Guidance Notes for Leaders
Guide Section
Contents
Welcome to the Guide programme 2
The Guide programme’s foundations 2
WAGGGS principles 2
Educational Framework 2
Guiding’s Method 3
Programme areas 3
The five zones 3
Who are Guides? 5
Social 5
Emotional 5
Relationships 5
Physical 5
Intellectual 6
Values 6
The Five Essentials for Guides 6
Guides work together in small groups 6
Guides are encouraged to govern themselves and
make their own decisions 7
Guides have a balanced and varied programme 8
Guides care for the individual 8
Guides share a commitment to a common
standard 9
The life of a Guide 11
A warm welcome 12
Guide parents 12
Welcome Bag 12
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Guidance Notes for Leaders:
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The G File 13
The Promise Celebration 13
Belonging to a Patrol 14
The Patrol Leader 15
Peer assessment 15
Go For Its! 16
Badges 17
Baden-Powell Challenge 19
Guides helping in Rainbow and Brownie units 20
Moving on 21
The Guide programme 21
Unit activities 21
Programme initiatives 21
Extending the programme 21
Cooperation with other organisations 22
Out and about 23
Going outdoors 23
Going further afield 23
Large-scale events 23
Residential opportunities 23
The Unit Team 24
Who is in the Unit Team? 24
What the Unit Team does 24
Other helpers in the unit 25
A programme for you 25
Your support 26
Resources 27
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Welcome to the Guide programme
As a Guide Leader you have the opportunity to provide fun and challenging opportunities for girls aged ten to
fourteen.
The Guide programme is based on the premise that girls of this age, supported by a caring adult and given
adequate resources, are capable of planning and carrying out most of their own activities.
The programme incorporates the ideals of the Promise and the Law. It includes the basic Guide traditions:
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action in the community
individual development
international Guiding
outdoor activity.
See page 9 for the Promise and Law.
The Guide programme’s foundations
WAGGGS principles
The Guide programme follows the principles of programme development laid down by the World Association of
Girl Guides and Girl Scouts (WAGGGS). WAGGGS defines a quality programme as: ‘…the total experience of
activities that girls and young women go through and learn in guiding. It should:
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take into account the needs and aspirations of girls and young women
have appropriate learning objectives
be based on the values of guiding (including the Promise)
be carried out through “learning by doing”.’
You will see these principles underpinning the Guide programme.
Educational Framework
As well as following the principles of programme development laid down by WAGGGS, the Guide programme is
also founded on Girlguiding’s Educational Framework, which establishes the aims and objectives of each
section’s programme. It sets out the levels of experience and progress that might reasonably be expected in six
different areas of human development.
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Emotional.
Intellectual.
Moral.
Physical.
Social.
Spiritual.
It provides continuity and development through the sections,
from ages five (four in Northern Ireland) to twenty-five. The
aim of the Guide programme is to enable the individual to
develop in all six areas, whatever her ability and background.
All these areas are covered by the activities a Guide does
during her Guide meetings, provided that you ensure there is a balanced and varied programme.
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Guiding’s Method
All programmes throughout WAGGGS are based on guiding’s Method. In Girlguiding it is known as the Five
Essentials. These are the five distinct, interlinking elements that provide a foundation for an effective Guide
unit. The Five Essentials play a key role in the Guide programme (as with other sections’ programmes). They
have proven effective over the years and continue to fit with the widely held educational principles for this age
group. Keep them in mind when deciding the content of unit meetings and in long-term planning.
The Five Essentials
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Guides work together in small groups.
Guides are encouraged to govern themselves and make their own decisions.
Guides have a balanced and varied programme.
Guides care for the individual.
Guides share a commitment to a common standard.
Programme areas
Being a Guide means being active, getting involved, taking part and having fun. While Guides are encouraged to
select and organise many of their own activities, it is up to you to create a balanced overall programme plan
that ensures a variety of activities and opportunities for individual development. The programme is designed to
cover five zones.
The zones ensure that there are opportunities for young people to acquire knowledge and understanding; to
develop the personal and social skills needed to relate effectively to others; and to participate fully in
community life. The Guide section programme aims to:
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promote opportunities for Guides that are fun, challenging and stimulating
involve Guides in activities that encourage development and citizenship
involve Guides in making decisions about their own lives, their local community and the wider world
encourage personal interests that will enhance and contribute to a Guide’s future lifestyle
promote personal development – emotional, intellectual, moral, physical, social and spiritual.
The five zones
The five programme zones reflect the interests, concerns and issues of Guides today, stated in contemporary
language. The examples below show how relevant these areas of life are to Guides. The Guide programme is
structured to enable Guides to participate in activities in all the zones .
Healthy lifestyles
‘To encourage in Guides a healthy lifestyle by promoting physical, emotional and spiritual well-being.’ Areas
covered could include:
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body image
healthy eating
exercise
smoking
drug awareness
mental health issues.
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Global awareness
‘To increase awareness of global issues and of the contribution each Guide can make.’ Areas covered could
include:
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travel
refugees
environment
citizenship
development education
world issues
international activities.
Skills and relationships
‘To develop Guides’ self-confidence and self-worth and to improve their interpersonal and life skills.’ Areas
covered could include:
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communication skills
conflict resolution
rights and responsibilities
personal values
teamwork
self-reliance
self-esteem.
Celebrating diversity
‘To promote in Guides active citizenship and to develop their awareness of rights and responsibilities for
all.’ Areas covered could include:
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discrimination
community action
cross-community links
disability awareness
gender stereotypes.
Discovery
‘To challenge Guides with new experiences and adventure.’ Areas covered could include:
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visiting places
new experiences
creative and adventurous activities
learning new skills.
Guides work together in groups called Patrols (see page 14). Typically, Patrols will cover the zones by choosing a
number of activities from a Go For It! pack (see page 16) and working their own way through these. From time
to time, you may spot an opportunity to extend the programme (see page 21) or to help the Guides gain more
from an activity by using your own expertise and adding extra dimensions.
It is up to you to provide support to each Patrol in choosing and doing its own activities, and to make sure that
the Guides’ choices match the five programme zones, ensuring coverage of all the zones over a period of time.
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Where there are gaps, you may need to introduce activities to the whole unit to ensure that all the Guides can
access the complete range of the programme.
Who are Guides?
A girl can join Guides at any time after her tenth birthday. Most Guides move on shortly after their fourteenth
birthday.
Each Guide needs to be given the opportunity to grow as an individual and to develop at her own pace.
Girlguiding’s Educational Framework defines the characteristics and outcomes for six areas of development. The
following is a summary of the main points. See also Girlguiding’s Educational Framework, available at
www.girlguiding.org.uk (search for ‘educational framework’).
Social
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Easily hurt, can react by behaving childishly.
Seeks individuality – but doesn’t like to be singled out.
Begins to separate from family, but still feels vulnerable.
Worries, and may express this through moodiness or temper.
Needs support at home, but looks to peer group for sense of identity.
