OAS Aquatic — Stages 1 to 9

The youth member should be able to explain the purpose of a PFD, ideally the differences between a PFD and a lifejacket, and why you should wear a PFD.

The youth member should be able to describe what the buddy system is and how it is different when you are around water. Key points to consider include: staying in pairs or threes making sure they stay with adult leaders, adults or supervisors, understanding the boundaries of their water activity the importance of having others know where they are, especially around water

The youth member should be able to explain what it means for them to, and how they would, stay safe while playing around waterways. These could be pools, rivers, lakes, dams or the ocean. Key considerations include staying with their buddy, and making sure they stay within activity boundaries, whether that is the pool area or between the flags at the beach (as examples). Depending on their age and swimming ability, direct supervision by an adult may also be required.

The youth member needs to have an understanding of how they might check their position and maintain it while they are in the water. Given the environmental conditions, can they maintain position, or is it about finding and maintaining visual reference points? They could discuss with their Scouting peers and adult leaders how they might maintain position and how to identify visual references.

The youth member should know that being around water can be very risky and, depending on age and swimming ability, they may need direct adult supervision. They should be able to discuss these reasons with an adult and other Scouting friends.

The youth member should be able to demonstrate the main and Australian accepted way to signal for help in bodies of water (especially at the beach). Ideally they will tread water for 5-10 seconds whilst doing this.

The youth member should be able to float for at least 15 seconds on their front, and 15 seconds on their back, in whichever manner suits them. Usually, floating on the back would involve looking directly up (head up, belly up) with their arms and legs in a starfish position is the easiest to being with. The youth member should get someone to assist them first, practicing until they can demonstrate this by themselves. Floating provides a strong foundation for learning to swim and is considered the most important water safety skill, so it is important they can do this by themselves.

The youth member should be able to swim ten (10) metres using any known swimming stroke without assistance. This means they should maintain their chosen stroke and shouldn't touch the bottom of the pool or body of water that they are swimming in.

The youth member needs to demonstrate blowing bubbles in the water, when their face is in the water.

The youth member should be confident to duck down under the water to get an object off the bottom of the pool. This might be facilitated in a game or activity.

The youth member should find out about animals that live in the ocean, either near where they are, or locations they may visit on holidays.

The youth member should signal for help by raising one arm above their head with an open hand and call for help, making sure they remain calm.

The youth member should try two different swimming strokes. This can include the strokes they chose to do in their 10 metre swim.

The youth member should always review their adventures and should talk about their favourite thing from their swimming trip with other Scouts or leaders.

The youth member should be able to point out the boundaries and no-go areas to their leader before going swimming. The boundaries will vary depending on where they are swimming and who they are with.

The youth member should have a plan should something go wrong, and know how to contact emergency services based on their location. It might be with an EPIRB, mobile phone or radio. They should also consider who is the best person to be contacting emergency services. It might be the activity lead or adult leader. They should be able to explain why everyone needs to know how to contact the emergency services as well.

The youth member should discuss the safety rules based on the area they are planning to swim in and who is in the Patrol. They should always swim with a buddy and consider not swimming if they are tired or cold. They should be: following swimming rules displayed at the swimming area, listening to lifeguard instructions, don't dive or jump in areas where they can't see the bottom, avoid swimming where there are strong currents or rips, don't chew gum or eat while swimming, don't push or shove in or near the water, get out if there is a storm, and don't go closer than 200m from a dam wall or weir.

The youth member should be able to pack a bag for swimming including items such as swimmers, towel, water bottle, sunscreen, and a hat. They should pack clothes for after the swimming activity and any special equipment they need such as goggles, snorkel etc. depending on the activities they are doing.

The youth member should discuss the following with other Scouts and their adult leaders. They should think about the 4 A's before starting to rescue anyone. Awareness - recognising the emergency and accepting responsibility if they are able to help. Assessment - decide what the best rescue technique is in the situation which depending on the situation might be getting someone else to help. Action - think of a plan and do, but make sure they consider their personal safety. Aftercare - help the person until medical help arrives. The best ways to rescue someone are by passing them something to hold on to so you pull them to safety, or throw something to them so they can hold onto it and help them float. Every situation is different and they need to make sure they don't land up needing rescuing too, considering a panicked person is not rational, which is why the 4 A's is a very important process to think about before starting a rescue.

