Outdoor Adventure Skill Badges

Transcription

1 Outdoor Adventure Skill Badges Outdoor Adventure Skills are important skills associated with Scouting. Nine areas of skills are part of every Scouting Section, from Beaver Scouts to Rover Scouts. Each of the nine skills is defined in nine progressive stages. Scouts begin acquiring skills in one area 9such as Camping) in Beaver Scouts, then continue through Cub Scouts, Scouts, Venturer Scouts and Rover Scouts. The Outdoor Adventure Skill Badge requirements are on the following pages. Camping page 2 Trail page 17 Paddling page 36 Aquatic page 53 Emergency Aid page 62 Winter page 79 Vertical page 93 Sailing page 108 Scoutcraft page st West Vancouver Scout Group 1

2 1.1 I can collect small sticks for a campfire. Scouts can search for and return with some dry sticks for starting a campfire. Scouts can separate tinder, lightweight sticks and logs. 1.2 I can follow directions while at camp. Scouts can demonstrate the ability to successfully follow simple instructions. 1.3 I can help pack a bag for camp. Scouts can assist with the packing of a bag for camp. Scouts can unpack their bags and then re-pack them, explaining what they are doing. 1.4 I can keep my camping gear neat and tidy. Scouts can demonstrate in a camp setting how to keep things tidy to maintain safety and comfort. Scouts can describe what would happen in adverse weather conditions if their gear was left untidy. 1.5 I can care for my basic personal gear on an overnight camp. Scouts can explain how to check the condition of basic personal gear and show how to care for it. Scouts can explain the impact on their safety if their gear is not working (for example, if the batteries in their flashlight are not fresh). 1.6 I can explain the use of the buddy system at camp. Scouts can describe the buddy system and how and why it is important to use at camp. 1.7 I can describe the different emergency services in the camp area and how to call them. Scouts can demonstrate how to call emergency services when an accident takes place on a camp. Scouts can explain the information they will need to provide to the emergency responder. 1.8 I can set out my sleeping area for a good night s sleep at camp. Scouts can demonstrate how to roll out a sleeping bag, pillow and sleeping mat and show that their sleeping area is organized and tidy. 1.9 I have spent one night at camp. Scouts have attended their first camp. 1 st West Vancouver Scout Group 2

3 2.1 I can explain the importance of following directions at camp. Scouts can explain why and how they must listen to instructions, and how to ask for clarification if they don t understand. 2.2 I can list what personal gear to bring on an overnight camp. Scouts can list the items they need to bring with them for an overnight camping event, including clothing and personal care items. Spare clothing Eating gear Wash gear Wet weather gear Repair equipment Sleeping equipment 2.3 I can look after all my personal gear while at camp. Scouts can describe the value of camping equipment and demonstrate how to go about checking and caring for equipment. Scouts can explain safety implications of poor or dysfunctional camp equipment. Scouts can demonstrate how to keep personal camp equipment in working order. Scouts can show when items of camp equipment are in need of repair. Scouts can describe the quality of different items of camp equipment I can explain what clothing to bring on an overnight camp. Scouts can describe what clothes they need to bring for different weather conditions. Basic clothing for overnight camp Layer system Outer shell Wet weather gear 2.5 I can help explain how to use the Canada s Food Guide at camp and help to plan a nutritious meal. Scouts can give examples of foods in each food group. Scouts can give examples of what makes a serving from the basic food groups and can show where to locate the required servings for their age group as outlined in the guide. In a group setting, Scouts can use the guide to help plan a nutritious meal. 1 st West Vancouver Scout Group 3

4 2.6 I can describe safe food handling and hygiene at camp. Scouts can demonstrate at camp how to store food safely. Scouts can demonstrate how to properly wash their hands. Scouts can maintain a clean working area while working with different types of food. Scouts can demonstrate how to prevent spoilage when there is no electricity and how to cover and protect foods and surfaces. 2.7 I can help prepare food for cooking at camp and be safe while cooking at camp. Working in a team (or with an experienced cook) Scouts can demonstrate how to clean and prepare various food items and how to check that food is cooked thoroughly. Scouts can demonstrate how to use knives safely when cutting food items. Scouts can use proper techniques when lifting hot liquids. Scouts can use proper techniques when lifting hot pots and pans. 2.8 I can get help if someone is hurt while at camp. Scouts can recognize serious injuries and demonstrate how to ask for help. Scouts can demonstrate how to call 911 or their local emergency number and can request assistance from the nearest adult. 2.9 I can get a weather forecast for a camp. Scouts can access information from the appropriate weather forecasters in their area. This could be from websites, television weather channels or news broadcasts, radio stations or phone apps I can identify the main parts of a tent. Scouts can identify the tent, fly, poles and pegs I can help pitch a tent at camp. Scouts can demonstrate putting up a tent with other Scouts I behave safely around fires at camp. Scouts can demonstrate care and safety around fires. Scouts can state basic fire safety rules at camp: No horseplay No poking at the fire Keep a safe distance Follow instructions of the person in charge of the fire 2.13 I can identify and explain the three elements of the fire triangle. Scouts can explain each part of the fire triangle (fuel, heat, oxygen) and demonstrate the role of each element in a good fire I have spent two nights in a tent at camp. Scouts spend at least two nights camping while completing this stage. 1 st West Vancouver Scout Group 4

5 3.1 I can help others learn about camping. Scouts display a willingness to help others learn in a natural way over a period of time, rather than mount a single display of expertise. 3.2 I can audit my personal gear for camp. Scouts show an awareness of the value of camping equipment. Scouts can explain that if equipment is not working properly, it is likely to fail in bad weather conditions. Scouts can demonstrate how to go about checking and caring for equipment. Scouts can explain the safety implications of poor or dysfunctional equipment. Scouts can keep personal equipment in working order. Scouts can demonstrate how to repair items of equipment. 3.3 I can pack a bag for camp. Scouts can present a packed bag for inspection. Scouts can demonstrate and discuss, while unpacking and repacking: The value of the method used in the packing process The necessary equipment to pack Where to place soft items Where to place heavy items Where to place food What is meant by first in, last out What wet weather equipment to bring 3.4 I can help plan a basic balanced meal for camp. Scouts can plan a meal using the guidelines of Canada s Food Guide. 3.5 I can demonstrate how to store food at camp. Scouts can demonstrate the proper methods to keep food safe in camp (using food containers and/or coolers as required). 3.6 I can assist in cooking a meal at camp. Scouts can assist in the cooking of a meal in a camp setting. 3.7 I can be safe while cooking at camp. Scouts can use pots safely to prevent tipping. Scouts can use protective equipment or utensils while working with hot items while cooking. 3.8 I can demonstrate first aid treatment for a minor cut or scratch at camp and explain how to prevent infection and describe the signs of infections. Scouts can clean a small wound. Scouts can apply a bandage to wound. 3.9 I can describe how weather can affect our camp. Scouts can explain the different types of weather likely to occur in the area they plan to travel to, given the time of year. Scouts can explain what will happen if it rains in the camp area. Scouts can explain what will happen if it is very hot. Scouts can explain what extra gear they need to bring (just in case). 1 st West Vancouver Scout Group 5

6 3.10 I can discuss the seven principles of Leave No Trace. Scouts discuss a basic knowledge of the principles of Leave No Trace and how they affect the way groups camp I can show how to pitch a tent with the help of others. Working with a team, Scouts can demonstrate how to properly pitch a tent I can make a hot drink on a campfire at camp. Scouts can make a hot drink on an open fire with cooking pots I can clean up a fire area after camp. Scouts can clean up the pit, wood pile and area around the fire pit I have spent seven nights at camp. Scouts have spent at least four nights camping while completing this stage. Scouts have spent at least two consecutive nights at camp while completing this stage. 1 st West Vancouver Scout Group 6

7 4.1 I can demonstrate shared teamwork while at camp. Scouts can participate in camp as full members of the Patrol. Scouts can play a number of roles while on camp and generally add to the wellbeing of the whole Patrol. 4.2 I can list the personal gear for standing camp. Scouts can indicate (in list form) the items of clothing they need to bring with them for various camping activities over a number of days for a standing camp. Scouts can show consideration of proper clothes provision for wet weather. Scouts can explain the benefit of the equipment design as it relates to a standing camp. Spare clothing Eating gear Wash gear Wet weather gear Repair equipment Sleeping equipment 4.3 I can show how to use group gear safely at camp. Scouts can demonstrate how to correctly use any of the individual items of group gear. 4.4 I can show proper use, care and maintenance of group gear during and in between camps. Scouts can demonstrate how to go about checking and caring for equipment, considering: Safety implications of poor or dysfunctional equipment Keeping personal equipment in working order How to repair items of equipment The quality of different items of equipment 4.5 I can use basic camp tools safely. Scouts can demonstrate how to use a tool correctly and are aware of any safety implications. Be able to use a tool correctly to do the job it was designed for Display your skill in using a particular tool 4.6 I can store and cook food safely at camp. Scouts can describe the type of containers best suited for a camp setting to keep food away from animals. Scouts can demonstrate the proper methods to store containers while in camp. Scouts can demonstrate when and how to use methods such as hanging food containers to prevent animal access. Scouts can demonstrate proper food safely in a camp setting. 1 st West Vancouver Scout Group 7

8 4.7 I can demonstrate how to treat cuts and minor burns and prevent infection at camp. Scouts can clean and treat wounds using appropriate methods for the injury. Scouts can apply an appropriate bandage to a wound to promote proper healing. 4.8 I can explain and demonstrate the seven principles of Leave No Trace. Scouts can name the seven principles of Leave No Trace and apply each of the principles at camp. 4.9 I can find the best place to pitch a tent at camp and explain my reasoning. Scouts can explain what kind of terrain is good for pitching a tent. Examples include: Level ground Rocky ground Near/away/on hill Shady Sunny Close or away from trees 4.10 I can assist pitching tent with my team at camp. Working with a team, can demonstrate how to properly pitch a tent I can demonstrate safe practices around fires and cooking equipment to minimize the risk of burns, scalds and other injuries at camp. Scouts can demonstrate a consistent and high level of fire risk management behaviour I have spent 12 nights at camp. Scouts have spent at least four of the twelve nights camping while completing this stage. 1 st West Vancouver Scout Group 8

9 5.1 I have assisted in the organization of two camps for my team or others. Scouts have actively assisted in the planning of two separate camps for their team or others. 5.2 I can assist in planning a camp program of activities. Scouts can actively assist the person in charge of planning the activities at a camp. 5.3 I can show the personal gear needed for an overnight lightweight camp. Scouts can indicate (in list form) the items of clothing they need to bring with them for various camping activities over a number of days for a lightweight camp. Scouts can explain factors to consider for proper clothes and provision for wet weather. The weight of the pack is also a concern; Scouts can describe weight-saving measures. Scouts can explain the benefits of the chosen equipment design as it relates to lightweight camping. Spare clothing Eating gear Wash gear Wet weather gear Repair equipment Sleeping equipment 5.4 I can explain how the type of camp affects the choice of equipment needed. Scouts can list the Patrol equipment necessary for a variety of camps. Scouts can discuss how each item is relevant and what safety equipment is required. With regards to a lightweight camp, Scouts can discuss how the load might be distributed among the party. 5.5 I can use, maintain and store tools safely at camp. Scouts can show how to properly maintain and care for the tools being used at camp. Scouts know how to store the tools for use at another time. 5.6 I can teach another youth what to pack for a camp. Scouts can mentor other Scouts such that they have successfully completed the packing requirements for Stages I can plan a balanced menu for camp with a team. Scouts can create, with a team, a well-balanced menu plan for a weekend camp. 1 st West Vancouver Scout Group 9

10 5.8 I can demonstrate how to use different cooking methods with different fuel types at camp. Scouts can use at least two different types of cooking fires. Scouts can explain the advantages and disadvantages of different stoves. Scouts can build and use two types of cooking fires to cook a meal. Scouts can properly use two different types of camp stoves. 5.9 I can prepare for and help prevent heat-, cold- and sun-related injuries at camp. Scouts can describe heat and cold injuries such as sunburn, frostbite, hypothermia, etc. Scouts can describe proper activity levels and clothing to prevent heat-, cold- and sun-related injuries. Scouts can seek help for any of the above conditions I can describe the weather forecast and record the weather for the duration of camp. Scouts can use the weather information they have researched and present it to their Troop Leader and to the Troop in general in a clear, concise fashion that it easy to understand I can demonstrate the appropriate measures for minimizing and dealing with food waste, solid waste and human waste, in keeping with Leave No Trace principles at camp. Scouts can demonstrate the proper way to deal with garbage and camping refuse and how to dispose of it correctly. Scouts can demonstrate the proper method of dealing with kitchen and human waste in a wilderness environment I can pitch a variety of tents and shelters at camp. Scouts can pitch lightweight tents, standing tents, lean-tos, tarps, etc I can demonstrate measures to secure tents for inclement weather at camp. Scouts can demonstrate how to set up a tent properly for rainy, snowy or windy conditions considering tie-down and staking techniques I can select suitable locations for a standing/ lightweight camp. Scouts can select a location for the camp based on type (standing/lightweight/hike-in/etc.) I can show best layout for a campsite and explainmy reasons. Scouts can demonstrate how and where camp equipment is set up at a campsite (i.e. kitchen, tents, shelter, chopping area) I can light, maintain and use a fire to cook a balanced meal at camp. Scouts can prepare a complete meal (not just one menu item) I have spent 18 nights at camp. Scouts have spent at least six of the 18 nights at camp while completing this stage, including one night of lightweight camping. 1 st West Vancouver Scout Group 10

11 6.1 I can teach camping skills with my team at camp. Scouts can teach others on their team new camping skills while at a camp. 6.2 I can plan and lead a weekend camp. Scouts can be responsible for the planning and implementation of all aspects (transportation, site location, menu, equipment) of a two-night camp. 6.3 I can plan a program of activities for camp. Scouts can demonstrate knowledge of the different types of activity that are possible on the campsite and how best to maximize the opportunities they present. Timetabling and equipment considerations need to be displayed. 6.4 I can assist with the organization of transportation to camp. Scouts can actively assist the person responsible for organizing transportation for a camp. 6.5 I can explain group emergency equipment for a camp. Scouts are safety aware and can discuss realistic possible emergency situations. Scouts can explain the type of equipment that is present on the campsite. First aid kit Safety ropes Survival bag Emergency shelter 6.6 I can demonstrate to others how to care for, store and maintain group gear for camp. Scouts can demonstrate basic procedures for cleaning and caring for equipment. Scouts can demonstrate how to clean, care for and store tools, tents and cooking equipment. 6.7 I can prepare a list of personal and group gear required for a standing camp. Scouts can prepare a list of personal and group gear for a standing camp, including all required tools, portable shelters (tarps and tents), cooking equipment, emergency equipment, and all other optional or recommended items. 6.8 I can help plan a menu and purchase food for a weekend camp. Scouts can acquire the necessary menu items planned for a team s weekend camp. 6.9 I can demonstrate to others how to use a variety of cooking stoves at camp and explain to others when each type is most effective. Scouts can explain the different types of cooking stoves available for camp use (single and double burner, propane and naphtha.) Scouts can explain when each stove type and fuel type is appropriate for the type and season of camp planned. 1 st West Vancouver Scout Group 11

12 6.10 I can teach another youth to prepare a meal to be cooked on a fire or improvised stove at camp. Scouts can show other Scouts how to cook meals in a fire using tinfoil or on a created stove (such as a hobo stove design) I can demonstrate treatment of heat-, cold- and sun-related injuries at camp. Scouts can describe the causes of hypothermia, hyperthermia, sunburn, frostbite etc. Scouts can identify the signs and symptoms of exposure to the elements. Scouts can treat weather-related injuries and medical conditions I can demonstrate responsibility for myself at camp. Scouts can recognize and take steps to manage themselves in all environmental elements they are exposed to I can recognize weather signs and prepare for their impact on camp activities. Scouts can explain the effects that different types of weather have on the local surroundings. Scouts can recognize the various types of clouds and explain the weather conditions they represent. Scouts can recognize and explain how changing temperatures, wind direction and humidity affect the weather I can travel while following seven principles of Leave No Trace. Scouts can demonstrate a consistent behaviour with all Leave No Trace practices I can describe how to choose the best tent for a specific camp. Scouts can select a tent based on weather, season and location of the camp I can teach how to pitch a tent at camp. Scouts can assist younger Scouts with pitching tents I can help organize campsite setup and takedown. Scouts can assist in leading setting up and taking down camp (i.e. kitchen, tents, picking site, shelter) I can help research proposed camping area and locate services. Scouts can book a camp with all appropriate paperwork (including an emergency plan with directions to the nearest hospital) I have spent 24 nights at camp in three different seasons, including weeklong camp, whjle completing this stage. Scouts have spent at least six of the 24 nights at camp while completing this stage. Scouts must have camped at least three nights out in every season I have spent two consecutive nights lightweight camping while completing this stage. Scouts have camped in a remote setting where all the equipment must be transported in a pack or by a self-propelled watercraft. 1 st West Vancouver Scout Group 12

13 7.1 I can plan and lead a two-night backcountry camp. Scouts have been responsible for the planning and implementing all aspects (transportation, site location, route, menu, equipment) of a two-night backcountry camp. 7.2 I can plan activities for at least two different types of camps. Scouts have shown the ability and knowledge required by planning the activities for both a standing camp and a lightweight camp. 7.3 I can organize required transportation for camp. Scouts can demonstrate a capability to seek information from and by a number of sources. Scouts can organize a suitable transport to and from the campsite. 7.4 I have helped plan and lead a backcountry camp of a minimum of two consecutive nights. Scouts can actively assist the person responsible for planning an expedition. 7.5 I can audit group emergency equipment for camp. Scouts can present a listing of all group emergency equipment, specifically identifying any broken or missing items. 7.6 I can teach another youth how to care for, store and maintain group gear and tools they need for camps at Stages 4, 5, and 6. Scouts have mentored other Scouts such that they have successfully completed the group gear/tools requirements for Stages 4, 5, and I can create personal and group gear lists for lightweight camping excursions. Scouts can present the list to their campmates in preparation for a campout. 7.8 I can teach the use of various stoves and effective use to another youth at camp. Scouts can teach others how to properly use different types of stoves and fuel types. Scouts can teach the proper use and storage of fuel (i.e. propane and naphtha). 7.9 I can help prepare and describe an emergency plan for expected risks and hazards at camp. Scouts can explain the risks various activities may have and are able prepare any required safety measures to reduce the risks I can take responsibility for myself and my team while at camp. Scouts can recognize and take steps to reduce any perceived issues that may arise in a team environment I can demonstrate how to plan for and adapt to changing weather patterns at camp. Scouts can recognize the signs of rainstorms, wind or snowstorms, and know how to protect themselves and their Patrol I can teach the seven principles of Leave No Trace as they apply to a camp. Scouts teach the Leave No Trace principles to Scouts who do not know Leave No Trace. 1 st West Vancouver Scout Group 13

14 7.13 I can organize campsite setup and takedown. Scouts can take a lead role in the setting up and taking down of camp (i.e. kitchen, tents, site selection, shelter). Scouts can appoint others direction and duties I have spent 30 nights at camp in all four seasons, including two nights without a Scouter while completing this stage. Scouts have camped at least six of the 30 nights camping while completing this stage. Scouts have camped for at least four nights out in each season. 1 st West Vancouver Scout Group 14