Peak time for conformity to peer pressure.
Relies on group for support regarding appearance and attitude.
Has many skills and a strong desire to use them with her peer group.
Emotional
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Gets bored easily and may become rowdy.
Begins to understand self-discipline.
Can be disruptive to get attention.
Needs rewards for achievement (for example, badges).
Is increasingly concerned with looking good.
Self-esteem is closely connected with how others, especially peers, regard her.
Relationships
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Friends play a bigger role.
Parents retain substantial influence, but acceptance by peers is increasingly important.
Self-image is determined by the reactions of others.
Interested in group activities, but has a few best friends.
Often creates her own strict moral codes and rules with friends.
Interested in reasons behind decisions and exceptions to rules imposed by adults.
Needs to be involved in decision-making.
Physical
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Enjoys physical activity.
Not likely to be enthusiastic about taking on passive roles.
Enjoys group games, but beginning to like more competitive games too.
Active games, dancing and fitness exercises appeal to her.
Reasonably good coordination and endurance; however, growth spurts can limit her ability.
Physical changes complicate her life.
Feels ‘gangly’ or ‘grown-up’.
Hormonal changes affect her mood.
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Questions about puberty may be hard for her to ask.
Needs safety of friends and adults she can trust to be aware of her own sexuality.
Intellectual
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Begins to generalise about cause and effect.
Interested in what makes things happen.
Develops powers of understanding, reasoning and logical thinking.
Reading ability may vary greatly among girls of this age.
Learns by doing and retains knowledge through practice.
Values
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Growing understanding of concepts such as justice and loyalty.
Wants to explore new and different ways of viewing the world.
Begins to understand possibilities and imagine what could be and criticise what is, especially with social
issues such as prejudice.
Improved ability to reason and use logic.
Questions everything and loves to debate; however, can show flawless logic in one situation and not in
another.
Strong tendency to be self-centred.
Speculates about other people’s thoughts.
The Five Essentials for Guides
The following will guide you through how the Five Essentials support the Guide programme.
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Guides work together in small groups.
Guides are encouraged to govern themselves and make their own decisions.
Guides have a balanced and varied programme.
Guides care for the individual.
Guides share a commitment to a common standard.
Guides work together in small groups
Guides usually work together in a group called a Patrol. However, some activities can be more suited to
participation in different groupings such as:
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the whole unit
peer groups
interest badge groups
individually
pairs
groups of friends.
Patrols
A Patrol is a small group of friends (usually four to eight girls) working together under the leadership of one of
their peers. It provides opportunities for developing relationships. While engaged in Patrol activities, a Guide
learns loyalty, cooperation, concern for others and tolerance. The experiences chosen by the Patrol build
confidence and give Guides a sense of responsibility for themselves.
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Patrol discussions about what to do encourage:
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development of listening skills
communication
expressing opinions
decision-making
abiding by the group’s decision.
Working with others in a Patrol encourages:
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learning from others
helping others towards their goals
working for a common goal
joining in for the sake of others
being part of a team.
Patrol-led guiding encourages:
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a sense of responsibility
opportunities for learning to lead others
valuing others’ qualities
trying things a Guide couldn’t attempt on her own.
Guides are encouraged to govern themselves and make their own decisions
When working on Go For Its!, Guides should choose the Go For It!, the activities that they want to do and how
they will be run. They will usually do this as a Patrol, and will need to make decisions together.
When a girl has completed at least two Guide Challenge badges and at least two interest badges, she can begin
working towards the Baden-Powell Challenge. This is the ultimate individual achievement for a Guide, and
involves her planning exactly what she will do to challenge herself, and how she will do it. (See page 19.)
Patrol Leaders’ Council
The Patrol Leaders’ Council (PLC) helps plan for the Guide unit. It is made up of the Patrol Leaders, Leaders and
Young Leaders. On some occasions, Patrol Seconds may be invited or may stand in for a Patrol Leader. The PLC
is more effective if kept informal, although someone should keep notes of decisions for future reference. Each
Patrol Leader should be given a list of items that will be discussed at the meeting, in time for her to talk things
through with her Patrol. She will then represent her Patrol’s opinions at the PLC.
The PLC makes decisions about matters that concern more than one Patrol and is an advisory group about what
is happening in Patrol time. Decisions about camps, local events, expenditure and so on can all take place here,
ensuring that, through their Patrol Leader, all Guides have a say in the running of the unit.
The PLC should meet whenever necessary. Once Patrols are up and running, PLC meetings may be fewer and
shorter than when getting started. Some units find it is possible to have a Council meeting during the unit
meeting while the rest of the unit is doing something else; others hold separate meetings away from the hall or
before or after the unit meeting.
Although Leaders are not representing Patrols, they too can voice their opinions. The Leaders’ advice is crucial
to the Patrols’ future plans. As well as providing an opportunity to demonstrate democracy in action, the PLC
also allows Leaders to build relationships with the Patrol Leaders that will encourage working as a team,
decision-making and problem-solving.
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Guides have a balanced and varied programme
The Guide Programme is made up of Go For Its! and badges.
Go For It! publications (see page 16) are themed activity resources for Patrols. They can be used to help Patrols
make decisions, organise themselves, and plan and carry out activities. There is enough material to cover
several Patrol times. They offer ideas, information and motivation for Patrols and encourage working together.
The contents are varied and pitched at different levels to ensure all Guides can be involved, whatever their
developmental stage or interests.
Interest badges (see page 17) are a chance for Guides to pursue a personal interest. They are designed for
Guides to do individually, but if a Guide shares an interest with her Patrol or a group of Guide friends they can
work together.
Over the course of a year, a Guide can work towards a Guide Challenge badge (see page 18). To complete this
badge, a Guide needs to experience a balanced and varied programme. To gain a Guide Challenge badge, she
needs to do the following.
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Over a 12-month period, be a reliable member of her Patrol.
Complete at least two Go For Its! with her Patrol and help to decide what the Patrol does.
Complete two activities outside the meeting place.
Take part in a community activity.
Share with her Patrol her favourite guiding experience from the last 12 months.
When a Guide has completed two Challenge badges, she can start to work towards her Baden-Powell Challenge
(see page 19). This is a personal challenge that she will develop herself, with your support.
In addition to completing badges, there are lots of ways that you can help Guides to experience a balanced and
varied programme. These could include enjoying activities outside the meeting place or a residential
experience, inviting a visitor into the meeting place to run a session or having a games night. See page 21 for
more information.
Guides care for the individual
For Guides, caring for the individual is shown by respect among all Guides and Leaders. Each unit writes a set of
Guidelines, which form a code of behaviour agreed by all unit members. The Guidelines are different for each unit
and are a practical tool to help it run smoothly. They are arrived at through discussion and agreement between the
Guides and Leaders.
Many girls are familiar with this type of agreement as it is widely used in schools and often developed by pupils or the
school council. In guiding, the Guides should always have a direct influence on its content.
