1. Compose a poem of at least eight lines and discuss its meaning and construction.
   
2. Create a short story of around 600 words around an idea agreed with an appropriate adult beforehand.
   
3. Write a descriptive passage of around 600 words on a subject agreed with an appropriate adult beforehand.
   
4. Write a 400-word review of a favourite book, play or other work of literature and discuss this with an appropriate adult.
   
5. Produce a published article of around 500 words in length. This could be in the form of a contribution to a school, faith community or Scout magazine or a letter to a local paper.
   
6. Keep a diary on a subject and for a length of time agreed with an appropriate adult beforehand.
   
7. Write a play or dramatic sketch lasting at least 10 minutes.
   
8. Interview a local celebrity, or other interesting person. Write or type out the interview to show the questions you asked and the interviewee's replies.
   
9. Write a letter to a pen pal (real or imaginary) of at least 150 words.
   
10. Read a piece of your work in front of an audience.
    

Notes 

1. Complete one of the following activities:
   1. Visit a place of worship for a faith other than your own and find out the differences between this building and your own place of worship. Examples include: gurdwara; temple; mosque; church; synagogue
      
   2. Attend a religious festival from a faith different to your own.
      
2. Complete one of the following activities:
   
   1. Learn about the life of a founder or a prominent leader of a Faith (such as Prince Siddartha Gautama, Mohammed, Jesus Christ, Mahatma Gandhi or a saint such as St George)
      
   2. Find out about someone whose faith has had a significant impact upon his or her life.
      
3. Read a sacred text from another faith and show how it compares it with a similar teaching from to your own faith.
   
4. Find out how following the teachings of another faith affects an individual's daily life. This could include food or dietary laws, rituals, prayers or religious observances.
   

Notes 

- See all badge requirement updates in June 2011

1. Qualify for British Rowing Learn to Row Passport – Stage 1.
   
2. Qualify for the Snorkel Diver Award of the British Sub-aqua Club.
   
3. Qualify for the British Surfing Association's Junior Scheme Level 3 Award.
   
4. Qualify for the British Water Ski Federation Cutting Edge Bronze Award.
   
5. Qualify for the Royal Yachting Association National Windsurfing Scheme Level 1.
   
6. Qualify for the Discover Scuba Diving Award of the Professional Association of Diving Instructors.
   

Notes 

1. Demonstrate knowledge of the following:
   
   1. How to prevent and treat the effects of extreme heat (sunstroke and dehydration) and cold (hypothermia).
      
   2. The first aid treatment for external bleeding and shock, the correct method of applying mouth-to-mouth breathing and the dangers involved in moving injured people.
      
   3. How to construct different kinds of shelter.
      
   4. How to build several different types of fire and the burning qualities of different woods.
      
   5. The correct use of international distress signals, using whistle, torch, mirror or markers.
      
   6. Some basic actions to take while waiting rescue that will both keep you (and your group) safe and will assist your rescuers in locating you.
      
   7. Some edible plants and/ or fruit to be found locally.
      
   8. Methods of filtering and purifying water.
      
2. With a group of at least three Scouts, take part in a survival exercise lasting about 24 hours, during which the group should:
   
   1. construct a shelter of natural or salvaged materials and sleep in it
      
   2. cook all meals over an open fire
      
   3. cook without utensils or aluminium foil (although a knife may be used)
      
   4. demonstrate methods of finding direction by day or night without a compass
      

Notes 

1. Take a regular part in a street sport such as skateboarding, BMXing, roller or in-line skating or another street sport as agreed with the Leadership Team.
   
2. Complete all the activities below:
   
   1. Own or use equipment for a street sport for 6 months. Be able to check, adjust and repair the equipment to ensure safe use.
      
   2. Be able to demonstrate a reasonable level of skill in the chosen street sport and show evidence of improvement.
      
3. Explain the safety rules for your chosen sport.
   
4. Demonstrate ability in the chosen sport to other people or your Troop. This could be an exhibition or a public event or competition.
   

Notes 

1. Explain the rules governing the chosen sport.
   
2. Describe the levels of achievement within the chosen sport either locally, nationally or internationally.
   
3. Show knowledge of some of the personalities, champions or other experts within the sport and explain how they might have inspired you.
   