15 8.1 I have mentored someone else who was responsible for planning and leading a camp. Scouts have mentored another Scout who was successful in completing the Stage 6 requirement to plan a camp. 8.2 I can source, compare and organize transportation options for local and foreign locations. Scouts can demonstrate a capability of seeking information by a number of sources. Scouts can organize the transport to and from the campsite. 8.3 I can describe an expedition plan and how the needs of participants have been met in its planning and preparation. Scouts can plan, organize and run a camping expedition so that everyone will find the camp both fun and challenging. discuss abilities of his/her team grade hiking terrain and be aware of difficulties that may be encountered choose a route that is challenging but not dangerous for those taking part select suitable program activities for a weekend and long term camp 8.4 I can prepare for a specialized expedition. Scouts can plan and organize expeditions that require special skills (e.g. mountaineering, snowshoeing or canoeing), adding whatever skills necessary to their existing skills set. 8.5 I can make recommendations to improve group equipment for various camp types. Scouts can share with other Scouts improvements that can be made to the existing group gear. 8.6 I can determine if specialized training is required for camp activities. Scouts can explain the need to obtain specific training to safely participate in an activity. 8.7 I can use knowledge of weather patterns to change activities as required at camp. Scouts can recognize the signs of upcoming weather and adapt plans the group may have to accommodate the weather conditions. This may require changing the venue for the event or changing the activity altogether. 8.8 I have spent 36 nights on various types of camps. Scouts have spent at least six of the 36 nights while completing this stage. 1 st West Vancouver Scout Group 15

16 9.1 I can source amenities and local places of interest for various camp types. Scouts can demonstrate a capability to seek information by a number of sources. Before the camp, Scouts can research information on the local shops, places to eat, hospital, religious services, etc. that other Scouts can be availed of on camp. Scouts can conduct research into what in the locality of the campsite is of historical, artistic or geographical interest. 9.2 I can budget, prepare and manage every aspect of a camping expedition. Scouts can demonstrate how to prepare a budget and manage that budget over a camping activity to achieve a break-even situation. Scouts can run or assist in preparing and managing at least three camping adventures. 9.3 I have acted as expedition leader on at least two camping expeditions. Scouts have led at least two camping expeditions, which are to be at least four days long. 9.4 I can plan and execute camping expeditions in all types of locations, regions, and internationally. Scouts can run, in conjunction with others, successful camps and expeditions no matter the factors impinging on possible success or failure. Scouts can plan at least one camping expedition in a far-away part of Canada or internationally. 9.5 I am able to source local training required for the specific camp or activity. Scouts can locate appropriate training providers to gain the necessary knowledge to safely participate or carry out an activity. 9.6 I have spent 42 nights on various types of camps. Scouts have spent at least six nights camping while completing this stage. 1 st West Vancouver Scout Group 16

17 1.1 I can help pack a rucksack for a day hike. Scouts can indicate the items to bring for a day hike. Scouts can explain how to pack soft items, heavy items and food items. Scouts can explain what is meant by first in-last out when packing items. Scouts can demonstrate the wet weather equipment to bring on a day hike. 1.2 I can dress myself for a day hike. Scouts can explain how weather affects what can be worn for a day hike. Scouts can explain the concept of layering and understand what to wear for wet weather. Scouts can demonstrate the types of footwear needed for a day hike in each season. 1.3 I can list what food to bring on a day hike. Scouts can explain the food groups to bring for a day hike to sustain and boost energy. Scouts can show what to bring for snacks. Scouts can show how to keep drinks hot or cold. Scouts can explain what dehydration means and can show how to bring water on a day hike. 1.4 I can follow directions on a day hike. Scouts can explain why they must listen to the Scouter so that everyone is kept safe on a day hike. 1.5 I can identify the main parts of a compass. Scouts can identify the parts of a compass outdoors in a practical experience. 1.6 I can behave safely while hiking. Scouts can describe safety rules and procedures that will keep themselves and their group safe while on a day hike. Scouts can explain how their own behaviour affects others on the day hike. Scouts can demonstrate how to hike on various types of terrain (smooth, rough), how to keep up with others and the importance of always being able to see a Scouter while on the day hike. 1.7 I can be responsible for myself while we are hiking. Scouts can explain how they contribute to the success of the day hike by being members of the team. Scouts can describe how their awareness will help everyone have a safe day hike. 1.8 I can explain the buddy system. Scouts explain how and why the buddy system is used on a day hike. 1.9 I can recognize the main distress signals. Scouts can draw and identify the main distress signals. 1 st West Vancouver Scout Group 17

18 1.10 I have attended at least two hikes. As much as possible these can be different types of day hikes, such as in neighborhoods, parks, open natural areas, etc. 1 st West Vancouver Scout Group 18

19 2.1 I know what gear to bring depending on the weather. Scouts can explain how weather varies from one location to another (from flat urban areas to wooded areas, valleys to hilltops) and how that will affect what gear to bring on a day hike. Scouts can explain the gear needed for downpour, high winds, sun and humidity. Scouts can explain the importance of bringing personal protection materials needed for insects and sun. 2.2 I can show how to take care of all personal gear needed for a day hike. Scouts can explain the value of gear needed for hikes and the importance of caring for it. Scouts can check their equipment prior to the hike. Scouts show how to put away and store equipment after the hike. 2.3 I can read a simple map. Scouts can read a simply drawn map of the neighbourhood (e.g. meeting area, local park etc.). Scouts can demonstrate how to orient a map and how to follow a simple route around the map. Scouts can explain how different colours on a map define the areas (water, urban, park, forest) and can identify symbols used for roads, trails, buildings, rivers, etc. 2.4 I can use a compass to find basic directions. Scouts can demonstrate basic use of the compass: how to take a bearing and how to follow a bearing. Scouts can demonstrate how to use a map and compass together to navigate an area. 2.5 I can obtain a weather forecast. Scouts can list methods to obtain a weather forecast. Scouts can explain why Scouts need to watch forecasts ahead of a hike. 2.6 I can be a responsible member of my team while we are hiking. Scouts can identify some risk concerns that might be present on a day hike and offer safety procedures to counteract them. Scouts can explain how to be a member of the team while on a hike and how their behaviour will impact the hike and experience of others. 2.7 I can get help if someone is hurt. Scouts can recognize when someone is injured and needs help. Scouts can explain how to get help in various conditions. 2.8 I have attended at least three hikes. Scouts have attended at least three hikes in natural areas such as parks, forests and Scout camps. 1 st West Vancouver Scout Group 19

20 2.9 I can explain why one brings certain foods and drinks on hikes. Scouts can explain the need for sustaining and energy foods. Scouts can help plan the food items for a day hike. Some food considerations include: Canada s Food guide, high energy; water; carbohydrates, weight considerations, cooking equipment. 1 st West Vancouver Scout Group 20

21 3.1 I can pack a rucksack for a day hike. Scouts can list the equipment, including team equipment to bring with them for a day hike. Scouts can show how to pack equipment in their rucksack: heavy items, soft items, last in-first out principle, food items and water. 3.2 I can explain what clothes to bring for a day hike depending on the weather. Scouts can explain how the weather can change very quickly and how they need to plan in advance. Scouts can explain the layering system, outer shell; how to control body heat and ventilation; wicking principle. 3.3 I can follow a route on an orienteering map. Scouts can follow a simple orienteering trail using an orienteering map. 3.4 I can identify the features of a topographical map. Scouts can point out key features of a map and describe the landscape based on contours, vegetation and water features. Scouts can explain scale and grid references found on maps. 3.5 I can demonstrate the basic use of a GPS unit. Scouts can turn on a GPS and use it to orient their location. 3.6 I can teach another youth how to find direction by using a compass. Scouts can demonstrate the use of a compass to another youth including: taking a bearing, following a bearing and orienting a map with a compass. 3.7 I can explain the effect of weather on hiking activities. Scouts can describe how weather will affect their hike duration, pace. Scouts can explain what to do if encountering severe weather alone or in a group. 3.8 I can be responsible for myself and aware of my surroundings while hiking. Scouts can explain how terrain and trails affect their hike. Scouts can reduce risks when crossing steep or rugged areas as well as in remote areas. 3.9 I can explain the main principles of Leave No Trace. Scouts can demonstrate the Leave No Trace principles in action when on a hike, including: waste reduction, respect for animals, minimizing impact on the trail, consideration for others. Scouts can explain how urination and defecation are handled on the trail I can treat simple cuts and scratches. Scouts can demonstrate how to clean the wound, apply a bandage and reassure the patient I know how to avoid becoming lost, and I know what to do if I get lost. Scouts can explain how to prevent becoming lost and what to do if they are lost alone or as a group. 1 st West Vancouver Scout Group 21

22 3.12 I have attended at least three hiking activities, one of which involves hiking on hilly trails. Scouts have attended at least three activities in various terrains, and trail types. These can be different from those experienced at Stage 1 or 2. 1 st West Vancouver Scout Group 22

23 4.1 I can teach another youth what to pack for a day hike. Scouts can show other Scouts how to pack the equipment in their rucksack: heavy items, soft items, last in-first out principle, food items and water. 4.2 I can pack a rucksack for a weekend hike. Scouts can explain the equipment (including group equipment) needed for an overnight hike. Scouts can show how to pack heavy items, soft items, food, fuel, stoves, and their share of team equipment. Scouts can explain the types of eye protection needed for various conditions, such as: sunglasses, glacier glasses and snow goggles. Scouts can list and describe the 10 essential items to always have in their pack. 4.3 I can show how to care for all my personal hiking equipment needed for a weekend hike. Scouts can explain the value of maintaining equipment and demonstrate how to check and care for their equipment including: safety considerations, keeping equipment in working condition, checking in advance, simple repairs and cleaning. 4.4 I know how to plan for and avoid food allergies in a group hike. Scouts can describe how to keep food safe for all members of the group and avoid cross-contamination. Scouts can explain how to recognize and treat allergies, including anaphylactic reactions. 4.5 I can use a map and compass together for navigation. Scouts can plot a hiking route on a map, taking into consideration the terrain and features. Scouts can follow the progress of the hike and mark points as they are achieved. Scouts can demonstrate the use of a compass to determine bearings for the route. Scouts can plot locations based on a grid references, calculate distances and changes in height. 4.6 I can teach another youth how to follow a route on an orienteering map. Scouts demonstrate to others how to follow a pre-defined route on a map. 4.7 I can keep a map dry and safe from the elements. Scouts can describe and use the various methods of keeping a map dry and safe: zip-lock bags, laminating, map cases and map coatings. 4.8 I can locate a waypoint that has been preprogrammed into a GPS unit. Scouts can demonstrate how to locate a pre-programmed waypoint. 1 st West Vancouver Scout Group 23

24 4.9 I can plan and bring appropriate personal gear to use on a hike based on expected weather forecasts for the hiking area. Scouts can demonstrate methods of obtaining the forecast for the hiking area. Scouts can show how to prepare for the various weather conditions that may be encountered on the hike I can cross various terrains such as rocky or wet ground. Scouts can explain how to cross various terrains safely. Scouts can cross wet bogs or marshes safely and minimize their impact on the environment I can apply the Leave No Trace principles while hiking. Scouts can demonstrate their knowledge of the Leave No Trace principles by disposing of waste properly, respecting wildlife, minimizing the impacts of hiking and fire, showing consideration of others and hiking and camping on durable surfaces whenever possible I can minimize trail hazards for myself and others that are encountered (trip hazards on the trail, minimizing branch whip while moving them out of the way, etc. trail etiquette). Scouts can demonstrate hiking etiquette on the trail. Scouts know what to do if encountering other hikers on a trail. Scouts can avoid livestock or wildlife on a trail, and know what to do if animals are encountered I can be responsible for younger members of my team while we are hiking. Scouts have a level of awareness to help younger or less experienced Scouts while hiking I can treat simple sprains and blisters. Scouts can demonstrate treatment of simple foot or ankle sprains and blisters. Scouts can explain the difficulties providing treatment of simple sprains and blisters when on the trail and why to avoid these injuries. Scouts can make the patient feel safe and know how to get help. Scouts know the materials in a first aid kit that are used to treat a blister and demonstrate their skill I can identify the different emergency services that are available and how and when to call them. Scouts can explain how to call for emergency services in the area in which Scouts are hiking (police, ambulance, search etc.). Scouts are able to explain what each service would provide in a hiking situation I can build or find an emergency shelter. Scouts can demonstrate how to erect a simple emergency shelter or explain natural formations that could be used for emergency shelters I have attended three hikes (including an overnight). Scouts have attended at least three hikes in wilderness-type areas different from those experienced in other stages. One of the hikes is to be an overnight experience. 1 st West Vancouver Scout Group 24

25 4.18 I can lead a leg of a hike. Scouts can take the lead position on a section of a hike. Scouts will demonstrate how to navigate, support, guide and lead others over the trail I can help plan a day hike. Scouts have been involved in the selection of season and location for a day hike. 1 st West Vancouver Scout Group 25

26 5.1 I can explain how the weather affects the equipment I bring on a weekend hike. Scouts can explain how the weather can change very quickly and how they need to plan in advance. Scouts can explain the layering system, outer shell; how to control body head and ventilation; wicking principle. Scouts can demonstrate how to keep their pack and pack contents dry in wet and snow conditions. 5.2 I can show what group equipment to bring on a weekend hike and explain why each item is needed. Scouts can list the basic equipment needed and why and how it is to be used on a weekend hike. This includes camping, safety and personal equipment. 5.3 I can show how to use group equipment correctly. Scouts can demonstrate proper use of equipment while supervised on a hike. 5.4 I can select appropriate footwear for various hikes. Scouts can describe appropriate footwear and comfort factors such as ankle support, sole support and construction materials. Scouts can explain the use of gaiters when hiking. 5.5 I can demonstrate how to use different types of lightweight stoves to prepare a meal. Scouts can describe the different types of stoves and fuel that can be used on day and overnight hikes. 5.6 I can keep food and food preparation materials hygienic. Scouts can describe how to keep food, food containers and food utensils hygienic and how to handle food safely during the hike and while preparing meals. 5.7 I can use a map and compass to find my position on the ground. Scouts can demonstrate their skills with a map and compass while supervised on the trail. Scouts can show how to find their position on the map with reference to their surroundings and local features. Scouts can take bearings of surrounding areas and find their position. 5.8 I can plot a proposed hike route on a map and obtain the required compass bearings. Scouts can demonstrate how to plot a hike route and use a compass to obtain the necessary bearings. Scouts can orient the map using features on a map and use the features to plot a hiking route. 1 st West Vancouver Scout Group 26

27 5.9 I can input a given waypoint into a GPS and then find it. Scouts can demonstrate how to use a GPS by entering waypoints and navigating to the destination I can teach another youth the basic use of a GPS unit. Scouts can demonstrate how to use a GPS to other Scouts I can find directions without a compass. Scouts can demonstrate various methods of finding direction: using the sun, stars, shadows, a watch, the moon I can describe the dangers of weather on hikes. Scouts can explain how temperature changes and changes in wind speed and direction can indicate weather changes. Scouts can describe how cloud cover, mist, fog and snow can affect the hike and how to be proactively safe I can plan effectively and recommend appropriate gear to take for my group based on weather forecasts for the hiking area. Scouts can list the gear needed for the hike and the adjustments required depending on weather forecasts. Scouts can distinguish between regular group gear and safety/ emergency use gear I know when and how to cross a river. Scouts can demonstrate how to cross a river using various methods, including the preferred safe crossing on a bridge or other designated safe crossing areas. Scouts can explain safety procedures including how to protect clothes so youth stay dry, and steps to keep warm I can show how and explain when to use the main distress signals. Scouts can demonstrate distress signals while supervised outdoors in both daytime and night-time conditions I can be an active member of my team while hiking. Scouts can demonstrate awareness of trail conditions and ways to support other members of the team. Scouts can explain the various roles required for a safe hiking experience. Scouts can describe proper trail pacing for a group and how to schedule rest and water breaks. Scouts can explain the role of the front leader and rear follower on a hike I can recognize and respond to hazards from flora and fauna. Scouts demonstrate their knowledge of flora and fauna that could be hazardous on the trail. Scouts can explain how to recognize these hazards, how to avoid the hazards and how to respond to exposure I have taken part in three hikes (including an overnight). Scouts have attended at least three hikes in wilderness-type areas in addition to and different from those experienced in other stages. One of the hikes is to be a two-night hike experience I have written a log for at least two of these activities. Scouts can keep the date, route and other details of the adventure in a log which can be added to with each hiking adventure. 1 st West Vancouver Scout Group 27

28 5.20 I can help plan an overnight hike. Scouts can be involved in all aspects of planning an overnight hike I can help choose a suitable hiking destination. Scouts can select a location that meets the desired hiking trip requirements I can hike on steep trails safely, using appropriate gear as required. Scouts can describe and demonstrate safe practices for steep trails and list the required safety gear (such as hiking poles). 1 st West Vancouver Scout Group 28

29 6.1 I can teach another youth what to pack for a weekend hike. Scouts can teach others how and what to pack for a weekend hike. Scouts can explain to others the different types of materials used for clothing such as cotton, wool and synthetics, and can describe their properties for hiking (e.g. breathable, waterproof, weight, etc.). 6.2 I can show what group emergency equipment we can carry on a weekend hike, and how to use each item. Scouts can list the items that are needed for safety and emergency use for a weekend hike, including safety ropes, sleeping materials, dry bags, shelters and first aid kits. 6.3 I can teach another youth how to care for, store and maintain the group equipment. Scouts demonstrate to other youth how to look after group equipment. 6.4 I can look after my hiking footwear. Scouts demonstrate proper cleaning and storage of their footwear, including waterproofing. 6.5 I can select and maintain my pack for various hiking adventures. Scouts explain how to choose a pack, fit it, name the key parts, and know how to make repairs while on the trail. 6.6 I know how much water intake is needed and the effects and treatment of dehydration. Scouts explain dehydration: its signs and symptoms and treatment. Scouts can explain how much water intake is needed at rest and on the hike. 6.7 I know how to use different methods to treat water. Scouts demonstrate how to use water purifiers and identify suitable natural sources from which to obtain water. 6.8 I can avoid hyponatremia by ensuring proper planning for the hike. Scouts can explain the signs and symptoms of hyponatremia and how to avoid it on hiking experiences. 6.9 I can obtain coordinates from a point of interest on a topographical map so that it can be input into a GPS unit. Scouts can demonstrate how to find their position on a map and use their map skills to enter coordinates into a GPS unit so that others can navigate from that point to another on the hike I can demonstrate the limitations of the compass and other navigation tools. Scouts can describe how a compass and other navigation tools each have limitations and know where and under what conditions these will not operate correctly. 1 st West Vancouver Scout Group 29