The unit’s Guidelines should be reviewed annually to make sure they are still relevant to the unit as its make-up
changes. Everyone, including the Leaders, should sign them. By involving the girls in developing and agreeing the
guidelines, Leaders empower them to challenge each other’s behaviour when it falls outside the expectations they
have agreed.
Renegotiating the Guidelines can be made into a unit activity, giving time to review and celebrate the good guiding
that has taken place over the year. The creation and signing of Guidelines needs to involve all members of the unit.
Every new Guide is asked to sign up to the unit’s Guidelines as a sign of her belonging and her commitment to the
Guide unit.
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Guides share a commitment to a common standard
The Promise, at the heart of everything members do, expresses the ideal and spirit of guiding. Each member of
Girlguiding must be willing to make the Promise, and it is this commitment that distinguishes Girlguiding from
other youth organisations. The Promise is worded in such a way that Guides of all faiths and none can make the
Promise and play a full part in the unit.
I promise that I will do my best:
To be true to myself and develop my beliefs,
To serve the Queen and my community,
To help other people and
To keep the Guide Law.
The Guide Law is:
1 A Guide is honest, reliable and can be trusted.
2 A Guide is helpful, and uses her time and abilities wisely.
3 A Guide faces challenge and learns from her experiences.
4 A Guide is a good friend and a sister to all Guides.
5 A Guide is polite and considerate.
6 A Guide respects all living things and takes care of the world around her.
The whole concept of making a promise may be completely new to some girls, so each Guide should do so only
when she feels ready. She should not be prevented from fully taking part in all activities.
Understanding the Promise
The Promise and Law contain the general principles of the original Promise and Law but have been updated to
reflect today’s girl.
Each Guide is an individual and she will try to do her best in all she is trying to achieve in her guiding. Her
understanding and expression of her beliefs will change and develop while she is in the Guide section.
Some girls may have very clear and set beliefs linked to a particular religion, while others may have a less
structured belief system and not hold any religious faith. Neither is wrong or less important.
Serving the Queen and the community is about responsible and active citizenship and respect for others, the
environment and the world. Helping other people may take many forms – from helping a new Guide to feel
welcome to collecting newspapers for neighbours. The Law is about caring for others, wider humankind, selfdiscipline and respect for all living things.
Making the Promise and Law relevant to Guides
Guides may not be interested in the theory or underlying principles of the Promise and Law – but they will be
interested in taking action that puts them into practice. For example, keeping the Promise can be about:
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how we respond to others
how we react to winning or losing
caring about the situations of others
being a friend
keeping the law of the land
taking care of the environment
looking after ourselves and being the best we can be
being a good team member
trying our best.
Although some Guides may seem a bit cynical about the Promise and Law, they are very aware that in practical
situations the ideals of the Promise give the basis for a worthwhile life.
Guides need to know that the Guide Law can mean taking the dog for a walk when they don’t feel like it,
helping a struggling Guide to take part in a Patrol activity, coming home at an arranged time and so on. By
understanding the principles of the Promise and Law as they relate to her life, a Leader can demonstrate the
Promise in her actions and help Guides relate to practical examples, making the Promise seem less of an
abstract concept.
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The life of a Guide
A girl’s time in Guides should be full of fun and exciting new experiences! It begins with…
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A warm welcome
A new Guide of whatever age, or a Brownie coming to Guides for the first time, needs to find friendship and
acceptance quickly. On her first night she should be introduced to the Leadership Team and should join a Patrol
for their activity. It is helpful if one Guide is asked to look after her for the evening.
If she has been a Brownie, then she may have done Brownies Go For It! or already have friends in the unit, so it
will be familiar to her. However, she may still be nervous and will need support.
The new Guide may take a few weeks getting to know the unit by spending time with several different Patrols.
She should then have the opportunity to choose which Patrol to join. She receives a Welcome Bag (see below)
and becomes a member of the unit once she has signed up to the unit’s Guidelines (see page 8); this should
happen in her first two to three weeks. In these first few weeks, there is an emphasis on belonging to that
particular unit and to a Patrol, having a role to play in the unit and the meeting, and having interested adults
who will help and guide where necessary.
When returning after the summer, an established unit may choose to make changes to the Patrols. It is
important that all Guides feel welcomed back when they return for a new term, and that the Leaders take time
to ensure that the Guides are all content with their Patrol. This will make it easier for the new Guide to fit in.
Guide parents
You should have made contact with a new Guide’s parents before her first meeting. It may be at the start of the
unit meeting, by telephone, or by arranging a visit. This may be a parent’s first contact with Girlguiding so it is
worth taking time for this meeting. As well as it being important to establish a good rapport from the start, you
are providing them with reassurance about Girlguiding. You may need their understanding and support in the
future and it helps you as a Leader to understand a girl’s home circumstances. You often find that you reap the
rewards of parents’ enthusiastic support for unit and District/Division events. During your meeting, give parents:
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a copy of the Starting Guides form (populated with your details and the unit details)
a brief outline of how Girlguiding works
details of the ratio of adults to children
details of how unit meetings and events are financed
an easy way to contact you, for example popping in at the start or end of unit meetings, by telephone, by
email and so on
your expectations of them as the parents of a Guide (as given in Starting Guides)
Girlguiding’s website address (www.girlguiding.org.uk)
details of how to obtain uniform and other resources from your Girlguiding volunteer shop, by mail order or
online from www.girlguidingshop.co.uk (highlight how buying from Girlguiding supports guiding locally).
A Guide may travel to and from Guides without her parents or an adult present. Make sure that you have written
permission from the parents to let her leave Guides without being collected, and that the parents know that you
are only responsible for her while she is at a Guide meeting or other guiding activity.
Welcome Bag
Giving a Welcome Bag provides an introduction to guiding and shows the new Guide that she has joined not only
her unit but a large organisation. It should contain information a new Guide needs to feel at home in the unit.
Welcome Bags can be purchased from local volunteer shops or the Girlguiding online shop. A small amount of
local information can be added, for example forthcoming events and the unit’s Guidelines. You may wish to add
a gift from the welcome bag range; these can also be purchased from Girlguiding shops.
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The G File
The new Guide should be shown the resources that are available – the G File, uniform options and programme
material such as Go For Its! The G File is the essential reference for a Guide and contains all the facts she needs
to get the most from guiding. It covers Patrol-led guiding, residential events, community action, the BadenPowell Challenge and much more, as well as providing pages for the Guide to plan and record her experiences.
The Promise Celebration
A Guide’s Promise Celebration should be special to her – a ‘mountain-top moment’. Most people can draw on
memories of occasions that are special to them and are recalled with pleasure. Such moments are, by their
nature, unique and individual. Making the Promise presents an ideal opportunity for a memorable moment.
A Guide may choose when to make her Promise, provided that she has signed up to the unit’s Guidelines, and
understands the words of the Promise and the commitment it entails. This should be done when she feels ready,
at a time and place of her choosing, and needs to be done in such a way as to make the Guide feel special. She
will receive a Guide Promise Badge and maybe other badges (County, Patrol and unit name tape) at the time of
making her Promise.
