OAS Camping — Stages 1 to 9

The youth member should be able to describe what the buddy system is and why using the buddy system assists in safety including:  Staying in pairs or threes  Making sure they stay with adult Leaders/supervisors  Understanding the boundaries at camp That it is important for people to know where they are.

The youth member needs to know the boundaries at camp including the campsites boundaries, the areas around camp which they are allowed to go, the areas which they are not allowed to go, and other risks around camp.

The youth member understands the importance of stopping when they are unsure of where they are, if they do not have a buddy/adult supervision, and can discuss the importance of why they need to stay where they are.

The youth member should understand the elements of the combustion triangle and should list/show their understanding through the use and explanation of Fuel (kindling, wood), Heat (matches, lighter, flint and steel) and Oxygen.

The youth member understands the importance of leaders including their Patrol Leaders during activities and around camp and can demonstrate listening to instructions and being a member of a team during a camping activity.

The youth member should be able to think about what they need for camp and help pack all appropriate items including clothing, toiletries, bedding, activity gear, swimmers, rain jacket, a light etc. They should know what is inside the bag and how their gear fits within different bags.

The youth member should demonstrate striking a match after a discussion and demonstration from a more experienced Scout or adult Leader in preparation for lighting a fire.

The youth member has helped prepare food at camp or a sleep-over including basic safe good handling (washing hands, washing food, proper heating and cooling of food, safe knife handling). The youth member could demonstrate one or all of the above listed techniques.

The youth member has spent two nights either at camp or at Scout sleep-overs which do not need to be consecutive in which they demonstrate basic camping skills they have learnt and participate in setting up things that would normally be at a standing camp e.g.; a tent, a fire, the food in the kitchen, tables and chairs. This is about the youth member having the experience, if any or all of these are done well or poorly remember it's about the learning not the outcome.

The youth member should learn about basic minimal impact regardless of wilderness site or caravan park, and learn how to be responsible for their surroundings and equipment so they leave the camp in a better way than they found it.

The youth member should be able to get our their sleeping bag, roll mat or mattress/stretcher, pillow and make sure their sleeping area and belongings are kept neat and tidy (this can be done at a camp or a Scout sleep-over).

The youth member should demonstrate the ability to know where their equipment is and what pieces of gear are their belongings. This can be done at a camp or a Scout sleep-over.

The youth member should be able to think about and discuss with others what they enjoyed about their camp or sleepover and why they enjoyed it.

The youth member should consider the different types of clothing they will need for camp and how to protect themselves from hot and cold conditions. Examples could be: T-Shirts or long sleeves  camping shorts or long pants  good soled, enclosed shoes for water activities as well as around camp  a suitable amount of socks and underwear  wet weather gear consideration of fabric types and choices.

The youth member should know what local vegetation needs to be protected and what species are introduced, around a camping area which they have selected. Consider:  What are three ways they can improve the local area vegetation? Three ways they could have a harmful effect on the local vegetation while camping?

The youth member should know that they need to work out if the accident has impacted people or equipment. If someone is seriously injured, they need to call 000 and take appropriate steps to seek emergency assistance.

The youth member should consider risks and then some way to reduce or remove risks while camping. How can proper planning be conducted to reduce risk?

The youth member understands that there are good and bad hygiene practices at camp and can tell a more experienced peer or adult Leader some ways to keep themselves healthy at camp. This could include: washing hands, washing cooking equipment properly, proper toileting procedures.

The youth member understands how to contact the emergency services through the use of 000 or 112. The following information is from the Australian Government website and should be considered when the youth member answers/demonstrates this skill: Stay focused, stay relevant, stay on the line The Triple Zero (000) service is the quickest way to get the righ emergency service to help you. You can contact Police, Fire, or Ambulance in life threatening or emergency situations. Assess the situation  Is someone seriously injured or in need of urgent medical help?  Is your life or property being threatened  Have you just witnessed a serious accident or crime?  If you answered YES call Triple Zero (000). Make your call  Stay calm and call Triple Zero from a safe place.  When your call is answered you will be asked if you need Police, Fire or Ambulance. If requested by the operator, state your town and location.  Your call will be directed to the service you asked for. When connected to the emergency service, stay on the line, speak clear and answer the questions.  Don't hang up until the operator tells you to do so. Providing location information:  You will be asked where you are.  Try to provide street number, street name, nearest cross street and the area. In rural areas give the full address and distances from landmarks and roads as well as the property name.  If calling from a mobile or satellite phone, the operator may ask you for other location information.  If you make a call while travelling, state the direction you are travelling and the last motorway exit or town you passed.

The youth member can draw, label and/or list all the essentials to take on camp which includes:  clothing appropriate for conditions  rain gear sun smart gear  sleeping/bedding equipment  proper footwear  toiletries  personal light source  shelter such as a tent The youth member may also choose to draw/list group equipment such as additional shelter, lighting, cooking gear etc.

