1. Bring examples of your work to the test. They should be at least 22cm x 18cm in size, in three different media and showing three different subjects such as landscape, portrait, figures, still life, abstract. At least one of your pieces must show the use of colour.

2. Bring to the test one of the following:
a. a detailed drawing, in pencil, pen, ink or charcoal, of different parts of plants or flowers
b. experiments in textural patterns. You could use rubbings, string prints, waste-card prints, glass prints etc.
c. a decorative panel, at least 22cm x 18cm in size, using materials such as coloured papers, kitchen foil, rope, string, fabric, bark, feathers, wool.

3. At the test observe and illustrate a figure, still life or landscape in front of you. The tester will choose the subject after she/he has seen the work you submitted for Clauses 1 and 2. You will have to choose and provide your own medium (perhaps water colours, tempera, poster paint, crayons, pastels, chalk, ink, collage or charcoal) and produce a piece of artwork at least 22cm x 18cm in size.

4. Tell the tester of one occasion during the last 12 months when you used your artistic talent to contribute to your Patrol or Company programme.

1. Know how to make three or more different icings. Tell the tester what each is suitable for.

2. Colour icing successfully.

3. At the test decorate:

a. a cake suitable for a child's birthday party
b. a small biscuit.

Use two different icings to do this and also show that you can use a piping bag and nozzle.

4. Bring to the test a selection of cooked and uncooked sweets which you have made. Present them attractively in a small container. Tell the tester how you made one of these sweets.

Note
You must tell the tester before the test which dance form you have chosen. The syllabus used should be acceptable to the Council for Dance Education and Training.

1. Know one characteristic national dance from three different countries in any part of the world . Perform at least one of these dances at the test, and demonstrate one or more steps from the others.

Tell the tester the historical background of the dances and something about the costumes worn when the dances are performed.

2. Using any dance form you choose:
a. Perform a dance lasting about three minutes.

b. EITHER
Improvise on your chosen dance form to music or some other form of whi h has been chosen by the tester.

OR
Perform a set dance selected by the tester.

1. Give a performance, lasting not less than four minutes, including one or more of the following: dancing, singing, playing an instument, reciting, miming, and telling a story.

2. Either alone or with members of your Patrol, emtertain others for at least ten minutes in one or more of the following ways:
a. giving a puppet play
b. dramatising a story or ballad
c. making a shadowgraph
d. taking part in a concert or play
e. performing an item of your own choice.

Practise this clause so that your standard is high enough for a public entertainment and send a programme to the tester beforehand.

1. Discuss with the tester:
a. how to prepare flowers and leaves for a flower arrangement
b. two methods of preserving leaves for winter decorations
c. various methods of fixing flowers in a container
d. how the law affects gathering wild flowers or plants

2. At the test make two of the following arrangements:
a. using an improvised or home-made container
b. using wild plant materials
c. using three flowers and any foliage
d. an all-round display to be used as a table centre-piece
e. a petite arrangement (under 23cm high).

1. Bring a certificate to the test to show that you have done one of the following in the last 12 months:
a. walk 6 metres over a rope bridge
b. climb 3 metres up a rope
c. swim 25 metres
d. cover 2km at Scout's pace (walk 20 paces, run 20 paces).

2. Pass eight of the following clauses at the test. Show good control and posture in everything you do.
a. Demonstrate good walking and running.
b. Turn a rope backwards and skip continuously for a minute.
c. Demonstrate slow and fast movements in a wheelchair.
d. In a wheelchair show skill in following an obstacle course which should include ramps up and down and forward and backward gates.
e. Throw a lifeline within easy reach of a person 7 metres away.
f. Throw a hard ball overarm to land between two side-lines 3.5 metres apart.
g. Catch a hard ball from quick short throws and from high throws.
h. With a tennis ball and from a distance of 6 metres, hit a target 30cm square.
i. Perform a balancing feat on the flopr.
j. Do a handstand.
k. Leapfrog in good style.
l. With your feet together, jump over an obstacle 30 cm high ten times.
m. Balance a wheelchair on its back wheels for 30 seconds.
n. Climb in and out of a wheelchair from floor level.
o. Go up and down a 7.62cm - 12.7cm kerb in a wheelchair.
p. Run whilst bouncing a ball (as in basketball).
q. Perform a jogging sequence lasting one minute. You should move forwards and sideways and show agility in linking movements.