Some units have a tradition of a particular Promise Celebration, and this needs to be balanced with the wishes
of the individual Guide. Each making of the Promise is unique, and while traditions have their place, it would be
inappropriate for every Promise Celebration to be identical. Some Guides will choose a celebration at the unit
meeting and some Guides may want to make their Promise at the same time as their friends. This is perfectly
acceptable as long as it is a personal choice.
There are no set words or format for the Promise Celebration, as long as the Guide is able to understand and
make the Promise to a warranted adult member of her choice. Some ideas for a Promise Celebration are:
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while abseiling
at a Girlguiding Activity Centre. These are Foxlease in Hampshire, Waddow Hall in Lancashire, Blackland
Farm in West Sussex and ICANDO in London
a candle celebration
at a football ground
at a theme park
while canoeing
at a unit sleepover
at a fire station
at a swimming pool
on top of a hill
on the first night of camp
at sunrise/sunset.
Care for the individual
Consider any additional needs or requirements a girl may have. Some girls may not want to share their Promise
Celebration with the whole unit and may wish it to be with just you and her parents. You need to be flexible to
suit each individual girl. Some young members may struggle to memorise the Promise, so you could hold a copy
of it up in front of them. Resources for signing the Promise in Makaton can be found in the inclusion section of
www.girlguiding.org.uk, and guidance for signing it in British Sign Language (BSL) can be found at
www.ndcs.org.uk.
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Belonging to a Patrol
Each Guide should belong to a Patrol, and should be in a group where she is likely to be happy. There should be
no set rules such as separating best friends or sisters, or never allowing changes. It is not important that all the
Patrols are the same size, however convenient that is to the Leader!
Each Guide should choose which Patrol she will join. New Guides who start together may wish to stay together
as a Patrol, just as a group of older, more experienced Guides may want to try activities more suited to their
age group.
It may be that, for a certain length of time, Patrols are designed for special interest groupings. For example, a
group of Guides who want to concentrate on drama or outdoor activities could form a temporary Patrol.
A Patrol may choose to meet away from the meeting place, for example to complete an activity or go to the
cinema. The Leader can encourage this type of development.
Each Patrol should choose its own name. The girls may wish to use one from the range of badges or create their
own Patrol name.
Development of Patrols
Getting the Patrol system up and running takes time and there are several easily recognisable stages.
Forming a Patrol
Four to eight Guides usually form a Patrol. The Guides should be happy in their chosen Patrol. They have only a
short time doing Patrol activities; these do not take long to complete and are probably provided by the Leader.
Getting to know each other
Various activities are offered to the Patrol, which allow the Guides to get to know each other. They are designed
to develop individual talents and allow for different Guides to take a natural lead, according to their skills.
Competitive activities between Patrols can be useful at this stage for encouraging team spirit.
Choosing activities
The Patrol picks a Go For It! or chooses from a selection of activities provided by the Leader, and then decides
which activities to do. The Guides may need help in reaching agreement or need support and encouragement
when trying out the activities, obtaining the necessary materials, understanding the instructions and achieving
their best. The Leader may need to provide equipment or offer advice.
Self-governing
Patrol members begin to plan for themselves. They make choices about Go For Its! and other issues. Once a
Patrol has worked on a few Go For Its! the Leader may widen the choices to tried and tested activities from
guiding magazine, books, the internet and her own knowledge.
New member joins or someone leaves
A change in the dynamics of the group could mean a Patrol might go back one or more stages. In this case they
may need more support from you and the other Leaders.
The secure Patrol
This goal takes time. When a Patrol has got to this stage it is probably time for the Guides to move on to The
Senior Section. While they probably don’t need much help from the Leadership Team, they will still appreciate
interest in what they are doing.
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You should identify where each Patrol is in terms of development and which groups need more of your time. If a
new member has joined recently or the Guides are in the middle of exams they may need more support, advice
and encouragement.
The Patrol Leader
The Patrol Leader is chosen by the Patrol. She is responsible for making sure all the girls in her Patrol enjoy their
time at Guides, have a fair chance to make decisions and get involved in activities, and represents the Patrol at
the Patrol Leaders’ Council. The members should discuss their choices together and with the Leader. Choosing a
leader can be done by election, agreement or any other democratic system the Patrol comes up with. The Patrol
Second is chosen by the Patrol Leader (and stands down at the same time). It is not necessary for a Patrol to
choose its leader as soon as it is formed; it can be helpful for a Patrol to work together until a leader emerges.
It is important to make it clear that a Patrol Leader is not always the oldest Guide, nor will she necessarily
remain a Patrol Leader until she leaves. Patrol Leaders should understand that they may not be re-elected next
time and that if they stay in the same Patrol they should cooperate with the new leader. It is also useful to give
a reasonable time before a re-election. Patrol Leaders and Seconds may choose to wear a special pin badge.
A crucial part of Patrol-led guiding is the Patrol Leaders’ training. The fact that a Guide has been elected as a
Patrol Leader does not immediately make her an effective leader. Time spent by you training Patrol Leaders can
have major benefits in Patrol time. Patrol Leader training could include:
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demonstration of games and activities to use with Patrols
practising skills to share with the Patrol
opportunities to exchange ideas with other Patrol Leaders
techniques for dealing with Patrol members
hints and tips on how to motivate the Patrol and include everyone
direct training in preparation for events such as camp.
Peer assessment
Encourage the Guides to reflect on how well an activity or challenge went. It is often less important to think
about how good the end result is (after all, we can’t all cook like Mary Berry or perform like Beyoncé) and more
important to consider how well each Guide did in relation to her personal best, and how the Patrol did in
relation to their expectations.
Taking part, enjoying an activity and making the best effort are the important things for a Patrol. There are
many ways a Patrol can assess a particular activity or their progress in general. For example, a lot of Guides like
to keep reminders of what they have worked on, and sharing these can be a good way of beginning a discussion
about an activity. Encourage the Guides to make plans together, discuss their progress and evaluate an activity
once it has been completed. This process can be very informal. Although being a Guide is about having fun, it is
also about developing as an individual. The progress of a Guide is considered annually (see page 18). Again, this
involves peer assessment. You can encourage peer assessment by asking relevant questions such as these.
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What skills have you learned and developed in this activity?
What went well?
What didn’t go well?
What would you do differently another time?
What have you found out about yourself and the other Guides?
It is up to you to make sure that each Guide gets the most out of guiding. Get to know the Patrols by offering
information and help, and keep an eye out for any girl who needs any extra attention.
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Although the Guides will be planning and implementing their own programme, they may need encouragement
and support from you. You can add games and activities into the programme, and use these to give the Patrol
Leader practice in leading and organising her Patrol.
Early on, Patrols may need lots of help from you during Patrol time. As they learn to work together and gain
confidence their decision-making and organisational skills improve, and you will have less input into how they
organise themselves.