The youth member should be able to correctly put on and adjust their PFD. They should make sure that they do up all the clips, buckles and zips on their PFD. They can demonstrate the correct fit by holding the shoulder straps and lifting. The PFD shouldn't go above their ears.

The youth member should demonstrate swimming with their head in the water. This should be done in conjunction with their 25 metre swim.

The youth member should demonstrate suitable clothing for the activity and location, including long-sleeved tops suitable for water activities, hat and sunscreen. They should also demonstrate awareness of staying in the shade and out of the sun in the hottest part of the day.

The youth member should be able to swim 25 metres using any known swimming stroke without assistance. This means they should maintain their chosen stroke and shouldn't touch the bottom of the pool either.

The youth member should be able to tread water for 30 seconds without using any aids or touching the bottom of the pool or body of water in which they are swimming.

The youth member should take part in a short snorkelling activity. This could be playing with a mask and snorkel in the pool, practicing using this type of gear properly.

The youth member should talk about their favourite things about the swimming trips. They could talk to their Patrol, Unit, leaders - it could be at a Unit Council or around a campfire. They should also include their swimming trips in their logbook.

The youth member should review their swimming and snorkelling activities. Their discussion could include things they forgot, where they could go next time and how they challenge themselves further.

The youth member needs to be able to explain to their Patrol or their two-up peer what their understanding of the steps of DRSABCD are, and how to use it in a First Aid situation. This may be done in a mock emergency situation.

The youth member should be able to explain the common water safety risks in different environments; in pools, rivers, lakes, dams, at beaches or in the ocean.

The youth member should demonstrate alerting their buddy to help if necessary. They should ideally get out of the water as soon as they can, and stretch their cramped muscle and then massage the tight muscle. This can be done in a mock emergency situation with other first aid components. They could additionally discuss how to prevent getting cramps.

The youth member should demonstrate this by showing a copy of an up to date weather forecast for the area of their activity. They should be able to explain what the forecast they have found means. This could be from the Bureau of Meteorology or a local weather station. They may discuss with other Scouts different mediums where they can get the weather forecast.

The youth member should be able to explain how they would treat cuts and minor bleeding, and demonstrate their planning by bringing an appropriate personal first aid kit. This can all be completed as part of a mock emergency and first aid scenario.

The youth member should be able to point out different hazards in different environments and give reasons for those hazards, such as currents, debris, rips, tides, rapids, sieves, weirs, whirlpools and waterfalls.

The youth member should demonstrate putting on a PFD in the water and using the Heat Exposure Lessening Position. The youth member should pull their knees together and hug them close to their chest using their arms to help prevent heat loss and reduce the risk of hypothermia. They could do this with their Patrol and huddle together in this position to conserve body heat and help rescuers find them more easily.

The youth member should be able to swim 50 metres using any known swimming stroke without assistance. This means they should maintain their chosen stroke and shouldn't touch the bottom of the pool either.

The youth member will need to demonstrate this technique in a body of water that is clear, therefore demonstrating that they know it is safe to jump in to.

The youth member should think about the 4 A's before starting to rescue anyone, just as they did for Stage 2. Awareness - recognising the emergency and accepting responsibility if they are able to help. Assessment - decide what the best rescue technique is in the situation which depending on the situation might be getting someone else to help. Action - think of a plan and do but make sure they consider their personal safety. Aftercare - help the person until medical help arrives. The best way to rescue someone is by passing them something, like a pool noodle, or throw something like a rope to hold on to so they pull them to safety, or throw something to them so they can hold on to it and help them float. Every situation is different and they need to make sure they don't land up needing rescuing too, which is why the 4 A's is a very important process to think about before starting a rescue.

The youth member should teach a Scout working on Stage 1 the importance of the buddy system which is to ensure they keep their partner safe and help if they need it.

The youth member should be able to tread water for 90 seconds without using any aids or touching the bottom or sides of the pool or body of water in which they are swimming.

The youth member should review their swimming activities and what they have learned about swimming safety from these activities, and what they want to learn about next time. They should remember to log their swimming trips in their logbook and note what they have learned about swimming safety.