Note
You must tell the tester before the test which dance form you have chosen. The syllabus used should be acceptable to the Council for Dance Education and Training.

1. Know one characteristic national dance from three different countries in any part of the world . Perform at least one of these dances at the test, and demonstrate one or more steps from the others.

Tell the tester the historical background of the dances and something about the costumes worn when the dances are performed.

2. Using any dance form you choose:
a. Perform a dance lasting about three minutes.

b. EITHER
Improvise on your chosen dance form to music or some other form of whi h has been chosen by the tester.

OR
Perform a set dance selected by the tester.

1. Show by your personal appearance at the test that you are genuinely interested in good health and grooming. Answer questions that the tester might ask you on the cleanliness of clothing and toilet articles as well as the use and abuse of cosmetics and deodorants.

2. Show the efforts you are making to maintain good healthy habits by undertaking health challenges set by your guider and/or parents in the two months before the test.

3. Know why ill-fitting and unsuitable footwear is dangerous. Bring two pairs of your own shoes to the test. Tell the tester why you consider them suitable for different occasions such as going to school, to work, camping or to parties.

4. Describe the ways in which you try to keep your teeth and gums healthy.

5. Discuss with the tester how health is affected by cleanliness smoking, food, alcohol, unwise dieting, drugs, deportment, exercise and late nights.

6. Discuss with the tester how you spend your leisure time. She/he will want to know if you are trying to maintain a balance in your various activities, interests, chores and school work.

1. Undertake at least two sessions in any three of the following:
• abseiling
• archery
• canoeing
• dry slope skiing
• orienteering
• pioneering
• rafting
• rock climbing
• sailing
• boardsailing
• rowing
• wayfaring
• skiing
or similar activities.
Be prepared to talk about them to the tester and if possible bring photos of the event.

2. Discuss with the tester the clothing and equipment needed for your chosen activities.

3. Know the safety rules for your chosen activities.

The activities do not all have to be taken at the same event - they could be done over a series of events.

1. Know how to make three or more different icings. Tell the tester what each is suitable for.

2. Colour icing successfully.

3. At the test decorate:

a. a cake suitable for a child's birthday party
b. a small biscuit.

Use two different icings to do this and also show that you can use a piping bag and nozzle.

4. Bring to the test a selection of cooked and uncooked sweets which you have made. Present them attractively in a small container. Tell the tester how you made one of these sweets.

1. Obtain and read leaflet on household security from your local police or insurance company. Explain to the tester how a householder can male his or her house secure.

Explain how neighbours can help to protect your home from burglary. Find out how a Neighbourhood Watch scheme works.

2. Know how car drivers can keep their parked cars and their contents secure.

3. In connection with callers at the door, explain:
a. the use of a door viewer and a door chain
b. why it might be dangerous for an elderly person to leave the door chain on all the time
c. how you can make sure whether or not an official (such as a meter reader) or a salesman is genuine.

4. Tell the tester:
a. what advice parents should give to children about talking to strangers
b. what children must tell their parents when they are going out alone or with other children.

5. Design a poster to demonstrate any aspect of crime prevention.

6. Do the following:
a. Explain the property marking schemes which use the post code.
b. Know what is meant by visible and invisible marking and how they are achieved.
c. Take to the test samoles of property which are suitable for visible and invisible marking.

7. Tell the tester what a Crime Prevention Panel is and what it tries to achieve. Suggest some projects that it could undertake.

8. Explain to the tester what personal safety precautions you should take:
a. when walking alone along a street
b. if approached by a stranger in a car
c. if you think you are being followed.

1. Discuss with the tester:
a. how to prepare flowers and leaves for a flower arrangement
b. two methods of preserving leaves for winter decorations
c. various methods of fixing flowers in a container
d. how the law affects gathering wild flowers or plants

2. At the test make two of the following arrangements:
a. using an improvised or home-made container
b. using wild plant materials
c. using three flowers and any foliage
d. an all-round display to be used as a table centre-piece
e. a petite arrangement (under 23cm high).