The youth member should be able to discuss and list the benefits of fire such as warmth, safety signalling, light, cooking ability etc and also the risks such as burns to humans, fire growing out of control and destroying property and life, too close to tents and embers catching tents alight etc.

The youth member has participated in activities which demonstrate the difference between proper and improper hygiene principles at camp. This can be demonstrated, talked about or thought about by the youth member and brought back to the Unit. The youth member should have knowledge of germs, illness spread at camp, safe personal hygiene as well as hygiene around food.

The youth member would be able to demonstrate on a range of activities up until this point their understanding of safe sun protection and should be able to talk about or demonstrate equipment that helps them stay protected from the sun including Slip, Slop, Slap, Slide, Seek principles.

The youth member should demonstrate:  not running through camp and tent areas,  not spraying aerosols in the tents,  not leaving the tent unzipped,  hanging up wet clothes,  putting shoes at the door inside,  only going in their own tent,  staying a safe distance form the fire place,  not throwing things in the fire and only placing appropriate materials in the fire. It is important the youth member understands why to do these things not just how to do them.

The youth member should be able to un-zip a sleeping bag and place it in an appropriate place for airing (shade or light sun, cross breeze away from moisture). The youth member should be able to talk about sweating, hygiene, and the difference between something that can be washed regularly or not.

The youth member should spent two nights at camp. This does not matter if it is consecutive or not. Remember that this will need to be logged in their log book.

The youth member has demonstrated helping set up a tent they have slept in and can name the base, fly, poles, pegs, guy ropes and locate, when putting up the tent, its door, air vents, vestibule, and other key features.

The youth member should be able to Review> their experiences from camp and talk about the things listed. If the youth member would like to talk with a peer, adult, one person or many that does not matter. It's more about the youth member's reflection than anything else. The SPICES cards or Review> Ball would be useful during this

The youth member, similarly to the above Review> point, should reflect on their experience and come up with suggestions to make it better or safer. This does not need to be a hard task and could be as simple as commenting on the fire or guy line placement, hygiene standards, having different activities, and also why these suggestions are being made.

The youth member should be able to think about what they need for camp and pack all appropriate items. They should be able to create a list of things they need to take (the creation of this list can be supported by a peer or adult if needed). Their list might include:  clothing  toiletries  bedding  activity gear  swimmers  rain jacket  a light  first aid kit  mess kit. Doing this will help a youth member know what is in their bag and how it fits in the bag/bags. The youth member at this stage should also be considering what group gear/patrol gear may be needed, such as a tent

The youth member needs to be able to source relevant/accurate information on predicted weather for a trip they will be taking. There are a number of different ways to get current weather predictions including: apps  websites  newspaper  television The youth member should be able to demonstrate at least two of these methods and make an accurate assessment based on the information they examine. There are some websites and methods that are more accurate and reliable than others, and this is also important learning for the youth member.

The youth member should consider healthy camp meals that will be cost effective and be able to be made while on camp using the cooking equipment available. The youth member should think about meals that have a balance of different food groups, and include a good mixture of greens/leafy vegetables, carbohydrates, proteins and fats. The youth member (with support from others) should consider the dietary requirements of themselves and the others they may be planning for.

The youth member should be able to discuss benefits such as:  an easily moderated temperature,  easy to purchase fuel,  easy to refuel, safe to carry, and scalable to cook different meal sizes in both large and small meals.

The youth member should be able to list what group gear will be needed for a Unit camp, accounting for type and length of the camp. Items included on the list should be:  cooking equipment  first aid  tents  shelter  games and activities  spare personal equipment wash equipment.

The youth member should be able to discuss and list the different ways to maintain personal hygiene while camping. This includes  using hand sanitiser when necessary  showering when available (or using baby wipes/similar products)  ensuring hands are clean and sanitised when dealing with food preparation  using roll-on deodorant if appropriate (spray deodorant can effect people that have asthma and is a fire risk inside a tent)  changing into clean and dry socks and underwear each day making sure that all dishes are cleaned and dried appropriately.

The youth member should put together a personal first aid kit that contains the essential items that can be used to deal with simple injuries and first aid issues. The youth member should know why each item they choose to put into the kit is selected and have an idea of how they would use it in an emergency first aid situation. Knowing what type of camp/trip the kit is being used for is important as well. Things that the youth member may consider putting in their first aid kit are:  bandages (including compression/triangle bandage)  band aids  antiseptic cream and other creams  wound covers  tweezers The kit only needs to service the youth member that it belongs to and should be simple in its contents, and also effective.

The youth member needs to demonstrate their understanding of the steps of DRSABCD in a mock emergency situation:  D for Danger  R for Response  S for Send for Help  A for Airway  B for Breathing  C for Circulation D for Defibrillation.