The youth member should be aware of the general and most common signs and symptoms of both hypothermia and hyperthermia. This could be through research and demonstrated through mock emergencies. They should consider how they would avoid or prevent themselves and others getting hypothermia and hyperthermia during aquatic activities.

The youth member should consider the following when planning what gear they need: Location, Weather, Water temperature, The type of snorkelling, The skills and experience of their Patrol. They will definitely need a mask and snorkel, and more than likely fins. They will also probably need sun safe clothing and potentially stinger suit, depending on the location of the snorkelling activity. Boots and wetsuits may be needed in colder water or for sun protection. They should also be mindful of the type of sunscreen they are using as it can affect the reefs and microorganisms in the ocean and rivers.

The youth member should be able to explain the necessity to equalise the air spaces between the ears, nose and mouth when diving below the surface, as the change in pressure can cause pain, discomfort or injury.

The youth member should always snorkel with a buddy to ensure if they have a problem out on the water, someone is always nearby to help. It is also important to ensure they give someone their activity plan, so others know where they are going and when they plan to come back. This means that if they don't come back according to their plan, someone will know to send for help.

The youth member should be able to keep their face in the water for the 50 metres, whilst breathing via the snorkel.

The youth member should breathe through the snorkel using their tongue to protect their airway, in case water gets into the snorkel. They should demonstrate fitting and adjusting their mask and snorkel. The mask should fit comfortably and not be too tight, but not too loose so that it leaks.

The youth member should plan a trip to an open water location, which could be the sea or an inland dam or river, and look for marine or aquatic creatures whilst snorkelling. They should be aware that they should not disturb underwater creatures. They should also be able to point to something of interest that they have seen whilst snorkelling. If they live inland, they might need to arrange a Unit trip to a suitable open water venue.

The youth member should be able to recognise signs of a panicked snorkeler and should be aware of how to call for help. They should remember the 4 A's from the previous stages. Often a panicked person is not rational and can drag others trying to help them down too. This statement may be best completed in a mock emergency and should focus on identifying panicked snorkelers first and foremost.

The youth member should be able to swim 100 metres using any known swimming stroke without any form of assistance. This means they should maintain their chosen stroke, and should not use any floatation devices including fins or wetsuit.

The youth member needs to participate in at least three snorkelling activities and log them in their logbook. Their snorkelling activities should include the preparation, briefing and clean up with a minimum of one (1) hour in the water, per activity. Their logbook should include where they did the activities, who they did it with, what the weather was like and any other interesting information about their activities.

The youth member should discuss with their Patrol or Unit the snorkelling activities they have participated in at this stage, and identify where they can improve their skills and activities for next time. They could discuss snorkelling technique, such as kicking style and snorkel clearance, and the impact of weather, tide and any site specific issues they've come across.

The youth member should demonstrate a gear inspection after their activity; visual inspection of their mask, snorkel and fins and any wetsuit/stinger suit they used. They should be looking for rips, tears, cracks or holes. They should also ensure all the equipment is rinsed in fresh water after the activity. If there is anything that needs repairing or replacing, they should discuss it with the leader in charge of the equipment.

The youth member should be aware of the general and most common signs and symptoms of both hypothermia and hyperthermia. This could be through research and demonstrated through mock emergencies. The youth member should consider how they would avoid or prevent themselves and others getting hypothermia and hyperthermia during aquatic activities.

The youth member should always surf with a buddy, to ensure if they have a problem out on the water someone is always nearby to help them. It is also important to ensure they give someone their activity plan so others know where they are going and when they plan to come back. This means that if they don't come back according to their plan, someone will know to send for help.

The youth member should consider the following when planning what gear they need: Location Weather and water temperature The skills and experience of their Patrol. They will definitely need a surf board but the type will depend on their preference, skill and experience. They will also probably need sun safe clothing and potentially stinger suit, or wetsuit.

The youth member should understand and observe the correct surfer etiquette whilst surfing. They can demonstrate their understanding by discussing it with their Patrol before they get into the water. They should discuss: Understanding wave priority, Don't drop in or cut in front of others, Don't snake or hog the waves, Respect the locals, Select surf spots according to their ability, Help others, Respect the beach, and Apologise if they breach the etiquette.