1. Do the following for seven consecutive days or four weekends (consecutive if possible).
a. Clear the table and wash up after one main meal or clear the table, load and unload the dishwasher and put away the dishes.
b. Air and make your bed and keeo your bedroom tidy.
c. Strip and make up your bed with clean bed linen (once during the time).

Take a note to the test to say that you have done everything satisfactorily.

2. Practise the following at home. The tester will ask you to do one of them at the test:
a. the weekly cleaning and vaccuuming of a room, and emptying the cleaner
b. cleaning and disinfecting a sink, bath and toilet
c. cleaning a cupboard
d. defrosting and cleaning a refrigerator
e. cleaning windows and washing down paintwork
f. making a quick snack for the family
g. laying a dinner table correctly
h. cleaning a cooker
i. loading and setting a washing machine.

3. Discuss with the tester how to:
a. store fresh, frozen, canned and dried food
b. feed a famioy for a week nutritiously and economically
c. prevent accidents in the home
d. dispose of kitchen waste.

4. Make a 'Healthy Eating Biscuit'. Give the price, weight, nutritional informatuon, ingredients and 'best by' date of the biscuit.

1. On your own, entertain the tester or someone chosen by her at a suitable event - this could be morning coffee, afternoon teá, a party or a Guide function. Lay either a table or a tray and serve her with refreshments. Be responsible for clearing away afterwards.

2. Know how to look after and entertain a guest on an overnight visit and at a party or on a brief call. You should know how to prepare a room and how to receive and introduce people.

3. Imagine you are organising a party for one of the following age groups: young children, people your own age or retired people. Make a plan for the party, an invitation and a menu. Discuss your plans for the party with the tester, explaining:
a. how you will arrange the rooms
b. where the guests will leave their outdoor clothes
c. the toilet facilities and so on.

4. Take to the test:
a. a thank-you letter with a correctly addressed envelope
b. a parcel to show how you wrap up a small present attractively.

Stage 1
1. Tell the tester about the computer (s)/printer(s), etc. with which you are familiar and say what each item is used for.

2. EITHER
Switch on a single computer, then load and run a program.

OR
Use a computer connected to a network to log-on, select a program and run it.

3. Show how to type both small and capital letters and know where the space, enter (return), delete and function keys are.

4. Describe three uses of a computer in shops, factories, etc.

5. Keep a diary recording every time you use a computer for at least three months and take it with you to the test.

6. Learn how to play two new computer games, then explain to the tester how they are played, which you preferred and why.

Stage 2
1. Complete Clauses 1 to 3 of Stage 1.

2. Describe to the tester a task which can be done both manually and using a computer and explain the advantages and disadvantages of each method.

3. Choose two of the following and carry them out, using a computer, at the test:
a. Use a word-processing package to produce a report of a Guiding event.

b. Add, delete, amend and print records of a databases.

c. Use LOGO or a similar package to control a robot, turtle, etc. to follow a predetermined route.

d. Use a graphics package to create a poster to publicise a Guidinh event.

e. Any other task of a similar level of difficulty.

Stage 3
1. Complete Clauses 1 to 3 of Stage 1.

2. Describe to the tester one use of computers and the economic, legal and moral effects it has had on employees, employers and society.

3. Choose three of the following and carry them out accurately, using a computer, at the test:

a. Use a word-processing package to produce a multi-page report of a Guiding event which includes double-line spacing, underlining, centring, etc.

b. Use a desktop publishing package to produce a leaflet which promotes Guiding.

c. Create a database to hold information about members of your Unit e.g. name, current Journey or Trefoil Badge held, and be able to amend, interrogate amd print records. Please be aware of the Data Protection Act and the problems involved in creating a database with 'live' data, i.e. data on actual members of the Unit.

d. Use a spreadsheet package to create next year's income and expenditure budgets for the Unit and investigate what happens if subs are interested.

e. Use a graphics package to create a poster to recruit either girls or leaders into Guiding.

f. Any other task of a similar level of difficulty.

Part I General Observation
Pass two of the following clauses to be chosen by your tester:

1. Follow a route for 0.8km (0.5 miles) by means of a trail or sketch map and answer correctly questions based on the route covered (for example 15 out of 20).