The youth member needs to demonstrate safe behaviours and being considerate of risks while on camp. Camp items, and hazards are quite common during a camp, and need to be accounted for. When known about, these hazards are incredibly minimal. These items could include:  specific constructions  camp axe  boiling water for cooking or purifying  gas burners  materials that could cause an allergic reaction  stinging or biting insects  splinters  ticks  snakes  pioneering constructions (if made improperly) and also guy ropes for tents and other shelters.

The youth member's first thing to understand is there are many ways to build a campfire. If the purpose of the campfire is to cook with, then the structure of the fire should force heat into a specific direction (such as upwards, to a grill, if using a trench fire) rather than general radiating heat for a teepee/pyramid fire. The correct kinds of kindling and wood materials must be bone dry (it is possible to snap or crack the wood and there is no softness or dampness in the sound or feel). When starting a fire it is important to get lots of different kinds of wood and kindling. Dead, dry bark can make a good kindling, especially when it is perforated and split up into a fibrous length. Sticks and long thin pieces of wood work especially well, as long as they are appropriately sized to the scale of the fire. Dead, dry leaves also work well (especially pine needles, and eucalyptus leaves) however it is important to not smother the fire with excess quantity.

The youth member needs to cook a meal on a campfire. It should be big enough to feed a Unit or Patrol for a evening meal or similar portion size to this. It is suggested that either the fire is a trench/pit style fire that has a grill cast over the top, so the Scouts can roast their food on the grill, a cast iron pot for a slow cooked meal with sides or the fire is burnt down to coals and then food is cast into the coals while wrapped in foil. The latter of these two options generally provides more control over a slow cooking process, however it is easier to bake bread/damper wrapped around a stick if there are flames and a grill. The correct choice to the style of fire should be made by the Scout, depending on location, cooking experience of the Scouts, and the types of food needed to be cooked.

The youth member needs to consider/ take all of the things below into account when cooking a meal: When using a gas cooker it is essential to make sure that there is a strong seal between the gas canister and the burning element, and if there is a pipe between to ensure that the pipe seals are also strong.  Make sure that the burner is on a flat, stable surface and will not be knocked over or impacted by movement nearby.  The pot should be resting on a stand above the burner at an appropriate height.  It is often challenging to simmer a boil when using a gas cooker, so practice is needed for that skill.  Remember to shut off the gas when the cooking has finished. Make sure to also not have long hair, or flammable clothing/products nearby to the gas cooker.

The youth member needs to run an activity that could be a game, puzzle, adventure or other activity of any kind that challenges the youth member in the preparation. It should be fun, challenging and inclusive for the members involved.

The youth member should set the tent up appropriately for its make and model. It is important for the youth member to know about the tent before they get to camp so as when they need to set the tent up in potentially challenging conditions e.g. wind, rain, the dark etc., they know how to do so. The base should be pegged down taut making sure it's not bunched up, otherwise the tent is less waterproof and has less floor space. Pegs need to be placed into the ground directed towards the base on a 45 degree angle, poles connected and placed properly, fly over the tent pegged and guy lines fastened. The tent should be placed in an appropriate spot away from being under trees or too close to other camp items such as the fireplace.

The youth member should have spent 5 nights on camp by the end of Stage 3. This could have been achieved through multiple 1 night trips or, 2 or 3 multi-night trips as long as the youth member has slept in a tent. Location of the tent and weather is irrespective. The tent could be in the backyard of the scout hall or 300km away on an extended journey.

Through a mock situation, the youth member should demonstrate basic treatment of cuts and small bleeds. This should include what first aid gear such as bandages the member may use and demonstrating the correct treatment including cleaning and dressing of a wound and any further treatment that may need to occur after first aid has been delivered. Pressure, Elevation and Rest are the most important parts of treating minor cuts and bleeding.

The youth member should be able to describe what the Buddy System is to less experienced Scouts and explain why using the buddy system assists in safety of their friends. This should include:  Staying in pairs or threes  making sure we stay with Adult Leaders/supervisors  Understanding the boundaries at camp  That it is important for people to know where I am. The youth member should not only be able to list what the Buddy System is but why each point is important and also have an example of when they would have used the Buddy System on an activity.

The youth member should recognise there are different ways that food could be stored depending on the environment you are camping in. The youth member should consider location, weather, equipment, length of time, cross contamination, season, native and introduced fauna, allergies and space when planning and demonstrating the storing of food.

The youth member could tie a lashing, some sort of hitch or other fastening, or a functional, technical knot that serves a purpose within the campsite. Examples include:  clove hitch  round turn and two half hitches  square or round lashing  truckies hitch It's important for the knots to have a practical purpose at camp or to and from camp. The underlying goal of this is continuous improvement, which means the youth member does not need to tie this perfectly however should be demonstrating their improvement and commitment to improving their skills.

The youth member should reflect on their activity and consider what went well, what didn't go to plan, what changes they might make if running this activity again, and how could they make this a more fun, challenging, adventurous and inclusive activity.