The youth member should be aware of the types of marine life local to their surfing activity. The youth member should ensure they check with lifeguards and any warning signs regarding marine life, such as sharks, red tide, blue bottles etc. Minimal impact and Leave no Trace principles also apply to our oceans. They should plan ahead and prepare, dispose of waters properly, leave what they find, respect wildlife and be considerate of others. They should also be mindful of the type of sunscreen they are using, as it can affect the reefs and microorganisms in the ocean.

The youth member should ensure that they know what to do and how to safely recover when they wipe out while surfing. Knowing how to wipeout properly is a key safety aspect and can make the difference between being uninjured and being injured or even drowning.

The youth member should demonstrate wave priorities and the right of way. The surfer closest to the peak of the breaking wave goes first, they should be the one who has waited the longest. If there are two surfers at the same spot then the first to their feet owns the wave. Communication is key if it is a dual peaking wave you should call "left' or 'right". The youth member should know not to cut in front of other surfers, to not repeatedly paddle around someone to get the inside position, and to not hog the wave.

The youth member should be able to adjust to the shape of either a broken or peeling wave of up to 1/2 metre deep. This is done by making small adjustments by slightly leaning their body and putting weight on either their heels or toes.

The youth member should demonstrate choosing the easier route paddling through ideally unbroken water to the line-up, making sure they keep out of the way of the incoming surfers.

The youth member should demonstrate correct dismount in both positions in a controlled environment, they should be able to do these safely before undertaking challenging waves.

The youth member should include this detail in their logbook.

The youth member should include this detail in their logbook.

The youth member needs to complete at least 3 surfing activities and ensure the details are in their logbook. Their surfing activities this includes preparation, surfing and pack up. In their log, they should include where they did the activities, who they did it with, what the weather was like and any other interesting information about their activity.

The youth member should demonstrate a gear inspection after their activity; visual inspection of any gear they used such as surfboard, fins, wet suit etc. They should be looking for rips, tears, cracks or holes. They should clean their gear with fresh water and chain the throw rope and let air dry in a cool dry place. If there is anything that needs repairing or replacing they should discuss it with the leader in charge of the equipment.

The youth member should discuss with their Patrol or Unit the surfing activities they have participated in at this stage and identify where they can improve their skills and the activities for next time.

The youth member should consider how you might identify the needs of particular trips given people, location, weather and season. They should be able to: Specify how much water to carry Specify how many of each meal you will need (breakfast, lunch, dinner, snacks) and for how many people (this will be dependent on how long your day activity goes for) Identify suitable foods for snorkelling with regard to energy content, durability, perishability, and deliciousness. Is warm food required depending on the people and temperature of the water? Estimate overall energy requirements: How strenuous is the day? Will it make you eat more?

The youth member should demonstrate understanding in their plan that they are able to select appropriate snorkelling entry and exit points. They should take into consideration their route, tide times and depth of the reefs to ensure there is enough water not to touch the reef or bottom to ensure minimal impact to the environment.

The youth member should identify the difference between a hazard and a risk. They should provide a hazard assessment and will need to account for: Human hazards Environmental hazards Equipment hazards They should include in their plan what steps they will take to minimise these hazards during an activity. They should then consider the risks that may come from these hazards and how they will mitigate these on an activity. This step could be done as a Patrol or individual before a snorkelling trip.

The youth member should research and provide sources of information about selecting appropriate snorkelling equipment for their planned activity, in order to demonstrate their ability to source this information.

The youth member should help research and decide on a suitable location for snorkelling, taking into consideration tide times, swell, visibility, points of interest and their Patrol. Their snorkelling activity needs to be a fun and engaging experience, and if the visibility isn't great and there isn't much to see then it won't meet the requirements. They also need to consider entry and exit points: Do they have to swim back to the entry point or are they going to exit at a different location? Their decision should also take into consideration their Patrol and their fitness and experience levels. They may also take into consideration travel times.

The youth member should complete a first aid course through an accredited provider. The first aid course should cover similar content to Provide first aid (HLTAID003) or the current workplace first aid qualification. They could do a higher first aid unit such as Provide advanced first aid or Provide first aid in a remote location. *Members under the age of 14 may be able to participate in Provide First Aid courses, but may not necessarily receive the formal Units of Competency depending on provider.

