The Scout Method, which is an original pedagogical element of Scouting, was created by Lord Baden-Powell of Gilwell and it is a system of progressive self-education based on seven equally relevant elements, shown here:
In CNE, the Scout Method is structured as follows, with some specific variations for each Section.
The Scout Law and Promise are foundation and fundamental ideas of Scouting, gathering and presenting the values professed by the world Scouting fraternity (the World Organization of the Scout Movement).
In CNE’s Law is as follows:
1. A Scout’s honour is to be trusted.
2. A Scout is loyal.
3. A Scout’s duty is to be useful and to help others.
4. A Scout is a friend to all and a brother to every other Scout.
5. A Scout is courteous. 6. A Scout is a friend to animals and plants.
7. A Scout is obedient.
8. A Scout smiles and whistles under all difficulties.
9. A Scout is thrifty and respects others’ goods.
10. A Scout is clean in thought, word and deed.
The Scout Method, which is an original pedagogical element of Scouting, was created by Lord Baden-Powell of Gilwell and it is a system of progressive self-education based on seven equally relevant elements, shown here:
CNE has also established three Principles:
1. A Scout is proud of his faith and guides his whole life with it.
2. A Scout is a son of Portugal and a good citizen.
3. A Scout’s duty starts at home.
In light of the aforementioned principles, all members of CNE voluntarily join the association and commit to the Law and the Promise. The Promise was established by the Founder of the Scout Movement as follows:
On my honour and with God’s blessing I promise that I will do my best to:
- do my duty to God, the Church and my Country;
- help other people at all times;
- obey the Scout Law.
For the Pack, these are adapted to suit, as follows:
Law
1. A Cub Scout listens to Akela.
2. A Cub Scout does not listen to himself.
Maxims
1. A Cub Scout thinks of others before himself.
2. A Cub Scout knows how to see and listen.
3. A Cub Scout is clean.
4. A Cub Scout is truthful.
5. A Cub Scout is happy.
Promise
I willingly promise to:
- be a friend of Jesus, by loving others;
- respect the Law of the Pack;
- do a good turn every day.
Regardless of age range, the Scouting experience is always based on a very strong symbolic framework. This makes it more coherent and consistent.
Each Section has its own imagery and lives it. This is an environment that surrounds each Section and it is translated into their own language and spirit. It is a story with heroes and symbols that induces a feeling of belonging to the group, and facilitates the transmission of certain values:
• The Jungle Book, written by Rudyard Kipling (two volumes), is where Cub Scouts live their activities through.
• The imagery of Scouts is developed around the Scout himself – he is the one who goes further and makes discoveries.
• The imagery of Venture Scouts is associated to the Pioneer figure – he is the one who establishes new ground, who builds and develop new things. • Rovers do not have a formal permanent imagery, as Rovers, being young adults, are already actors in the real world.
At the same time, each Section has and lives its own mystic, with proposals for spiritual frameworks and experiences that are intended to deepen the scout’s discovery of God and their communion with the Church.
The Symbolic Framework of CNE’s Youth Programme is based on a four-step scheme which aims to provide a full human and Christian education that is solid and mature. These steps are sequential. Each one is developed in the Section and they complement each other, as they are connected and reach their full potential when undertaken together. They follow a logical path, creating individual and communal growth through the itenary that is suggested to each Scout:
• Praise to the Creator: a Cub Scout praises God-Creator, finding Him in all things that surrounds him [the Cub Scout];
• Discovery of the Promised Land: a Scout accepts the Alliance that leads him to the discovery of the Promised Land;
• The Church under construction: a Venture Scout accepts his role in helping to build the Church of Christ;
• Life in the New Self: a Rover lives in a Christian manner in all aspects of his life.
While on the suggested path, a Scout should understand that their life has two dimensions, one which is supernatural and one which is natural. They each relate to the other: Christ, Lord of life, is not only about the spiritual and mystic experiences of man; He is present in our day-to-day life and throughout our whole human existence. He is, therefore, constantly present in the life of a Scout.
Hence, the suggested path is always centred in Christ and is a source for providing meaning.
In order for all these experiences to be complete, there are many symbols (elements and objects which represent realities, characteristics or attitudes that embody the suggested ideal in each Section’s symbolic framework). They help convey and support the ideal which is present in the imagery and symbolic framework of each Section.
In CNE’s Educational Project, all Sections have their own symbols. Each symbol can be seen alone or together with a set of complementary symbols.
The Educational Project also makes use of patrons: a Church saint or blessed one who has, during their life, fully embodied the values which are intended to be transmitted through the symbolic framework of the Section. Therefore, that saint or blessed one was chosen as the protector of, and to be an example of life for the young people of that specific Section.
Above all others is Our Lady Mary, Mother of God, and Mother of all Scouts. There is also Saint George (world patron of Scouting) and Saint Nuno of Saint Mary (patron of CNE).
Each Section has its own patron:
• Pack – Saint Francis of Assisi;
• Expedition – Saint James the Greater;
• Community – Saint Peter;
• Clan – Saint Paul.