The youth member should reflect on the camping trips they have been on and how their preparation has improved. Other aspects they could reflect on include how they could better prepare for and pack down from camps and how they acted at camp.

The youth member needs to demonstrate proper preparation of equipment for transportation and support packing a car/trailer, ensuring gear is kept safe from items that might destroy them or that could put the people transporting the goods in danger.

During the Plan> stage of the camping adventure, the youth member should identify the requirements for the campsite. Secondly, choose a campsite that will have a minimal or as minimal as possible impact on the environment. Follow the leave no trace principles while you are on location. Next, make sure that the space you are choosing has a flat, open and unobstructed area for the tents to be set up, without any overhanging branches, ant nests or other natural hazards nearby. Finally, make sure that there are adequate facilities, or flexible spaces, for all the members of your camp to utilise during their camping adventure.

Youth members should consider common challenging weather conditions including:  extreme cold  extreme wind  heavy rain sleet  hail  snow  extreme heat. It is essential to be aware of weather risks before heading out on your camp. To mitigate some of the weather risks, Youth members can bring along clothing such as: gore-tex/waterproof rain jackets and wind breakers  rain pants  hiking boots  gaiters  snowshoes  beanie  breathable layers  smartwool socks  moisture wicking clothes Requirements will change, depending on the predicted weather and area of camping.

The youth member should consider 3 key areas that the menu will need to take into consideration:  Ease of preparation at a camp site situation (depending on size of group and equipment available)  Adequate stomach filling ability (what are ratios appropriate for the size of group and size of people you are catering for)  The health qualities of the menu (will the people consuming the food have their dietary needs meet and will there be an adequate balance of fresh and dried foods).

The youth member should be able to discuss and list the different ways to maintain personal hygiene. This includes using hand sanitiser when necessary, showering when available (or using baby wipes/similar cleaning products), ensuring hands are clean and sanitised when dealing with food preparation, using roll-on deodorant if appropriate (spray deodorant can effect people that have asthma and is a fire risk inside a tent), changing into clean and dry socks and underwear each day, and also making sure that all dishes are cleaned and dried appropriately.

The activity should fit the theme/agenda for the camp, and be fun, challenging, adventurous and inclusive. Ideally it will be active and exciting for all youth members.

The youth member should be able to plan for a camp including personal gear, group gear, their travel details and anything else they need to plan to for a camp itinerary given to them. There should be minimal adult support during this requirement so the youth member can demonstrate their learning. This involves skills they have learnt in Stages 1 to 4.

The youth member does not need to be aware of every sign and symptom but should be aware of the general and most common indicators: Hypothermia: Shivering  Lack of coordination  Slurred speech  Loss of dexterity. Hyperthermia:  Reddened skin  Excess sweating  Dizziness  Vomiting or nausea  Very high body/skin temperature(s).

Ensure that all Scouts follow the principles of 'leave no trace' and are committed to leaving the campsite better than it was found. Perform an emu-bob at the end of the camp with all members, and also make sure that there are adequate rubbish bins/one main bin area that everyone knows to place rubbish and recyclables into.

The youth member should help pitch a Patrol tent, Unit tent or similar. The Patrol combined should be able to pitch the tent with limited support from other members of the Unit.

The consecutive camp could be a State, Region, District, Group, Unit, or Patrol camp, as long as it involves three consecutive nights of camping 'under canvas'.

The youth member needs to support others to set up a tent. The tent must be appropriately set up, with guy-ropes out stretched and pegs firmly in the designated peg points. The tent should be able to resist rain. Make sure that the poles are placed correctly and are equally sharing the weight/stretch of the fly and body. The role of the Stage 4 Scout is to support the Stage 2 Scouts with the set up of the tent, rather than leading the set up themselves.

The youth member should assist with set up involving:  Putting camp structures such as dining-flies up in appropriate locations  Picking a fire location if applicable  Tenting sites  Food storage.  For pack up, this could involve:  Clearing a campsite of any rubbish  Ensuring that it is impossible to tell that there were people there (return the site to its natural state if possible)  Ensure that any campfires have been thoroughly and appropriately extinguished  All of the tents, shelters, equipment and gear have been packed up tightly without water or dirt inside them.

The youth member could cook this meal on a campfire, or a camp burner such as a gas stove or spirits burner. The meal should be at least one course, and be a main meal of the day (breakast, lunch, or dinner) and should be enough food to feed the people attending the camp.

The youth member needs to demonstrate lighting a campfire preferably at camp. This includes collecting kindling and wood, building and lighting the fire in a safe and controlled manner without the use of accelerants. The youth member then needs to demonstrate the best way to extinguish a campfire. This could include gently crushing the remaining coals/bits of flammable material with a shovel, then slowly pouring water on the fire, and stirring with the shovel. Slowly pour multiple loads of water onto the fire until all steam, smoke and bubbles stop. Bury the mud/ash/cold coal mixture safely.