30 6.11 I can teach another youth how to find his or her position on the ground using a map and compass. Scouts can demonstrate their expertise by teaching others how to use a map and compass to find their position on the hike I can recognize changing weather patterns while hiking. Scouts can demonstrate their knowledge of weather by recognizing temperature changes, changes in wind speed, and cloud formations I can show different methods for crossing waterways. Scouts can demonstrate various ways of crossing waterways while on a hike I can teach the principles of Leave No Trace. Scouts can teach the principles of Leave No Trace in a hiking context to others I can recognize unstable or elevated risk areas (e.g. slick trails, icy terrain) and either avoid them or minimize the risk in crossing the area with accepted use of gear and technique. Scouts can demonstrate safe techniques while hiking on various types of terrain I can recognize and treat hypothermia, hyperthermia, sunstroke, dehydration and asthma, or other medical conditions relevant to my team. Scouts can demonstrate their knowledge of first aid by listing the symptoms and treatment for various situations. Scouts understand the need to update medical information prior to a hike I can be responsible for myself and my team while hiking. Scouts display confidence and preparedness on hikes. Scouts can use Naismith s rule and its modifications while hiking to set pace and rest positions. Scouts can explain the role of a good trail leader and trail follower I can describe the limitations of my team. Scouts can demonstrate their team skills by being aware of others energy levels or trail conditions which may be beyond others skill levels. Scouts can demonstrate trail etiquette and rules to ensure a safe hiking adventure I have taken part in at least six hiking activities, and at least one is a two-night hike. Scouts have attended at least six hiking adventures beyond those of previous stages. The hikes can be in various types of terrain I have written logs for all of these activities. Scouts can keep the date, route and other details of the adventure in a log which can be added to with each hiking adventure I can plan and lead a day hike. Scouts can take the leadership role in planning a hike with supervision. Activities include choice of area, trail, route preparation, navigation, weather, budget, etc. Scouts can explain and demonstrate good trail leadership and followership I can help organize the transportation required for an activity. Scouts help to plan rides, ferries and busses to location of a hike. 1 st West Vancouver Scout Group 30

31 7.1 I can pack a rucksack for a hiking expedition of more than two nights. Scouts can demonstrate how to pack their personal and group gear for a hiking expedition of more than two nights. 7.2 I can audit group emergency equipment for a hiking expedition of more than two nights. Scouts will recognize equipment that needs maintenance repair or replacement. 7.3 I can show what group equipment to bring on a hiking expedition of more than two nights and explain why each item is needed. Scouts will demonstrate their expertise by describing the equipment. 7.4 I can choose appropriate lightweight hiking equipment. Scouts can demonstrate their expertise by explaining what lightweight equipment is and how it is used, and help to evaluate various makes and brands of equipment prior to its purchase. 7.5 I can plan and cook a variety of meals on a hiking expedition of more than two nights. Scouts can demonstrate cooking while on the hiking expedition. Meals can fulfil nutritious needs and sustain energy for hiking. Scouts can also explain how to pack and carry emergency rations for a hike. 7.6 I can explain how much food is needed on hiking expeditions of various lengths. Scouts can explain how trail snacks can be used on a hike to supply energy. Scouts can describe how much energy is used on a hike (calories) and how much food is needed to support a hiking expedition. 7.7 I can navigate at night or in poor visibility. Scouts can demonstrate their skill in hiking in poor visibility conditions (e.g. mist or fog) or at night under supervision. Scouts can locate grid reference points on various terrain. 7.8 I can use a topographical map to plan a hike in unfamiliar territory. Scouts can demonstrate their skill by plotting a route through new territory. 7.9 I can predict weather changes without the use of weather forecasts. Scouts can recognize temperature changes, changes in wind speed and cloud formations, and use these and other indicators to predict the weather on their hiking activity I can make changes to my group s outing for safety reasons based on changing weather patterns that can occur during the activity. Scouts can recognize temperature changes, changes in wind speed and cloud formations, and use these and other indicators to adjust the hiking activity s length, duration, camp locations, etc I can teach trail travel techniques for various trail types. Scouts can demonstrate their expertise to others. 1 st West Vancouver Scout Group 31

32 7.12 I can teach appropriate trail etiquette to other Scouts. Scouts can demonstrate their expertise to others I can assess risk and be aware of group safety. Scouts can complete a risk assessment for hiking expeditions. Scouts can describe the limitations of their team members. Scouts can make informed decisions about their participation based on various factors including: equipment, weather and skill level I can plan escape routes. Scouts can explain how severe weather or injury can change a hiking expedition and what they would do to incorporate a quick escape to safety or help while planning the expedition. Scouts can identify escape or safety routes I have participated in at least five hikes of various lengths. Scouts will participate in various types of hikes and terrains different from those experienced for previous stages. When possible, at least one hike can be to height over 1300 m I have taken, planned and led one hike without a Scouter. Scouts have acted as a leader in the planning and execution of a hike, within Scouts Canada procedures. As part of normal operations, the plan will be discussed with the Group Committee prior to the hike I have taken part in an unaccompanied but supervised two-night hike. Scouts can hike with Scouters nearby to provide aid if necessary. Each night s camp can be in a different location on the route of the hike I have written logs for all of these activities. Scouts can add the details for these hikes including the location, route, weather, interesting points, etc. to their logbook I can plan and lead an overnight hike. Scouts can demonstrate their skills by leading the planning and execution of the overnight hike. Scouts can explain how they will make decisions off and on the trail, who and how the pace of the hike will be determined and how, how and when rest and water breaks will be decided I can organize the transport required for an activity. Scouts can participate in planning the transportation options such as rentals, buses, etc. Scouts can discuss costs and benefits of their plans I can research and find information about the hiking destination. Scouts can use various methods to prepare for a hiking expedition including personal guides, guidebooks, internet, maps and trail books I can create a budget for a hiking trip for my group. Scouts can prepare for a hiking expedition, considering details including: cost to camp at the destination, water resources and other important information. 1 st West Vancouver Scout Group 32

33 8.1 I can teach another youth how to pack for a hiking expedition. Scouts can teach others how to pack their personal and group gear for a hiking expedition of more than two nights. 8.2 I can make recommendations to improve group equipment. Scouts can review group equipment and research alternatives to improve hiking experiences. 8.3 I can navigate accurately and safely over rough terrain in any type of weather, and at night. Scouts can demonstrate their expertise in hiking in poor visibility conditions (e.g. mist or fog) or at night under supervision. Scouts can locate precise points or grid reference points on various terrains. Time and accuracy to find the points are important. 8.4 I can teach another youth how to plan a hike in unfamiliar territory using the appropriate tools. Scouts can teach other youth how to find their position on a map and use their map skills to enter coordinates into a GPS unit so that they can navigate from that point to another on the hike. Scouts can teach how to prepare a route by considering features shown on a topographic map. 8.5 I can teach how to read weather patterns outdoors without the use of weather forecasts. Scouts can explain and describe to other Scouts how temperature changes, changes in wind speed, cloud formations and other indicators can indicate the coming weather. 8.6 I have completed a wilderness first aid course. Scouts have completed certification in first aid in an outdoor setting where help is not immediately available. 8.7 I can follow the procedures in the event of an accident. Scouts can prepare a safety plan and can follow the plan directions. 8.8 I have taken part in at least six hiking adventures of various lengths, two of which include overnight components. Scouts can participate in various types of hikes and terrain different from those experienced in previous stages. When possible, at least one hike can be to height over 1300 m. 8.9 I can lead a hiking expedition of several nights. Scouts can demonstrate their skills by leading the planning and execution of the hike. 1 st West Vancouver Scout Group 33

34 8.10 I can take responsibility for our group on a hiking adventure. Scouts can take the lead position on a hiking adventure and demonstrate responsible actions including checks and measures for safety I have written logs for all of these activities. Scouts add the details for these hikes including the location, route, weather, interesting points, etc. to their logbook I can follow Scouts Canada procedures for a hiking trip. Scouts access and complete Scouts Canada s required forms for outings. 1 st West Vancouver Scout Group 34

35 9.1 I know what equipment is required for various hiking expeditions and the correct use and care of this equipment. Scouts can demonstrate their knowledge and competency in this area by discussing various situations and the types of equipment (including personal and group equipment) needed and used. 9.2 I can be responsible for others in various situations on hiking expeditions longer than two nights. Scouts can demonstrate their expertise by leading a number of hiking expeditions and have the confidence and leadership skills to lead a hiking expedition in various terrain. 9.3 I can assess risk and take appropriate action to ensure safety. Scouts can recognize the dangers that might be present and other safety considerations for hiking expeditions of various lengths. Scouts can create a risk management control and safety plan. 9.4 Where possible, I have taken part in and contributed to the planning of an expedition to 3250m. Scouts can display high level of competency to participate in a high-altitude hiking expedition. 9.5 I can practise basic winter hiking skills. Scouts can demonstrate the preparation hiking and safety skills needed to hike in winter conditions. 9.6 I have a logbook detailing at least 20 hikes and expeditions that I have undertaken since Stage 7. Scouts can add the details for these hikes including the location, route, weather, interesting points, etc. to their logbook. 9.7 I can create an exciting expedition while catering for everyone s needs Scouts can lead the development of a hiking expedition for their own age group, as well as younger Scouts. Scouts can discuss and assess the skill level of others and be aware of the challenges that may be encountered on a hiking expedition. 9.8 I can budget, prepare and manage every aspect of the expedition without input from Scouters. Scouts can use their knowledge from other expeditions to lead the financial planning and budgeting portion of a hiking expedition. 1 st West Vancouver Scout Group 35

36 1.1 I can jump into chest-deep water with my Personal Flotation Device (PFD) on. Scouts can demonstrate they are comfortable getting into and out of the water with a PFD on. 1.2 I can blow bubbles in the water for 10 seconds. Scouts can demonstrate that they are comfortable putting their faces in the water for 10 seconds. 1.3 I can explain what a PFD is for. \ Scouts can show that they know and understand the purpose of a PFD; a PFD must be worn at all times when paddling and a PFD is to be put on before entering any watercraft. 1.4 I can put on my PFD and know how it should fit. Scouts can demonstrate how to properly put on a PFD, ensuring all buckles and zippers are properly fastened and that their PFD is snug enough not to slide over their heads. 1.5 I can show where the bow and stern are in a canoe or kayak. Scouts can tell the difference between the front and the back of a watercraft and know the proper names for the front and the back. 1.6 I can demonstrate the correct way to hold my paddle. Scouts can show the proper use of a paddle with the top hand properly on the grip and the bottom hand on the shaft. Scouts hands should be as far apart as their shoulders. 1.7 I have demonstrated how to behave safely in my canoe or kayak. Scouts can demonstrate (while in a watercraft) that they must keep their weight low in the watercraft and balance themselves by holding both gunwales. Scouts can demonstrate that if they are not paddling they should sit on the floor and that there is no jumping, sudden movements or horseplay while in the watercraft. 1.8 I can explain why I should care for my PFD. Scouts know that a poorly cared for PFD is at risk of mould, tears and deterioration. They should also know that a damaged PFD will not work reliably. 1.9 I can explain the risks of cold water. A Scout can explain that cold water means your body will not function as well as it should I know how to contact the emergency services. Scouts know how to call or their local emergency number and to request assistance from the nearest adult I can get in and out of my watercraft safely. Scouts can demonstrate that they can get in and out of their watercraft safely. 1 st West Vancouver Scout Group 36

37 1.12 I have taken part in a short paddling adventure of at least one hour. Scouts will have experienced a short paddling adventure. Scouts only need only be in the watercraft. If Scouts want to paddle, they may, but Scouters or more-experienced Scouts are in charge of the watercraft. 1 st West Vancouver Scout Group 37

38 2.1 I can swim 25 metres with my PFD on. Scouts can demonstrate that they are comfortable in the water and able to swim a short distance with a PFD on. Any swimming stroke is acceptable. 2.2 I can explain the difference between a PFD and a life jacket. Scouts can explain that a PFD may not hold a person s face out of the water if the person is unconscious and that a life jacket will turn a person face up. 2.3 Before I launch my watercraft, I can show where I am allowed to go canoeing or kayaking. Scouts can explain where they are allowed to paddle, as they have been instructed by the person in charge of the paddling activity. 2.4 I can explain why I should not drink the water from the lake or river I am paddling on until it has been filtered or treated. Scout understand that lake and river water may not be safe to drink due to bacteria, chemicals, parasites and germs that may be present in the water. 2.5 I can identify the equipment Transport Canada requires me to have in my canoe or kayak. Scouts can identify the five essential pieces of safety equipment and have a rudimentary idea of how to use them. PFD Signaling Device (whistle) Floating Rope Paddle Bailer Scouts can explain the use of a flashlight for fog or nighttime paddling. 2.6 I can explain the safety rules for being near water. Scouts can explain basic safety rules for common hazards including: slippery rocks, sharp objects, unstable banks, moving water, etc. 2.7 I can list the appropriate action I should take if I capsize in a canoe or kayak. Scouts need to know that when their watercraft capsizes they should to the following: stay with your watercraft make noise to get attention count to five and take a breath hang onto your paddle if you can follow the instructions of your rescuer 1 st West Vancouver Scout Group 38

39 2.8 I have explained some of the ways that paddling a canoe or kayak can have a negative impact on the environment where I am paddling. Scouts should have an awareness of the fact that paddling can have a negative impact on the environment and the need to be respectful of the places where we paddle to minimize our impact. 2.9 I can get help if I see somebody in difficulty on the water. If Scouts see someone in difficulty on the water, they know to call for help by whistling and yelling. Scouts can use a throwing assist if one is available I am familiar with common whistle signals and when they would be used. While there are variations to exactly how whistles are used, Scouts should be aware of some of the basic whistle signals. one blast stop paddling and pay attention for further instructions two blasts raft up. If the group is spread out, the lead paddlers should go back and raft up with the back paddlers three blasts EMERGENCY go to who blew the whistle and stand by. Follow the instructions of the person directing the rescue I have used a throw bag. Scouts can demonstrate an ability to use a throw bag. Distance and accurately at this stage are not the prime objectives I can identify the parts of my watercraft and my paddle. Any type of self-propelled watercraft and paddle are suitable. Parts should include: Paddle: blade, tip, neck, shaft, handle, etc. Watercraft: hull, bow, stern, bum rest, etc I am familiar with the signs and symptoms of mild hypothermia. Scouts can list the signs and symptoms of mild hypothermia: constant shivering tiredness low energy cold or pale skin fast breathing (hyperventilation) 2.14 I have taken part in an at least two paddling activities. Scouts will have completed two paddling Adventures of at least one hour in duration each, and have practised their paddling skills with the support of a more experienced Scout or Scouter. 1 st West Vancouver Scout Group 39

40 3.1 I can swim 100 metres with my PFD on using any stroke. Scouts can demonstrate that they are comfortable in the water and able to swim a short distance with a PFD on. Any swimming stroke is acceptable. 3.2 I know how to choose a paddle that is the correct size. Scouts can discuss options for sizing and understand that the paddle that feels right is usually best. 3.3 With help from my team or my Scouter, I can paddle my canoe or kayak forward a short way. Scouts can paddle their watercraft forward in a reasonably straight line for a short distance. As much as possible, Scouts achieve this skill with another youth with similar skills. Adults or more senior youth may be the passenger. 3.4 I have capsized a canoe while sitting in it. Scouts can rock a watercraft and have it dump. Scouts do not jump out of the watercraft; they attempt to stay with the watercraft. 3.5 I can get back into my canoe or kayak with help from someone in another watercraft if my watercraft capsizes. Someone else rights the swamped watercraft and assists the paddlers to get back into their watercraft. 3.6 I know how and where to get the latest weather forecast for the area where I will be paddling. Scouts can demonstrate the ability to get accurate weather forecasts from the internet, radio or television and can discuss what the forecast might mean for their paddling trip. 3.7 I know what the risks are for paddling in different weather conditions. Scouts can explain how different weather conditions (wind, rain, sun and cold) can impact a paddling trip and have an understanding of the risks associated with different weather. 3.8 I can make a recognized distress signal. Scouts can demonstrate how to make a distress signal such as three whistle blasts or by lighting three fires or putting three watercraft in a triangle. 3.9 I can throw a throw bag. Scouts can throw a throw bag at least 5 metres and be within the length of their watercraft of the target I have helped a Stage 1 paddler learn to put his or her PFD on. Stage three Scouts can help a less experienced Scout to properly select and put on a PFD. 1 st West Vancouver Scout Group 40

41 3.11 I have taken part in two paddling activities. Scouts have completed two paddling Adventures of two hours or more each. Scouts must carry out most of the paddling with a Scouter or a more experienced Scout (either in the same watercraft or close by to help if assistance is required). 1 st West Vancouver Scout Group 41

42 4.1 I can demonstrate the HELP and Huddle positions while in the water wearing a PFD. Scouts can demonstrate the ability to preserve body heat in the event they are stranded in the water for extended periods. They can demonstrate the ability to maintain both positions for a period of five minutes each. 4.2 I can explain what clothing should be worn while canoe tripping. (This competency will vary depending on the region of the country and the season Scouts are paddling in.) Scouts can demonstrate an understanding of the clothing options available and some of the pros and cons of the different options, including: different footwear, different headwear, long-sleeves vs short-sleeves, trousers vs shorts, rain gear and wet suits. 4.3 I can assist in launching and landing a canoe or kayak. Scouts can demonstrate an ability to assist in the launching of a canoe from the shore and from a dock. When doing this, they can demonstrate the following: one person holds the watercraft stable while the other is moving use paddle to stabilize the watercraft while moving or sitting in position avoid damage to watercrafts watercraft should be in the water before the paddler gets into it stepping into the water is encouraged 4.4 I can trade places with my paddling partner while on the water. Scouts will demonstrate the following technique: Stern paddler moves ahead of rear thwart and crunches up in a ball Bow paddler steps over stern paddler to back seat Stern paddler moves to bow seat Only one person moving at a time Communication between paddlers must happen 4.5 I have helped a Stage 2 paddler to explain the basicsafety rules for being near water. A Stage 4 Scout will have spent time helping a Scout working at Stage 2 to learn basic safety rules for being near the water. 4.6 I can explain the seven principles of Leave No Trace. See LNT program website: I have taken part in a canoe or kayak raft-up and can explain its uses. Scouts have participated in a raft-up with three or more watercraft in the raft. When rafting-up, watercraft should be touching each other with paddlers holding each other or each other s watercraft. Scouts understand that the raft-up is used for communication or breaks. 1 st West Vancouver Scout Group 42

43 4.8 By myself or with a paddling partner, I can paddle a canoe or kayak in a straight line going forward for at least 50 metres. Scouts can use whatever paddle strokes they wish to keep the line reasonably straight for 50 metres. Scouts can demonstrate this skill with another Stage 4 paddler, or with a Scouter or more experienced paddler. 4.9 I can make my canoe or kayak turn in the direction I want it to turn. Scouts can demonstrate a basic understanding of what to do to make the watercraft turn in the direction they intend it to go I can demonstrate basic canoe strokes (forward, reverse, draw, pry, stop, j, sweep). Scouts can demonstrate these different strokes and have a basic understanding of what happens to the watercraft when different strokes are applied I can explain why my watercraft needs a painter and can attach one so that it is secure and readily available when I need it. Scouts know that a painter is the rope attached to the bow and/or stern of the watercraft. They can secure the painter to their watercraft using an appropriate knot I can describe water and weather conditions that make paddling unsafe and can explain what to do if I encounter them while I am on the water. Scouts understand water and weather conditions (such as waves, thunderstorms and tides) and can explain the appropriate course of action when they encounter them while on the water I can explain why canoes and kayaks are important to Canadian aboriginal people and the history of Canada. Scouts can demonstrate (through a group discussion with their patrol, a presentation, skit, story, etc.) an understanding of the importance of canoes and kayaks to Canadians both before and after European contact I can identify three methods for helping someone in the water to reach safety and have demonstrated how to use them. (This can be demonstrated in open water or a swimming pool.) Scouts can identify three methods for helping someone in distress in the water, such as: talking someone to safety, throwing something buoyant to the person in distress, or going to the person. Any aids identified should be items that would normally be found on a canoe trip and can include, but are not limited to the following: throw bags reaching assist (paddle, pole) throwing assists PFD 4.15 I can throw a throw bag so that someone in the water can reach it. Scouts can demonstrate the ability to throw a throw bag to someone in the water so that the person can easily reach it within a few swimming strokes I have taken part in and logged at least four paddling activities. Scouts maintain paddling logs. The log include date, location, distance, time, participants and something interesting about each activity. 1 st West Vancouver Scout Group 43