2. After five minutes' observation describe a person's appearance and manner.

3. Spend 15 minutes in the open and make a list of sounds heard or listen to a tape recording and identify sounds.

4. Identify nine out of 12 substances by smell.

5. Identify 15 out of 20 objects by touch.

Part II Project
Pass one of the following clauses chosen in consultation with your tester:

6. Make a sketch map of an area showing the position of trees and shrubs.

7. Make a survey of the plant life of an area.

8. Keep a daily record of the weather for a week, including notes on temperature, amount and type of cloyd, sunshine and precipitation.

9. Watch a chosen area for a week and report on its bird and/or animal and/or insect life.

10. Take at least 12 photographs to illustrate distinctive features of trees, plants, wild animals, etc.

Part III Identification
Pass two of the following clauses. Consult the tester before makinh your choice.

11. Recognise 12 trees. Describe their leaves, winter twigs, flowers and fruits. Know their use to campers and hikers.

12. Recognise 20 plants.

13. Recognise ten birds by appearance, flight, call or song.

14. Recognise eight constellations or stars.

15. Recognise ten seashore specimens (shells, seaweeds, etc.)

16. Recognise ten different butterflies, moths and/or other insects.

17. Recognise ten different aircraft, ships or cars.

Your tester may appoint another responsible person to test this section.

Notes
• The syllabus refers throughout to the children aged between three and five years old.
• You can take the test in two parts. If necessary a different tester can test Part II.

PART I
1. Know how to clothe a child in summer and winter.
2. Know what sort of food she/he should eat.
3. Tell the tester what sorts of play materials are suitable for the child
4. Plan a day's activities. Tell the tester why children respond to a regular routine.
5. Know how to prevent accidents indoors or in a garden.
6. Be able to treat simple cuts and bruises.
7. Know how to put a child to bed.

PART II
Take charge of a child or small group of children for part of a day supervised by the tester. You will be asked to:
a. Help to wash the child/children before a meal.
b. Serve a meal.
c. Set out suitable play material, and supervise its use, joining in if the child requires it.
d. Tell a story.

When you hold this badge you should be capable of taking charge of a child of the age group for any part of the dat. However, you will not be expected to do so without an adult being within call.

1. Obtain and read leaflet on household security from your local police or insurance company. Explain to the tester how a householder can male his or her house secure.

Explain how neighbours can help to protect your home from burglary. Find out how a Neighbourhood Watch scheme works.

2. Know how car drivers can keep their parked cars and their contents secure.

3. In connection with callers at the door, explain:
a. the use of a door viewer and a door chain
b. why it might be dangerous for an elderly person to leave the door chain on all the time
c. how you can make sure whether or not an official (such as a meter reader) or a salesman is genuine.

4. Tell the tester:
a. what advice parents should give to children about talking to strangers
b. what children must tell their parents when they are going out alone or with other children.

5. Design a poster to demonstrate any aspect of crime prevention.

6. Do the following:
a. Explain the property marking schemes which use the post code.
b. Know what is meant by visible and invisible marking and how they are achieved.
c. Take to the test samoles of property which are suitable for visible and invisible marking.

7. Tell the tester what a Crime Prevention Panel is and what it tries to achieve. Suggest some projects that it could undertake.

8. Explain to the tester what personal safety precautions you should take:
a. when walking alone along a street
b. if approached by a stranger in a car
c. if you think you are being followed.

1. Give a performance, lasting not less than four minutes, including one or more of the following: dancing, singing, playing an instument, reciting, miming, and telling a story.

2. Either alone or with members of your Patrol, emtertain others for at least ten minutes in one or more of the following ways:
a. giving a puppet play
b. dramatising a story or ballad
c. making a shadowgraph
d. taking part in a concert or play
e. performing an item of your own choice.

Practise this clause so that your standard is high enough for a public entertainment and send a programme to the tester beforehand.

Notes
• If you complete the National Youth Firesmanship Basic Course satisfactorily and pass Clause 7 you may have your Firefighter badge.

•Clause 1 may be covered by inviting a member of the local fire service to a meeting if this badge is not taken following a course at a fire station.