The youth member should be involved in general maintenance and storage requirements of Group gear, supporting keeping a gear registry up to date and keeping gear in a good working order during camp.

The youth member has experienced packing up tents after a camp and then re-opening them for cleaning and drying, checking the working order while the tent is drying e.g. looking for holes or damage etc.

The youth member needs to demonstrate best practise techniques with lifting, moving and setting up gear including but not limited to:  Watching out for other people  Lifting correctly Protecting themselves from jamming or squashing finger/toes or other parts of their body.

The youth member should reflect on their experiences at camp during Stage 4 and think about ways in which they can improve during Stage 5 and across the other core elements of Outdoor Adventure Skills. This could be identifying what skills they want to improve on or gain a basic knowledge of.

The youth member should check personal and/or group equipment for wear and tear, and then outline what needs to be fixed, monitored or replaced. This could also be applied to any gear taken on camp including activity specific gear.

The youth member should be able to select a campsite which has been used for camping before, or is a designated camping location. This is to ensure that impact on the site does not spread to pristine areas. In wilderness/protected areas (such as a National Park), the campsite should be selected minimise damage to the environment and should have a short time period for use and a small amount of campers.

The youth member should be able to consider types of risks that relate to a camp setting including risks to Person, Equipment and Environment. The youth member then needs to be able to identify the ways to reduce or remove the risks which they have identified. With a Patrol work through if there are other risks that the youth member did not identify. Risks could include things such as:  Hygiene issues leading to sickness  Injury  Burns  Trips and falls  Breakage of tents  Other

The youth member should consider natural water sources, how to collect water while on camp, how much water may need to be brought with them, how to purify any water collected etc.

Consider sources of information such as:  personal review and support for gear,  online reviews depending on what conditions you are using the  product in, blogs,  local adult Leaders and Subject Matter Experts. Make sure you get a cross section of reviews of the same product so as you know whether it will best suit your purpose or not. The youth member should run through this process to research an item they are interested in.

Weather is consider an 'external risk'. That is, a factor which is at least partially outside of your control, no matter the preparation. Preparation could include:  looking at historical weather data of the area you will be camping in  making sure that your equipment, gear and clothing will mitigate as much of the weather expectations as possible. Conditions include:  high rain  wind  storms  heat  snow  bushfire risk.

The youth member should go through a gear packing exercise where they can show all personal essential items for a lightweight camp/hike. Items that could be included are:  backpack/bag sleeping bag  mat  tent  emergency equipment  boots  rain coat  clothes  cooker The youth member should be able to explain why they need each item. This explanation could occur in many different ways.

The youth member should consult Scouts Australia's Policy & Rules, and any Branch policy documents that may relate to camping or the type of camp the youth member wants to organise. The youth member should consider the personal and program needs of the members attending the camp they are organising.

The youth member should be encourage to conduct their own research into the area they plan to camp in. Multiple, varied and reputable sources should be used (for example; National Parks and Wildlife). The youth member should be able to explain the cultural significance of the area they intend to camp in. They should also be able to explain if there are any significant environmental or heritage aspects to the area.

The youth member should complete a first aid course through an accredited provider and provide a certificate. The first aid course should cover similar content to Provide first aid (HLTAID003) or the current workplace first aid qualification. youth member may substitute an 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.

The youth member should consider the needs of the individual Scout, what stage they are at and what type of camp they are going on. This could be an activity with a Patrol or Unit or an individual and should be about guiding them, rather than doing the task for them.

The youth member should have a primary aim of reducing waste, with a secondary aim to manage the waste (it's easier to manage a smaller amount). Consider:  How can rubbish be cut down? How can human waste be stored properly while on camp?  How can human waste be disposed of either during or after camp?  How can we best protect water sources from waste?

The youth member should go about designing a camp layout for a particular campsite they select. This could tie into a camping activity they are organising or could just be them planning a site to determine the best lay-out options. Consider:  How far away should tents be from water sources?  How far away should the toilet be?  Where is the fire located?  Which direction are tents facing? What other structures are needed?  Where is other group gear stored?

The youth member should be able to cook a 3-course meal at camp, including the Plan> for it beforehand and the Review> afterwards. The meal could include a combination of starter, entrée, main, dessert, and supper. Any combination is suitable as long as it fits the groups' needs. The youth member should cook for a minimum of a Patrol and should not be expected to cook for any more than a Unit depending on their abilities. They should take into consideration any dietary requirements of the group.

The youth member should mend Group, Patrol or personal tents. This could be any repair job, depending on what the damaged tent component is, such as:  Fly  Base  Small holes  Seam seal  Tears or rips

Through Stage 1 to the completion of Stage 5, the youth member will have spent a minimum of 16 nights camping in a tent on many different camping adventures.

This includes completion of Stages 4 and 5 of Bushcraft, in either stream (Pioneering or Survival Skills).