The youth member should demonstrate being an active member by communicating with their Patrol, staying with the group and within the predefined boundaries of the activity. They should be assisting less experienced participants, actively seeking to explore the site and highlighting interesting discoveries. They should log this activity in their logbook, with details of the snorkelling activity, who was in their patrol and what they did.

The youth member should demonstrate swimming whilst correctly wearing snorkelling gear and log this activity in their logbook. This does not need to be completed in one straight line and can be judged by the individual on completion on a snorkelling activity if they have completed this statement.

The youth member should demonstrate safe snorkelling practices, communicating with their Patrol, using snorkelling gear correctly and being aware of the safety management plan.

The youth member should have provided their emergency plan and activity plan to a responsible person (adult) prior to the snorkelling activity, and advised them when they start their activity. This could be (as examples) their Scout Leader, Group Leader or nominated home base person.

The youth member should be able to demonstrate diving down and fetching an item from the bottom of the body of water they are demonstrating this skill in. It could be a pool or the ocean. If in a natural environment, make sure they are not disturbing marine life when collecting things from the bottom.

The youth member needs to participate in at least seven (7) snorkelling activities. These can be Unit or Patrol activities, or even private activities (as long as the overall requirements are met) and log them in their logbook. Their snorkelling activities should include the preparation, briefing and clean up with a minimum of 1 hour in the water per activity. If they spend less time in the water (i.e. 30 minutes), it is classed towards half of an activity. Their logbook should include where they did the activities, who they did it with, what the weather was like and any other interesting information about their activity.

The youth member should demonstrate the blast method to clear the water from their snorkel without lifting their head. This involves forcibly blowing into the mouthpiece to force the trapped water out of the top of their snorkel.

The youth member should plan ahead and bring an underwater camera and take photos of marine life whilst snorkelling. Their photos would be an excellent addition to their review of the activity.

The youth member should have provided their emergency plan and activity plan to a responsible person prior to the snorkelling activity. This could be their Scout Leader, Group Leader or nominated responsible adult. Once they have finished their activity, they should notify the responsible person, as per the agreed plan, to ensure that they are aware they are safe.

The youth member should think about their activities and what they are able to achieve so that they can work out what they could improve upon for future snorkelling activities.

The youth member should consider how they might identify the needs of particular trips given people, location, weather and season. They should be able to: Specify how much water to carry Specify how many of each meal they will need (breakfast, lunch, dinner, snacks) and for how many people (this will be dependent on how long their day activity goes for) Identify suitable foods for surfing with regard to energy content, durability, perishability, and deliciousness. Should they have warm food, depending on the people and temperature of the water? Estimate overall energy requirements: how strenuous is the session? Will it make them eat more?

The youth member should demonstrate understanding in their plan that they are able to select appropriate beach access routes, taking into consideration tide times and depth of the reefs to ensure there is enough water not to touch the reef or bottom, to ensure minimal damage to the environment.

The youth member should identify the difference between a hazard and a risk. They should provide a hazard assessment and will need to account for: Human hazards, Environmental hazards, Equipment hazards. They should include in their plan what steps they will take to minimise these hazards during an activity. They should then consider the risks that may come from these hazards and how they will mitigate these on an activity. This step could be done as a Patrol or individually before a surfing trip.

The youth member should research and provide sources of information about selecting appropriate surfing equipment for their planned activity.

The youth member should help research and decide on a suitable location for surfing, taking into consideration tide times, swell, riptides, visibility, and their Patrol. Their surfing activity needs to be fun and engaging. If the surf is too intense, or not big enough, then it won't meet the expectations of the Patrol. They also need to consider entry and exit points and any hazards on the beach or in the surf. Their decision should also take into consideration their Patrol and their fitness and experience levels. Travel distances and times may also impact their plan.

The youth member should ensure that they know what to do and how to safely recover when they wipe out while surfing. Ideally, they won't wipe out and to reduce the risk of doing so they should assess the conditions before they enter the water and make sure the waves are not beyond their limit. They should demonstrate patience watching the surf for at least 15 minutes to observe a few sets of waves and understand the ocean rhythm. They should always know where their board is and use their arms to protect themself from their board when they wipeout. They should also keep their eyes open, being aware of where everyone is at all times. With this knowledge gained through observation, they can outline safer areas for their surfing session.