1. Find out about the fire service in your area: appliances and equipment used, basic drills, and what happens when an emergency call comes in to the station. If you visit a station, know how to conduct yourselves throughout the visit.

2. Know the common causes of fires and cause of the fire spread and basic precautions to be taken to prevent spread.

3. Know how to raise the alarm in the event of a fire, warning occupants if necessary, phoning the fire brigade using the emergency 999 system. Know the routing of the call and if possible visit yout county control. Know the subsequent actions to be taken (basic precautions). Be aware of the use of a basic fire plan in your home.

4. Know how to deal with a fire indoors (chip pan/oil heater). Know what to do if a person's clothes are on fire. Know how to deal with grass or bushes on fire. Demonstrate how to crawl to safety from a smoke-filled room.

5. Be able to explain why smoke detectors are essential in the home and where they should be sited.

6. Be able to recognise the different kinds of extinguisher found in public places and know how to operate them.

7. a. Know how to deal with burns and shock.
b. Using a manikin or mask, demonstrate artificial ventilation by the mouth-to-mouth or mouth-to-nose method. Show how to place the patient in the recovery position, in case she/he should vomit.
c. Know when and how to use artificial ventilation and external chest compression, e.g. drowning, electrical accidents and smoke-filled rooms.
d. Know the signs and symptoms you would look for in the case of a fractured spine.
e. Understand the danger of moving or handling a patient when the extent of the injury is not known.

1. Find a place on a map by grid reference, and find the grid reference of a given place (you should use the six-figure grid references).

AND

Know what scale, for distance and contours, means on a map. On a map, measure the distance between two places and the difference in height between two points.

2. Set a map:
a. with a compass
b. without a compass, for example by using the sun, stars and landmarks.

3. Be able to find the way from one point to another following a street map and an Ordnance Survey 1:50,000 or 1:25,000 map.

One of these will be selected by your tester for a practical demonstration out of doors. This may be on foot, on a bicycle, on horseback or in a vehicle.

4. Using the necessary conventional mapping signs, make a rough map from a description given by your tester.

AND

From an Ordnance Survery 1:50,000 or 1:25,000 map write a description of a 4.8 to 8 km (3 to 5 miles) walk chosen by your tester.

1. Tell the tester what are the main causes of road accidents to children of your own age in your area.

2. Design a poster or leaflet for a special road-safety campaign, for example being seen by night and day.

3. Show in your own way that understand the road-safety problems for:
a. children younger for yourself
b. your Patrol
c. elderly people
d. disabled people
e. animals.

4. Know the Highway Code as it applies to pedestrians and cyclists together with an understanding of traffic lights, signs, road markings and signals given by road users and police.

5. Know how to summon help in the event of a road accident.

1. Spend at least two consecutive nights under canvas in a guide camp.

2. Help pitch and strike a tent. Take part in camp activities and duties.

3. Set and light a fire (either a camp fire or one for cooking.)

4. Help your patrol cook, serve and clear away a meal.

5. Tie up your bedding, roll correctly and know how to look after your personal gear.

6. Make a simple gadget to use in a camp.

7. Know simple first aid for treating cuts, stings, bruises and burns.

Note
• The tester must hold the Camper's Licence or be an experienced camper.

1. Bring to the test a certificate from your Guider or a qualified camper with whom you have camped, stating that you have proved yourself to be useful and reliable and recommending you as a candidate for the badge.

2. Go to two or more Guide camps. Altogether you must have spent at least six nights in a Guide camp.

3. Take part in:
a. pitching, airing and striking a tent
b. erecting, striking and packing up the screeninh or cubicles and poles in your own unit. You must know the skills required to do this.

4. Know how to care for tents, ground sheets, bedding and latrines in all types of weather. Show how to carry out emergency repairs to a tent, for example replace a guy line, improvise a tent peg, stick a small patch.

5. Make a gadget or gadgets using at least two of the following lashings: square, tripod and snake.

6. Construct a fireplace for cooking. Collect and stack suitable wood and light a wood fire out of doors. Knoe what safety precautions to take when you arr lighting fires. Also know how to use a portable cooking stove and safety precautions necessary when using it.