The youth member should review their Plan> and Do> components of their 3 course meal and consider things that could have been done better. This could be food selection, cooking times, quantity, taste etc. The youth member should include these Review> items into their next Plan>.

Through the identification of impacts, youth members need to consider their impact and note and/or communicate how they will Plan> and work towards minimising these impacts through future trips.

The youth member should be able to plan, organise, and lead a camp over a weekend. The youth member needs to account for:  site selection  group gear  informing participants of personal gear requirements  risk assessment and mitigation  making sure activities are planned for the weekend camp including if there is a theme that needs to be set or if there is a particular purpose to the camp other then meeting this requirement in Outdoor Adventure Skills.

This could be an outdoor activities camp where many of the activities are related to hiking, bike riding, kayaking, rock climbing etc, or it could be a standing camp that involves team building activities and campcraft skills. Regardless of the style of camp, the youth member should ensure that the program of activities is fun, challenging, adventurous and inclusive for all, and that multiple members take turns leading or assisting in different activities.

The risk management matrix should cover all of the foreseeable risks that will be encountered due to the activities that will be undertaken at the camp. These include risks to Person, Equipment and Environment. The youth member could account for risks posed to the organisation as a result of the activities being undertaken. This could include consulting with Subject Matter Experts and rating and mitigating risks so they have a lower or non-existent risk factor remaining.

The youth member should consider what extreme weather could be likely on a camp such as; high winds, extreme heat, storms, snow etc. The youth member should consider what equipment and food would be needed in each of these situations and how they will ensure that these things are accounted for in planning for any camp.

Methods of transport may include:  car pooling,  public transport,  shared bus, train or flight transports.  The youth member should organise all aspects of transport, including but not limited to,  providing information in a timely manner to all participants,  booking tickets,  ensuring everyone is included

Different camping situations will require different tents. The youth member should think about the activities they intend to undertake. If they will be hiking and camping, the tent will need to either be light enough for one Scout to carry, or able to be split into components for ease of carry amongst a Patrol of Scouts. If it is a large District camp, or a Jamboree, then a large 8 man tent is probably going to be required. If the camp's location is in a snow area, then a 4 season tent is required. For any other situation and campsite not mentioned above, the youth member must skill themselves in the knowledge of different tent characteristics so that they can best choose a tent. Furthermore, equipment checks and in-field repairs of equipment will need to be pristine, as no mistakes can be afforded during extreme weather.

It is important that the youth member is able to communicate with others the best ways to look after group gear, including items like:  tents  cooking equipment  shelters  recreational gear  activity specific gear etc.

The youth member should support youth at a lower Stage to pitch this style of tent. This could be youth members in the same Section 2 Stages below or youth members from other Sections that need support and guidance through this task.

The youth member should use one of the many methods of campfire construction that they have previously learned or been exposed to for cooking. These might include:  trench fire pit fire  bed of coals  buried camp oven and coals. The youth member should support the other youth member(s) in preparing & cooking a meal.

A camp in extreme weather conditions includes:  snow  sleet high wind  high rain  high heat  hail  storm activity  high dust levels  any other extreme weather condition that makes it much more challenging to go camping. At this Stage, it is important that the youth member is able to thrive and enjoy the camp, not purely being confined to a tent for the duration of the camp. The completion of this I-statement does not need to be at this Stage however the youth member needs to be able to recount the event and the learnings from it. Consider how would they better prepare for this in the future?

The youth member needs to support a Scout or Patrol of Scouts setting up their tents. The youth member needs to account for all critical steps so the tent is set up properly.

Through Stage 1 to the completion of Stage 6, the youth member will have spent a minimum of 22 nights camping in a tent in many different sessions. At least 3 of these nights should be consecutive (in the one trip).

The youth member should reflect on their experience camping in extreme weather and identify which equipment was most useful and practical, and make recommendations for future camps.

The youth member should review their risk management plans following each camp, updating them based on actual experiences, incidents, and lessons learned.

The youth member should be able to plan for activities, such as:  break off activities  reflective activities games  team building exercises  adventurous activities sharing of knowledge  any other type of activity during different camp scenarios. These different types of camps may include:  standing camps  expeditions  patrol activity camps  group camps  travel etc. The activities planned should encourage a range of people at different skill and development levels being involved in the activity.

The youth member needs to consider the signs and symptoms that may appear in different ways with different people and how to manage the issues when they occur. Fatigue is a feeling of weariness and tiredness, often stemming from having a lack of energy from nutrition or lack of rest and sleep, It can be hard to dispel even after sleep and attempting to recover. Managing fatigue can include the following:  drinking water over a long period of time  proper nutrition  rest  sleep

The emergency plan should be developed from your risk management and mitigation template of expected risks and challenges over a camp. The emergency plan should detail what all of the major risks are, and what the solutions to these risks if they occur. The risk analysis and management template is available from the Scouts Australia website (also available from your local Branch website), and this template provides a flexible resource for your risk mitigation. It is your role to describe potential risks and how to manage these risks with the Patrol or Unit/Group you will be responsible for at camp.

