Minimum Knowledge Expected of Learner

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1 Unit 1 Developing outdoor leadership skills Know the roles and responsibilities of an Assistant Basic Expedition Leader. Be able to apply the skills of an Assistant Basic Expedition Leader. Know the importance of teamwork in expedition leadership. Be able to manage participant behaviour. Explain the roles of an Assistant Basic Expedition Leader. Explain the responsibilities of an Assistant Basic Expedition Leader. Describe the skills an Assistant Basic Expedition Leader will need. Explain the positive and negative outcomes of having/not having these skills when assisting in leading expeditions. Use the skills of an Assistant Basic Expedition Leader while leading. Explain the importance of teamwork in expeditions. Demonstrate how to work as part of a team with participants and others. Define the values to be demonstrated by an Assistant Basic Expedition Leader. Describe types of behaviour that are not acceptable as a participant. Explain a minimum of three roles of an Assistant Basic Expedition Leader. Explain a minimum of four responsibilities of an Assistant Basic Expedition Leader. Describe at least three skills that an Assistant Basic Expedition Leader will need. Explain at least two positive and two negative outcomes of having or not having the skills required. occasions using the skills required to be an Assistant Basic Expedition Leader. Explain on at least one occasion the importance of teamwork during expeditions. occasions working as part of a team and with others. Identify and describe at least four values to be demonstrated by an Assistant Basic Expedition Leader. Describe a minimum of two behaviours that are not acceptable as a participant. Agree expectations with participants. agree expectations with participants. Demonstrate the management of inappropriate behaviour of participants. Demonstrate on at least one occasion the management of inappropriate behaviour of participants. 1

2 Unit 2 Plan, lead and evaluate a series of expedition sessions Be able to plan an expedition Collect information to plan a occasions collecting information to plan a Explain the health and safety issues related to the planned Explain the Organisational Guidelines related to the planned explain a minimum of three health and safety issues related to the planned explain the organisational guidelines related to the planned Produce a session plan. produce an appropriate session plan. Be able to prepare an expedition Complete a specific risk assessment for the Identify contingency plans for the Obtain approval for the plan from the responsible person/supervisor. Prepare themselves mentally and physically for delivering the Select equipment suitable for the group and the activity. Check that the equipment is fit for use. complete an appropriate session plan. identify contingency plans for the sessions. For at least two plans produced obtain approval for the plan from the responsible person/supervisor. For at least two sessions arrive appropriately prepared both mentally and physically for delivering the select the appropriate equipment that is suitable for the group and the activity. carry out appropriate equipment checks to ensure that it is fit for use. 2

3 Unit 2 Plan, lead and evaluate a series of expedition sessions (continued) Be able to lead an expedition Be able to review with participants an expedition Meet the group and check their equipment and clothing is suitable. Explain the safety procedures to be followed. Adapt the plan if required by the environment and/or participants needs. Manage the activity to meet the session s aims. Take action to minimise any new risks as they occur. Take action to ensure all participants are engaged in the activity. Deal with any accidents or incidents that might occur during the Allow sufficient time to review the meet a group and check their equipment and clothing is suitable. Explain on at least two occasions the safety procedures to be followed. On at least one occasion adapt a plan if required by the environment and/or participants needs. show management of the activity to meet the sessions aims. On at least one occasion take action to minimise any new risks that occur. take action to ensure all participants are engaged in the activity. On at least one occasion deal with any accidents that might occur during the occasions sufficient time to review the Use a range of review methods. Demonstrate the use of at least two review methods. Give feedback to participants on their performance in the Identify with the participants the learning from the give appropriate feedback to participants on their performance. identify with the participants the learning from the 3

4 Unit 2 Plan, lead and evaluate a series of expedition sessions (continued) Be able to conclude an expedition Be able to evaluate own performance. Leave enough time to conclude the Leave the activity site in a fit condition. Follow organisational procedures to return and check all equipment. Follow organisational procedures to report faults in equipment. Collect information to be able to evaluate own performance with a supervisor. occasions sufficient time to conclude the occasions leaving the site in a fit condition. occasions following organisational procedures to return and check all equipment. occasions following organisational procedures to report faults in equipment. collect information to be used to evaluate own performance with a supervisor. Identify areas for improvement. Identify at least three areas for improvement. Produce a personal action plan for future development with a supervisor. On at least one occasion produce personal Unit 3 Lead activities that promote environmental responsibility Know the appropriate codes of conduct for use of the countryside. Identify codes of conduct for use of the countryside. Explain the key principles of a code of conduct for using the countryside. Identify at least one code of conduct for the use of the countryside. Explain at least two key principles of a code of conduct for using the countryside. 4