Sometimes a Patrol may not operate as smoothly as you would like – this is part of the learning process for the
Guides. Support the Guides to improve the situation without taking over. If there is disagreement and conflict in
a Patrol, encourage the girls to resolve the issue themselves rather than making a decision for them.
Support the Patrols to build the skills they need by letting them have control of the programme. You should be a
role model for Patrol Leaders, and demonstrate the democratic process in action.
Go For Its!
Go For Its! are activity resources for Patrols based on a theme. These have activities that Guides can choose and
run themselves.
Go For Its!:
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are colourful, with diagrams and other images to aid Guides’ understanding
are written for the Guides (not for the Leaders!)
are based on themes that include issues the girls are interested in, for example personal safety and fitness,
as well as traditional programme areas such as camping and arts
cover the five programme zones (see page 3) to provide balance.
New Go For Its! are published periodically on the website (www.girlguiding.org.uk) for Guides to download.
Some older Go For Its! are available to buy as printed resources from local Girlguiding shops or from
www.girlguidingshop.co.uk.
Using Go For Its!
Each unit should have a range of Go For Its! – it is not necessary for each Patrol to have their own copies. Patrols
can choose from the range and, once completed, put them back into the unit collection.
At the unit meeting each Patrol may use a different Go For It!. One Patrol may enjoy Go For It! activities for the
whole evening, while another may do only a 15-minute activity.
Each Patrol chooses a theme to work on for the next few weeks from a range of Go For Its!, then works through
it with your support. A Patrol does not have to try every activity in a Go For It!; four Patrol times are enough. At
the end the Guides each receive a Go For It! badge. Each Guide plans and records her activities in her G File
and, on completion, the Patrol assess how much they enjoyed the Go For It!.
A new Patrol might do few activities, but through these the Guides will have learned how to choose to work
together and started to organise themselves. A more experienced Patrol might complete several activities,
perhaps doing some over more than one meeting, and the members may have learned to motivate themselves
and to plan ahead. It is the self-development (at whatever level) which means that a Guide has completed a Go
For It! and not the time she has spent on it.
If a Guide (or a Patrol) has a particular interest in the theme of a Go For It!, she may choose to go on to do an
associated interest badge.
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You play a crucial role in helping the Guides use Go For Its!. Each Go For It! includes Notes for Leaders, and
occasionally there are particular notes relating to an individual activity. Read these notes before a Patrol starts
to use the Go For It! as they contain reminders of Girlguiding policies or safety rules.
Decision-making with Go For It! activities
When working in small groups, Guides are involved in activities that they have chosen themselves. Decisionmaking can be difficult when given a free choice, as so much is possible. With Go For It! activities, the first
choice is which resource to choose. The following pattern should be repeated with each Go For It!.
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Choosing the theme.
Exploring the possibilities in the Go For It!.
Discussing the choices offered.
Agreeing on an activity.
Consulting the Leader.
Gathering the materials needed.
Getting started.
You may need to sit down and work with a new Patrol as the girls choose what to do. Once a Patrol has chosen a
theme, you can help the Guides achieve variety in the chosen activities in order for them to get the most out of
it. Most Go For Its! cover all the programme zones (see page 3). Occasionally, you may spot an opportunity to
extend the programme (perhaps an all-unit activity or a trip out) or to help the Patrol get more from an activity
by using your own expertise.
It’s important that you understand how Go For Its! work and are familiar with the different kinds of activities on
offer. This will help you to suggest ideas to Patrols who need help with their planning.
Help different Patrols to work through different Go For Its! without disrupting each other. A unit discussion or a
Patrol Leaders’ Council is an ideal forum to work out issues such as which Patrol needs the kitchen or how to
find a particular piece of equipment.
It is up to the Guides to record their progress and achievements in their G File. Patrols should evaluate activities
themselves to judge their success.
Badges
Badges are the traditional method of recognising achievement and personal development in guiding. There are a
number of different badge types – some reward commitment and participation, some symbolise identity and
belonging and others focus on the development of a personal interest.
Commitment and participation are recognised through the Guide Challenge (see page 18) and ultimately through
the Baden-Powell Challenge. Badges can be worn on the uniform top or hoodie, attached to a blanket or stored
in any way suitable for each individual, for example in the badge tin.
Promise badge
When a girl has made or renewed her Promise as a Guide, she may wear the blue Promise badge. This badge may
be worn both in and out of uniform. If the Guide has joined directly from the Brownie section, she may wear her
Brownie Promise badge until she has renewed her Promise as a Guide.
Interest badges
Interest badges should be part of the Patrol and unit programmes, and allow a Guide to pursue and develop a
personal interest independently. Interest badges are intended to support the development of individual Guides –
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but it is possible for a whole Patrol to work towards one together if they wish. The achievement of a high
number of badges is not in itself an indicator of a highly successful Guide unit.
All interest badge syllabuses are available on the Girlguiding website and should be made available to the
Guides.
A Guide may choose to do any badge. She may have done activities from a Go For It! with her Patrol and then
decided to develop her interest in the theme further. For example, if a Patrol has enjoyed Go For It! Life wise,
one or more of the Guides may choose to work for the Independent living badge. Any Guide may work towards,
and be tested for, any interest badge. Some interest badges continue the guiding principle of helping others and
helping the community. Some, such as the Camper badge, continue the traditional activities that are still
popular with Guides. These badges require a Guide to do her personal best.
Displaying interest badges
There are a number of ways to display interest badges – the choice is for the Guide to make. The following list
gives some suggestions. Some items may be purchased while others, such as a badge frame, could be made at
Guide meetings. Guides may have additional ideas.
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In a photo album.
In a badge tin.
In an individual badge frame.
On a camp blanket.
On the Guide hoodie.
Testing interest badges
You need to ensure that the assessment of a badge genuinely takes account of the Guide doing her own best.
There are no set standards for interest badges, Go For Its!, or for the Guide Challenge badge. Encourage each
Guide to do her personal best. This includes challenging girls who could do more to live their Promise and do
their best. All Guides demonstrate different standards as they strive to do their best.
Be careful not to introduce inappropriate standards where the achievement of personal best is the goal. For
example, you may wish to see a particular standard achieved in camping, but the badge should be gained by any
Guide who completes the syllabus to the best of her ability.
Badge testers are usually people with knowledge and enthusiasm about their subject. If possible they should
come to the Guide meeting place. They do not need a DBS check as long as there is always another adult present
while a Guide is being tested. Leaders may test Guides in their own unit if they wish.
Central lists of badge testers are held in some areas, at District level for example. You may wish to discuss with
the tester that the Guide’s goal is to achieve her personal best – the Guide need not be an expert in her subject
but should show a developing interest and that she has challenged herself.
Guide Challenge badges
A Guide’s progression and growth very much depend on her individual participation and experiences in the unit.
Progression for one Guide might be becoming increasingly willing to take part, while for another it could be
gaining understanding of the Promise. For this reason, there are no progression badges as such. Encourage each
Guide’s progress rather than requiring a set level of skill or knowledge.