Additionally, each Section uses role models. These are figures from the Catholic Church and, as with the patron, they embody the values and ideals of the symbolic framework of each Section. They also express the diversity of paths available and the possible charismas needed to follow them. Finally, each Section also uses great historical figures who, during their lives, have accomplished great things and therefore are associated with the imagery of the Section. They have left their mark on history.
Nature is one of the most identifying elements of the Scout Method as a pedagogical proposal.
Lord Baden-Powell of Gilwell’s first steps towards developing Scouting were based on exploring nature and living together with nature, using its resources and benefiting from living outdoors.Ever since then, nature has always provided a privileged space and environment for developing Scouting activities. It allows young people to push their limits, enjoy natural resources and learn to live a simple and healthy life outdoors.
Nature (open fields, rivers and the sea, the latter with particular interest for the nautical aspect of Scouting) is the privileged environment for developing Scouting activities, safety procedures and specific ethical behaviours. Each Scout should know and put these into practice in their activities, according to their age and maturity.
Therefore, pedagogical material is available to members of each Section. This material facilitates the acquisition of technical, ethical and safety knowledge (including specific aspects for sea Scouts), and allows members to fully live a typical Section activity. When camping, (adult) Leaders must create educational opportunities so these techniques may be put in to practice and developed.
This is the way it has worked for 100 years, and it is still the way it works now. It is in nature (with typical activities such as setting camp, camping, following trail signs, hikes, etc.), that Scouting is done, preserving and enjoying the pedagogical benefits of the Scout Method to its fullest.
The goal of Scouting is to help young people fully develop their abilities, so they become active and responsible members in the community. This development will progressively lead to more autonomy. In order for this to happen, young people cannot only listen to “how it should be done”, or see other people doing it. In order to learn it is necessary to experiment, to feel, to be part of the situation. That is because learning is a dynamic and active process.
The game, in a broad sense, is an essential element of Scouting. In it the young person finds challenges and obstacles which help to develop their abilities and solidarity. They learn and grow up together.
Scouting activities are therefore, planned initiatives and actions that are developed by young people, under adult supervision. Such activities both apply the Scouting game, and respond to aspirations of discovery and fulfilment; Scouts in all Sections contemplate a sequence of diverse educational opportunities when choosing, planning, executing, and assessing the activity.
As an active agent when choosing the project they want to accomplish (motivated by their choices, peers and healthy competition), young people also take part in preparing the activity. Therefore they learn by doing, they understand the usefulness of what was learnt (this motivates them to learn even more), they develop their abilities and they discover skills and preferences, which otherwise they might not know.
The project methodology is a structured part of the learning by doing process. It allows young people to actively and safely transform their dreams and aspirations into actual enriching activities and experiences, which contribute to their personal development.
In general, a project is a set of related and specific actions which are planned and put into effect to reach an ultimate goal. In this context, a Scouting project is characterised as:
• being a group challenge;
• having a clear goal and a set deadline;
• involving four main stages;
• being based on the Scout Method;
• incorporating many educational opportunities;
• taking distinct interests, talents, abilities and needs into account;
• trying to commit each young person to reaching the common goal through their own personal effort.
In view of this, the educational value of the project methodology is based on:
• developing the ability to communicate and work in collaboration with others;
• assuring the genuine participation of young people in decisions that concern them, and providing them with the necessary “training”;
• developing responsibility;
• developing the sense of “purpose” (the motivating effect);
• allowing for discovery and searching for talents;
• acquiring many skills;
• creating habits from working “with a project” (useful for a contemporary life).
The project gets a specific name according to each Section, as seen below.
In Local Groups in where Scouting is lived through a nautical aspect, the projects are designated differently according to the following table:
The project methodology is structured according to different stages (shown below). The participation of young people varies with age and maturity.
• 1st Stage: Idea and Choice Motivation / Preparation / Presentation / Choice
• 2nd Stage: Planning Enrichment / Organisation / Planning
• 3rd Stage: Execution Execution / Experiences
• 4th Stage: Assessment Assessment / Celebration
The Patrol System was created by Lord Baden-Powell of Gilwell. It is a system in which the young people of a group organise themselves in small teams with their own identity and life, with an internal leadership and organisation. This system is one of the most important and distinct elements of Scouting’s educational offer.
The Patrol (or other designation the small group might have) is where young people, under the leadership of one of them, establish relationships and are called to fulfil many tasks, promoting the common good. This motivates co-responsibility, which in turn enhances learning about democracy and solidarity, as well as understanding the role of the leader, and the importance of a good and balanced leadership for the development of the group.
In Local Groups where Scouting is lived through a nautical aspect, small groups and their leaders are designated differently according to the following table:
The Patrol System is what makes Scouting a true collaborative effort. It is a natural non-formal educational method, in which each young person, with their own specific needs, abilities, and personal interests, grow up with others and among others. It is where peers recognise their own strengths and idiosyncrasies while living a common experience and putting the Scout Law into practice.
The Patrol is a “micro society” where every Scout plays an important role. By taking on the responsibility of certain tasks carried out within the patrol, a Scout becomes responsible for himself and... grows up!
