Basic Leadership Qsp-acrccp822

National Défense Defence nationale

A-CR-CCP-822/PG-001

ROYAL CANADIAN AIR CADETS

BASIC LEADERSHIP COURSE QUALIFICATION STANDARD AND PLAN (ENGLISH) Cette publication est disponible en français sous le numéro A-CR-CCP-822/PG-002

Issued on Authority of the Chief of the Defence Staff

Canada

National Défense Defence nationale

A-CR-CCP-822/PG-001

ROYAL CANADIAN AIR CADETS

BASIC LEADERSHIP COURSE QUALIFICATION STANDARD AND PLAN (ENGLISH) Cette publication est disponible en français sous le numéro A-CR-CCP-822/PG-002

Issued on Authority of the Chief of the Defence Staff OPI: Cdts 3 – Senior Staff Officer Youth Programs Development

Canada

2008-06-01

A-CR-CCP-822/PG-001 LIST OF EFFECTIVE PAGES Insert latest changed pages and dispose of superseded pages in accordance with applicable orders. NOTE The portion of the text affected by the latest change is indicated by a black vertical line in the margin of the page. Changes to illustrations are indicated by miniature pointing hands or black vertical lines. Dates of issue for original and changed pages are: Original........................... 0 ....................... 2008-06-01 Ch................................... 3 .......................................... Ch................................... 1 .......................................... Ch................................... 4 .......................................... Ch................................... 2 .......................................... Ch................................... 5 .......................................... Zero in Change No. column indicates an original page. Total number of pages in this publication is 195 consisting of the following: Page No. Change No. Cover page............................................................. 0 Title......................................................................... 0 A..............................................................................0 i to vi.......................................................................0 1-1 to 1-6................................................................ 0 2-1 to 2-6................................................................ 0 2A-1 to 2A-2........................................................... 0 2B-1 to 2B-4........................................................... 0 2C-1 to 2C-2...........................................................0 2D-1 to 2D-2...........................................................0 3-1 to 3-4................................................................ 0 3A-1 to 3A-2........................................................... 0 3B-1 to 3B-4........................................................... 0 3B1-1 to 3B1-8....................................................... 0 3B2-1 to 3B2-8....................................................... 0 3B3-1 to 3B3-4....................................................... 0 3B4-1 to 3B4-6....................................................... 0 3B5-1 to 3B5-6....................................................... 0 3B6-1 to 3B6-6....................................................... 0

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Contact Officer: D Cdts 3-2-6 – Staff Officer Air Cadet Program Development © 2008 DND/MDN Canada A

A-CR-CCP-822/PG-001 FOREWORD AND PREFACE 1. Issuing Authority. This Qualification Standard and Plan (QSP) A-CR-CCP-822/PG-001 was developed under the authority of the Director Cadets and Junior Canadian Rangers (D Cdts & JCR) in accordance with CATO 11-03, Cadet Program Mandate, CATO 11-04, Cadet Program Outline, and CATO 51-01, Air Cadet Program Outline, and issued on the authority of the Chief of Defence Staff. 2. Development. Development of this QSP was in accordance with the performance-oriented concept of training outlined in the Canadian Forces Individual Training and Education System A-P9-050 Series, Manual of Individual Training and Education, with modifications to meet the needs of the Canadian Cadet Organizations (CCO).

Purpose of the QSP. The QSP is to be used by Cadet Summer Training Centres to conduct the Basic 3. Leadership qualification course, as outlined in CATO 11-04, Cadet Program Outline, and CATO 51-01, Air Cadet Program Outline. 4. Suggested Changes. Suggested changes to this document shall be forwarded through the normal chain of command to National Defence Headquarters (NDHQ) Attention: Staff Officer Air Cadet Program Development (D Cdts 3-2-6) or by e-mail to [email protected]. Suggested changes shall be in tabular format with thee columns to capture; the page number, the paragraph/sub-paragraph number and suggested text amendment.

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A-CR-CCP-822/PG-001 TABLE OF CONTENTS PAGE CHAPTER 1

CHAPTER 2

GENERAL

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AIMS PROGRAM MISSION AND PARTICIPANT OUTCOMES OUTLINE OF TRAINING PROGRAM DESIGN COURSE COMPONENTS PERFORMANCE OBJECTIVES METHOD OF ACHIEVING OBJECTIVES ATTENDANCE PREREQUISITES USE OF THE QSP

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TRAINING MANAGEMENT DETAILS

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RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS TRAINING DETAILS TRAINING CAPACITY TRAINING STAFF REQUIREMENTS TRAINING ADMINISTRATION QUALIFICATION RELATED DOCUMENTS REFERENCES Annex A – BASIC LEADERSHIP SUMMARY AND TIME ALLOCATION Annex B – SAMPLE SCHEDULE Annex C – RESOURCE REQUIREMENTS Annex D – REFERENCES CHAPTER 3