44 4.17 I can explain what a float plan is. Scouts know that a float plan documents: where they are going, when they will return, where the closest aid is and who is in the paddling group I have participated in at least one paddling activity of at least eight hours duration that includes making and eating a meal. During this paddling activity, Scouts are tasked with all the paddling. Older paddlers can be in the watercraft or in a nearby watercraft to help if required. Scouts who have completed the Paddle Canada Waterfront program have demonstrated most of the paddling and safety requirements for Stages 1 4. Items specifically related to tripping may not be part of the Waterfront program. 1 st West Vancouver Scout Group 44

45 5.1 I have participated in at least two two-day paddling trips. Scouts have participated in a minimum of two paddling trips that include overnight camping. 5.2 I have helped prepare an emergency plan and a float plan with a more experienced paddler for one of the trips. With the help of a more experienced Scout or Scouter, Scouts can assist in the completion of a trip emergency plan (as outlined on pages in the Field Guide to Canadian Scouting). Scouts can complete their own float plan that includes their intended route, dates, potential camping locations and intended return date. Scouts can complete an emergency plan that identifies potential hazards they may encounter, a system for dealing with hazards and a method for contacting emergency services if required. 5.3 I have participated in creating a menu for an overnight trip. As a part of their Patrol, Scouts can contribute meal ideas for one each of breakfast, lunch and supper for a menu. 5.4 I can recognize the symptoms of weather-related injuries and know how to treat them. Scouts know the signs and symptoms and recommended treatment of weatherrelated injuries such as: hypothermia, hyperthermia, heat exhaustion, sun stroke, frost bite, etc. 5.5 I can demonstrate a self-rescue with my canoe or kayak. Scouts can swim a capsized watercraft to shore or paddle it (10 m) while sitting in it. 5.6 I can demonstrate how to pack my personal gear so that it will stay dry. Scouts can properly pack their personal gear so that it will stay dry during a paddling trip. They have considered options such as ziploc bags and garbage bags or commercial dry bags and barrels, and can discuss the pros and cons of these options. 5.7 I have participated in a canoe-over-canoe rescue as both the rescuer and the one being rescued. In a swimming pool or in open water, Scouts can demonstrate the ability to complete a canoe-over-canoe rescue. 5.8 I can light a fire using no more than three matches. Scouts can demonstrate the ability to light a fire quickly and efficiently. 1 st West Vancouver Scout Group 45

46 5.9 I have made a personal survival kit as identified in the Field Guide for Canadian Scouting (pages 27 28). Scouts can make a personal survival kit (including signaling devices, first aid items, food items, tinder and a fire starter) that is waterproof and buoyant I can explain Scouts Canada s guidelines for paddle sports. Scouts have reviewed and can explain Scouts Canada s Bylaws Policies & Procedures section with particular attention to sections (.7 and.8) and 10007(.14.17) I can assist Stage 3 paddlers to get back into their swamped watercraft. Using the watercraft-over-watercraft rescue technique, Scouts can assist Stage 3 paddlers to get back into their watercraft I can help paddlers at Stage 1 identify the parts of their paddles and their canoes or kayaks. Scouts working at Stage 5 can teach paddlers at Stage 1 to identify the parts of their paddles and their canoes or kayaks I have completed and logged at least six days of backcountry paddling. Scouts have logged six days of backcountry paddling. This can include a mix of day trips and overnight trips I have attained at least the Paddle Canada Canoe Basic Skills level of paddling certification. Contact Paddle Canada to determine this requirement. 1 st West Vancouver Scout Group 46

47 6.1 I can load my canoe with personal and group gear for a multi-day trip. In loading a canoe, Scouts consider weight distribution, wind direction and ease of access for items that might be needed while on the water (e.g. throw bag, rain gear). 6.2 I have demonstrated several methods for ensuring that water is safe to drink. Scouts can demonstrate a variety of ways to purify water, such as filtration, chemical purification and boiling. 6.3 I know how to do rescue breathing with a victim who is in the water while I am in my canoe or kayak. Scouts can demonstrate the ability to perform rescue breathing from the watercraft, maintaining their own safety first throughout. 6.4 I have attained at least Paddle Canada Lake Canoe Skills Introduction Tandem certification (or provincial equivalent where applicable). Contact Paddle Canada or other paddling certifying body to determine this requirement. Examples of provincial bodies include: ORCKA (the Ontario Recreational Canoe and Kayak Assoc.), Paddle Alberta, Alberta Recreational Canoe Association, Recreational Canoeing Association. of BC, Canoe Kayak BC, Paddle Manitoba, Manitoba Recreational Canoeing Association, Canoe Kayak New Brunswick, Canoe New Brunswick, Paddle Newfoundland and Labrador, Newfoundland Canoe Association, NWT Canoeing Association, Canoe Kayak Nova Scotia, Canoe Nova Scotia, Canoe Kayak Saskatchewan, Saskatchewan Canoe Association, Yukon Canoe and Kayak Club, Manitoba Paddling Association, Canoe Kayak PEI, PEI Recreational Canoeing Association, Canoe Kayak Ontario, Association Quebecoise de canoe-kayak de vitesse, Federation Quebecoise du Canot Camping, etc. 6.5 I can create a gear list for the personal and group gear required on a four-day trip. Scouts can create a gear list for the personal and group gear required on a fourday trip, considering the size and nature of the group, the season and the destination. 6.6 I can explain the features of a good campsite on a waterway. Scouts can explain the importance of tent locations (including slope of land/drainage), safe entry and exit to water, absence of dead branches overhead/standing trees, suitable and appropriate location for cat hole for human waste, etc. 6.7 I know how to find out the backcountry camping regulations in the area where I will be travelling. Scouts can explain that regulations can be found by consulting websites, park offices and local land managers. 1 st West Vancouver Scout Group 47

48 6.8 I can explain how to deal with waste while traveling in the backcountry, including greywater, solid waste, food scraps and human waste. Scouts can explain what waste needs to be packed out and what waste can be disposed of in the backcountry, and how the former can be responsibly disposedof. 6.9 I can read and understand a topographical map and can use it and a compass to tell where I am and where I am going while on a canoe trip. At any time during a paddle trip, Scouts can establish on a map where they have traveled from, where they are and where they are going to I can recognize conditions that may precede bad weather. Scouts know that a few elements to consider are: sky and cloud conditions, change in wind direction or speed and humidity I know the limits of weather that are safe to paddle in. Scouts know that they need to consider wind, waves, tides, current and precipitation before and during a paddling outing I have completed and logged at least eight days of backcountry canoe tripping. From Stage 6 onwards, tripping will normally take place in backcountry areas that are: not accessible by car, have limited communication options (no cell coverage) and require two hours or more to reach assistance if it is needed I have taught at least one paddling skill, one paddling safety element and one paddling knowledge item to paddlers working on Stages 1 4. This can be accomplished over time and does not have to happen at one outing I have explained the seven principles of Leave No Trace to a Stage 4 paddler. Scouts should know the principles without having to refer to written notes I have kept a journal of my canoe excursions that includes both details of the trip and my personal reflections. Readings from the journal should be shared with the Patrol With my paddling team, I can plan a healthy menu for our canoe adventure and can help prepare the meals we have planned. Scouts can plan a healthy menu for a canoe adventure, considering the proper amount of calories, food allergies and preferences I can explain how I can access emergency assistance while in the backcountry. Communication devices include: SPOT (GPS emergency communicator), satellite phone, radios, InReach, PLB and cell phone where the service is reliable I have completed at least one paddling trip that is four days, 50 km, and has a minimum of three different campsites and includes portages. This trip can be with or not with a Scout group. 1 st West Vancouver Scout Group 48

49 7.1 I can efficiently and safely carry my canoe and my gear across a portage of a least 700 metres. Can be accomplished as a tandem carry with another member of the team. 7.2 I have attained a minimum of Paddle Canada Lake Canoe Skills Intermediate Tandem level certification. Evidence of this certification is to be presented to confirm completion of this Stage. 7.3 I have attained a minimum of Paddle Canada Moving Water Canoe Skills Introduction Tandem certification. Evidence of this certification is to be presented to confirm completion of this Stage. 7.4 I always wear an approved paddling helmet when I paddle in rapids. Scouts can demonstrate this practice. 7.5 I can explain the relative benefits of various types of canoe materials and designs. Scouts can explain these benefits to a Patrol. 7.6 I know how to outfit a canoe for safety and comfort. Scouts can describe how to outfit a canoe for safety and comfort, listing features including: kneeling pads, painters, yoke, tie downs, air bags and spray skirts. 7.7 I know how to use basic tripping technology and understand the pros and cons of the devices I use. This technology includes: satellite phone, GPS and SPOT communicator. 7.8 I can show how and why the way I load my canoe will be different for different water conditions. Scouts can demonstrate this skill, considering trim for wind direction and current. 7.9 I understand the food requirements for canoe trippers and have prepared a nutritious and delicious menu for a multiday canoe trip. Scouts can assist with creating a menu and cooking a meal I can use several different methods for cooking. Scouts can demonstrate several different methods for cooking, including: fire, gas stove, Dutch oven, solar and reflector oven I have taught at least one paddling skill, one safety element and one knowledge item to paddlers working on Stages 4 or 5. Not required to be taught all at one outing I have participated in 12 days of canoe tripping at Stage 7 and recorded the information in my trip log. Log book should be available as evidence of completed requirement I have completed at least one canoe trip of at least six days duration, 100 km distance and a minimum of four campsites. The trip includes portages and/or Class 1 or 2 moving water. Log book should be available as evidence of completed requirement. 1 st West Vancouver Scout Group 49

50 7.14 With my team, I have developed a hazard assessment and risk control plan detailing how we will deal with injuries, illness, loss of equipment and other potential emergencies on our trip. Plan should be in written form and presented to the Patrol With my team, I have developed a float plan for my canoe trip. Plan should be in written form and presented to the Patrol I know what items should be in a first aid kit for backcountry travel as per Transport Canada regulations. Scouts should be able to go through the first aid kit and explain the items and the use of each I have attained a minimum of Standard Level first aid training from an accredited agency. Standard level wilderness first aid is strongly recommended, but urban course is acceptable. Any national or provincial first aid certification body is appropriate I have helped to lead a Stage 5 overnight canoe expedition. Scouts will work under the direction of an adult who is qualified to lead the expedition With my team, I can plan all the details for an overnight canoe trip (minimum two days) and have evaluated the trip afterwards to ensure that our planning was complete and appropriate. Planning details should include: knowing the area to be paddled in preparing a menu and arranging for the food and supplies preparing a float plan and emergency plan ensuring all required permissions have been attained organizing gear and equipment Post trip evaluation should examine what went right, what went wrong, and how to improve for the next trip. 1 st West Vancouver Scout Group 50

51 8.1 I can plan and carry out a backcountry canoe trip with my team of at least 14 days, 250 km and a minimum of 11 different campsites. The trip will include portages and Class 2 moving water. Scouts need to complete their moving water course (Stage 8 requirement #4) and an advance wilderness first aid course (Stage 8 requirement #10) before this extended trip. 8.2 I can inspect a rapid to determine the best lines for running it. The inspection of rapids should be conducted from the shoreline wherever possible. 8.3 I can recognize a rapid that is beyond my skill level to run. Scouts can recognize and describe a rapid that is beyond the limits of their own skills. 8.4 I have attained Paddle Canada Moving Water Canoe Skills Intermediate Tandem certifications. Contact Paddle Canada to arrange for this certification. 8.5 I have completed and logged at least 25 days of canoe tripping at Stage 8. Log book should be available as evidence of completed requirement. 8.6 I have successfully completed a Paddle Canada Waterfront Canoeing Instructor course. Contact Paddle Canada to arrange for this certification. 8.7 While on my extended trip, I have been the designated trip leader for at least one day (Two Scouts but not more than two may share the trip leader role). Scouts must to able to identify the responsibilities of a trip leader including: responsible for safety of the trip ultimate maker of safety and navigation decisions identifies the lead and sweep watercraft aware of the potential risks and has the tools to address them (risk management) 8.8 I can rescue a capsized loaded canoe and get the swimmers to safety. Scouts must properly prioritize the rescue people, watercraft, gear. Practice rescues should be completed in less than perfect conditions (eg. in rapids, in windy conditions, in cold water). 8.9 I can explain the responsibilities of a trip leader. See requirement 7 Stage I have successfully completed an advanced wilderness first aid course of at least 40 hours duration (80 hours preferred) with a certified accreditation agency (St. John Ambulance, Red Cross or equivalent). Scouts are to complete a wilderness first aid course prior to their extended trip I have assisted in teaching a paddling course to Stage 5 6 paddlers. Scouts will work under the direction of an adult who is qualified to lead the course. 1 st West Vancouver Scout Group 51

52 9.1 I have completed instructor level certification in at least one Paddle Canada discipline. tandem or solo lake paddling tandem or solo moving water paddling canoe tripping Scouts are qualified to teach introductory or intermediate level skills courses in the chosen instructor level certification. 9.2 I have completed and logged at least 25 days of backcountry canoe tripping, which may include time spent leading trips for less-experienced paddlers. Log book should be available as evidence of completed requirement. 9.3 I know and follow the Transport Canada requirements for guided canoe trips. Scouts must be aware of federal legislation governing human-powered watercraft, including the requirements for guided trips (primarily SOR part 3). Under the definitions of the legislation, all trips with a designated leader are considered to be guided. Refer to gc.ca/eng/regulations/sor /page-13.html#doccont 9.4 I have completed all necessary paperwork for leading a trip, including float plan, emergency plan and Scouts Canada requirements. Plan should be in written form and shared with the Patrol. 9.5 I have successfully completed a swift water rescue course. Scouts have successfully completed a swift water rescue course. Scouts should complete this course prior to leading any trip that includes moving water. 9.6 I can lead a group of Stage 6 or 7 paddlers on a multiday excursion. Stage 9 Scouts will assist younger paddlers to plan for their trip and will accompany them during the paddle trip. The Stage 9 Scout will ensure that the trip is properly equipped and has a healthy menu and the provisions to prepare it. Scouts will help the younger trippers to create an emergency plan (complete with an evacuation process and communication systems) and will ensure that trip participants have the skills to do the trip safely. 9.7 I have taught at least two sanctioned Paddle Canada courses to Scouts working at Stage 5 8. Scouts must have the appropriate paddling certification(s) to teach these courses. 1 st West Vancouver Scout Group 52

53 1.1 I know when to use a PFD (Personal Floatation Device). Scouts can describe when a PDF is necessary. 1.2 I can fl oat for fi ve seconds and glide for five metres on my front and back without assistance. Scouts can enter a swimming pool and (under the supervision of a lifeguard) demonstrate the water skills. 1.3 I can put my face in the water and blow bubbles. Scouts can blow bubbles underwater. 1.4 I understand the importance of the buddy system and how it works for swimming and water activities. Scouts can demonstrate (in practice) the buddy system (selecting a buddy, watching out for their buddy, etc.). 1.5 I know how to stay safe while playing around water. Scouts can demonstrate awareness of risks by using (and encouraging others to use) protection such as sunscreen, UV clothing, hats and sunglasses (where appropriate). 1.6 I can get an object off the bottom in chest-deep water. Scouts can demonstrate this skill in a pool or a lake. 1.7 I know three different types of animals that live in the ocean. Scouts can name or describe the sea animals. 1 st West Vancouver Scout Group 53

54 2.1 I can swim with my head in the water. Scouts can demonstrate this skill under the supervision of a lifeguard. 2.2 I can swim 10 metres (any stroke) without assistance. Scouts (under the supervision of a lifeguard) can demonstrate their ability to swim with their head in the water. 2.3 I know how to put on a PFD by myself. Scouts can correctly put on a PFD and fl oat test it. For purposes of comfort, warmer water (such as a swimming pool) is ideal for this demonstration. 2.4 I know how snorkel gear works. Scouts can explain how snorkeling equipment (snorkel, snorkel vest, wetsuit, fins) works and when a wetsuit may be necessary. 2.5 I have snorkeled in a pool or open water (such as a lake). Dive shops are able to provide equipment and support this activity with professional instruction if desired. 1 st West Vancouver Scout Group 54

55 3.1 I can explain common water safety risks and how to avoid them. Scouts can explain common risks, such as drowning, hypothermia and sunburn. Scouts can explain common solutions for risks such as a buddy system, wearing exposure protection and staying out of the water in cold conditions. 3.2 I can use a snorkel and adjust my mask to fit comfortably. Scouts can demonstrate the stay on face test to confirm if a mask fits correctly. Scouts can clear a snorkel partially flooded with water. 3.3 I know how to remove a cramp in my leg with a buddy s help. Scouts can demonstrate cramp removal by pulling the fin tip towards themselves, either on themselves or on a buddy. 3.4 I can put on a PFD while in the water and use the HELP and Huddle positions. Scout can demonstrate the HELP survival position with the legs tucked in and in a huddle. 3.5 I can swim 25 metres in a pool (using any stroke). Scouts can demonstrate they are capable of moving in the water. 3.6 I can recognize the signs of a panicked snorkeler/diver and know how to call for help. Scouts can identify someone wildly flapping his or her arms and gasping for air as somebody who is in distress. Calling for help can be something as simple as yelling to attract attention or calling 911 on a telephone. 1 st West Vancouver Scout Group 55

56 4.1 I have achieved one of the following: Aquaquest Stage 6, YMCA Swimmer Level, Red Cross Swim Kids Stage 5, or I can demonstrate equivalent skills. Scouts can provide proof of external qualification or demonstrate comparable skills to a qualified individual. 4.2 I can free dive with snorkel and mask to 1.5 metres and fetch an item from the bottom, and clear my snorkel upon surfacing without lifting my head out of the water. Scouts can fetch the object without a time limit. 4.3 I can explain the hazards of shallow water blackout. Scouts can explain what shallow water blackout is and the steps that can be taken to prevent it. 4.4 I know what gear is necessary for a water-based snorkel Adventure, including protective clothing, masks and sunscreen. Scouts can describe the equipment and why it is required. 4.5 I know how to select a safe place to snorkel. Scouts can describe what make a snorkel site safe: it is away from boat traffic, swells, surge, marine hazards, etc. 4.6 I have snorkeled in open water and observed at least one marine/aquatic creature. Scouts have been out for at least a half-day snorkel Adventure. 4.7 I know why ear equalization is necessary when snorkelling/diving at depth. Scouts can describe why it is important to know how to equalize. 1 st West Vancouver Scout Group 56

57 5.1 I have tried an introductory Scuba experience in a pool (Bubblemaker/SEAL Team/Discover Scuba Diving). Scouts can maintain neutral buoyancy and clear a mask of water while underwater. Scouts can open their eyes underwater without goggles. 5.2 I can identify five species in my local aquatic environment (either on the surface or underwater), including hazardous species. Scouts can name five animals, insects or plants that live on or under the water. 5.3 I can achieve the Swim to Survive standard. Scouts can fall or roll into deep water, tread water for one minute, swim 50 metres all in one continuous attempt, without touchingthe bottom or shoreline or side of a pool. 1 st West Vancouver Scout Group 57

58 6.1 I have completed at least Emergency First Aid, or an equivalent course. Scouts are to use a recognized provider for this course. 6.2 I have completed the Open Water Diver Certification. Scouts are to use a recognized provider for this certification. 6.3 I have gone for two additional dives after the Open Water Diver certification dive. Scouts are to dive under the supervision of an experienced adult diver and as per their certification level. 6.4 I have talked with a younger Section about my diving experience. Scouts have met with younger non-certified Scouts and spoken to them about my diving experience and how they can become certified. 6.5 I have assisted with Scouts (who are at Stage 3 or 4) learning to snorkel in open water. Scouts are to assist in this teaching under direct adult qualified dive instructor supervision. 1 st West Vancouver Scout Group 58