The Patrol System also helps to let go of the egocentric perspective and allows young people to get used to assigning tasks to themselves and to each other. This brings young people together for a common ideal, while developing comradeship, complicity, and friendship.
Meetings are also related to the Patrol System, and to the way a Section lives the project methodology. These meetings support the experience of living as a Patrol and as a Section.
Scouting mainly lives outdoors in nature, but it does not ignore experiences in the headquarters, where each Six, Patrol, Team, and Tribe has its own space, its corner. This is where their items and equipment are kept, where they meet and also where they cultivate and preserve their identity and memories as a group.
This space where they meet is private for each Six, Patrol, Team or Tribe. It is where an important moment where growth happens. Therefore, it should be valued, as it fosters the sense of participating in a common experience, based on dialogue and cooperation. It fosters organisation and planning, critical thinking and assessment, and responsible self-management.
A crucial element for every Section is the Patrol Leaders Council. It is a permanent organism which coordinates the Section and its decisions, and it is supervised by the Section’s adult Leader.
The patrol leader is therefore fundamental, not only to lead and coordinate Sixes, Patrols, Teams and Tribes, but also to represent each group in the Section and in the Patrol Leaders Council.
The development of each young person is the ultimate goal of Scouting, and personal progression is the process by which they accomplish the educational objectives according to each age range.
Personal Progression tries to consciously involve each young person in their own development. It is the main tool and it is based on a personal perspective, by taking into account the individual characteristics of each young person.
Therefore, Personal Progression allows each Scout to reach their educational objectives in the Section (acquiring knowledge, skills and attitudes), and it is a motivational element for the young person (being and doing better). It works as a guide to their development and it is an opportunity to increase their own skills and personal value, or even to discover talents. Personal Progression drives young people to acquire analytical and planning habits for life.
Young people go through two stages within each Section: integration and experience. Integration is when young people join the Section and is initially “assessed”. Experience is when they are already a part of the Section and they have evolved by going through different progression steps.
Every young person is different in many ways (age, family background, school background, development stage, skills, and difficulties). Therefore, they might be at different personal development stages, regardless of being the same age.
That is why, when a young person joins a Section, he/she is initially assessed. This initial assessment evaluates the young person’s maturity in order to establish the path of progression he/she will take upon formally joining that Section. In other words, it establishes which educational objectives have already been met by that young person, where they stand (progress-wise), and which educational objectives are still to be accomplished.
Section Leaders (adults) are responsible for the initial assessment: It should be done according to the young person’s age and maturity, by having an informal conversation with them, with their parents, their Patrol Leader, as well as by watching them during the first activities. It is also possible to use specific dynamics and games to achieve this initial assessment.
The initial assessment is crucial for the next step: choosing the educational path (objectives). This choice should take the young person’s needs into consideration. The aspirant or novice should be motivated to choose, each year, a path in each personal development area (two or three objectives per personal development area, in the Clan) through which their most important or urgent development needs can be met and they can accomplish their objectives through specific activities.
Therefore, after the aspirant or novice’s personal progression has been, and they have completely joined the Section, the following should be considered:
• Up to one path in each development area already accomplished – 1st stage;
• Between one and two paths in each development area already accomplished – 2nd stage;
• Between two and three paths in each development area already accomplished – 3rd stage.
Reaching a new stage always means accomplishing at least one path in each personal development area (except in the last stage, which ends when all paths are complete).
Specifically for Rovers, personal progression is analysed using final objectives and not paths. Therefore, after joining the Clan, the aspirant or novice should be assessed and placed in the adequate stage, according to the following requirements:
• Less than two objectives in each development area already accomplished – 1st stage (Community);
• Between two and four objectives in each development area already accomplished – 2nd stage (Service);
• More than four objectives in each development area already accomplished – 3rd stage (Departure);
Reaching a new stage always means accomplishing at least two (more) objectives in each personal development area (except in the last stage, which ends when all the objectives are complete).
At the same time, upon joining this Section, each Rover is invited to create and regularly update their Personal Life Project (PLP).
The Personal Life Project is a pedagogical tool which helps Rovers manage their personal development. This, in turn, leads Rovers to reflect and make a careful analysis of all aspects of their life (family, friends, school, job, relationship with God, girlfriend/boyfriend, relationship with himself/herself and with others), to set objectives for their life (short term objectives, long term projects and big dreams), and to explicitly commit to those objectives.
Therefore, Rovers should articulate choices for their educational objectives with their Personal Life Project, and should include specific activities that help them to reach those objectives. Hence, educational objectives are the responsibility of Rovers themselves.
Part of the Personal Life Project will be open. This is where Rovers mention their choices. This part is to be shared with their tribe and with the Clan Leader. Based on this moment of sharing, the Clan will create its Clan Chart, a Community Life Project. The Clan Leader should have access to the choices made by each Rover, so they can support the Rover throughout their progress.
There should also be another part of the Personal Life Project which is private. The Rover chooses whether they want to share it or not. This is where the Rover express their most inner and personal objectives.
To sum up, we can look at the following schematics to check how the initial assessment works and to know the progression steps according to each Section.