When a Guide has been an active unit member for a year, she is expected to gain a Guide Challenge badge. This
badge recognises the commitment she has given to guiding during the past 12 months, including her role in the
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Patrol, the unit and her wider community. In reviewing the criteria with her Patrol and you, the Guide should
demonstrate what she has gained from the year. You should be able to see that personal development has taken
place. Each year the Guide receives a different pin badge.
To gain her Challenge badge a Guide should meet these criteria, which should be applied sensitively.
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Over a 12-month period, be a reliable member of her Patrol.
Complete at least two Go For Its! with her Patrol and help to decide what the Patrol does.
Complete two activities outside the meeting place.
Take part in a community activity.
Share with her Patrol her favourite guiding experience from the last 12 months.
Ensure that gaining the Guide Challenge is a celebration of the guiding the girl has enjoyed over the past year,
acknowledging that, particularly for this age group, any long-term commitment is significant. The Guide
Challenge should not be used as a birthday badge, or a test.
At the heart of the Guide Challenge is a Guide’s participation in the life of the Patrol and unit. Guides is for
young people to enjoy, and the programme encourages their development. Enjoyment and development form
the essence of the Guide Challenge, so celebrate it for what it is – regular guiding in a regular setting.
Patrol badges
A Guide is a member of a Patrol and may wear a badge to show her membership. Guides are likely to move
Patrols from time to time, so more than one Patrol badge may be needed for each Guide. There is a range of
metal pin badges available, or Patrols may choose their own badges to wear. There are pin badges denoting
Patrol Leaders and Patrol Seconds. A Guide who regularly attends a Brownie or Rainbow unit as a helper may
choose to wear a special pin badge.
County badges
A Guide may wear a cloth or metal County/Country badge. Guides can wear them wherever they wish, attach
them to a badge blanket or store them safely with their other badges.
World Badge
To signify her membership of a worldwide organisation of almost ten million Guides, a Guide is encouraged to
wear a cloth or metal World Badge. This badge is the unifying symbol of WAGGGS, and every part has a meaning.
Badges abroad
When travelling abroad as a member of Girlguiding, a Guide may wear the Union Flag emblem if she wishes and
may continue to do so when she has returned.
Baden-Powell Challenge
The Baden-Powell Challenge is the ultimate individual achievement for a Guide. While much of guiding is about
working in a small group, this is balanced by the individual commitment to guiding shown through the Promise.
The Baden-Powell Challenge is for Guides who wish to stretch themselves as individuals to achieve the very best
that they can. It is not about achieving a set standard, nor is it about being academically able.
Any Guide who has made her Promise, completed at least two Guide Challenge badges and gained two interest
badges may start the Baden-Powell Challenge. It is important that she recognises that she will have to be in
charge of developing a personal action plan, in discussion with you. This means the Guide will need to be fully
committed and confident in her approach to undertake the Challenge. It is reasonable to expect that a Guide
will aim to do this only once – probably towards the end of her time in the Guide section.
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The Baden-Powell Challenge has two parts: the ten challenges and the Baden-Powell Challenge Adventure.
Ten challenges
A Guide must complete ten challenges of her choice, at least one of which should be from each of the
programme zones of Discovery, Healthy lifestyles, Celebrating diversity, Global awareness and Skills and
relationships. The challenges are listed in the syllabus which appears in the G File and on the Girlguiding
website.
For her other five challenges, a Guide can choose from any of the remaining challenges listed, or she can count
participation in an accredited Girlguiding or Country/Region initiative. Up to two challenges can relate to a
special initiative (this will be mentioned in the information on the initiative).
Baden-Powell Challenge Adventure
After completing the ten challenges the Guide can participate in a Baden-Powell Challenge Adventure. This is
normally a residential event organised at Division, County, Country/Region or Girlguiding level. The Adventure is
about participation, commitment and the Guide doing her best. It is an opportunity for the Guide to meet new
people, take part in new experiences and see what else guiding can offer.
Be careful not to set fixed standards, and encourage and support any Guide who chooses to work on her BadenPowell Challenge.
The Baden-Powell Challenge Adventure is a special guiding event. It should be the highlight of a Guide’s time in
the Guide section, a new guiding experience for her and a link into The Senior Section.
The requirement to have gained two Guide Challenge badges should be seen as a minimum. A girl who starts
Guides soon after her tenth birthday may gain three or even four Challenge badges before doing the BadenPowell Challenge. Your role is to ensure that she continues to develop and be challenged throughout her time at
Guides, and to help her to decide when to do the Baden-Powell Challenge. If she completes it too early she may
have a reduced interest in what Guides can offer her.
When a Guide decides to start the Baden-Powell Challenge she will need some assistance in preparing her
personal action plan. To help her get started, you may need to help her to plan when and how she will complete
each challenge. You may need to talk through the various challenges, helping the Guide to see how she could
tackle them and to choose which ones she would like to do.
The Guide may require time in weekly meetings, and will probably want to involve her Patrol in some activities.
These will need to be planned into the Patrol and unit programmes. It is important to set realistic timescales –
remember the Guide will have other things going on in her life and she has plenty of time to complete the
Baden-Powell Challenge. Check in on her progress from time to time, offering encouragement and support. Your
interest will make all the difference!
Guides helping in Rainbow and Brownie units
A Guide may help with a Brownie or Rainbow unit if she wishes (if she was a Brownie, generally she should have
been a Guide for at least a year before becoming a Brownie Helper). This is a valuable opportunity for her to
take responsibility and to practise leadership skills. The Guide is assigned to a particular unit and is expected to
attend regularly. The Guide helps the Unit Team to run meetings, often by organising a game, helping a Rainbow
or Brownie to do something, or perhaps by telling older Brownies about the fun she has at Guides.
To help girls to get the most out of being a Rainbow or Brownie Helper, direct them to the e-learning resource
‘Beginning to Lead’ which introduces them to leadership. This can be found on the Girlguiding website.
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Moving on
Each guiding section has its place in a programme that is designed to contribute to the girls’ overall
development from age five to twenty-five. While participating at any one stage gives the girls fun and
satisfaction, it is obviously more beneficial if they take part over several stages. The Leaders of all sections have
a major part to play in this, giving the girls the confidence to leave the security of the unit they know well and
to move on to new and exciting challenges.
As a Guide nears her 14th birthday, it is important that she is encouraged to move to The Senior Section
whenever she is ready. The programme for The Senior Section is designed to widen the horizons of the young
woman, give her opportunities to discuss things that are important to her, try adventurous activities, improve
her leadership skills and challenge her to achieve her personal best.
Encouraging the move may be a difficult task for you, as Guides of this age have many interests and
responsibilities at school. Close liaison with Leaders in The Senior Section results in personal connections which
make transfers easier. Guides can gain an understanding of what is available in the Look Wider programme and
make real links with The Senior Section, with members coming to camps, visiting the unit, running taster
activities and so on. The Baden- Powell Challenge Adventure also offers opportunities to find out more about
what is available after Guides. This gives Guides a chance to meet Leaders in Senior Section and discover how
they can continue guiding.