4. Talk about the equipment required for the sport.
   
5. Describe a recent major event, championship or landmark in the sport.
   
6. Explain how you follow the sport and how you keep up to date with developments.
   

Notes 

1. Demonstrate knowledge of the following:
   
   1. the clothing and protective equipment to wear for different weather conditions, snow and artificial surfaces
      
   2. the safety features of your equipment (bindings, brakes etc)
      
   3. the importance of warming-up before taking part in snow sports
      
   4. the importance of drinking plenty of fluids especially in the mountain environment
      
   5. the safest places to stop on a run
      
   6. the importance of staying together as a group
      
   7. what to do in the event of an accident
      
   8. the FIS safety code (published by the Federation International de Ski)
      
   9. the hazards of the mountain environment for snowsports
      
2. Complete all the requirements in one of the following alternatives:
   
   1. Qualify for Snowlife Snowsports Ski Awards level 2.
      
   2. Qualify for Snowlife Snowsports Snowboards Awards level 2.
      
   3. Qualify for Snowsport England Nordic Award level 1.
      
   4. Complete at least 16 hours of Snowsports as part of a family or education holiday to a ski resort.
      

Notes 

Alternative A

1. Have a good knowledge of farming practices in your locality.
   
2. Know the organisation and daily and seasonal operations of a farm of your own choice, with special reference to the livestock, crops, cultivation, rotation, machinery and labour force.
   
3. Discuss the changes in farming practices that have taken place recently in your locality and the reasons for these.

Alternative B

1. Cultivate an area of garden or an allotment for a period agreed beforehand with the leadership team.
2. Grow successfully three kinds of hardy annual flower, three kinds of vegetable and two kinds each of bulbs, herbaceous plants and flowering shrubs or roses. As an alternative, grow eight types of plant.
3. Discuss the work done and the results achieved.

Alternative C

1. Keep any kind of livestock for a period agreed beforehand with the leadership team. For example:
   
   • For farm animals or birds, know how they should be housed, fed, breed and their economic uses. Show how to handle them safely and know about animal welfare
     
   • Manage a hive. Show some of the honey produced.
     

Notes 

Alternative A

1. Assist a Group or Troop Quartermaster for an agreed period to show ability in the following areas:
   
   1. care and storage of tentage, including how to do simple repairs
      
   2. care and storage of cordage, to include whipping, splicing, hanking, coiling and safety inspections
      
   3. safe storage and handling of fuels used by the Group such as methylated spirits, paraffin, petrol and gas
      
   4. care of cooking stoves and cooking utensils, to include simple repairs, cleaning and general maintenance
      
   5. convenient storage of a Section's training and games equipment
      
   6. care and storage of equipment used for adventurous activities, for example: sailing gear, canoes and paddles, lifejackets and buoyancy aids, go-karts, or climbing ropes
      
2. Be able to keep a simple record showing equipment issued and returned.
   
3. Understand that general tidiness is the secret of good quarter mastering. Explain how this is achieved in the Troop or Group store.
   

 Alternative B

1. As equipment quartermaster, assist at a nights away experience for at least two days. During this time show ability in at least three of the following areas:
   
   1. care and maintenance of all tentage, including the ability to do simple repairs to guy lines and fabric tears
      
   2. care and storage of all cordage, to include whipping, splicing, hanking, coiling and safety inspections
      
   3. safe storage and handling of fuels used by the camp, such as methylated spirits, paraffin, petrol and gas
      
   4. care, maintenance and general storage of all tools such as axes, spades and saws
      
   5. care and storage of equipment used for adventurous activities such as sailing gear, canoes and paddles, lifejackets and buoyancy aids, and climbing ropes
      
2. Be able to keep simple records showing equipment issued and returned.
   
3. Maintain and replenish a portable first aid kit.
   
4. Select tools to take to camp to complete emergency repairs on equipment
   
5. Understand that general tidiness is the secret of good quartemastering. Explain how this was achieved at a nights away experience at which the Quartermaster assisted.
   

 Alternative C

1. Assist at a residential experience for at least two days, by taking on the role of food quartermaster. Complete the following:
   
   1. Plan a balanced menu for the event.
      
   2. Draw up a complete shopping list.
      
   3. Assist in the purchasing of food and account for the money spent.
      
   4. Help to arrange the transport of food to the venue.
      
   5. Supervise the safe storing food. Explain how to keep fresh food cool in a camping environment, without refrigeration, how to protect from rodents, vermin and insects and how to avoid cross contamination of foods.
      