5 Unit 3 Lead activities that promote environmental responsibility (continued) Know the access issues related to outdoor activities. Be able to plan activities within permitted access areas. Know the environmental impact of outdoor activities. Be able to lead outdoor activity sessions that promote environmental responsibility. Identify sources of information on access to the countryside. Explain the access issues relevant to the activity. Explain the issues regarding other users of the countryside. Produce route plans within access areas. Plan routes that follow public rights of way. Explain the environmental impact of the activity. Describe how to minimise the environmental impact of the activity. Demonstrate leading activities that follow the appropriate codes of conduct. Demonstrate leading activities within defined access boundaries. Demonstrate leading activities that minimise the environmental impact. Identify at least two sources of information on access to the countryside. Explain on at least two occasions the access issues relevant to the activity. Explain at least two issues regarding other users of the countryside. produce route plans within access areas. plan routes that follow public rights of way. Explain at least two environmental impacts of two different activities. Describe at least two ways to minimise the environmental impact of a minimum of two activities. demonstrate leading activities that follow the appropriate codes of conduct. demonstrate leading activities within defined access boundaries. demonstrate leading activities that minimise the environmental impact. 5

6 Unit 4 Developing personal journeying skills Know how to interpret a map. Explain the map as a two dimensional plan. explain the map as a two dimensional plan. Explain the use of map symbols. explain the use of map symbols appropriately. Be able to use basic navigational techniques. Explain the scale on a variety of maps. Explain the use of contours to depict macro relief on the map. Explain the use of the grid system to identify a location on a map. Explain the use of a route card in planning a journey. Demonstrate the use of a map to produce a route card for a journey. Demonstrate how to orientate a map with and without a compass. Demonstrate how to use an orientated map to identify terrain features and to indicate direction of travel. Demonstrate the use of linear features to navigate, for example paths and field boundaries. Demonstrate the use of collecting features. explain the scale on at least two different maps. explain the use of contours to depict macro relief on the map. explain the use of the grid system to identify a location on a map. explain the use of a route card in planning a journey. demonstrate the use of a map to produce a route card for a journey. demonstrate how to orientate a map with a compass. demonstrate how to orientate a map without a compass. Demonstrate how to use an orientated map to identify terrain features and to indicate direction of travel. demonstrate the use of linear features to navigate, for example paths and field boundaries. demonstrate the use of collecting features. 6

7 Unit 4 Developing personal journeying skills (continued) Be able to use basic navigational techniques. Know how to undertake a journey. Be able to undertake a journey. Demonstrate the use of catching features. Demonstrate how to estimate distance on the map and on the ground using timing. Demonstrate how to relocate using simple techniques on paths and handrails. Explain the appropriate clothing for a specific journey. Explain how to obtain a weather forecast for the area of the journey. Explain the value of a route card in preparation of a journey. Explain how to deal with any new risks that may occur during the journey. Explain the preparation required to deal with accidents and incidents that may occur on the journey. Obtain a weather forecast for the area of the journey. Arrive personally equipped for the weather conditions and journey length. Complete the journey following a pre-prepared route plan. demonstrate the use of catching features. demonstrate how to estimate distance on the map. demonstrate how to estimate on the ground using timing. demonstrate how to relocate using simple techniques on paths and handrails. explain the appropriate clothing for a specific journey. On at least one occasion explain how to obtain a weather forecast for the area of the journey. explain the value of a route card in the preparation of a journey. explain how to deal with any new risks that may occur during the journey. explain the preparation required to deal with accidents and incidents that may occur on the journey. obtain a weather forecast for the area of the journey. arrive personally equipped for the weather conditions and journey length. complete the journey following a pre-prepared route plan. 7

8 Unit 4 Developing personal journeying skills (continued) Be able to undertake a journey. Take action to manage any risks that might occur during the journey. Take action to deal with incidents and accidents that might occur during the journey. take action to manage any risks that might occur during the journey. On at least one occasion take action to with incidents and accidents that might occur during the journey. Unit 5 Developing personal campcraft skills Be able to prepare for a camping Explain the need to keep weight and volume carried appropriate to the Identify the equipment required for a camping Describe the type of food suitable for expeditions. Select equipment appropriate to the Produce a menu for the duration of the Demonstrate packing the food and equipment for an explain the need to keep weight and volume carried appropriate to the Identify a minimum of six pieces equipment required for a camping describe the type of food suitable for expeditions. select equipment appropriate to the produce a menu for the duration of the demonstrate packing the food and equipment for an 8

9 Unit 5 Developing personal campcraft skills (continued) Be able to undertake a camping Explain how to select a location for pitching a tent. Demonstrate the principles of pitching a tent. Demonstrate how to camp with minimal environmental impact. Demonstrate the merits of tent organisation. Demonstrate the safe use of a camping stove. Demonstrate the cooking and eating of a meal. explain how to select a location for pitching a tent. demonstrate the principles of pitching a tent. demonstrate how to camp with minimal environmental impact. demonstrate the merits of tent organisation. demonstrate the safe use of a camping stove. demonstrate the cooking and eating of a meal. Demonstrate good camp hygiene. demonstrate good camp hygiene. Demonstrate packing up camp. demonstrate packing up camp. Be able to maintain camping equipment. Explain how to maintain camping equipment following an Demonstrate how to check camping equipment on return. Demonstrate how to clean and dry camping equipment. Demonstrate how to store camping equipment. explain how to appropriately maintain camping equipment following an demonstrate how to check camping equipment on return. demonstrate how to clean and dry camping equipment. demonstrate how to store camping equipment. 9

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