide the design of the symbolic frameworks of different sections, we have defined
some criteria that we hope will serve your NSO as a reference to show the necessary
progressivity between the different sections.

1. Think about the section's symbolic frameworks comprehensively.

When defining the sections' symbolic frameworks that make up your Educational Proposal,
it is recommended to do it in a comprehensive way. Visualise how the symbolic frameworks
evolve between sections, keeping a connection to the needs and interests of young people.
An evolutionary sequence must be established from fantasy, in the younger sections, to
the realities of the adult world, in the older sections; from imaginary characters to real
characters; from simpler and easier to read to more rich and abstract symbols.

2. From childhood fantasies to the realities of the adult world

Fantasy is how boys and girls explore and act on reality. It is not a way of evading
reality, but a privileged means of knowing it.

Italian author Gianni Rodari explains:

"Fantasy is not in opposition to reality, it is an instrument to know reality, it is an

instrument that must be mastered. Imagination serves to make hypotheses and
the scientist also needs to make hypotheses, he also needs it in mathematics and
demonstrates by the absurd. Fantasy serves to explore reality, for example, to
explore language, to explore all possibilities, to see what results when words are
opposed to each other."

It is not a matter of replacing reality with fiction but making available a model behaviour
and a sample society through symbols and images for children, which for them will be
more easily understood than ideas and abstract concepts.

It is recommended that the symbolic frameworks in the younger sections be more closely
related to fantasy, stories, and fictional characters. But, as we leave childhood and enter
adolescence, as thoughts form and evolve, we must leave behind fictional characters and
stories, and progressively enter the real world of facts and flesh-and-blood people.
Symbolic frameworks need to be related to aspects of reality and youth culture as a way
to help young people progressively enter the adult world.

It is necessary to take special care not to propose symbolic frameworks that infantilise the
Youth Programme, becoming a Movement in a bubble that distances young people from
reality.
 3. From imaginary characters to real characters with a social dimension

In the sections' symbolic frameworks, we use characters (imaginary and real) that serve
as positive role models from which personal values, beliefs, and attitudes are built.

In childhood, role models correspond to imaginary characters, in which, through fantastic

stories and narratives, models of behaviour and values are presented to boys and girls. In
this way, abstract concepts such as solidarity, justice, freedom, or fear are embodied by
characters who live stories in which they clearly show these values through their actions.

As a young person advances towards adolescence, with body and thought changes, new
dynamics emerge. Imaginary characters are no longer enough in this age range. The hero
and heroine are the protagonists of a real event that involves them, a story with indication
of triumph. Less and less fantastic and more symbolic, but always idealised.

Well-rounded development in young people, especially during adolescence, requires the

positive influence of role models with whom they can identify. In this age range it is
customary to use historical figures that are not necessarily too closely related to the
context of young people, who embody the values and aspirations of a young person, and
from whom the young person will need to adopt their own critical perspective.

As an adolescent transitions towards youth, role models are found in people who are
known and current, who have a key role in the youth´s environment and with whom it is
shared and learned. The process of values assimilation culminates when the young person
assumes themselves as the reference of the values proposed by the Scout Movement. In
this way, in the last stage in the Movement, the role models serve only as a reference, but
not as examples to be imitated. The symbolic framework in the last unit is the young
person and their life project.

The use of stories and characters as elements of the symbolic framework has an
educational function: there is nothing more powerful and inspiring than the testimony of
others who have been able to embody in their lives the values that we propose as a
Movement. It is not that young people copy these models, but that they serve as a
reference and an inspiration for their own choice of values.

4. From the need for more symbols to fewer

A symbol is an image or figure that has certain characteristics that allow it to represent
an idea or concept. The lesser the development of abstract thought, the greater the need
to resort to symbols to concretely represent an idea or concept, values, for example.

Following this logic, it is likely that we need a greater number of symbols in the younger
sections and that the quantity should decrease as we move towards the senior sections.
 5. Define in some sentences the central ideas that characterize the symbolic
framework of each of the age sections.

It is very helpful to express the symbolic framework of each age section in short sentences
that allow it to be easily understood by young people and adults. This text should express
how the needs and aspirations of young people in that age range are related to the
symbolic framework that you have defined for that section.

Later, based on the sentence defined for each section, describe the central ideas that
characterise the symbolic framework of each section in greater detail.

6. Identify the essential symbolic elements that will identify the section

In the process of designing the symbolic framework of each age section, your NSO must
define which essential symbolic elements will identify it and will relate to the defined
symbolic framework. Do not overload your NSO’s Educational Proposal with symbolic
elements, so that it becomes cryptic and, in some way, selective.

Choose the symbols taking into account that there is a relationship between the signifier
and the signified. If any symbol you choose is misleading, the link between the signifier
and the signified may be lost, or it may lead to misconceptions or unwanted
interpretations. Remember that the symbolic framework is not an ornament or a
decoration of the Educational Proposal, but an element of the Scout Method with an
educational purpose.

Some of the elements you should define:

• Name of the section.

• Section identifiers (insignia, flag, colour, etc.).
• Name of the small group system.
• Identifiers for the small groups.

Some other elements that can be inspired by the section’s symbolic framework:

• Name of the stages of the personal progression scheme.

• Name of the section's governing bodies and the small groups.
• Some traditional activities.
SM 01. Age Section’s Symbolic Framework Analysis Tool 

Introduction
Although we can identify a common symbolic framework shared with the entire Scout
Movement (e.g. the fleur-de-lis), like other elements of the Scout Method, the symbolic
framework changes ​between age sections to ​maintain its relevance according to the level
of maturity of young people, responding to the specific needs and interests of each age
group. Therefore, its validity, comprehensiveness, and ​transition must be analysed
regularly, in the same way as the rest of our Educational Proposal. This tool offers help
to perform this task.

Objectives

This tool is intended to

● help analyse the validity of the symbolic frameworks in your NSO's Youth
Programme.

● identify possible difficulties and the need for change in the symbolic frameworks.

This tool is intended for

● the team responsible for the process of designing or reviewing your NSO’s Youth
Programme.

● participants of a study or discussions (seminars, workshops, etc.) organised by

your NSO in the process of ​designing or reviewing its​ Youth Programme.

How to use this tool

1. Separate into teams and read the document ​From the Game to the Symbolic
Frameworks.​ If necessary, discuss the concepts presented in the document.

2. As a team, analyse the age sections' symbolic frameworks. using the

questionnaire ​to analyse the validity of the age sections' symbolic frameworks as
a reference.

3. In plenary, present your conclusions.

4. Open a debate on each team presentation in order to reach a consensus.

Questionnaire to Analyse the Validity of the Age Sections'
Symbolic Frameworks

1. Identify which elements of the NSO are common for all sections, and
which elements that are section-specific.

2. Define in a short sentence the symbolic framework of each section?

(write down the phrase of each section).

3. Describe how the symbolic frameworks evolve from one section to the
next.

4. What are the ​essential symbolic elements of each of the sections?

(tangible and intangible elements).

5. Is there a perceived transition between fantasy and reality in the

sections' symbolic frameworks? Please justify your answer.
Have you identified any difficulties regarding this ​transition​?

6. Do the sections' symbolic frameworks present ​a transition between the

use of imaginary characters to real characters within a social
dimension?
Have you identified any difficulties regarding this ​transition​?

7. Do the symbolic frameworks respond to the needs and interests of the

young person in each of the age sections? Please justify your answer.

8. Have difficulties been detected in the application of the symbolic

frameworks ​within​ the sections? Please ​elaborate​.