On your own fure and/or stove:
a. Cook a meal for at least two people using a variety of cooking methods, for example frying, stewing or boiling.
b. Know the safety precautions to take when cooking out of doors.

7. Understand how to stor food, including bread, butter, milk and meat and how to dispose of all kinds of refuse.

1. Find a place on a map by grid reference, and find the grid reference of a given place (you should use the six-figure grid references).

AND

Know what scale, for distance and contours, means on a map. On a map, measure the distance between two places and the difference in height between two points.

2. Set a map:
a. with a compass
b. without a compass, for example by using the sun, stars and landmarks.

3. Be able to find the way from one point to another following a street map and an Ordnance Survey 1:50,000 or 1:25,000 map.

One of these will be selected by your tester for a practical demonstration out of doors. This may be on foot, on a bicycle, on horseback or in a vehicle.

4. Using the necessary conventional mapping signs, make a rough map from a description given by your tester.

AND

From an Ordnance Survery 1:50,000 or 1:25,000 map write a description of a 4.8 to 8 km (3 to 5 miles) walk chosen by your tester.

Notes
• You may take a Guide friend with you to help you. If your friend wishes to be tested for this badge at the same time both of you must share the preparation and work for the test and be able to satisfy the tester that your efforts were equal.
• The tester should be an experienced camper.

Cooking for the test should ideally be done on an open-wood fire, but if you cannot find a site where wood fires are permitted, you may use a portable stove instead.

1. a. Collect and stack suitable firewood. Know the precautions to take when lighting fires and cooking out of doors.
b. If you are cooking on a portable stove, know the safety precautions for using your stove. Explain to the tester how to refuel your stove. Demonstrate if possible.

2. Cook an appetising, balanced meal for two people out of doors on a wood fire. There should be at least two cooked courses and a hot drink. At least three cooking methods should be used and one dish should be nutritious and should include one fresh vegetable or fruit and one other fresh food.

3. Show the tester how you have packed your food to bring it to the test and that you have stored it correctly before it is cooked.

4. Prepare all food at the test. Demonstrate how to keep food hot. Clear away and wash up after the meal. Dispose of all rubbish and clear up the fire correctly.

5. Make up and be able to use a pocket first-aid kit suitable for coping with accidents which may arise when cooking out of doors. Know how to treat burns and scalds.

1. On your own, entertain the tester or someone chosen by her at a suitable event - this could be morning coffee, afternoon teá, a party or a Guide function. Lay either a table or a tray and serve her with refreshments. Be responsible for clearing away afterwards.

2. Know how to look after and entertain a guest on an overnight visit and at a party or on a brief call. You should know how to prepare a room and how to receive and introduce people.

3. Imagine you are organising a party for one of the following age groups: young children, people your own age or retired people. Make a plan for the party, an invitation and a menu. Discuss your plans for the party with the tester, explaining:
a. how you will arrange the rooms
b. where the guests will leave their outdoor clothes
c. the toilet facilities and so on.

4. Take to the test:
a. a thank-you letter with a correctly addressed envelope
b. a parcel to show how you wrap up a small present attractively.

To gain this badge you should complete five clauses. If you pass five more clauses you may have another World Cultures badge.

1. What would you include in a travel brochure that will attract people to visit your local area? Have a go at making one yourself.

2. Cook at least one course of your favorite meal. Make a list of the ingredients and find out where they came from. Locate all the countries on a map of the world.

3. Choose three well-known women of different nationalities in the fields of politics, acting, pop and rock, history or sports. Find out something about them and explain the reason for your choice.

4. Listen to, go to see or share in making music from another culture - e.g. a ceilidh band, calypso band, steel band, world music, etc. What makes it special and appropriate to its country of origin?

5. Find out about a festival or celebration involving light or candles such Hanukkah, Diwali, Loi Krathong or Advent. Make something, e.g. a díva, special candle, for that festival.

6. Have a fashion show with costumes from different parts of the world.

7. Face and body painting is vey popular in many parts of the world. Try face painting or mehindi decoration on your hands or feet. Find out who would use it and when.

8. Play a traditional board game from another country.

9. Make a model or soft toy of an animal or a plant from another country.

10. Make a kite (traditional in China, Japan and Thailand) and fly it. Find out about kite festivals.

11. Puppetry is a very strong tradition worldwide. Find out about this e.g. shadow puppets from Indonesia. Make puppets and use them to tell a traditional stpry to Brownies or Rainbows or the rest of your Unit.