The youth member should be able to discuss what you would do if you encountered any marine creatures local to your surfing activity area, especially if they are dangerous to them. They should remember the minimal impact and leave no trace principles.

The youth member should complete a first aid course through an accredited provider. The first aid course should cover similar content to Provide first aid (HLTAID003) or the current workplace first aid qualification. They could do a higher first aid unit such as Provide advanced first aid or Provide first aid in a remote location. * Members under the age of 14 may be able to participate in Provide First Aid courses, but may not necessarily receive the formal Units of Competency, depending on provider.

The youth member should put this in their log book, once they have demonstrated this skill, and get their two-up peer or other skilled surfer to verify it.

The youth member should ensure that they know what to do and how to safely recover when they wipe out while surfing. They should jump away from their board, never in front of it. They should try and do a cannon ball style jump, bottom first and tuck into the foetal position, trying to protect their face with their hands. Most importantly stay calm. They should try and get as low as possible to the bottom of the ocean where the surge is calmer, and then come up slowly with one arm on their head for protection. Once they have re-surfaced, they should grab their board and get back on.

The youth member should put this in their log book once they have successfully managed basic surfing manoeuvres without wiping out, and get their two-up peer or other skilled surfer to verify it.

The youth member should be able to demonstrate understanding by discussing the effect of wind, tide, swell and ocean floors on surf conditions. They may discuss this with peers at a similar level or put together a short teaching plan for members working on Stage 3 who are interested in surfing.

The youth member should understand different communication methods and be able to clearly implement them with their Patrol in their surfing activity. They will then need to implement a communication system for a surf activity that they are participating in.

The youth member should understand different survival methods and skills for surfing, and be able to demonstrate these clearly in surf conditions to their two-up peer, or other skilled surfer. Once completed, they should log their rescue practice in their logbook, indicating the scenario and conditions.

The youth member needs to complete at least seven (7) surfing activities and ensure the details are in their logbook. For surfing activities, this includes preparation, surfing for at least 1 hour and pack up. If their surf is for shorter then 1 hour, count the activity as the number of minutes surfed (i.e. 15 min, 30 min, 45 min). In their log they should include where they did the activities, who they did it with, what the weather was like, and any other interesting information about their activity.

The youth member should understand different methods for assessing the safety and suitability of equipment, to clearly demonstrate these with their Patrol, focusing on their comfort in the activity.

The youth member should think about their activities and what they are able to achieve so that they can work out what they could improve upon for future surfing activities.

The youth member should be able to effectively plan a snorkelling trip. They will need to document their plan and include emergency plans, required personal and group equipment, suitable food, transportation and their swimming route. They should ensure that they go through the correct activity approval processes for their Branch and/or Group.

The youth member should be able to effectively pass on knowledge about how to use snorkelling gear on to another Scout, working on a lower stage. Essential skills would be how to correctly fit a mask, snorkel and fins. They will know if they are successful in their teachings if that Scout is able to use their equipment properly.

The youth member should be able to demonstrate understanding by discussing with a two-up peer or suitably skilled mentor. If their activity is being run on the coast then they should demonstrate knowledge of the effect of tide and currents, and how this will impact their snorkelling activity. If their activity is being run in non-tidal areas then they should be able to discuss impact of water behaviour including currents and potential for significant temperature gradients.

The youth member should research aquatic species in their area and be able to identify these to their Patrol. They can either point out the species in the outdoors or they could use other techniques such as sample cards, photos or videos on an electronic device.

The youth member should be able to effectively do the following: Take a large breath of air and hold it. Snorkel out to pre-equalise then reach out with their arms and hinge at the waist, so their head and arms are pointing down. Put their feet together and lift them up in the air. Using their arms to pull themself down (use one hand to equalise) then use their legs to fin downwards. They should aim to duck dive to a depth of approximately 2.5 meters and should not need to lift their head from the water on resurfacing.

The youth member should write this in their logbook and include the conditions and details of their Patrol, and get it verified by their two-up peer.