The Guide programme
Unit activities
It is good for the whole unit to do things together sometimes. This could be a special theme evening, a party, or
perhaps when a visitor is invited to do something with the girls. Units will also want to have an outing from time
to time or maybe to hold a cookout. It is also an opportunity for you to provide activities obtained from guiding
magazine, from trainings or from other sources. The Guides will appreciate not having to organise it themselves,
but should of course still be involved in choosing what to do. The unit will benefit as everyone will get to know
each other better.
Programme initiatives
Details of Girlguiding programme initiatives are published in guiding magazine and on the website
(www.girlguiding.org.uk). Details of Country and Region programme initiatives are usually given through the
Executive Committee meeting system to District meetings or advertised on the local website. They might
connect to a campaign or a big event, or support you to address an issue that girls have said is important to
them.
Guides may participate in programme initiatives in small groups other than their Patrols, or as a unit if this is
appropriate. It is not usually necessary for a whole unit to take part if some Patrols don’t wish to – encourage
Guides to make their own choices.
It can sometimes seem that programme initiatives interrupt the regular programme and make extra work for
you, but these initiatives are an important part of the programme rather than an add-on, and can be used as an
alternative to a Go For It!. Girlguiding programme initiatives always include notes for Leaders, which should be
read before sharing any material with the Guides.
Extending the programme
While the combination of Go For Its! and programme initiatives provides the bulk of material for unit meetings,
there is scope to extend the programme. You should encourage Guides to participate in opportunities outside
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the unit meeting place and can use your own experience to assist the Guides in extending the programme. It
might be, for example, that Patrols enjoy Go For Its! for several weeks and then finish the half-term with an
outdoor games evening, a swimming night or a joint evening with the local youth group.
You can extend the programme using your own knowledge or by providing resources and ideas from Girlguiding
and other organisations, such as Save the Children or Traidcraft. Time spent in Patrols on planned projects or on
spontaneous activities is an important part of the unit meeting, as is time spent together as a unit. An
opportunity to extend the programme may involve the unit taking part in a wide game that tests the skills
Patrols have developed through Go For Its! and which all the Guides will enjoy.
It may also be an opportunity for you to share your special skills, such as backwoods cooking and bivouacking, or
a chance to fit in an activity from one of the programme zones that the girls have not covered recently. It is
good practice to involve Guides in planning and organising externally-sourced activities and to ensure that they
have the opportunity to give feedback afterwards. Sometimes the whole unit may wish to take part in an
activity, sometimes just one or two Patrols – It is important to be flexible in this respect. Activities might
include an aerobics session, ten-pin bowling, learning emergency first aid or an end-of-term party. Some
activities help teach a skill, while others are just fun. The benefits of this type of activity include:
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planning and organising an event
learning a skill from an external instructor
building up a sense of unit identity
doing something different – breaking with the regular unit meeting plan.
Often there are opportunities in the District, Division, County or beyond for Guides to participate in an event
like a water activity day, a drama weekend or a day trip to a theme park. The benefits of these kinds of events
include:
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participating in something that cannot be done in a unit meeting
meeting and sharing experiences with new people
Guides feeling part of a larger organisation
Guides and Leaders learning new skills alongside each other.
Cooperation with other organisations
Working in partnership is an underlying theme of guiding’s Method and includes teamwork at the Patrol level,
cooperation between Guides and Leaders, and the democratic processes used in guiding. At times, the
programme needs extending in ways that enable Guides to work with people from other organisations. This gives
Guides a broader experience of working with people, encourages them to learn more about mutual respect, selfworth and self-esteem, and helps them to work effectively with partners in our diverse society.
Participating in the life of the local community is the first step in cooperating with other organisations. This may
involve Guides taking action in the local neighbourhood to improve an area or to campaign on an issue, sharing
experiences with other groups, or learning about the different communities in the area. Whatever form it takes,
this will have a beneficial effect for both Guides and the community. By participating in the life of the wider
community, Guides will:
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have an increased understanding of communities and how they interact
improve their understanding of rights and responsibilities
experience a sense of doing something worthwhile and of making a positive contribution
gain an insight into global issues
demonstrate the principles of guiding in a contemporary light.
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Out and about
Guides love having a chance to go outside and enjoy experiences away from the meeting place.
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Invite Rainbows, Brownies or members of The Senior Section to join you to strengthen guiding links in your
area, or attend a District or Division fun day so that the girls can have adventures with other members of
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Girlguiding.
Remember that you will need a consent form if you are not starting and ending your trip at the normal
meeting place, or if you are not taking a trip during normal meeting times. Your Commissioner needs to know
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if you are taking a trip.
Look up Girlguiding publications that can help you and your Guides get the most from being away from the
meeting place. See ‘Further resources’, page 27.
Going outdoors
Going outside during a weekly meeting is a lot of fun and it’s a good chance for Guides to experience something
different. You could head to a local park to try geocaching or outdoor games, or visit a local campsite for some
outdoor cooking.
Going further afield
Take advantage of local facilities and attractions, and give Guides the opportunity to try something new, for
example:
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ice skating
climbing
outdoor swimming
fencing
a trip to the theatre
a night hike.
Check the Girlguiding website for guidelines on doing different activities with Guides.
Large-scale events
Large-scale events are a great experience for Guides. These will often be organised by your District, Division,
County or Country/Region, and give Guides the opportunity to have adventures with other members of
Girlguiding. Speak to your Commissioner to find out what’s happening.
Residential opportunities
Going away as a Guide has long been top of the list of what Guides enjoy and want to do, and is often quoted by
Guides as their most memorable guiding experience. Residential events give Guides more time to enjoy their
guiding and allow for activities and opportunities that are not available at a unit meeting, for example
adventurous activities and overnight hikes.
One of the features of a successful Guide unit is that it offers opportunities for girls to have a variety of
residential experiences. Every Guide should have the opportunity of a residential experience each year. In many
units, there is a tradition of residential events, and it might be helpful to reflect regularly on what residential
opportunities are available. Guides should have the opportunity to feed into the planning for a residential event
and make decisions about the venue, the food and the programme. In other units, Leaders need to ensure that
Guides are able to go away even when the Leaders cannot. They may want to join another unit’s trip, or a Patrol
may do their Patrol Camp Permit.
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Recognising that time is precious to Guides and Leaders alike, the publication Going Away With Guiding
(available from Girlguiding shops, order code 6045) gives information and advice on how to organise a simple
overnight event, a unit residential, a stay in a Girlguiding Activity Centre or maybe even an international event.
A residential event is often an occasion where you can help a small group of Guides to bond. You can also get to
know the Guides better as individuals. There are extra responsibilities in caring for Guides over a longer period
of time than an evening meeting, and it is important to seek advice from your Commissioner and Outdoor
Activities Adviser.