59 7.1 I have logged at least five open water dives and assisted in the planning. Diving with an outside organization (dive club, dive shop, etc.) is also acceptable for this requirement. 7.2 I can navigate with a compass underwater and understand the specific challenges of underwater navigation (currents, lack of landmarks, etc.). Scouts are to meet this requirement in accordance with their level of dive certification. 7.3 I have participated in a marine environmental service project, cleaning up a water body. Scouts can achieve this requirement with an outside organization, such as a dive club, dive shop, etc. 7.4 I have two of the following experiences: I can shoot an underwater photo/video and understand the impacts of water on light I have either found or placed an underwater geocache I have used a dry suit (in cooler waters) I have performed basic repairs on my gear (replacing a mouthpiece with a spare etc.) I have taken part in a non-penetration wreck dive or any other specialty dive course I have helped a younger Scout at Stage 4 or 5 learn how to...(scout s Choice) Scouts can achieve this requirement with a non-scouts organization, such as a dive club, dive shop, etc. 1 st West Vancouver Scout Group 59

60 8.1 I have completed an Advanced Open Water Certification. Scouts are to use a recognized provider for this certification. 8.2 I have led a less experienced buddy on a dive through a site that is new to the Scout. Scouts can achieve this requirement with an outside organization, such as a dive club, dive shop, etc. 8.3 I have drawn a rough map of a dive site. Scouts have shared and explained this map to their Patrols. 8.4 I have assisted Scouts with their dives at Stage 5 or 6. Scouts are to assist in this teaching under direct adult qualified dive instructor supervision. 1 st West Vancouver Scout Group 60

61 9.1 I have organized a dive trip for a Rover Crew. Scouts will be involved in securing rental equipment, checking for restrictions on the dive site and ensuring the dive site s suitability for the skill stage of all involved. 9.2 I have completed a Rescue Diver certification course or have learned and mastered the curriculum to demonstrate the equivalent skills. Scouts demonstrating this skill are to do so under an adult qualified Rescue Diver instructor direct supervision. 9.3 I have assisted Scouts at Stage 6 or 7 with learning dive navigation or other advanced dive skills. Scouts are to assist in this teaching under direct adult qualified dive instructor supervision. 9.4 I have completed one of the following dives: A deep dive to more than 80 feet/24.36m An altitude dive A dive on nitrox A DPV dive A search and recovery dive Scouts are to meet this requirement under direct adult qualified dive instructor supervision and as per the Scout s dive certification. 1 st West Vancouver Scout Group 61

62 1.1 I have made my own personal first aid kit. Scout s kit should contain: a list of emergency numbers gloves of my size an emergency blanket 5 10 adhesive bandages (e.g. Band-Aids ) pencil and paper 1.2 I can demonstrate the basic approach to first aid. In a practice drill, Scouts can demonstrate: checking the scene for dangers (and staying away from them) checking the person who is ill or injured only if it safe to do so calling an adult for help or calling on the telephone staying with the sick or injured person until help arrives 1.3 I can treat minor cuts or scrapes. Scouts can demonstrate: gently cleaning the wound with soap and water putting pressure on the wound if it is still bleeding applying an adhesive bandage that covers the wound 1.4 I can be responsible for my own health. Scouts can explain: drinking water during activities or when it is warm outside wearing proper clothing for weather conditions using sunscreen when playing out in the sun 1.5 I can be responsible for my own safety. Scouts know not to talk to or go anywhere with strangers. 1.6 I know my address and location in an emergency. Scouts can recite their own address and home phone number. 1.7 I know not to play with matches and lighters. Scouts can explain why it is not safe to play with matches and lighters. 1.8 I know how to spot things in my home that are not safe. Scouts can list a few items in the home that may be dangerous (for example, hot or sharp) to touch, such as stoves, barbecues, fireplaces, knives, tools, etc. 1.9 I know the different emergency services that are available and how and when to call them and what to say. Scouts can recite the 911 telephone number (if applicable in their community) and state the type of emergencies required for calling the number: police, fire, ambulance. Scouts can make a simulated call to describe the help needed to a 911 operator I use the buddy system when outdoors. Scouts know to buddy-up with a friend during outdoor activities. 1 st West Vancouver Scout Group 62

63 1.11 I can signal for help if needed when outdoors. Scouts know how to make themselves seen and heard for searchers I always tell an adult where I am going. Scouts can explain why they need to tell an adult in charge where they are going if leaving the adults with small groups or a buddy during an outdoor activity I carry a whistle and visible signal covering when I go out in the bush. Scouts carry a whistle and visible signal covering (e.g. bright orange garbage bag) with them when in an outdoor setting where they could become lost I know to hug a tree if lost, or stay in one place if there are no trees. Scouts can demonstrate in a practice drill the technique of staying close to a tree and staying in one spot when lost. Scouts can describe how they know that they are lost. Scouts know to yell and whistle for help. Scouts know to stay warm and dry if they can. Scouts know to spread out visible items for searchers to see from the air. Scouts know to eat food and drink water if they have these items I know how to be safe around a campfire. Scouts can state that are to stay a safe distance away from fire. Scouts can state that they will not run and play in the area of the fire. Scouts can state that they will not touch the fire without the help of a Scouter. Scouts can state that they will not touch tools, such as an axe or saw, without proper training and supervision. Scouts can state that they will not throw anything into the fire I know how to behave around wildlife. Scouts show a respect for wildlife and do not do anything to harm animals or their habitat. 1 st West Vancouver Scout Group 63

64 2.1 I have added items to my own personal first aid kit and I know how and when to use it. Scouts have added the following items to their first aid kits (made in Stage 1) and should be able to describe basic use of the materials in first aid situations: 5 10 gauze pads 1 roll of medical tape triangular bandages roller gauzes 2.2 I can keep myself safe in emergency situations. Scouts can describe what could be done by in some of the following emergency situations: house fire, earthquake, tornado, flooding, power outage, etc. 2.3 I can care for someone who has a minor burn. Scouts can describe and demonstrate minor burn care: cooling the burn with clean, cool water for at least 10 minutes, or until the burn is cool. 2.4 I have made a home escape plan with my family. Scouts, with help of their families, have made a home escape plan that could include the following: fall & crawl in fire and smoke two exits from every room get out and stay out a safe family meeting spot outside the home what to do if a stranger is at the door 2.5 I know where the list of emergency telephone numbers is located in my home and how to call them. Scouts can verify where the emergency numbers are posted in a convenient location in their homes. 2.6 I know how to Stop, Drop and Roll if my clothes are on fire. Scouts can demonstrate how to stop, drop and roll. 2.7 I can recognize a warning label on a product and know to leave the product alone. Scouts can identify the four hazard symbol pictures (explosive, corrosive, flammable, poison) on a number of household products. 2.8 I can check for dangers at an emergency situation. Scouts can describe how they should look for potential hazards. 2.9 I always follow directions from a Scouter. Scouts demonstrate the ability to follow Scouters directions to keep safe, and can explain why it is important to follow directions from an adult I can direct a responder to a location where help is needed. Scouts can lead or direct responders to the specific location where help is needed. A practice drill can be used to show this skill. 1 st West Vancouver Scout Group 64

65 2.11 I know the hazards of water sources in my local area. Scouts can explain the dangers of getting too close to creeks, streams, rivers, lakes and other bodies of water in all seasons. Scouts know to have a responsible adult present when swimming and to never swim or play in water alone I wear my helmet when using my bicycle, skateboard or scooter. Scouts consistently wear a properly fitted helmet when riding bicycle, skateboard or scooter 2.13 I can dress myself appropriately for the weather. Scouts consistently demonstrate wearing the appropriate clothing for all weather conditions I know some of the wild animals in my area and how to be safe around them. Scouts know what wildlife could be dangerous in the area and how best to react when they come in to contact with these animals I can find a safe place in bad weather. Scouts can describe the best place to go in case of a thunder and lightning storm, rain, snow, cold, heat, and/or severe wind. 1 st West Vancouver Scout Group 65

66 3.1 I can do first aid for large wounds. Scouts can demonstrate proper care for large wounds: applying pressure to the wound with a clean dressing (such as gauze) securing the dressing with a bandage such as roller gauze or a triangular bandage demonstrate the use of the Scout neckerchief as a triangular bandage if the bleeding does not stop, applying more dressing and bandages and seeking additional help 3.2 I can perform first aid for nosebleeds. Scout can demonstrate proper care for a common nosebleed including: pinching the nose tilting the head forward keeping the nose pinched for at least 10 minutes seeking help if the bleeding does not stop after 10 minutes of pressure 3.3 I can perform first aid for someone who is choking. Scouts can demonstrate proper care for a choking victim according to the latest methods taught by a first aid organization. 3.4 I know the signs and symptoms of shock and how to treat shock. Scouts can explain the signs and symptoms of shock: pale, cool, sweaty skin fast and shallow breathing light-headedness increased heart rate confusion Scout can demonstrate the proper care for shock: putting the person in a comfortable position keeping their body temperature normal (a blanket for someone who is cold, or a shady place for someone who is warm) getting help and keeping the person calm 3.5 I can comfort someone who is ill or injured. Scouts can demonstrate the proper care, including: talking calmly with the person keeping the person comfortable treating for shock reassuring the person that help is on the way staying with the person unless they need to go somewhere to call for more help 3.6 I can show how to lock, unlock and secure all windows, doors and other entryways into my home. Scouts can demonstrate how to lock, unlock and secure windows, doors and entryways in their homes. 1 st West Vancouver Scout Group 66

67 3.7 I know the dangers of playing on or near train tracks, trestles, crossings and train yards. Scouts can explain the dangers of playing near train areas. 3.8 I know the dangers of touching power lines with a stick or ladder, climbing on electrical power poles, towers and substations, and poking electrical outlets. Scouts can explain the hazards of such activities. 3.9 I know the dangers of playing around storm sewers, construction sites, garbage dumps or dumpsters, ice-covered water or water areas, dams, vacant buildings, farm machinery, quarries, old wells and/or unfriendly animals. Scouts can explain the dangers of playing near listed dangerous areas I have made a list of emergency numbers, such as: police, fire, ambulance, poison control, etc., and posted it by a telephone in my home. Scouts can verify the emergency numbers are posted in a convenience location in their homes I know how to help create an escape plan for a building or activity location in case of fire. Scouts (working with friends) can make and practise a fire escape plan for a classroom, meeting hall or similar location I know the Rules of the Road for safe bicycling. Scouts can explain and demonstrate safe bicycle riding I can identify some of the poisonous/hazardous plants in my area, and those I may encounter when travelling in Canada. Scouts can identify in nature or describe some poisonous/hazardous plants local to their area (e.g. poison ivy, poison sumac) and know their hazards (e.g causes rash when touched, vomiting when ingesting berries) and can demonstrate how to avoid their toxic elements I know some of the international distress signals and when to use these. Scouts can demonstrate two or three international distress signals for a variety of situations (such as lost on land or on water) I can treat bee stings and reactions to some local plants, such as stinging nettle. Scouts can describe the treatment for a bee sting and exposure to poisonous plants. 1 st West Vancouver Scout Group 67

68 4.1 I can place someone into the recovery (safe airway) position. Scouts can demonstrate placing someone in the recovery position, including care for an unconscious person. 4.2 I can provide care for someone who is poisoned. Scouts can explain: not giving the person anything to eat or drink finding out what the poison was calling the local Poison Control number or I know the first aid treatment for dirt in an eye. Scouts can explain: not rubbing the eye blinking fast if there is still something in the eye, flushing the eye under running water (with the affected eye towards the ground) getting medical assistance quickly if material remains in the eye 4.4 I know what goes into our home first aid kit Scouts can describe the items in the kit to their Patrols. 4.5 I can help reduce the risk of fire and burns in the home. Scouts can check that: paint, paper, rags and flammables are away from heat hot water tank is set below 54 C (130 F) to help prevent scalding stove-top pot handles are turned away from the front of the stove 4.6 I can show how to test and care for a smoke alarm. Scouts will demonstrate with a smoke alarm. 4.7 I can manage a home emergency situation. Scouts can explain what to do if: the lights go out a fuse blows or circuit breaker trips a water pipe bursts they smell natural gas a drain backs up a fire or carbon monoxide alarm goes off 4.8 I know where my local community emergency shelter is located or how to find out where a community emergency shelter is located if one is needed. Scouts can report the local community emergency shelter information to their Patrols. 4.9 I know what is in our Group first aid kit and know how to use the kit. Scouts can take out the Group first aid kit before an outing and review the contents with the outing group. 1 st West Vancouver Scout Group 68

69 4.10 I can care for my feet while outdoors. Scouts know how to; detect a pre-blister hot spot on a foot treat a blister identify and prevent trench foot select the proper footwear for the activity keep toe nails clipped before hiking hike in dry socks and footwear 4.11 I can explain how to prevent and treat heat and cold injuries. Scouts can describe the heat and cold injuries encountered when outdoors and the behaviour, equipment, medical and shelter plans to avoid these I know how to treat and report (if appropriate) insect and animal bites. Scouts can explain what types of insect and animal bites could happen when outdoors, what the first aid treatment should be and what the follow-up plan should be (if needed). 1 st West Vancouver Scout Group 69

70 5.1 I have successfully completed an Emergency First Aid and CPR (Level A) course from a recognized provider. Recognized providers include: the Canadian Red Cross Society St. John Ambulance the Lifesaving Society the Heart and Stroke Foundation of Canada Canadian Ski Patrol 5.2 I can correctly record everything that has happened at the scene of the accident. Scouts can demonstrate (in a practice drill) a written record of: who was ill/injured when did this happen where did this happen what happened what treatment was done what additional help did you get 5.3 I know the rules and why they are important for a home pool, community pool or a body of water used for swimming. Scouts can explain the pool rules. 5.4 I can demonstrate how to safely use and care for a barbecue. Scouts will demonstrate, by cooking a barbecue meal for their Patrol mates, how to safely use and care for the appliance. 5.5 I have assisted in providing training to others in aspects of emergency aid. Scouts are able to assist with emergency aid training at a Scout meeting or camp. 5.6 I know how to deal with an incident, injury or illness in a remote outdoor location and how to summon help. Scouts can explain how to: secure the site and individual(s) from further hazard and harm care for the victim(s) and rest of the group make and activate a plan to raise an alarm for assistance begin an evacuation or establish a treatment site 5.7 I know how and when to use flares, mirrors, horns and other long-distance signaling devices. Scouts can explain these devices, and the advantages and disadvantages of each. 5.8 I know how to build a stretcher from improvised materials. Scouts can build a stretcher from items brought along on a typical outdoor activity day. 1 st West Vancouver Scout Group 70

71 5.9 I can use a compass and/or a GPS device to find direction and travel to a desired location. Scouts can lead a navigational exercise in the field that includes the following: Scouts can read a map and locate themselves on a map Scouts can navigate to any fixed point on a map and do so with a safe and effective route plan Scouts can establish an evacuation route on a map 1 st West Vancouver Scout Group 71

72 6.1 I have participated in and successfully completed a Standard First Aid with CPR (Level C) course or a Marine Basic First Aid with CPR (Level C), from a recognized provider. Recognized providers include: the Canadian Red Cross Society St. John Ambulance the Lifesaving Society the Heart and Stroke Foundation of Canada Canadian Ski Patrol 6.2 I have acted as an Emergency Response/ Preparedness resource on at least one Scouting activity. Scouts can participate as a resource on campout, jamboree or any other event where a large group or Patrol is present. 6.3 I can explain the different classes of fires, and how to use different types of fire extinguishers. Scouts can explain the fire classes and fire extinguisher type to a Patrol. 6.4 I have met with a member of a community-based emergency response team and discussed his or her role and responsibilities in my community (e.g. search and rescue, police, fire, ambulance, coast guard, etc.). Scouts can arrange for a community-based emergency response team member to visit a Scout meeting or for a Patrol to travel and meet with the response team member. 6.5 I can identify common poisonous plants in my area and I know how to treat exposure and symptoms. Scouts can demonstrate their poisonous plant knowledge to a group of Scouts. 6.6 I have acted as a member of a first aid team on at least one outdoor activity. Scouts can be a designated first aid provider on a Scout outing for a minimum of four days. This service does not have to be at one outing. 1 st West Vancouver Scout Group 72

73 7.1 I have successfully completed an outdoor curriculum first aid course. Scouts can attend one of the following: Advanced Wilderness & Remote First Aid course (Canadian Red Cross) Wilderness First Aid Level III course (St. John Ambulance) Wilderness First Responder from commercial vendor or equivalent certification level from a recognized provider 7.2 I respond to emergency situations and follow best practices for first aid, as per whatever first aid certification I hold. Scouts can maintain their first aid skill and certification competence by: attending a renewal course participating in first aid scenarios being a first aider at events reviewing course manuals 7.3 I have prepared and maintain a hour home emergency kit. Scouts should create this emergency kit with their families. 7.4 I have filled out Scouts Canada Outdoor Activity application for at least three Scout group events. Scouts are to ensure they consider participants, including Scouters, are: in the Right Place, at the Right Time, with the Right People and with the Right Equipment 7.5 I have acted as a first aider on at least four occasions during single-day group outings or two standard weekend camps. Scouts duties include preparing the first aid kit, treating any injuries and properly following-up on any incidents. 7.6 I have acted as an emergency preparedness and management support for at least one weekend standing camp or two Area events. Scouts in this role are to be under the direct supervision of an adult Scouter. 1 st West Vancouver Scout Group 73

74 7.7 I can use can use a variety of communication devices effectively in an emergency situation. I have participated in a session on correct use of radio communications and protocols (ARES). Scouts know how to use a variety of emergency communication devices, such as: satellite phone, Spot device, InReach device, Personal Locator Beacon, VHF/UHF/CB radio, marine radio, Emergency Position Indicator Radio Beacon (EPIRB). 7.8 I have met with a member of a community-based search and rescue emergency response team and discussed his or her role and responsibilities in my community. Scouts have arranged for this response team member to meet with a Scout Group. 7.9 I have participated in a wilderness search and rescue operation (training or real). Scouts can spend at the minimum of one days time in a SAR operation I know what specialized equipment is required in my field first aid kit based upon my activities, skill level, certification and how to use and care for the equipment. Scouts can present their kit to their Patrol for review. 1 st West Vancouver Scout Group 74

75 8.1 I have successfully completed an advanced first aid course. Scouts can choose from the following courses: First Responder with CPR Level HCP (Canadian Red Cross Society), Advanced Medical First Responder with CPR Level HCP (St. John Ambulance), Marine Advanced First Aid (as recognized by Transport Canada), Advanced First Aid (as recognized by the Province of Alberta), or equivalent nationally-recognized certificate, or higher qualification or hold a current certificate from a recognised body in Emergency/ Disaster Response such as VERC, TeenCERT, Ontario Volunteer Emergency Response Team 8.2 I have successfully completed a non-first aid certification course in an area of my personal interest within Emergency Aid. Scouts can take a course in the following: Aquatic Lifesaving and Lifeguarding Swiftwater Rescue High Angle Rescue Boat Rescue Ice Safety, Glacier/Avalanche Safety Search and Rescue Canadian Ski Patrol Training SCUBA Rescue TeenCERT Train-the-Trainer, or Emergency Management Ontario s BEM-100 [Basic Emergency Management Certificate] or local provincial equivalent or A training or qualification that can be approved by my Section Leadership Team as meeting this non-first aid certification course requirement. 8.3 As part of taking a non-first aid certification course, I can improve my risk management skills. Scouts can assess and manage risk in various and constantly changing situations. Scouts can constantly assess hazardous situations as they arise and take measures to limit risk. 8.4 I can safely perform basic emergency repairs on an automobile, such as changing a flat tire or jump-starting a car. Scouts can explain a circle check on a vehicle. Scouts can instruct younger Scouts (16 years and older) on how to jump-start a car and change a tire. 8.5 I can start and maintain a consumer emergency generator. Scouts can follow the manufacturer s instructions for the safe start and maintenance of an emergency generator. 1 st West Vancouver Scout Group 75