The youth member needs to participate in at least twelve (12) snorkelling activities and log them in their logbook. Their snorkelling activities should include the preparation, briefing and clean up with a minimum of 1 hour in the water per activity. Activities at Stage 6 should include not touching the bottom or edges for at least 30 minutes. Their logbook should include where they did the activities, who they did them with, what the weather was like and any other interesting information about their activities.

The youth member should write up their activity in their logbook, indicating how they helped and who was present. They may need to organise this through a local snorkelling school or a Scout activities team through their Branch.

The presentation should be around three minutes long and may be in person or as a pre-recorded video followed by questions. Including their photos of marine life would be an excellent optional extra to enhance their presentation. The content of the reflection is at their discretion and the purpose of the presentation is to encourage non-snorkelling Scouts to become excited about snorkelling.

The youth member should demonstrate correctly cleaning and packing away group gear after a snorkelling activity. If any equipment is damaged they should ensure it is reported to their Leader so it can be fixed or replaced.

The youth member should be able to effectively plan a surfing trip. They will need to document their plan and include required personal and group equipment, suitable food and transportation.

The youth member should be able to effectively pass on knowledge about how to use surfing gear on to another Scout, working on a lower stage. They will know if they are successful in their teachings if that Scout is able to use their equipment properly.

The youth member should be able to demonstrate understanding by discussing the effect of tide, currents and rips, and how this will impact their surfing activity.

The youth member should research where they can find out more about surfing, potentially look at different locations and reach out to Scouts who are Stage 8+ who can help them further their skills and knowledge in this pursuit.

The youth member should demonstrate these skills and write them in their logbook so their two-up peer can verify their skills.

The youth member should be consistently demonstrating appropriate behaviours, anticipate hazards and follow safety procedures during at least the last four (4) surfing activities since Stage 5. Their two-up peer should verify this in their logbook.

The youth member needs to demonstrate safely duck diving with their board at least 3 times, as well as considering another option for keeping control of their board while navigating through surf and demonstrate this method at least once.

The youth member needs to participate in at least twelve (12) surfing activities and log them in their logbook. At least one (1) of their surfing activities should include the preparation, briefing and clean up, with a minimum of 1 hour in the water per activity. Their logbook should include where they did the activities, who they did them with, what the weather was like and any other interesting information about their activities.

The presentation should be around three minutes long and may be in person or as a pre-recorded video, followed by questions. The content of the reflection is at the youth member's discretion and the purpose of the presentation is to encourage Scouts to become excited about surfing.

The youth member should demonstrate correctly cleaning and packing away of their personal and group gear after a surfing activity. If any equipment is damaged they should ensure it is reported to their Leader so it can be fixed or replaced.

The youth member should be able to research and decide on a suitable location for surfing, taking into consideration tide times, swell, types and features of waves, the effects of wind and the ocean floor. Their surfing activity needs to be fun and engaging and if the conditions aren't suitable for their Patrol then it won't meet the requirements.

The youth member should be able to effectively pass on knowledge about surfing etiquette to Scouts at Stage 4. They will know if they are successful in their teaching if that Scout is able to demonstrate surfing safely alongside other surfers and swimmers.

The youth member should be able to research and determine the relevant details in order to plan a suitable surfing activity, taking into consideration tide times, swell, types and features of waves, the effects of wind and the ocean floor. They should also consider the fitness and experience of their Patrol when planning the activity.

The youth member should be able to discuss the advantages and disadvantages of equipment and factors affecting selection with their two-up peer, and be able to explain them to their Patrol.

The youth member should be able to safely perform these skills, taking into consideration surfing etiquette. They should demonstrate these to their two-up peer or mentor. If their mentor is not able to attend the activity, they could always video record doing the skills for them to watch later.

The youth member needs to participate in at least eighteen (18) surfing activities and log them in their logbook. At least two (2) of the surfing activities should include the preparation, briefing and clean up, with a minimum of 1 hour in the water per activity. Their logbook should include where they did the activities, who they did it with, what the weather was like and any other interesting information about their activities.

The youth member should assist Scouts working on Stage 5 on how to safely wipe out in surf conditions. They could also assist Scouts on Stage 4 understand what to do when wiping out, as that is one of their 'I-statements'.