   6. Demonstrate the importance of cleanliness and good hygiene when allocating food ensuring that the right items and quantities are issued for each meal
      
   7. Supervise the disposal of waste and unused food.
      
   8. Look after and maintain any cooking stoves and other cooking utensils.
      
2. Understand that general tidiness is the secret of good quartermastering. Explain how this was achieved at the nights away experience at which the Quartermaster assisted.
   

Notes 

1. Row a dinghy single-handed and carry out in sequence the following manoeuvres:
   
   1. Take the boat away from a bank side mooring
      
   2. Row in a straight line for a 100 metres
      
   3. Complete a figure-of-eight course
      
   4. Scull over the stern between two points 20 metres apart and turn through 180 degrees
      
   5. Draw stroke over the bow.
      
2. Using a round turn and two half hitches, moor to a ring, post or bollard.
   
3. Be able to point out and name the basic parts of a pulling boat.
   
4. As part of a crew of a boat:
   
   1. Take a place as an oarsman, including stroke
      
   2. Understand boat orders and be able to act on them
      
   3. As bowman, be a lookout and report hazards to the coxswain using standard maritime directions e.g. starboard, port quarter, dead ahead, etc
      
5. From a boat, heave an unweighted line to land within reach of target 5 metres away with not more than three attempts
   
6. Understand the safety rules that apply to Scout boating
   
7. Know the difference between a lifejacket and a buoyancy aid and show the correct method of wear
   
8. Understand the importance of wearing appropriate clothing for various weather conditions
   
9. Know what actions and safety requirements to take when being towed
   
10. Have a basic knowledge of rules of the road for your local waters
    

Notes 

Reference should be made to the Activity rules in chapter nine of Policy, Organisation and Rules and the Adventurous Activity Permit Scheme
If you need help designing alternatives to these requirements for those with special needs please contact the Special Needs Office at Gilwell Park.

1. Complete one of the following:
   
   1. Produce and use a presentation about Scouting using audio and visual media, which can be shown to other people not involved in Scouting.
      
   2. Produce and use a presentation about your Troop using a mixture of audio and visual media that can be shown to a Beaver Colony, Cub Pack or parents in your Group.
      
2. Find out about local media outlets (for example: radio, TV, newspapers and online opportunities). Make contact with your local media development manager to consider coverage of a positive news story or feature connected with local Scouting.
   
3. Complete two of the following:
   
   1. Prepare and present a live report (either to camera or microphone) at a Scouting event or activity. The report should be accurate and informative and reflect the adventure of Scouting.
      
   2. Prepare a static display about your Troop or Group that can be exhibited in your local library, information centre, or other similar public place.
      
   3. Help to design a website for your Group or Troop and maintain it for at least two months.
      
   4. Interview a local personality public figure or someone in the local news (eg church leader, politician, media celebrity). Present the interview to your Troop. Take advice from a leader before contacting the person.
      
   5. Write a report about a local Scout activity and get it published in one or more of the following:
      
      • your Group, District or County/ Area newsletter or website
        
      • Scouting magazine or on the Scouts website
        
      • the local press
        

Notes 

Alternative A - powerboats

1. Qualify for the RYA Level 1 Powerboat Award.
   
2. Carry out a Scout activity as a coxswain of a powered craft (plaining or displacement), demonstrating safe procedures and courtesy to other water users.
   

Alternative B - narrow boats

1. Have a general knowledge of the canal system and, using a navigation guide, identify the following:
   
   1. suitable places to moor and wind
      
   2. locks, bridges and local hazards
      
   3. location of water points and sanitary stations
      
   4. location of shops and telephones
      
2. Using a navigation guide, calculate how long it will take to cover a given distance, taking into account both the number of locks and the mileage involved.
   
3. Know the safety precautions necessary with regard to:
   
   1. fire-fighting appliances
      
   2. 'man overboard' drill
      
   3. locks
      
   4. tunnels
      
4. Show knowledge of the principles of a marine engine by:
   
   1. starting and stopping an engine, changing gear and know the effect of transverse thrust with a single screw
      
   2. recognising fouling of the screw due to weed or rubbish and knowing how to clear it with engine stopped
      
   3. using the stern grease gland screw
      
5. Prepare the boat for service and, with the help of a crew, cast off and leave moorings.
   
6. Show an ability to control the boat by:
   
   1. steering past moored boats
      
   2. steering past a boat travelling in the opposite direction
      
   3. steering through a bridge
      
   4. bringing the boat alongside a bank and mooring up
      
   5. turning in a winding hole and manoeuvring in confined water, such as a marina
      
   6. taking the boat through a lock with the help of a crew
      
   7. stopping the boat quickly using reverse gear. Be aware of the dangers of anything in the water behind the boat.
      