76 8.6 I have taught a group of people on the importance of, and what should be in, a 72-hr home preparedness kit. Scouts can lead a session for younger Scouts or another group on the contents and use of a 72-hr home preparedness kit. 8.7 I know and can describe the steps required to triage in a mass casualty incident (MCI). Scouts can practise this skill in an incident scenario. 8.8 I have met with a member of underwater community-based emergency response search team and discussed his or her role and responsibilities in my community. Scouts will arrange for this emergency response search team member to meet a Scout Group. 8.9 I can create a trip plan with detailed risk management strategies for an activity with my group. Scouts will have the plan and strategies approved by a Scouter or Group Commissioner I know what equipment needs to be in a first aid kit for an activity of at least one weekend in length in the wilderness. Scouts will demonstrate the kit to their Patrols I have been the responsible first aider for an outdoor expedition of at least three nights. Scouts are to have the appropriate first aid certification for this outing I can purify water in a safe manner. Scouts can purify water from a natural source I have built an emergency shelter in the wilderness with minimal equipment, and I have slept in it overnight. Scouts can build a shelter with whatever they can carry in a backpack; the shelter is to be precipitation-proof I can lead a team at least 100m over wilderness terrain in transporting a patient with an injury (who cannot walk by his or her own power). Scouts can complete this task as part of an outdoor rescue scenario I know the limitation in a wilderness setting when calling for medical evacuation transport. Scouts can explain how different locations and terrain require different means of transport I know what preparations should be made when calling a medical helicopter. Scouts can explain the landing requirements, landing site safetyand victim packaging requirements I can describe and demonstrate proper use of fire extinguishers or other tools/methods for extinguishing fires. Scouts can speak about extinguish cooking fires, grassfire, electrical fires, etc. 1 st West Vancouver Scout Group 76

77 9.1 I have successfully completed instructor training in the area of my personal interest within Emergency Aid. Scouts can choose instructor training in any of the flowing: First Aid Aquatic Lifesaving and Lifeguarding Swiftwater Rescue High Angle Rescue, Boat Rescue Ice Safety, Glacier/Avalanche Safety Search and Rescue Canadian Ski Patrol Training SCUBA Rescue TeenCERT Train-the-Trainer Emergency Management Ontario s BEM-100 [Basic Emergency Management Certificate] or local provincial equivalent or Any training or qualification approved by the Section Leadership Team as meeting the instructor training requirement. 9.2 I have used my instructor qualification to teach Scouts or another community group the course s curriculum, as permitted by my instructor certificate. Scouts can teach an emergency skill based upon the qualifications permitted by instructor s certificate. 9.3 I can provide immediate treatment and deal with complicated emergency situations. Scouts can demonstrate this competency to the Section Leadership Team by either: presenting a case study of a situation the Scout has been in that was complicated and in the Scout s personal interest in Emergency Aid. or participating in scenarios relevant to the Scout s personal interest in Emergency Aid that are complicated in nature and include an personal and group evaluation component. 9.4 I have completed a minimum of 75 hours of volunteer first aid service in addition to those hours already used to complete an earlier stage. Scouts can perform this service at a Scout or community event approved by the Section Leadership Team. 9.5 I have participated in the preparation and implementation of an Emergency Response Plan for an Area Event/Camp lasting 5 days or involving participants numbering 400 or more. Scouts can participate in the planning and implementation of an Emergency Response Plan for a large Scouting event that is five days in length or has over 400 participates for a shorter period. 1 st West Vancouver Scout Group 77

78 9.6 I have provided Emergency Skills mentorship to a Stage 7/8 Emergency Skills Scout. Scouts can provide instructions and assistance with Scouts working on Stage 7 or 8 of Emergency Skills. 9.7 I have met with a member of community-based emergency air search response team and discussed his or her role and responsibilities in my community. Scouts can arrange for a response team member to meet with a Scout group. 9.8 I can assemble, display and describe winter and summer survival kits and explain how to use them. Scouts can help younger Scouts assemble their own survival kits. 9.9 I can explain to another group (for example, Wood Badge participants) what to do if lost in the wilderness. Scouts can teach a lost in the woods lesson to a younger group I have participated in a multi-casualty emergency exercise. Scouts can contact the local Search and Rescue groups to arrange for this participation. Emergency Management exercises are required by Provincial Emergency Management Acts I know the health risks, and possible ways to mitigate the risks, when travelling to a part of the world I have not before visited. Scouts can explain what governmental and non-governmental sources can be accessed as part of the health and safety planning for an international trip. 1 st West Vancouver Scout Group 78

79 1.1 I have built something out of snow. Scouts will demonstrate an ability to have fun in the outdoors (even in the cold of winter) by building something out of snow such as a snowman, a snow fort, or some kind of snow sculpture. This can be completed as a group activity or individually. It is preferable that this be completed as part of a Scouting activity with the Scout s team. 1.2 I have prepared a good snack for a winter outing. The Scout will know how to pack a nutritious and tasty snack appropriate for the outing to eat outdoors, bearing in mind that activities in winter require more energy than in other seasons. Snacks should consider the environment and should minimize garbage. 1.3 I always carry a water bottle when going on a winter outing. Scouts should routinely drink water when on outdoor activities and should recognize that being grumpy and tired are early signs of dehydration. 1.4 I can keep my water bottle from freezing on a winter outing. Scouts can keep water bottles from freezing by keeping them under their coats or using an insulated water bottle or water bottle insulating sleeve. 1.5 I have participated in a winter sports day (Beaveree, Cuboree, winter challenge). Scouts will have participated in an outdoor sports or games day, ideally with their Patrol or Section. 1.6 I know how to dress when I go outside in winter. Scouts should demonstrate a basic understanding of how to dress when going outside in the wintertime. They should know to wear a hat, mittens or gloves, and layered clothing appropriate for the climate and conditions. 1.7 I know to stay dry or change to dry clothes when I am outside in winter. Scouts wear clothing made of synthetic fibres to wick moisture and keep dry and warm, or they wear wool clothing, which will stay warm when wet. 1.8 I know about the buddy system and why it is used when participating in outdoor activities. Scouts can describe the buddy system and why it is used, providing some examples of winter emergencies. 1.9 I know to follow the instructions of the activity leader when at an outdoor event. Scouts can explain why they must be especially careful to follow the instructions of an activity leader to make sure that they stay safe from winter and normal hazards I have hiked at least 1 km in winter. Scouts have taken part in a short winter hike, wearing appropriate clothing and packing appropriate gear. They have used the buddy system. 1 st West Vancouver Scout Group 79

80 1.11 I know that I should not touch cold metal with bare skin, especially my lips or tongue. Scouts can describe why they should not touch cold metal with bare skin, including what will happen (skin freezes to metal) and what injuries can result (at worst, some skin remains frozen to the metal, resulting in a serious abrasion). 1 st West Vancouver Scout Group 80

81 2.1 I have gone sledding or tobogganing. When sledding or tobogganing, Scouts follow appropriate safety precautions: staying away from roads and other dangerous obstacles, watching out for others on the hill and wearing appropriate clothing and helmets. 2.2 I have packed a proper lunch for a winter outing. Scouts can describe how to make a nutritious and tasty meal to eat outdoors in the winter. Packed lunches should include as little garbage as possible. 2.3 I have participated in two winter sports days (Beaveree, Cuboree, winter challenge). Scouts have participated in two winter sports days, at least one of which was in support of this stage. 2.4 I know how to pack extra clothes for winter outings. Scouts can describe the appropriate clothing for winter outings, including what extra clothing should be packed for a scenario. They can also describe why these clothing articles are appropriate for example, synthetic fibres will not hold moisture like cotton; wet cotton will make one cold. 2.5 I know how to keep my feet dry while I am outside in the winter. Scouts know how to keep their feet dry by using waterproof boots and staying out of water. Scouts can describe why a change of dry wool or synthetic socks is important. 2.6 I store my outdoor clothing so it will quickly dry. Scouts can describe how to hang up clothing to dry safely (not burning, melting or catching fire) and effectively. 2.7 I can help less experienced Scouts to get dressed to go outside. Scouts can help less experienced Scouts with tying boots, doing up zippers or making sure they have their toques and mittens on properly. 2.8 I have attended one overnight winter camp/sleepover. Scouts can spend one night at a winter camp. At this stage, it is acceptable for the Scout to have spent the night in a heated cabin or other permanent shelter. 2.9 I have completed two winter hikes of at least 1 km. With their Section and/or Patrol, Scouts can complete two short hikes in winter conditions, specifically for this stage I know to avoid ice or open water without an adult present. Scouts can demonstrate an understanding of this hazard and know to avoid icedover rivers, lakes or ponds without adult supervision I have made a piece of simple winter gear or clothing (wristlet or neck warmer). Scouts can make a piece of winter gear or clothing and describe its use and value for winter Adventures. 1 st West Vancouver Scout Group 81

82 3.1 I have participated in a winter sport (alpine skiing, cross-country skiing, snowshoeing, snowboarding, skating, hockey, tobogganing, sledding, curling). With members of their Section, family or through school, Scouts will have participated in a winter sporting activity (such as one listed above). It is not expected that Scouts will participate in a league or achieve a specific proficiency in the sport. 3.2 I can light a small fire. Scouts can demonstrate the ability to light a small fire in winter conditions. The principles of Leave No Trace should be adhered to. 3.3 I have helped plan a menu for a winter camp. Scouts can work with members of their team to produce a balanced menu for a winter camp. 3.4 I have cooked a lunch over an open fire. Scouts can cook a simple meal over an open fire. 3.5 I understand the layering principle when dressing for winter activities and apply it to all activities. Scouts can explain the principles behind layering clothes (wicking, warmth and wind/wet) for winter activities and have an opportunity to demonstrate this skill. Scouts understand what clothing fabrics are appropriate and are aware of lessexpensive options. 3.6 With a small group, I have built an emergency shelter in winter. Scouts can build a simple emergency shelter with tarp, piece of plastic, snow or other easily-obtainable items and materials. (At this stage it is not expected that Scouts will be able to produce an expert shelter; rather, they should have had an opportunity to work as a member of a team trying to build a simple shelter.) 3.7 I know how to find shelter from the wind on a cold day. Scouts can demonstrate the ability to find shelter from the wind when outdoors in winter conditions. 3.8 I can pack a day pack for a winter outing. Scouts can demonstrate the ability to pack a personal day pack for a winter outing. 3.9 I know how to watch my fellow Scouts for signs of exposure to the cold. Scouts can demonstrate how to identify signs of hypothermia and/or frostbite. (Please refer to the Field Book for Canadian Scouting.) 3.10 I have spent one night at winter camp in a cabin or heated tent (in addition to requirements for previous stages). Scouts can spend one night at a winter camp in a cabin or heated tent. 1 st West Vancouver Scout Group 82

83 3.11 I can identify the North Star and three other features in the winter night sky. Scouts can identify the North Star as well as some of the constellations and/or planets in the winter night sky, and can describe why they can be valuable for navigation and culture I have completed a winter hike of at least 3 km. As part of their Section and/or Patrol, Scouts can complete a 3 km hike in winter conditions I have made a winter survival kit that I take with me on all winter activities. Scouts can make a winter survival kit that is suitable for all winter activities. Scouts can explain why they have included the items in the kit and how each can be used in a winter emergency, and they can explain why other possible items are not included. Scouts can describe possible scenarios (lost in the woods, stranded in a vehicle or cabin due to the weather) in which the kit could be used In addition to previous stages, I have made a piece of winter gear or clothing. Scouts can make a significant item of winter gear or clothing. 1 st West Vancouver Scout Group 83

84 4.1 I have participated in a winter sport (different from the sport done in earlier stages). With members of their Section, family, or through school, Scouts can participate in a winter sporting activity. (It is not expected that Scouts will participate in a league or achieve a specific level of proficiency in the given sport.) 4.2 I have helped purchase food for a winter outing. With members of their Patrol, Scouts can assist in purchasing appropriate food for a winter outing. They can explain the rationale for the food chosen, addressing considerations such as taste, nutrition, cost and packing weight and volume. 4.3 I have helped cook meals at winter camp. As part of a team, Scouts can help prepare more than one meal for their Patrol while at winter camp. 4.4 I have attended a winter campfire. Scouts can participate in at least one outdoor winter campfire. 4.5 I have put up a tent in winter to sleep in. As a part of their Patrol, Scouts can put up a tent in winter conditions and sleep in it overnight. 4.6 I can properly set up my sleeping area to stay warm through the night at winter camp. Scouts can demonstrate how to properly set up their sleeping areas to stay warm and comfortable while at winter camp. 4.7 I have used a toboggan or sled to transport equipment. Scouts can use a toboggan or sled to transport personal and/or Patrol equipment to camp. 4.8 I have taught a winter skill to a less experienced Scout. Scouts can teach a winter skill to a less-experienced Scout. 4.9 I have spent two consecutive nights at winter camp (in addition to requirements for previous stages). Scouts can spend two consecutive nights at a winter camp. At this stage, it is acceptable for the Scout to spend one of these two nights in a heated cabin or other permanent shelter I have traveled in snow using snowshoes or nordic skis. Scouts can travel in snow wearing snowshoes or nordic skis I have participated in two 3 km hikes. As part of their Section and/or Patrol, Scouts can complete two 3 km hike in winter conditions I know how to help someone who has fallen through the ice. Scouts can demonstrate how assist in rescuing someone who has fallen through the ice. Please refer to the Field Book for Canadian Scouting. 1 st West Vancouver Scout Group 84

85 4.13 I know how to prevent and treat hypothermia and frostbite. Scouts can explain and demonstrate how to prevent and treat hypothermia and frostbite. Please refer to the Field Book for Canadian Scouting I know how to avoid and treat snow blindness. Scouts can explain and demonstrate how to prevent and treat snow blindness. Please refer to the Field Book for Canadian Scouting. 1 st West Vancouver Scout Group 85

86 5.1 I have played an outdoor game in winter at a minimum of six Scout meetings. Outdoor games at a winter Scout meeting can include anything from tag to snowshoe soccer. An associated requirement is that Scouts come to all meetings prepared to spend time outside (regardless of the weather) in order to be able to complete this requirement. 5.2 I have led my Patrol in planning and purchasing meals for a winter camp. Scouts can lead their Patrols in planning and purchasing food for a winter camp. Scouts can explain the rationale behind the menu, explaining considerations such as taste, nutrition, budget and food weight and volume. 5.3 I have been chief cook for at least one meal at winter camp. Scouts can lead Patrols in preparing at least one balanced and tasty meal while at winter camp. 5.4 I have helped to run a campfire at a winter camp. Scouts can assist in running a formal campfire while at a winter camp. This could include laying the fire, running the opening, planning the program, leading some songs or telling a story. 5.5 I am able to pack the appropriate clothing and equipment for a two-night winter camp. Scouts can demonstrate the ability to pack appropriate clothing and gear for a two-night winter camp. 5.6 I have built and slept in a temporary winter shelter such as a quinzhee, snow trench or a lean-to. As a part of their Patrol, Scouts can build and sleep in a temporary shelter that they have built themselves. 5.7 I can lay and light a fire in winter conditions for warmth and cooking. Scouts can lay, light and maintain a fire in winter conditions that can be used for cooking and for comfort. 5.8 I can use a liquid fuel stove in winter conditions and understand why it is important not to get fuel on clothing and skin. Scouts can safely use a liquid fuel stove in winter conditions; they can safely transfer fuel, safely and properly set up a stove on a suitable surface, and light and manage the stove. Scouts can explain safety hazards of using a stove and handling fuel, and how to manage identified hazards. Scouts can explain appropriate responses to possible emergency scenarios related to operating a liquid fuel stove in winter conditions. 5.9 I have helped lead a winter sports day. As a part of a Patrol, Scouts can lead a winter sports day for a younger Section. 1 st West Vancouver Scout Group 86

87 5.10 I have slept outside for two nights in winter (in addition to requirements for previous stages). Scouts can spend two consecutive nights at a winter camp. At this stage, it is expected that Scouts stay in a temporary shelter that they have built or a tent I have participated in a winter hike lasting at least six hours and covering at least 6 km. As a part of a Patrol, Scouts can hike for at least six hours, covering at least 6 km. This can be done using snowshoes or nordic skis I have hiked a minimum of 5 km in winter conditions following compass bearings. Scouts can hike a minimum of 5 km following compass bearings. This can be done as a part of the six-hour hike completed for this stage I know how to avoid, recognize and treat carbon monoxide poisoning (which can occur in winter shelters). Scouts can describe how to avoid and treat carbon monoxide poisoning. Scouts can identify possible causes of carbon monoxide poisoning related to winter camping I have a first aid qualification equivalent to the Scout First Aid badge (St John s or Red Cross Standard First Aid). Scouts will have completed standard first aid training I can execute a ladder rescue, chain assist and reaching assist for someone who has fallen through the ice. Scouts Canada Field Book pages describe the required rescue techniques. 1 st West Vancouver Scout Group 87

88 6.1 I have led an outdoor winter game for a younger Section. Scouts can select, teach and lead an appropriate outdoor winter game for a younger Section. 6.2 I know how to obtain and keep a supply of safe drinking water for a winter camp. Scouts can describe how water can be obtained by melting snow or ice, or sourcing from open water or under ice. Scouts can describe how melting snow or ice will impact a camp with regard to time and gear (eg-fuel). Scouts can describe how to determine if ice is safe to venture out on, and how to treat water to make it safe to drink. Scouts can list what gear is needed to source water in winter conditions (axe, auger, safety equipment, purification equipment). 6.3 I know how to store water overnight so that it will not freeze. Scouts can describe how to keep water from freezing by keeping it in secure and near one s body in a sleeping bag. 6.4 I have baked bread or a dessert at a winter camp. Scouts know how to bake in winter conditions using an improvised trail oven using pots, a commercial trail oven or reflector oven. 6.5 I have taught a less experienced Scout how to dress for winter activities. Scouts can teach less experienced Scouts about dressing in layers (wicking, warmth and wind/wet), what clothing fabrics are appropriate and less expensive options. 6.6 I have taught a less experienced Scout how to build a winter shelter. Scouts can teach less experienced Scouts to construct a shelter from snow or other materials (tarp, parachute, etc.). 6.7 I can do simple repairs on liquid fuel stoves. Scouts know how to: dry out a stove that has snow or water in the burners oil the pump leather when the pump will not pressurize the fuel tank 6.8 I have led a cooking team for a winter camp. Scouts can lead a team in cooking all meals (breakfast, lunch and supper) at a camp. Scouts can describe the rationale behind the menu: taste, nutrition, budget and weight and volume considerations. 6.9 I have assisted at a winter sports day in a leadership role. Scouts can help at a winter Beaveree, Cuboree or community event where the activities are primarily outside I have slept outside for two nights in a lightweight shelter in winter (in addition to requirements for previous levels). Scouts can sleep outside in winter conditions in a lightweight shelter such as a tent. 1 st West Vancouver Scout Group 88