12. Make a meal from another country. Try to use authentic cooking methods and eating utensils.

Note
To gain this badge you should complete five clauses. If you pass five more clauses you may have another World Guiding Badge.

1. Guides all around the world sing 'Taps'. Learn Taps in another language and sing it at the end of your Unit meeting.

2. Find out about getting a Guide penfriend. Send a letter to a Guide abroad. This could be organised through the Post Box Secretary. See the Guide Handbook for details.

3. Girl Scouts in the United States of America sell cookies every year to raise money. Male cookies or sweets, sell them and send the proceeds to The Guide Friendship Fund.

4. Make and play a game based on the World and/or World Flag and know what each part of the Badge and Flag stands for.

5. In some countries Guiding has been suppressed for political reasons and Guides had to hide their uniforms etc. What six items would you choose to hide, to keep the Guiding spirit alive and why?

6. Imagine that you are at one of the World Centres. Design and write a postcard to your Patrol at home. You should include such things as the weather, people you have met, food and your journey.

7. Invite someone who has visited one of the World Centres or an international camp to come and talk to your Unit or Patrol about their visit.

8. Dress yourself or a friend in the uniform of a Guide from a WAGGGS Region other than Europe. You could adapt your own clothes or use paper etc.

9. EITHER
With your Patrol or Unit, celebrate Thinking Day in an unusual place.

OR

Take part in Thinking Day on the Air' or 'Jamboree on the Air'.

10. Give or send a Friendship Badge to someone who lives abroad and tell them what it means.

11. EITHER
Take part in an international camp in the UK or abroad.

OR

Host or entertain a Guide from another country.

12. Start a campfire blanket, or if you already have one, explain where the badges came from. Which badges can you swap or give it to others if you go abroad?

Note
To gain this badge you should complete five clauses. If you pass five more clauses you may have another World Issues Badge.

1. Many paper products are now made from recycled paper. Find and show three different products to the tester and

EITHER

Make your own recycled paper.

OR

Make a birthday card for one of your friends using recycled paper and and materials.

2. Keep a diary of journeys you make during a weel. What are the most environmentally friendly methods of transport?

3. Fill a container with as much water as you can safely manage and carry it for about 20 metres. In many parts of the world women carry water every day. Discuss in your Patrol ways this task could be made easier.

4. In a group, play a co-operative game. How do co-operative games differ from competitive ones? Why is it important to cooperate? How can you apply this to situations between different countries?

5. Imagine that you are one of the first people to visit the inhabitants of a distant planet. As your ship is so small, you can only take ten things with you that would be typical of the people on Earth. Collect the ten things and explain why you have chose them.

6. Choose three different newspapers and cut out all the articles which mention other countries in them. Compare how much information is given in each paper. Are the different countries represented in different ways?

7. Find out about as many peace symbols as you can. Why were things like the olive branch and the dove chosen? Design and make a mobile using peace symbols.

8. Try put three different forms of non-verbal communication and send a message using one of them.

9. Find out about two simple ways that the health of people in developing countries can be improved, or lives saved.

10. Play a game about international justice or fairness, such as the Trading Game, the Paper Bag Game, etc.

11. Identify several rights that you feel everyone should be entitled to, e.g. the right to enough food. Choose three of these rights and make a poster using pictures, photos etc. to illustrate them.

12. Watch a TV programme, film or video about the work of an international organisation like WWF, UNICEF. If possible do something to help them.

1. Show the tester how you would go about finding a book in your local or school library, using the catalogue.

2. Know what is meant by the following words: author, title, publisher, non-fiction and reference book.

3. Tell the tester about the six books you have read recently. They should be written by different authors and one must be an information book.

4. Do one of the following:
a. Find out about reading facilities for people with disabilities e.g. large print books, talking newspapers, Braille books, reading machines.

b. Write a book review and discuss it with the tester.

c. Make a bookmark and tell the tester about the care and repair of books.

5. Know how to use a contents page and index of a book, and how to find something in an encyclopaedia.