The youth member should have been able to perform top and bottom turns, cutbacks and re-entries when completing Stage 7. They will now need to link these moves and demonstrate them to their two-up peer or another skilled surfer.

The youth member should have a review at the end of the activity that they have led and provide constructive feedback to the Scouts on how to improve the activity, including their surfing skills and teamwork. Providing Scouts who need improvement with next steps really helps them know what skills to work on.

The youth member should decide on a surfing trip and create a plan, covering all the elements of planning which they have been doing since Stage 6. They should be improving their plans after reviewing each activity and include detailed risk management strategies.

The youth member must have completed the Wilderness First Aid skill set. This can be through a course with an accredited provider or by other means, such as Recognition of Prior Learning (RPL) through SAIT or other providers. For the purposes of the Outdoor Adventure Skills, a Wilderness First Aid course consists of SIS training package's Wilderness First Aid skillset (SISSS00126), or its replacement: HLTAID003 Provide first aid SISOFLD004 Provide first aid in remote locations SISXEMR002 Coordinate emergency responses.

The youth member should be able to demonstrate this skill to a suitably skilled mentor. This can be in person or using video evidence.

The youth member needs to participate in at least 22 surfing activities and log them in their logbook. At least three of their surfing activities should include the preparation, briefing and clean up with a minimum of 1 hour in the water per activity. On each subsequent activity since Stage 7, they should be practicing their skills, linking moves and improving. Their logbook should include where they did the activities, who they did it with, what the weather was like and any other interesting information about their activities.

The youth member should participate in a surf rescue drill session, practicing their self rescues and seeking assistance. They should write the details of the scenario and drill session in their logbook and indicate who was present for the session. Ideally this would be facilitated by a local surf club or other organisation, with skills for members working on Stages 7-9 Surfing.

The youth member should participate in a marine environmental service project during a Sustainable Development Goal (SDG) project, Milestone Lead or other promoted government or organisational day to clean up local waterways.

The youth member should review the marine environmental service they participated in and start thinking about how they could plan their own similar event.

The youth member should include standard expedition costs and surfing specific costs. This activity would need to be under the close supervision of a suitably skilled person.

The youth member should provide detailed risk assessment and management plans as part of their surfing activity plan and will need to account for: Human risk, Environmental risk, Equipment risk. They should also include details of emergency management and contingency plans.

The youth member should demonstrate selecting the correct equipment and resources based on their activity plan for their surfing trip and ensure that they have the required gear and that it is safe and suitable based on legislation and manufacturers recommendations.

The youth member should keep their CPR and first aid course current, by updating CPR annually and redoing their first aid course every three years.

The youth member should be able to safely perform these skills in waves more than 1 metre, as that skill was demonstrated in Stage 7. They should take into consideration surfing etiquette. They should demonstrate these to their two-up peer, if they aren't able to attend the activity they could always video record them doing the skills for them to watch later.

The youth member should be able to safely perform a 360º turn. They should take into consideration surfing etiquette.

The youth member should be able to safely perform an airborne turn. They should take into consideration surfing etiquette. They should get a buddy or friend to film them from the shore so they can use this as evidence of completing this skill. It is also a great resource to use in their presentation as part of their surfing Review>.

The youth member needs to participate in at least 30 surfing activity sessions and log them in their logbook. At least four of their surfing activities should include the preparation, briefing and clean up with a minimum of one hour in the water per activity. Their activities since Stage 7 should include the skills they have been mastering, such as tube riding, roundhouse cut-backs, snap vertical re-entries, 360º and airborne turns in waves up to two metres. Their logbook should include where they did the activities, who they did them with, the weather conditions and any other interesting information about their activity.

The youth member should be able to evaluate their performance in surfing experiences and determine how they have personally developed through these experiences. They should consider how they have developed across the SPICES during their journey. They should consider their goals moving forward, where surfing will take them and how they can share these skills and learnings within their Scouting community.

The presentation should be regarding interesting, fun, challenging or unique aspect(s) about the skills they have gained. Because of the nature of the adventurous activity, it is recommended that a presentation is very visual, exciting and inspiring, rather than a dreary or boring PowerPoint/speech. The aim is to enthuse other Scouts to take up surfing as a pursuit.