89 6.11 I have practised a winter evacuation of a simulated casualty. Scouts can practise a winter evacuation using a sled or other improvised selfpropelled method of person/gear transportation to a road.5 km from the simulated injury. 1 st West Vancouver Scout Group 89

90 7.1 I know how to plan and implement a simple but nutritious menu for a mobile winter camp. Scouts can plan a menu that will meet the nutritional needs of growing youth in the cold. The food can be easily transported using packs or on sleds, depending how the Scouts plan to carry gear. 7.2 I know how to select an appropriate tent for winter camping. Scouts can explain what makes a tent appropriate for winter camping (ventilation, snow load, overall stability). 7.3 I have made a piece of winter camping or winter safety equipment. Scouts can make a piece of winter camping or winter safety equipment, such as: snow goggles, ice recovery picks, snowshoes, adapted pulk sled for hauling winter gear, or freight toboggan). 7.4 I have participated in a winter mobile expedition of at least three days (two nights). Scouts can participate in a challenging winter day hike (back country, alpine) appropriate to their region. Scouts can prepare the emergency plan for a winter day hike or overnight camp that takes into consideration local winter dangers such as avalanche, wet climate, wind chill, freezing rain, or other weather patterns that could lead to unsafe conditions for their Section. Scouts can submit the plan to the Group Commissioner for approval with the Outdoor Activity Application. 7.5 I have maintained my first aid certification. Scouts can maintain standard first aid certification officially recognized by a reputable organization, such as St. John s Ambulance, the Red Cross, or a local EMT provider. 1 st West Vancouver Scout Group 90

91 8.1 I can carry out repairs on gas-fuelled stoves in winter conditions. Scouts can determine the causes of problems and conduct the necessary repairs to keep stoves running at camp in winter conditions. 8.2 With a team, I have provided leadership for a one or two-night activity. Scouts can provide a fun and safe overnight activity in the winter for younger Scouts. Scouts can engage less-experienced youth in the Plan-Do-Review process. 8.3 I have participated in a five-day (four-night) mobile winter expedition. Scouts can participate in a five-day mobile expedition in winter. Scouts can demonstrate a comprehensive understanding of the risks and mitigating measures for the climatic conditions in a specific region during winter and can select the most appropriate equipment for an activity. 8.4 I understand the risks and am able to implement appropriate safety procedures for camping in heated tents. Scouts can demonstrate an understanding of the challenges and advantages of hot tenting and can describe the specific safety considerations in selecting equipment for this activity. 8.5 I have wilderness first aid certifications appropriate for areas I am traveling in and the activities I am doing. Scouts have the necessary qualifications and skills to provide first aid during an extended winter expedition. Scouts can recognize and treat conditions common in winter conditions such as snow blindness, frostbite, hypothermia and carbon monoxide poisoning; furthermore, Scouts know how to prevent such medical conditions. 1 st West Vancouver Scout Group 91

92 9.1 I have led a winter campfire. Scouts can lead a winter campfire, and describe the hazards of the activity (especially for younger Scouts) and how they can be addressed. 9.2 I have led a mobile winter expedition of three to five days. As the leader of an extended winter expedition, Scouts can demonstrate the skills required to ensure the safety and comfort of the expedition members (using Plan-Do-Review). 9.3 I have slept outside at least 20 nights (including nights from previous levels) in winter conditions. Through the course of all stages, Scouts have slept in cabins, tents and temporary shelters for at least 20 nights. 1 st West Vancouver Scout Group 92

93 1.1 I know the safety rules for climbing on rocks, trees, fences and man-made structures. Scouts know to always climb with an adult s permission and an adult present. Scouts do not climb on fences. Scouts climb in playgrounds on play equipment not on inappropriate structures. Scouts get permission from an adult before climbing trees. 1.2 I have been to a jungle gym playground and know how to play safely and cooperatively with others. Scouts always take turns and share the equipment. Scouts do not climb on other people. Scouts tell adults when they are going to play at the playground. Scouts do not jump down from high places. 1 st West Vancouver Scout Group 93

94 2.1 I have been climbing on an artificial wall or natural rock formation. Scouts have tried either climbing in the context of a supervised bouldering or a top roped climbing lesson. 2.2 I know the safety rules for being at the top of or the bottom of a cliff face. Scouts do not play or get close to a cliff edge unless an adult is present. Scouts do not look over a climbing cliff edge unless tied in with a climbing rope. Scouts do not play, rest or stand below a cliff face where rocks, dirt and other things could fall down. Scouts always have a climbing helmet on when at the bottom of a climbing site. Scouts never push or throw anything over a cliff edge. 2.3 I can properly put on a climbing helmet. Scouts can properly adjust their helmets so that they fit snuggly to stay central on the head and not slide forward or back easily. The chin strap and attachment straps to the helmet are snug, but do not interfere with breathing or talking. 2.4 I can identify and name the parts of a carabineer. Scouts can identify the gate, spine, nose, hinge, latch, basket (where the rope sits), crotch (where the attachment connects), barrel and spring on a carabineer. 1 st West Vancouver Scout Group 94

95 3.1 I have correctly tied a figure-8 follow-through knot. Scouts can tie the knot to a mastery level with a firm feel to the knot, symmetry with no twists or cross-overs in the knot, with a 5 10 cm tail at the end of the knot. 3.2 I know when and where I should have a climbing helmet on. Scouts know a helmet is to be worn for any climbing activity where a fall or loss of body control could result in impact to the head, or when a person or an object could fall onto a climber, belayer or spectator. 3.3 I know the safety rules for climbing/rappelling on an artificial climbing wall. Scouts can describe the safety rules for climbing/rappelling on an artificial wall, including supervision by a qualified instructor; the importance of climbers, belayers and spectators wearing helmets; careful inspection of knots, harnesses and belays before beginning to climb; prohibition of horseplay in the climbing vicinity; and the importance of being belayed when climbing. 3.4 I know how to care for, handle and store a climbing rope, harness, helmet and climbing webbing. Scouts can describe the care and handling of climbing equipment, including storage in a clean dry place out of direct sunlight; eliminating exposure to ANY petroleum products or ANY chemicals (such as battery acid); preventing the growth of mold on equipment; inspection by sight and feel of all equipment at every use, looking for damage, wear, discolouration and incompleteness; preventing participants from standing on, throwing down or dropping equipment; and ensuring the equipment is only used for its intended purpose. 3.5 I know the basic outdoor Leave No Trace rules for an outdoor climbing site. Scouts can list the seven principles of Leave No Trace. Scouts do disturb any flora or fauna to set up a climb or use a climbing site. 3.6 I have completed a climb to the top of an artificial climbing wall. Scouts (using a top rope climbing method) can climb to the top of a climbing wall under their own power. 3.7 I can put on and adjust a climbing harness. Scouts can put a harness on with the leg loops and waist belt adjusted properly and securely tightened. 3.8 I know the safety rules for participating on an aerial/ ropes challenge course. Scouts climb under supervision and with permission from the challenge course instructor. Scouts follow the challenge course instructors directions and the safety rules for the site. Scouts always wear climbing helmets. Scouts are supportive and do not distract others. Scouts respect and look after the equipment. 1 st West Vancouver Scout Group 95

96 3.9 I know the difference between: a. single-pitch, b. multi-pitch, c. top-rope, d. lead climbing e. seconding climbing methods. Scouts can describe what is happening with the rope, belayer and the climber in each of these five climbing methods: a. single-pitch, b. multi-pitch, c. top-rope, d. lead climbing e. seconding climbing methods. 1 st West Vancouver Scout Group 96

97 4.1 I have tied a climbing rope into my climbing harness. Scouts can tie a climbing rope into their harnesses using any appropriate knot. The harness tie-in must be accomplished at a masterly level with the knot tied correctly into the proper location on the harness and the harness adjusted properly. 4.2 I know the main safety rules for climbing or rappelling at an outdoor natural climbing site. Scouts can demonstrate where and when to wear a helmet. Scouts can demonstrate when to be tied in with a rope, anchored and belayed. Scouts can demonstrate when it is safe to begin to climb and rappel. Scouts can demonstrate where to be situated to safely observe climbers. 4.3 I know how (just before staring a climb) to perform an equipment safety check of myself, my climbing partner, and anchor and belay systems. Scouts can perform a head-to-toe check of clothing and attire (no loose clothing, sharp objects in pockets, untied shoes, jewelry and helmet/harness is properly secured). Scouts can perform a squeeze and visual check of all knots and carabineers before use. Scouts can check that there are redundant, equalized and properly loaded anchor systems. Scouts can establish there is a proper connection/anchoring and loading of belay devices. 4.4 I know the communication calls and script to follow between a climbing and belayer. Scouts can explain when and why the climbing communication script is required, including what specific words to say for the belayer and climber before staring climbing and when the climb is over; what to say if a rock falls; and how, why and what to ask for to change the rope tension during a climb. 4.5 I have coiled a climbing rope (any method). Scouts can coil at a beginner level. The coil should be sufficient to be carried in a backpack and can be uncoiled in a short time freely without entanglements or knots. 4.6 I know what makes a safe and unsafe climbing site. Scouts can recognize and describe the hazards posed by loose rock, soil and vegetation. Scouts can describe the hazards of flora and fauna: poisonous/thorny plants, tree sap, bees and ants, poisonous snakes, dead/rotted trees, hanging dead trees/branches, animals defending territory or that may kick down rocks. Scouts can recognize and describe man-made hazards: power lines, telephone/communication cables, pipes and iron works, litter (such as glass and tin cans), standing water/fluid spills, other climbers above. Scouts can recognize and describe environmental hazards: lighting, rain/snow, waterfalls/flash floods and avalanches. 1 st West Vancouver Scout Group 97

98 4.7 I can belay using an auto-locking belay device. (Note: This is not a tube or autoblocking type device.) The Scout belayer can provide a continuous belay to a climber from the start to the finish (when the climber unties from the rope). The knowledge and skill of attaching and detaching the belay device to the rope is not required. 4.8 I can name and identify the use of three types of locking carabineers and three types of non-locking carabineers. Scouts can describe the use of and the advantages and limitations of the types of carabineers. (i.e. screw gate steel carabineers are good for setting up tope rope anchors, but they are too heavy to take along on multi-pitch climbing.) Locking could include: auto locking, screw gate pear (Munter hitch), screw gate D steel, etc. Non-locking could include: aluminum oval, bent gate, wire gate, aluminum D, etc. 1 st West Vancouver Scout Group 98

99 5.1 I can tie these knots: water (tape), double fishermen s, prussic, clove hitch and bowline. Scouts can tie the knots to a mastery level with a firm feel to the knot, symmetry with no twists or cross-overs in the knot, with a 5 10 cm tail coming out of the knot. 5.2 I can coil a climbing rope using a butterfly and a mountaineer method. Scouts can tie the coil to a mastery level with consistent coil lengths and a proper whipping or finish. The coil should be sufficient to be carried in a backpack, slung over one arm and shoulder and over the back and tied off around the body. The coil must be able to uncoil freely without entanglements or knots and in short order. The coils must be in order and of constant length and free of any twists. 5.3 I can perform a safety inspection of a climbing helmet, harness, rope and carabineers. Scouts know what to inspect on each of these items for wear, damage, improper working condition and missing components. Helmet: all rivets and fasteners secure, all webbing in good condition, the shell is without cracks or defects, all buckles present and working, all size adjustment functions working. Harness: all webbing in good condition with no cuts, defects or abrasions, all buckles present and in good condition with no cracks, defects or burs, all buckle adjustments working. Rope: rope has no constrictions or blowouts; no mantel fibers showing through the kern; no abraded, cut or melted kern fibers; dynamic properties are intact; rope is the proper length (usually metres); rope is not overly soiled by dirt or foreign contaminates such as oils or chemicals. Carabineers: all working parts present, gate opens freely without sticking, on a locking gate the barrel works freely, no cracks of defects in the material, no metal burs or sharp edges. 5.4 I can belay using a friction, (non-moving part) belay device such as a tube or auto-blocking device. The Scout belayer can provide a continuous belay to a climber from the start to the finish of the climb when the climber unties from the rope. The knowledge and skill of attaching and detaching the belay device to the rope is not required. 1 st West Vancouver Scout Group 99

100 5.5 I have attached a friction (non-moving part) rappel device to a rope and harness and used the device to rappel. Scouts can properly feed the rope through the rappel device. Correct attachment by carabineer from the device to the harness is made. Proper hand and body position to operate the device is achieved and maintained during the rappel. Tension by the belay safety rope is not required during the rappel, but a minimum of slack should be in the belay rope. 5.6 I can lower a climber on a top rope down to the ground. Scouts using a belay breaking device can lower a climber at a controlled rate and in a safe fashion. Scouts can use proper verbal climbing commands and procedures before, during and at the end of the rappel. 5.7 I have constructed and climbed in a Swiss seat improvised climbing harness made with tubular or tape webbing. Scouts can correctly size and tie the knots to make a Swiss seat improvised climbing harness. The harness is to be tied to the body with the correct leg loop and waist tightness. A complete top rope climb and lower back down is to be made with the harness on. The Scout climber is to experience full body weight suspended in the harness. 5.8 I know the safety rules for bouldering climbing. Scouts can explain the rules for bouldering: wear a helmet, do not boulder alone or unsupervised, do not climb with feet over waist height, use a partner to spot climbers and have a crash pad in place. 5.9 I can set and use passive and natural climbing protection to build both top and bottom climbing pitch anchor point systems. Scouts can use rocks, trees and man-made objects to as anchor points. Natural and man-made attachments must be inspected by Scouts for security. Scouts must use properly mastered and tied knots (bowline, water knot, over hand, full strength tie off, etc.). Scouts can demonstrate the use of manufactured passive climbing protection: nuts, hexes, stoppers, cams, etc. Scouts can explain and correctly apply the principles of the anchor building acronym SARENE-SA (Solid Anchors, Redundant, Equalized, No Extension, Small Angles) I know the climbing-specific principles of Leave No Trace. Scouts in their climbing practice demonstrate the climbing LNT principles. Plan Ahead Pick a climb that suits the skill level of your group to minimize the possibility of injury and need of rescue. Use appropriate equipment thoroughly checked before the climb. Find out about permits and practices; some locations do not allow drilling or anchors, or require permits. Carpool to minimize overcrowding at the trailhead. 1 st West Vancouver Scout Group 100

101 Durable Surfaces Ensure the staging area is large enough to accommodate your group; do not forget other groups or users may be also present. Use quick draws to reduce wear on existing permanent anchors. When bouldering, ensure the ground is durable so spotters or crash pads will not destroy vegetation. Removal of rocks or landscaping to make a bouldering problem safe should be avoided. Popular climbing routes have established descent trails use them. Do not wrap rope around trees where the friction can destroy the bark. Instead, tie a sling around the tree and run your rope through the sling with a rappel ring or carabineer. Dispose of Waste Properly Pack out worn out or discarded gear (such as old webbing or discarded tape). Minimize chalk dust; keep chalk bags closed to prevent spills. Clean chalk spills. Human waste is a problem around popular climbing areas. Go to the bathroom on the way to the climb to avoid the problem altogether. Soil is often thin with little vegetative growth in rocky, arid or alpine climbing areas. Pack out all human waste. Create a human waste pack-out kit or use a commercial one; burying waste results in high concentrations of human waste catholes in a small, highly used area. Urinate well away from the climbing site location; high concentrations of urine at the site make for an unpleasant environment for all. Leave What You Find Use removable climbing protection as much as possible. Use fixed protection sparingly; for fixed protection, use earth-coloured webbing and coloured bolt hangers. Before placing bolts, check with local land managers; it may not be legal or it may be required to use a hand drill rather than motorized drill. If climbing a new route, avoid lichen-covered rock, vegetated cracks and areas that require cleaning. Leave the rocks in place rather than force a route that will leave a noticeable path. Respect Wildlife Critical nesting sites are found in cliff faces for many birds; other animals use rock outcrops for shelter. Be aware of seasonal rock site closures (mandatory and voluntary). Keep alert for animals protecting their homes; change or abandon climbing routes to leave animals their space. Be careful placing hands and feet; do not accidentally destroy a nest or get bitten by hidden wildlife and insects. Considerate of Other Visitors Consider climbing on weekdays or less-popular times. 1 st West Vancouver Scout Group 101

102 Wear earth-tone clothes to minimize your visual impact while scurrying up a cliff face. Minimize noise while waiting to climb or hanging out with your group. Give other climbing parties plenty of room and time to climb at their pace, or politely ask if you can pass when it is convenient and safe I have set up a 3:1 (or greater) rope pulley system. Scouts can set up a pulley system that can raise the weight of an adult. The pulley system should be constructed out of equipment specifically engineered for climbing. The system should not be tensioned on a climbing rope beyond the power of one person pulling I understand the concepts, principles, physics and consequences of shock loading in climbing. Scouts can explain shock loading: when an object in motion is suddenly met with an equal (or greater) and opposite force, the object (climber) in motion is halted very suddenly; the force of that sudden stop is shock loaded. Scouts can describe the effect shock loading has on climbing equipment and systems. Scouts can describe the effect shock loading has on a belayer and climber. Scouts can describe how to avoid or minimize shock loading from happening. 1 st West Vancouver Scout Group 102

103 6.1 I have tied and used a Munter hitch knot (also called an Italian hitch) as a belay method. Using a carbineer specially designed for a Munter Hitch knot, Scouts can belay a climber when climbing up and being lowered back down. Scouts can tie a Munter hitch knot correctly and attach the knot to a Munter Hitch carabineer. Scouts can tie off the Munter hitch knot with a Munter mule knot when the hitch is under load. 6.2 I have constructed and used an improvised Parisian Baudrier chest harness. Scouts can tie a Parisian Baudrier chest harness and incorporate it into their seat harness, and use the two harnesses together on a climb. Scouts can explain when a chest harness is required. 6.3 I can maintain the correct foot, body and hand positioning for rappelling. Scouts can demonstrate the position with feet shoulder-width apart and semi-flat on the climbing face, back straight leaning back from the climbing face, hands in the position as per the rappel device manufacturer s requirements. 6.4 I know the Yosemite Decimal climbing grading system and how to use it. Scouts can describe the system and how they can use the system to plan a climb. Scouts can state at what grade of Yosemite Decimal climbing system a climbing rope is required to protect themselves during and accent or descent. 6.5 I have belayed a rappeller from above a rappel site. A Scout belayer seated at the top of a belay site and using a friction device can belay a climber down the rappel, allowing the rappeller to use the friction of the rappel device to control the descent; rather than tension from the belay line, the belay line is only a safety back up. 6.6 I have set up a climbing anchor systems using active protection. Scouts can demonstrate setting up a top rope anchor or a bottom belay station anchor system that incorporates at least two placements of active climbing protection. Scouts can explain and correctly apply the principles of the anchor-building anonym SARENE-SA when setting anchors: Solid Anchors, Redundant, Equalized, No Extension, Small Angles. 6.7 I know how to assess and use in-place climbing bolt anchors, bolt hangers and fixed permanent rappel and belay stations. Scouts demonstrate they can visually and physically check bolt anchors by: looking for loose rock material around the bolt placement bolt attached to rock that looks loose or broken, sounds hollow when hit with a rock hammer, 30 cm of solid rock on all sides of a bolt is ideal checking the bolt and hanger hanger held tight, no large amount of rust on metal parts, no cracks or bends in metal, nuts are secure Bolt and hanger are of modern-era type. Scouts can describe what modern bolt hangers and bolts look like, and what older designs look like. 1 st West Vancouver Scout Group 103