Notes 

1. As a member of a group, take part in the following:
   
   1. an indoor pioneering project, for example, constructing a guided missile launcher or chariot
      
   2. an outdoor pioneering project, for example, building a monkey bridge, a raft, or parallel or aerial runway*
      
2. Demonstrate the following:
   
   1. a whipping or safe rope sealing
      
   2. a splice
      
   3. the correct way to coil and store a rope
      
   4. the use of simple blocks and tackle
      
   5. the use of levers to extract objects or move heavy weights
      
   6. anchorages for firm and soft ground
      
   7. an understanding of the need for supervision and safety in pioneering projects
      
3. Name and tie at least 6 knots and 3 lashings useful in pioneering.
   

Notes 

1. Take a regular part in an active sport or physical pursuit for which an activity badge has not been gained.
   This can be a team game such as rugby, football, cricket or water polo; or an individual sport such as tennis, squash, running or gymnastics; or a pursuit such as walking, yoga, ice skating, dancing or keep fit.
   
2. Be able to demonstrate a reasonable level of skill in their sport or pursuit and give evidence of improvement.
   
3. Explain the rules or guidelines that govern the sport or pursuit chosen.
   
4. Demonstrate the preparations they make before taking part in the sport or pursuit. These may include any special equipment or clothes required and/ or warm-up and warm-down routines.
   

Notes 

Alternative A - still photography

1. Choose one of these two activities:
   
   1. Produce twelve prints of photographs (negative or digital), taken by yourself, covering at least two different aspects from this list:
      
      • portrait
        
      • still life or similar
        
      • land or seascape
        
      • sport or similar action
        
      • flash-gun
        
      • time-lapse photography
        
   2. Produce six black and white photographs where you have undertaken some part of the processing.
      
2. Choose one from the following two activities:
   
   1. Show knowledge of the main functions of a film camera, including shutter speed, aperture, film speed, depth of field and lens focusing.
      
   2. Show knowledge of the main functions of a digital camera including resolution, digital compression and how these affect the final print. Show knowledge of the types of removable memory available.
      
3. Discuss the different types of camera and the accessories available.
   
4. Choose one from the following activities:
   
   1. Describe the process of developing black and white films and prints, including the use of an enlarger.
      
   2. Describe the processes and equipment needed to produce prints from a digital camera, including the use of editing software.
      
   3. Describe the processes and equipment needed to scan prints or negatives from existing photographs, including the use of editing software.
      
5. Diagnose faults that occur both at the photographing or printing stages, such as over/under exposure and high/low contrast. Explain the difference between camera shake and subject movement.
   
6. Demonstrate that you know how to care for a camera and accessories.
   

 Alternative B - video photography

1. Produce at least two short films from two of the following categories:
   
   1. documentary
      
   2. music video etc for document consistent punctuation
      
   3. drama
      
   4. situation comedy
      
   5. advertisement
      
   6. training film
      
   7. environmental
      
   8. community
      
   9. current affairs
      
   A story board and script should be produced for each of these. The film can be edited 'in camera' or by using simple editing equipment.
   
2. Discuss the following:
   
   1. The main features and functions of a video camera, including zoom, focus, aperture, shutter speed, white balance and common tape formats.
      
   2. Problems that may be encountered when using automatic settings and how these may be overcome.
      
3. Show an understanding of the following:
   
   1. Camera techniques such as panning, zooming, the use of close-ups, long shots, and the use of additional lighting.
      
   2. Production techniques such as editing, how to avoid jumpy cuts, maintaining continuity.
      
4. Demonstrate that you know how to care for a video camera and accessories such as tapes, batteries, microphones and lights.
   

Notes 

1. Know the rules relating to access to airfields as laid down in Policy, Organisation and Rules and the Scout Association factsheet on parascending.
   
2. Take part in a parascending course and be able to:
   
   1. demonstrate a good landing roll.
      
   2. be able to put on a harness and adjust it.
      
   3. assist on more than two occasions as tensiometer reader, observer or log keeper.
      
3. Know the main characteristics and different types of parachutes used by parascenders.
   
4. Show a basic knowledge of the theory of flight.
   
5. Experience at least four parascending flights. (Where a Scout is under 14 years, flights must be taken in tandem, and under the instruction of a BHPA dual qualified instructor.)
   