At this Stage, the youth member should be able to plan a camp around particular outcomes for the group and individuals. The outcomes could be related to:  team building  a particular activity or skill  building new friendships learning about others. The youth member should be able to plan for outcomes of Participating in Milestones to be achieved and should target particular Challenge Areas and requirements of the Unit throughout the camping trip. The youth member should also consider areas of the Scout Method and SPICES through their Plan> and Review> of the camp.

The youth member should teach another Scout about a combination of:  Liquid (multi-fuel) stoves  Liquid-gas cylinder stoves Alcohol stoves  Chemical solid fuel stoves. For further clarification or information about stoves and their uses we encourage using multiple information sources.

The youth member should understand Tuckman's stages of group development, and consider when they have had similar situations occur through Scouting trips or activities, and how this knowledge can help support positive group development in the future. Also, the youth member should have investigated different types of group development theories/models and have knowledge of what these are and how they compare and contrast with Tuckman's.

Weather patterns will change, as weather is a very volatile and hard to predict phenomenon. This means that it is essential to include the fact that the weather might be very different to what it is predicted to be on the activity and camp. The youth member needs to show how they would plan for changing weather and what risk mitigation strategies can be put in place to support the plan.

The youth member should support the Stage 5 youth member to plan an activity to run at an upcoming camp including:  Defining the activity Defining the purpose of the activity  Working out the length of activity  Doing a risk assessment for the activity  Supporting the youth member with anything else that needs to be planned for the activity. This is a supporting and mentoring role, the youth member should not be organising the components of the activity.

The Stage 7 Scout should fully understand what sorts of behaviours are required from youth members to maintain efficiency and good morale in a camping environment. The youth member should brief members on an agreed Unit code and things such as: teamwork  positivity  friendliness  communication  leadership  attitude  listening skills  keenness for adventure. Behaviours that do not flow on from those listed above, or other similar behaviours in general, are not appropriate for a camping environment. The Stage 7 Scout should be able to brief their team on what sort of behaviours are applicable to this camp.

The youth member is responsible for the safety and overall well- being of youth members attending a camp. The youth member should lead the participants and their overall actions needs to be responsible and in-line with the agreed Unit Code and behavioural expectations. The youth member needs to take into account people's needs on camp. An over-seeing adult Leader is likely to be the accountable person for peoples well being at this Stage.

A camp leader is the overall responsible person for the planning and operations of a camp. All planning and logistical information needs to be accounted for and the youth member can guide other team members through the completion of these tasks.

A range of seasons includes summer and winter camping, so that the youth member has experience in camping in various conditions, with different weather patterns, likely doing different activities.

The youth member at this higher Stage now needs to start providing valuable positive and constructive feedback to other members of the team in relation to camping trips and the Plan> and Do> aspects of these.

The Stage 8 Scout will support the youth member in planning and leading all aspects of a camp, including the activities, the program, the development of the other youth members over the camp, and also facilitating the risk management and emergency plan process.

The youth member should consider the issues that relate directly to their group in relation to equipment, including:  Is the equipment old or over used?  Has it been cared for properly? Does the group have the right gear?  Has someone not returned all of the gear? The youth member should work at addressing the particular issues in relation to the Group or Section and work with the Group and others to gain the gear needed or maintain the gear more appropriately.

The youth member needs to develop a camp plan/program to meet the needs of the individuals attending the camp. This could include:  What activities do the youth members want to do?  What Achievement Pathways targets would they like to meet? Who is Participating, Assisting and Leading?  What activities are happening?  Are there any special needs that need to be considered and accounted for?  How can you make the whole camp Fun, Challenging, Adventurous and Inclusive for all attending?

The youth member should consider how the following strategies can support them and discuss strategies of their own. These strategies might include:  remaining level headed  having a sound and logical thought process through issues empathising with all perspectives of the conflict  asking open questions  knowing the people and their emotional triggers  knowing the group  a commitment from the leading person to understand and resolve conflict when it arises.

The youth member should consider:  How would they know if training is required?  What activities would they want to do that may take a bit more planning and upskilling? (including large construction projects,  building, adventurous activities, team building development etc.) How would they organise this training?  Who might they need to talk to/communicate with?  What organisational policies and procedures should they be familiar with beforehand?

The camp chief is the member responsible for all of the overall co- ordination and organisation before and during the camp, and is therefore the member who acts as the central contact point throughout the camp. In the lead up to the camp, the camp chief will have located and booked the site, and coordinated the camp leadership team meetings (this includes all the members of the leadership team that are responsible for supporting the camp chief in running the camp). The camp chief leads this leadership team, and makes sure that the people involved feel supported and have a good idea of what is expected of them. The camp chief and their management team/Patrol is responsible for:  problem solving  queries  information and risk management  organising and running a developmentally appropriate camp for all youth members attending. The development of participants is not only the people attending the camp it also entails the development of the management team and camp chief themselves.