When you run a residential event there must be someone present who holds or is working towards the relevant
modules of the Going Away With Scheme. Speak to your Commissioner for more information on this scheme.
Regulations and guidance for running residential events can be found on the Girlguiding website.
Patrol Sleepovers
One way of enabling each Guide to have a residential experience each year, particularly in a unit where the
Leaders are unable to take the girls away, is for a Patrol to hold its own sleepover without a Leader present. A
Patrol Sleepover lasts for one night and no more than 24 hours. It takes place in the home of one of the Patrol
members, and is overseen by a responsible adult. There must be at least two adults present, one of whom must
be female.
The regulations for a Patrol sleepover can be found on the Girlguiding website.
Guide Camp Permit
A Guide who has gained her Camper Advanced badge and is 12 or over can work towards her Guide Camp Permit.
This enables her to run a camp for a small group of Guides alongside a unit camp, or without a unit camp if she
is at least 13. The regulations for a Guide Camp Permit can be found on the Girlguiding website.
The Unit Team
Although there may seem a lot to do, you are not alone – you have a team to help you make guiding happen
within your unit.
Who is in the Unit Team?
Your team includes the Unit Leader and some or all of the following:
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Assistant Leaders
Unit Helpers
Young Leaders.
Encourage everyone in your team to take a full and active part in both planning and leading.
What the Unit Team does
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Plan and run meetings together. Each Leader takes responsibility for part of the meeting and all team
members are encouraged to contribute their ideas.
Share responsibilities. Tasks like recordkeeping, accounts, letter writing and organising badges can be
shared to spread the work load.
Combine skills. Each team member shares her talents and encourages others to learn new skills.
Evaluate together. There should be an opportunity for discussion after a meeting or event. What went well?
What didn’t? Could it be improved next time?
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Develop leadership skills – in adults and girls. Guiding is a place for everyone to gain valuable experience
for personal development.
Remember, a team works best when members trust and respect each other and when individuals feel needed
and valued. All members of the team should be involved in planning and delivering the programme.
The Senior Section
Young Leaders are very capable young women with many talents, skills and ideas. It is important that you
encourage them to be involved. By doing so you will help their development and make them feel valued.
They may be working on:
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the Young Leader Qualification (the leadership scheme for 14- to 18-year-olds)
the Leadership Qualification. From her 16th birthday, a young woman can start work on the qualification
although she cannot become a qualified Leader until her 18th birthday.
Members of The Senior Section who are not Young Leaders may want to help for a while as part of the
Leadership octant of Look Wider, the Queen’s Guide Award or the Duke of Edinburgh’s Award.
Having Young Leaders in the unit is a great way to introduce Guides to The Senior Section and the opportunities
that are available to them after Guides.
Unit Helpers
Unit Helpers are adults (female or male) who help with the unit on a regular basis but do not make the Promise
or wear uniform.
Other helpers in the unit
Parents, carers and other adults
Parents and carers have skills and talents they are often willing to share when asked. They like to see what their
daughters are doing at Guides and to share in the adventure.
Members of your community may have expertise they are willing to share with your Guides, so remember to tap
into these resources. Many are willing to help, especially on an occasional basis.
Remember that all adults who regularly work directly with Guides and other young members of Girlguiding must
complete the appropriate recruitment checks. Ask your Commissioner for advice and help.
Patrol Leaders
Patrol Leaders can really help you to run the meetings, or to support their Patrols to lead a meeting. Use the
Patrol Leaders’ Council (see page 7) to help the Patrols input into planning and running the unit.
A programme for you
The Guide programme is as relevant to you as it is to the Guides.
Opportunities that are fun, challenging and stimulating
Being a Guide Leader should be fun and you should have new opportunities and experiences. When you are
settled in your unit you may wish to challenge yourself to take on a new role in the District or Division.
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Registered charity number 306016
Be involved in activities that encourage development and citizenship
Through guiding, you can make a positive contribution to your local community. Running social action projects
with your Guides is a great way to give back to your local area, and to live out the values of the Promise.
Be involved about making decisions about your own lives, the local community and the
wider world
Guiding gives you an opportunity to learn more about the local community and the world. Being part of
Girlguiding gives you the chance to learn about other cultures, and there are opportunities for travel, both in
the UK and internationally. Within the District and Division you will contribute to decisions and improve local
guiding.
Encourage personal interests and contribute to your lifestyle
Guiding has so much to offer: you will be able to develop your interests and get the Guides involved in them, as
well as discovering new interests and trying activities you never would have thought of doing. Many of the skills
gained through guiding are valued by employers. In addition, you may have a chance to try your hand at a range
of activities at a District, Division or County event, for example climbing, canoeing or archery.
Promote personal development – emotional, intellectual, moral, physical, social and
spiritual
There are many opportunity within guiding for personal development and gaining new life skills. There are a
number of outdoor activities schemes that you can work towards such as the Going Away With Scheme or the
Narrowboating Scheme. There are also opportunities for training, both locally and at Girlguiding Activity
Centres. Your Commissioner will be able to give you more information about the development opportunities
available to you.
Your support
If you ever need support with any aspect of the Guide programme, you can:
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speak to other Guide Leaders
chat at a District or Division meeting
contact your Guide Adviser
read guiding magazine
check Girlguiding’s website, www.girlguiding.org.uk
attend a Guide section training
complete the ‘Being a Guide Leader’ e-learning module on the Girlguiding website.
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Registered charity number 306016
Resources
For Leaders
Essential resources for all Girlguiding Leaders
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www.girlguiding.org.uk – the Girlguiding website is full of information and resources
The Guiding Handbook – available to buy from the Girlguiding online shop www.girlguidingshop.co.uk
guiding magazine – termly membership magazine with lots of activity ideas
For Guides
All resources for Guides mentioned below are available to buy from Girlguiding shops, volunteer shops and
www.girlguidingshop.co.uk.
Guide Welcome Bag
This is a special bag which can be used to welcome new Guides, and you can choose to fill it with items from a
specially designed range.
Go For Its!
Woven cloth badges are available for each Guide, and Go For It! activity packs can be shared between Patrols.
Challenge Badges
There are metal badges available to give to Guides who have completed each Challenge.
Other badges
Other badges are available for Guides, such as woven cloth interest badges. Badges such as Baden-Powell
Challenge badges need to be ordered by the County Badge Secretary.
Certificates
There are a number of certificates available for Guides, such as for indoor and outdoor activity achievements,
Promise certificates and Challenge Badge certificates.
For parents
The Starting Guides form contains essential information for parents. As the Leader, you should give this to
parents of all new Guides. The form can be downloaded from the Girlguiding website. It provides information
about Guides, your unit and Girlguiding, which will be filled in by you. It is also a means for you to obtain
important details about a Guide and parental consent for weekly activities, which you will need in order to
create the Guide’s record on Go! (the Girlguiding membership system).
27 Guidance Notes for Leaders:
Guide Section
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Registered charity number 306016