Notes 

View Paragliding (FS120705) (PDF)

1. Qualify for the British Canoe Union's Paddlepower Passport.
   

Notes

1. Know the map colours and common symbols used on an orienteering map.
   
2. Be able to orientate a map using either terrain or compass and understand how to navigate whilst keeping the map set to the ground. Be able to 'thumb' the map to log a changing position.
   
3. Complete three courses at orienteering events recognised by the BOF, or of other similar standard.
   
4. Show knowledge of safety procedures, basic First Aid, appropriate clothing and equipment for countryside navigation.
   
5. Demonstrate knowledge of the Countryside Code.
   

Notes 

Alternative C - water

1. Have a good working knowledge of charts, chart datum and symbols used.
   
2. Display an aptitude in compass work by completing the following three activities:
   
   1. Read a mariner's compass marked in points and degrees and have knowledge of compasses generally.
      
   2. Know about variation and avoiding deviation. Be able to correct a magnetic compass course for variation and deviation to obtain a true bearing. Given a true bearing, successfully adjust this to obtain a compass course.
      
   3. Understand how compass error can be found from a transit bearing.
      
3. Complete two of the following:
   
   1. Understand how a position may be found from two intersecting position lines.
      
   2. Understand what is meant by a 'cocked hat' position and how to use it safely. Plot a position from any three cross bearings
      
   3. Plot a position using the 'running fix' method.
      
   4. Plot a position using a combination of compass bearings and any one or more of the following:
      
      • satellite navigation system
        
      • vertical sextant angle
        
      • horizontal sextant angle
        
      • line of soundings
        
      • transits
        
4. Be able to use tide tables and tidal stream atlases.
   
5. Understand the use of the marine log to obtain distance run and speed.
   
6. Understand the buoyage system for United Kingdom coastal waters and other methods of marking dangers and channels.
   
7. Demonstrate your awareness of the latest developments in electronic technology such as the Global Positioning System and electronic charts.
   
8. Undertake a coastal voyage of between four and six hours acting as navigator. A log should be kept showing courses steered, distance run, navigation marks passed and weather experienced. During the voyage:
   
   • Plot the estimated position every hour by keeping up the dead reckoning.
     
   • Whenever appropriate, and not less than once per hour, plot an observed position by bearings or other means of obtaining a fix.
     

Notes

The voyage should be planned on the chart beforehand using tidal streams to the best advantage and giving hourly courses to steer for an assumed speed.

Alternative A - land

1. Using 1:50 000 and 1:25 000 scale Ordnance Survey maps:
   
1. Show that you understand the meaning of scale, true, grid and magnetic north and can recognise conventional map symbols.
   
2. Interpret contour lines in terms of shape and steepness of terrain. Know the meaning of topographical features such as valley, col, ridge, spur, etc.
   
3. Show how to set a map with and without a compass. Be able to use and give six-figure grid references. Demonstrate the use of a roamer to improve accuracy.
   
4. Show how to measure distances on a map and how to estimate timings for a particular route.
   
5. Show how to find north without the aid of a compass, by day or night.
   
6. Demonstrate your awareness of the latest developments in electronic technology such as the Global Positioning System.
2. Be familiar with traffic signs and signals as illustrated in the Highway Code.
   
3. With other Scouts, accompany a motorist on a journey of at least 30 kilometres, taking it in turns to act as navigator to a stated destination. The route should avoid motorways and major roads and if possible should be cross-country, using a variety of roads and lanes. There should be no prior route preparation.
   
4. Walk two compass routes of at least 2 kilometres each. One route should have start and end points defined on a map by an adult and the second by the Scout.
   
5. Demonstrate an ability to:
   
1. Convert grid bearings to magnetic bearings and vice versa.
   
2. Use back bearings to check the route.
   
3. Estimate current position using a compass.
   
4. Walk on a bearing, including 'deviating from course', (the four right angles technique to circumvent an obstacle).

 Alternative B - air

1. Given three headings and corresponding tracks, work out in each case the type and the amount of drift in degrees. Illustrate each case by a simple diagram.
   
2. Demonstrate with a compass how an aircraft can be turned on to various compass headings.
   
3. Choose one of the following activities:
   
1. Draw on a topographical air map a track for an imaginary flight of not less than 80 kilometres. Point out the landmarks that would show up on both sides of the track in clear visibility at an altitude of about 600 metres.
   