The youth member needs to guide less experienced youth members through the care and maintenance of some core group gear items and support them to support others in best care and storage practises.

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 OAS, the Wilderness First Aid skillset (SISSS00126) includes:  HLTAID003 Provide first aid  SISOFLD004 Provide first aid in remote locations  SISXEMR002 Coordinate emergency responses (or their replacement).

The youth member should have a relevant and up to date log-book with all camping trips/nights accounted for as well as a good range of activities and plans, including the associated logistics and risks management plans, which they have helped develop across their time in the youth program.

There are many methods of reflection and review which can be used. The most effective and valuable method of reflection and review will need to be decided by the youth member themselves, as review and reflection is always a very personal and individual process. Sometimes the best way to review and reflect is in an open discussion with a subject matter expert, or a discussion between the Stage 8 Scout and their Patrol, or it could be a written reflection or report on how the Stage 8 Scout has developed over the previous Stages.

The presentation could be verbal, video, written, etc. It's important that the presentation method is agreed to by the Unit Council and the youth member.

The youth member should have a first aid qualification through an accredited provider and be able to show the certificate's currency. The main requirement is to have kept the wilderness first aid skill-set up to date and make sure the youth members CPR, First Aid and wilderness first aid is not out of date. If any or all are then the youth member will need to meet currency and likely need to do the relevant training for these skills.

The youth member should be very familiar with different methods of finding out information in regards to various amenities and local places of interest in the intended camping area. The youth member should also target activities to their participant's interests and amenities to the needs of the group.

Some of the areas that the skill might relate to are:  leadership  wilderness first aid  remote guiding  extreme weather skills event planning and event management skills  personal wellbeing skills.

The youth member should create a final plan that includes all the required pre-information and logistical information about the activity. They should also provide this plan to the relevant people when informing them of this activity. This activity is the culmination of the youth member's learning through Stages 1-9 of Camping Outdoor Adventure Skills. Ideally the planning would be for a camp that will actually occur such as a Unit or Group camp or even a District or Branch camp.

The camping expeditions should be able to be planned regardless of location, region or climate, by the youth member. Ideally, the Stage 9 Scout has planned multiple camping expeditions, in a variety of locations, regions, and climates. The planning should include as a minimum:  A transport plan  List of individual gear for participants  List of group gear  Menu  Food list (note that this is different to a menu)  Risk assessment  Campsite plan, including grid references and local nearby landmarks or land features  Emergency plan including contact details and contingency plans. These should be customised for a specific camping expedition at a specific time of year, and not simply be generic. They may be consolidated into an overall activity plan. To challenge the youth member further it is encouraged that this plan is for an interstate or international trip.

Specific camping expedition requirements could refer to expeditions and camps that are out of the norm, or require very specific equipment. Some examples of this sort of camping expedition are:  a remote camp  a camp in an extreme weather situation a camp where members are only bringing ultra-light gear  a camp where members are relying on bushcraft skills to set up shelter and the campsite. In these sorts of situations, new and specialised gear might need to be purchased if the Group does not already own it, such as:  3-quarter hatchets  SPOT GPS systems (or other similar GPS systems such as InReach GPS)  an EPIRB system  folding camp saws  4 season tents that can sleep a whole Patrol  specialised snowshoes  snow proof pack/gear covers. Before any purchase goes ahead, the youth member should compare and contrast the leading product competitors, and make sure that the equipment that they are purchasing is the best fit for their Group out of all the options available within their budget and needs.

Earlier in Stage 9 Plan>, the youth member had to consider training needs and how to source them for an activity. This statement is about the youth member now taking the steps to secure appropriate training.

This will be shown through comprehensive log book and planning documentation.

The youth member must use the current ISO process or Australian Standard for risk management (currently AS/NZS ISO 31000:2009). The youth member must show evidence that they have consulted with experts on risks specific to the area, such as local rangers. It is not acceptable for the youth member to simply use a template to generate the plan.

This will be shown through comprehensive log book and planning documentation.

The youth member should have the experience of managing an incident whether it is a mock incident or a real incident. The youth member should consider their learning throughout the Camping Outdoor Adventure Skills and review how incidents where managed and how to improve similar practises moving forward.

Prompting words for the presentation could be:  Inspiration  Motivation  Blood, sweat and tears  Type 3 fun  Accomplishment Adventure  Achievement  Team-work  Growth  Learning  Responsible risk taking. The youth member should talk about the exciting camping expeditions that they have led, the great friends they have made, the amazing views they have woken up out of their tent to see, and the accomplishments they have reached through this Outdoor Adventure Skill. What are the youth member's future goals? This presentation could be given to the youth member's Group at an ARAP, as a key note speaker at a District, Region or Branch event or to Units around the local area.