104 6.8 I have completed a mock lead climb as the climber on an artificial climbing wall. The climbing Scout is to be belayed on a top rope belay safety rope. The climbing Scout is also tied into a second rope belayed from the ground up. This rope is to be clipped into carbineers attached to pre-set protection placements on the climbing route as the climber ascends. The climbing Scout is to be belayed with the ground up belay in a fashion consistent with a method used as if the Scout was making an actual non-moc lead climb. 6.9 I have set up and used a tube, auto locking and auto blocking belay device. Scouts can set up one of each of a tube, auto locking and auto blocking belay device, attached to a climbing rope and used during a climb by the Scout belayer I know the different types of climbing webbing/slings and the uses of these. Scouts can explain the deference between flat and tubular webbing and the different widths and strengths of webbing. Scouts can explain the differences between nylon, dyneema and spectra webbing materials and the advantages and disadvantages of these webbing fabrics. Scouts can make a self-constructed climbing sling with a water knot. Scouts can describe what a commercially sewn climbing sling is I understand the concept, principle, physics and consequences of fall factor in climbing. Scouts can describe what a fall factor is in climbing and the hazards associated. Scouts can explain how to minimize fall factors I know how to identify what is an approved rope for climbing and what sizes of rope are available. Scouts can describe a UIAA certified climbing rope. Scouts can describe a standard length of a climbing rope (60 70 metres). Scouts can describe the size and use of single climbing rope: 9 to 11 mm diameter for climbing with a single rope, because larger diameter single ropes can take a greater fall and are more resistant to wear and abrasion, but large ropes are heavier. Smaller diameter ropes are lighter and better for multi-pitch longer climbing. 8 9 mm diameter ropes offer a full rope length for rappelling, produce less impact force in a fall and offer less chance of both ropes being cut in a rock fall. 1 st West Vancouver Scout Group 104

105 7.1 I have completed a climbing route over a 30 degree incline, either on an ice climb, glacier or frozen snow field. The completed climb can be a top rope, second or lead climb and is to be a climb of a minimum of a half a rope length. 7.2 I have constructed and used a highline (also called Tyrolean Travers or Aerial Runway). The construction it to be out of engineered purpose-built climbing equipment. The weight of one person must be moved from one side of the highline to another. 7.3 I have been caving or on a via ferrata. Notes: Via ferrata routes are offered by commercial companies and can be found in both the east and west of Canada. Nationally, caving is generally controlled buy a small number of caving clubs. It is best for Scouts to contact one of these clubs to obtain assistance for this requirement. There are caving clubs in both the east and west of Canada. 7.4 I have completed a single pitch mock lead climb on a natural (not constructed) climbing site. The climbing Scout is belayed on a top rope belay safety rope. The climbing Scout is also tied into a second rope belayed from the ground up; this rope is to be clipped into carbineers attached to preset protection placements on the climbing route. The climbing Scout is to be belayed with a ground up belay in a fashion consistent with a method used as if the Scout was making an actual non-mock lead climb. 7.5 I have used utility cord and a friction knot/system as protection on a rappel. Scouts demonstrate the use of a prussic knot or other suitable friction knot that attaches the climber to the rappel rope as a redundant back up in case of rappel device failure/malfunction or loss of control by the rappeller. 7.6 I know the difference between a dynamic and static climbing rope, and where and when these ropes types are used. Scouts can describe the climbing activities for which dynamic and static climbing ropes are suitable. Scouts can describe the functional differences of dynamic and static climbing rope. 1 st West Vancouver Scout Group 105

106 8.1 I have climbed at a natural (not constructed) top rope climbing site where I set up all the anchor and belay systems for the routes I have climbed or rappelled on. Scouts can set up anchor and belay systems to the satisfaction of a qualified climbing instructor before use. 8.2 I have seconded on a multi-pitch rock climb of grade 5.7 or higher. Scouts can follow a lead climber on a route and clean all the protection from the route. 8.3 I have seconded on an ice climb of W3 or higher. Scouts can follow a lead climber on a route and clean all the protection from the route. 8.4 I have assisted with setting up a top rope climbing site and assisted with managing beginner climbers learning to climb at that site. Scouts (under the supervision of a qualified climbing instructor) can help to facilitate the technical set up and teaching of beginner top rope climbers. 8.5 I have assisted with setting up a rappel site with a belay from above, and assisted with managing beginners leaning to rappel at that site. Scouts (under the supervision of a qualified climbing instructor) can help to facilitate the technical set up and teaching of a beginner-level rappel site. 8.6 I have taught younger Scouts to tie these seven knots: follow-through figure-eight, double fisherman s, water knot, bowline, Munter hitch, prussic and clove hitch. Scouts are to teach these seven knots to a beginner level only. The knots are not to be used for climbing or rappelling activities. 1 st West Vancouver Scout Group 106

107 9.1 I have set up a top rope climbing site and managed/ instructed beginner climbers leaning to climb at that site. Scouts must have achieved the status of a qualified top rope climbing instructor to offer this service. Scouts must work under the direct supervision of a qualified climbing instructor with five or more years of climbing instruction experience. 9.2 I have set up a rappel site with a belay from above the rappeller and managed/instructed beginners leaning to rappel at that site. Scouts must have achieved the status of a qualified top rope climbing instructor to offer this service. Scouts must work under the direct supervision of a qualified climbing instructor with five or more years of climbing instruction experience. 9.3 I have completed a lead climb on one of the following multi pitch climbs: 1. rock climb grade 5.7 or above 2. ice climb grade WI3 or above 3. mountain alpine climb grade III or above 4. caving that to be carried out requires climbing ropes and harness Scouts can complete a lead climb under the direct supervision of a qualified climbing instructor with five or more years of experience. 9.4 I have set up and used a Munter mule combination hitch to facilitate the rescue of beginners learning to rappel. Scouts can conduct a rescue scenario where a rappeller is freed from the rappel rope and the belay rope, and the Scout facilitator lowers the rappelling Scout down to the ground on a third backup safety rope with a Munter hitch friction knot. Scouts can complete this rescue under the direct supervision of a qualified climbing instructor with five or more years of experience. 1 st West Vancouver Scout Group 107

108 1.1 I can explain the risks of cold water. Scouts should simply understand that cold water means your body will not function as well as it should. 1.2 I can explain what a Personal Flotation Device (PFD) is for. Scouts will show that they know and understand the purpose of a PFD. A PFD must be worn all times when sailing, and a PFD is to be put on before entering any watercraft. 1.3 I can put on my PFD and know how it should fit. Scouts will demonstrate that they know how to properly put on a PFD, making sure all buckles and zippers are properly fastened and will make sure that their PFD is snug enough not to slide over their heads. 1.4 I can show how to avoid sunburns. Scouts can show how to avoid sunburns by using sunscreen, and wearing a hat to avoid sunburn and heatstroke. 1.5 I can show how to contact the emergency services. Scouts can show how to contact the emergency services at a local emergency number, and to request assistance from the nearest adult. 1.6 I can show where the bow and stern are in a sailboat. Scouts will be able to tell the difference between the front and back of their boat and will know the proper names. 1.7 I can jump into chest-deep water wearing my PFD. Scouts will be able to demonstrate that they are comfortable getting into and out of the water wearing their PFD s. 1.8 I can blow bubbles in the water for ten seconds. Scouts will demonstrate that they are comfortable putting their faces in the water for ten seconds. 1.9 I can explain and have demonstrated how to behave safely in my sailboat. Scouts will demonstrate, while in a boat, that they must keep their weight low in the boat and are able to balance themselves by holding the gunwales. They should also demonstrate that if they are not sailing that they should sit on the floor and that there should not be any jumping, sudden movements or horseplay while in the boat I have taken part in a short sailing adventure of at least an hour. Scouts will have experienced a short non-powered sailing adventure. Scouts only need be in the watercraft and must wear their PFD properly I have participated in a fun physical fitness program designed for sailing. Scouts should participate in a fun physical fitness program designed for sailing that improves flexibility, builds stamina, improves strength, quickens their speed, and improves their skill level, suitable to the age of the participant. 1 st West Vancouver Scout Group 108

109 2.1 I can explain the safety rules for being near water Scouts should be able to explain the safety rules for being near water including wearing a PFD, having a buddy and telling an adult that they are going near the water. 2.2 I am familiar with the signs and symptoms of mild hypothermia. Scouts should be able to describe the early signs and symptoms of hypothermia, and know that the body loses heat 25 times faster than in air. constant shivering tiredness low energy cold or pale skin fast breathing (hyperventilation) 2.3 I can explain how I should care for my PFD. Scouts should know that a poorly cared-for PFD is at risk of mold, tears and/or deterioration. They should also know that a damaged PFD will not work reliably. 2.4 I can explain the difference between a PFD and a life jacket. Scouts should be able to explain that a PFD may not hold a person s face out of the water if they are unconscious, and that a life jacket will turn a person face up. 2.5 I am familiar with the three common whistle signals and when they would be used. While there may be variations to exactly how whistles are used, Scouts should be aware of some of the basic whistle signals. One blast means ease the sheets to depower the sails and listen for further instructions; Two blasts means tack/gybe and sail towards the leaders safety boat or the designated fleet leader in another sailboat; and Three blasts means EMERGENCY go to who blew the whistle and stand by to assist if possible. 2.6 I can describe five appropriate actions I should take if I capsize in a sailboat. Scouts should know five actions in the event of capsizing. Stay with the boat. Make noise to get attention. Count to five and take a breath. Hang onto the sailboat. Follow the instructions of the rescuer. 2.7 I can demonstrate how to tie reef knot, sheet bend and figure-eight. Scouts should be able to tie the reef knot, sheet bend and figure-eight. 1 st West Vancouver Scout Group 109

110 2.8 I can identify twelve key parts of my sailboat. Scouts need to be able to identify the twelve key parts of a sailboat. hull mast sprit pole boom rudder tiller flotation air bags dagger board centerboard painter halyard mainsheet 2.9 I have used a throw bag. Scouts should demonstrate an ability to use a throw bag, but without a standard for how far or how accurately it goes at this stage I can lift a boat with help from others, rig a sailboat, and practise getting into and out of my boat safely. Scouts will demonstrate how to rig a sailboat while ashore, then demonstrate how to get into and out of their sailboat safely, how to dry tack, hold the tiller and hold the mainsheet while in shallow water Before I launch my boat, I can show where I am allowed to go sailing. Scouts need to know, and be able to explain, where they are allowed to sail as they have been instructed by the person in charge of the sailing activity I can swim 50 metres wearing my PFD. Scouts should be able to demonstrate that they are comfortable in the water and be able to swim a short distance wearing a PFD. Any swimming stroke is acceptable I can sail away from dock, hold the tiller, pull in the mainsheet, ease the sheets, and sail straight for one minute. Scouts should be able to practise sailing a boat when on the water with a buddy I have taken part in an at least two daysails of four hours each or four daysails of two hours each. Scouts should have an opportunity to practise their sailing skills. 1 st West Vancouver Scout Group 110

111 3.1 I can get help if I see somebody in difficulty on the water. If Scouts see someone in difficulty on the water, they should know to call for help by whistling and yelling. 3.2 I can explain why I should not drink the water from the lake, river or ocean I am sailing on. Scouts need to understand that untreated lake, river or ocean water may not be safe to drink due to bacteria, germs, parasites or chemicals that may be present in the water. 3.3 I am familiar with common hand signals and when they would be used. Scouts should be aware of the Sail Canada basic hand signals. one hand in air stop, look at the leader and listen awaiting further instructions; two hands overhead with hands on head come to the safety boat; thumbs up on one or two hands held high I am OK signal; and two arms waving in a vertical arc overhead EMERGENCY I need help. 3.4 I can identify the equipment Transport Canada requires me to have in my sailboat. Scouts should be able to identify the five essential pieces of safety equipment and have a rudimentary idea of how to use them. One life jacket or PFD for each person on board One signalling device (whistle) One paddle One bailer One buoyant heaving line of at least 15 m in length See Transport Canada Sail boating guide for details on all classes of boats. 3.5 I can explain what impact I have on the environment while sailing. Scouts should have an awareness of the fact that sailing can have an impact on the environment and the need to be respectful of the places in which we sail. 3.6 I can identify six types of sailcraft. Scouts should be able to identify or draw the rigging of six types of sailcraft. cat-rigged gaff-rigged dinghy sloop-rigged dinghy sail board keelboat catamaran 3.7 I can identify the signs of dangerous weather and water conditions. Scouts need to know and explain how different weather conditions (wind, rain, sun, and cold) can impact a daysail. 1 st West Vancouver Scout Group 111

112 3.8 I can tie the reef knot, sheet bend, figure-eight and bowline used by Scouts when sailing or when camping. Scouts should be able to tie four knots within thirty seconds each. reef knot sheet bend figure-eight bowline 3.9 I can rig my boat and then practise getting into and out of my boat safely. Scouts will demonstrate that they can rig a sailboat, and get into and out of their sailboat safely on the water from the shore or dock I can tack, gybe, sit on gunwale, hike, slow down, speed up, bail the boat and balance the boat. Scouts should be able to practise sailing a boat when on the water by themselves or with a buddy I can de-rig a sailboat, dry the sails and store all the parts properly. Scouts, by themselves, are able to put all the parts of a boat in proper storage when they are finished with each sailing experience I have taken part in an at least three daysails of four hours each, or six daysails of two hours each. Scouts should have an opportunity to practise their sailing skills I know how and where to get the latest weather forecast for the area where I will be sailing. Scouts need to demonstrate the ability to get accurate weather forecasts from the internet, radio, marine radio or television, and be able to discuss what the forecast might mean for their daysail While fully clothed and with a properly fitted PFD, I can tread water for five minutes, then swim 100 metres using any stroke. To prepare Scouts for a simulated common accident around water, Scouts must demonstrate that they have the skills to self-rescue within 100 metres of shore, while fully clothed and wearing a properly fitted PFD, by treading water for 5 minutes, then swim a distance of 100 metres to shore. Any swimming stroke is acceptable. 1 st West Vancouver Scout Group 112

113 4.1 I know how to find an appropriate PFD that is the right size and fit for me. Scouts should be able to describe what is required to find and put on a properly-sized PFD. 4.2 I am aware that everyone must wear properly fitted PFD while in a boat. To ensure the safety of Scouts on the water, Scouts Canada watercraft regulations require that all persons in a boat must wear a properly fitted PFD. 4.3 I am familiar with the signs and symptoms of severe hypothermia. Scouts need to be fully able to identify and treat severe hypothermia, and understand the importance of avoiding hypothermia. 4.4 I can describe and demonstrate safety in and on the water. Scouts need to be aware of local hazards in and around boats, on the water, in known local conditions and in unknown conditions when near water. 4.5 I know how to properly secure a towline to my sailboat. Scouts should be able to describe where to secure a towline and how to prepare a sailboat for towing. 4.6 I know the hazards for sailing in different weather conditions. Scouts need to know and explain how different weather conditions (wind, rain, sun and cold) can impact a daysail and have an understanding of the hazards associated with different weather. 4.7 I understand balance in the sailboat and know how to sail the boat flat. Scouts should be able to describe how to move body position to balance the sailboat and to keep the sailboat flat. 4.8 I understand how to trim my sail to get the best performance from the sailboat. Scouts should be able to describe how to properly trim the sails: where the sails should be when close hauled, and the mechanics of luffing the sail to depower. 4.9 I can tie eight knots that are useful when sailing, canoeing or camping. Scouts must be able to tie the eight knots listed below (time limit: 30 seconds each knot). reef knot sheet bend figure-eight bowline round turn and two half hitches clove hitch rolling hitch fisherman s bend 4.10 Under the direction of the Skipper, I have sailed my sailboat forward for 200 metres. Under direction of the Skipper, Scouts should be able to sail their boat forward in a reasonably straight line for a short distance. As much as possible, Scouts should do this with another youth. Adults may be a passenger and/or crew. 1 st West Vancouver Scout Group 113

114 4.11 I can demonstrate how to steer a sailboat going upwind or downwind. Under direction of the Skipper, Scouts will be able to head up or bear off the wind depending on the wind conditions and direction I can demonstrate how to balance my sailboat and can sail the boat flat. Under direction of the Skipper, Scouts should be able to move body position to balance the sailboat and to keep the sailboat flat I have capsized the sailboat and recovered to an upright position. Scouts will have rocked a sailboat until it capsizes to gain a sense of the critical heeling point of no return. Scouts should never jump out of the boat, and they must stay with the boat and help the Skipper recover the boat to an upright position I can get back into the sail boat solo, or with help from the Skipper, if my boat capsizes. A Scout should be able to right a capsized sailboat with the help of the crew/skipper, or solo, and demonstrate re-entry over the transom or gunwale I can help my Skipper to return the sailboat to the dock or to the beach safely. A Scout, acting as crew, should be able to assist the Skipper to dock or beach the boat safely, and then lift the boat from the water to dry land storage I can de-rig a sailboat, dry the sails and store all the parts properly. Scouts, by themselves, should be are able to put all the parts of a boat into proper storage when they are finished with each sailing experience I have taken part in at least four daysails of four hours each, or eight daysails of at least two hours each, on safe, familiar waters. In addition to the daysail completed for the previous three stages, Scouts must have completed at least four four-hour daysail adventures or eight two-hour sailing adventures for a total of 16 hours. Scouts must demonstrate all of the sailing skills expected of a crew with a more experienced Stage 7 Scout/Venturer/Rover Scout in the sailboat I can toss a throw bag so that someone in the water can reach it. Scouts should be able to toss throw a throw bag to within 2 metres of a person in the water I can swim and demonstrate the HELP and huddle positions while in the water wearing a PFD. While in the water, Scouts should demonstrate the solo HELP position and the huddle positions with other Scouts for 7 minutes I have been introduced to self-help procedures and can explain how to perform the HELP position by myself and the huddle position with others. Scouts should be able to describe when to perform the HELP and huddle positions and what the self-help positions are intended to do in the water. 1 st West Vancouver Scout Group 114

115 5.1 I know when and how to follow the Sail Coach s commands. Scouts must be aware of the Sail Coach s instructions at all times for their personal safety and for making the Learn to Sail session a positive learning experience. 5.2 I can identify mild symptoms of hyperthermia Scouts should be able to identify and treat mild symptoms of hyperthermia. 5.3 I can identify three reaching assists that could be used to help someone in the water to reach safety and have demonstrated how to use one of them. Scouts must be demonstrated using reaching assists in open water using: throw bags reaching assists towel, paddle, pole throwing assist PFD, life ring items that would normally be found in a sailboat 5.4 I know how to create and use a float plan. Scouts should create a float plan and leave it with their parents or their Scouter as the safety contact at home. The content of the float plan should include: where they are going when they will return who is coming with them where the closest aid is how to contact them 5.5 I can explain why my boat needs a painter. Scouts should know that a painter is the rope attached to the boat to secure bow or stern to dock, mooring buoy or tow boat. 5.6 I know games youth can play to promote flexibility prior to going sailing. Scouts should know three active games to play to limber up and do warm-up exercises before launching their boats. 5.7 I can explain what clothing should be worn while sailing. Scouts should be able to explain what clothing should be worn while sailing. footwear hat long vs. short-sleeved shirt long pants vs. shorts all-weather gear wetsuit and/or dry suit Clothing will vary depending on the season of the sailing excursion. Clothing may vary between different Scout Councils across Canada. 1 st West Vancouver Scout Group 115