2. Identify on a topographical air map landmarks seen during a flight of about half an hour's duration in clear weather
4. Illustrate by means of a simple diagram how a fix can be obtained from two position lines. Describe briefly two ways in which bearings can be obtained in an aircraft.
   
5. Show an understanding of compass headings by completing the following two tasks:
   
1. Given the true heading and the variation and deviation, work out the compass heading on which the pilot should be flying.
   
2. Given two sets of true, magnetic and compass headings, work out the variation and deviation in each case.
6. Illustrate latitude and longitude by simple diagrams.
   
7. Draw on a topographical map the track between any two places not less than 100 kilometres apart and measure the exact distance. Given the aircraft's air speed as 130 km/h, work out the time of flight from overhead starting point to overhead destination in each of the following conditions:
   
1. with no wind at all
   
2. with a head wind of 30 km/h
   
3. with a tail wind of 50 km/h
8. Demonstrate your awareness of the latest developments in electronic technology such as the Global Positioning System.

Alternative C - water

1. Have a good working knowledge of charts, chart datum and symbols used.
   
2. Display an aptitude in compass work by completing the following three activities:
   
1. Read a mariner's compass marked in points and degrees and have knowledge of compasses generally.
   
2. Know about variation and avoiding deviation. Be able to correct a magnetic compass course for variation and deviation to obtain a true bearing. Given a true bearing, successfully adjust this to obtain a compass course.
   
3. Understand how compass error can be found from a transit bearing.
3. Complete two of the following:
   
1. Understand how a position may be found from two intersecting position lines.
   
2. Understand what is meant by a 'cocked hat' position and how to use it safely. Plot a position from any three cross bearings
   
3. Plot a position using the 'running fix' method.
   
4. Plot a position using a combination of compass bearings and any one or more of the following:
   
• satellite navigation system
  
• vertical sextant angle
  
• horizontal sextant angle
  
• line of soundings
  
• transits
4. Be able to use tide tables and tidal stream atlases.
   
5. Understand the use of the marine log to obtain distance run and speed.
   
6. Understand the buoyage system for United Kingdom coastal waters and other methods of marking dangers and channels.
   
7. Demonstrate your awareness of the latest developments in electronic technology such as the Global Positioning System and electronic charts.
   
8. Undertake a coastal voyage of between four and six hours acting as navigator. A log should be kept showing courses steered, distance run, navigation marks passed and weather experienced. During the voyage:
   
• Plot the estimated position every hour by keeping up the dead reckoning.
  
• Whenever appropriate, and not less than once per hour, plot an observed position by bearings or other means of obtaining a fix.

Notes

The voyage should be planned on the chart beforehand using tidal streams to the best advantage and giving hourly courses to steer for an assumed speed.

Alternative D - GPS Navigation

1. Demonstrate an awareness of the Global Positioning System (GPS) to include:
   
1. how it works
   
2. ownership and control of the system
   
3. benefits to society
   
4. what factors affect accuracy
2. Programme a hand-held GPS receiver to perform the following functions:
   
1. Find your location (grid reference and latitude/longitude) and record it
   
2. Enter the grid reference of a local landmark and navigate to the waypoint
   
3. Enter the latitude/longitude coordinates of a nearby point and navigate to the waypoint, checking the accuracy
   
4. Walk on a bearing using the GPS and a map.
3. Demonstrate an understanding of the difference between Ordnance Survey and latitude/longitude coordinates.
   
4. Using an Ordnance Survey map (1:25 000 or 1:50 000 scale) plan a route of at least 4km that contains a minimum of 10 waypoints. Discuss the features and challenges that exist along the route. Programme the route into a hand-held GPS and undertake the journey.
   
5. Sign up to a geocaching website. Find out about geocaching and demonstrate an understanding of what is involved in both locating and placing a geocache.
   
6. Demonstrate an understanding of the safety and environmental aspects of geocaching, e.g. relevant Activity Rules in chapter nine of Policy, Organisation and Rules; Highway Code; Countryside Code and guidelines produced by the Geocaching Association of Great Britain (GAGB).
   
7. Find five geocaches using a GPS, at least 3 of which must be 'multi-caches' with at least two waypoints. Discuss the accuracy of the information provided and of the GPS receiver you used.
   
8. With adult assistance where necessary:
   
1. Plan, assemble and hide 2 caches, one of which should be a multi-cache. The planning should involve making sure the location is suitable and that other navigators have proper access to the land and terrain
   
2. Either submit your caches to a geocaching website, or give the details to other Scouts to successfully find the caches.

Notes