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CADET EVALUATION

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PURPOSE LEARNER EVALUATION CADET EVALUATION DESIGN AND DEVELOPMENT CADET PROGRAM DEVELOPMENTAL PERIODS (DPs) BASIC LEADERSHIP CADET ASSESSMENT OF LEARNING PLAN BASIC LEADERSHIP ASSESSMENT INSTRUMENTS ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES BASIC LEADERSHIP QUALIFICATION STANDARD RECOGNITION OF ENHANCED PROFICIENCY ACHIEVEMENT CADETS NOT MEETING THE BASIC LEADERSHIP QUALIFICATION STANDARD RECORDING AND REPORTING CADET ACHIEVEMENT BASIC LEADERSHIP CERTIFICATE OF QUALIFICATION MONITORING CADET PROGRESS TRAINING COUNSELLING SESSION TRAINING REVIEW BOARD (TRB) Annex A – CHARACTERISTICS OF CP DPs Annex B – ASSESSMENT OF LEARNING PLAN – BASIC LEADERSHIP Appendix 1 – S260 PC – ASSESSMENT INSTRUCTIONS Appendix 2 – S261 PC – ASSESSMENT INSTRUCTIONS Appendix 3 – S262 PC – ASSESSMENT INSTRUCTIONS Appendix 4 – S263 PC – ASSESSMENT INSTRUCTIONS

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A-CR-CCP-822/PG-001 TABLE OF CONTENTS (Cont) Appendix 5 – S264 PC – ASSESSMENT INSTRUCTIONS Appendix 6 – S265 PC – ASSESSMENT INSTRUCTIONS Annex C – BASIC LEADERSHIP QUALIFICATION RECORD Annex D – CADET INTERVIEW GUIDELINES Appendix 1 – CADET INTERVIEW FORM Annex E – TRAINING COUNSELLING SESSION GUIDELINES Appendix 1 – TRAINING COUNSELLING SESSION FORM Annex F – TRAINING REVIEW BOARD (TRB) GUIDELINES Appendix 1 – TRAINING REVIEW BOARD FORM

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CHAPTER 4

PERFORMANCE OBJECTIVES

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SECTION 1

PERFORMANCE OBJECTIVES AND TRAINING PLAN PURPOSE PERFORMANCE OBJECTIVES ENABLING OBJECTIVES LESSON SPECIFICATIONS ASSESSMENT FOR LEARNING

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SECTION 2

PO S260 – PERFORM THE ROLE OF A PEER LEADER

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EO S260.01 – DEFINE THE ROLE OF A PEER LEADER EO S260.02 – PERFORM THE ROLE OF A PEER SENIOR EO S260.03 – DESCRIBE POSITIVE TEAM DYNAMICS EO S260.04 – DESCRIBE TIME- AND STRESS-MANAGEMENT STRATEGIES EO S260.05 – PRACTICE SELF-ASSESSMENT EO S260.06 – SOLVE PROBLEMS USING LOGICAL ANALYSIS EO S260.07 – SUPERVISE PEERS EO S260.08 – LEAD PEERS THROUGH A LEADERSHIP ASSIGNMENT

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SECTION 3

SECTION 4

SECTION 5

SECTION 6

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PO S261 – LEAD TEAM-BUILDING ACTIVITIES

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EO S261.01 – SELECT A TEAM-BUILDING ACTIVITY EO S261.02 – LEAD A TEAM-BUILDING ACTIVITY

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PO S262 – COMMUNICATE EFFECTIVELY WITHIN A LEADERSHIP TEAM

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EO S262.01 – RECOGNIZE WAYS TO COMMUNICATE EO S262.02 – IDENTIFY THE PROCESS OF COMMUNICATION EO S262.03 – APPLY THE PROCESS OF COMMUNICATION

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PO S263 – COMMAND A SQUAD

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EO S263.01 – FORM SINGLE FILE AND REFORM THREES ON THE MARCH EO S263.02 – DELIVER WORDS OF COMMAND EO S263.03 – PAY COMPLIMENTS AS THE COMMANDER OF A SQUAD EO S263.04 – COMMAND A SQUAD EO S263.05 – PARTICIPATE IN A DRILL DEMONSTRATION

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PO S264 – EXECUTE RIFLE DRILL AS A MEMBER OF A SQUAD

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EO S264.01 – ADOPT THE POSITIONS OF ATTENTION, STAND AT EASE AND STAND EASY WITH ARMS

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A-CR-CCP-822/PG-001 TABLE OF CONTENTS (Cont) EO S264.02 – GROUND AND TAKE UP ARMS EO S264.03 – SLOPE ARMS FROM THE ORDER AND ORDER ARMS FROM THE SLOPE EO S264.04 – EXECUTE RIGHT (LEFT) DRESS WITH ARMS EO S264.05 – PAY COMPLIMENTS AT THE HALT WITH ARMS EO S264.06 – EXECUTE DRILL ON THE MARCH AT SLOPE ARMS EO S264.07 – PARTICIPATE IN A DRILL DEMONSTRATION SECTION 7

SECTION 8

4-6-6 4-6-8 4-6-10 4-6-12 4-6-14

PO S265 – EXECUTE FLAG DRILL AS A MEMBER OF A FLAG PARTY

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EO S265.01 – DESCRIBE COLOURS AND FLAGS EO S265.02 – EXECUTE FLAG DRILL AT THE HALT EO S265.03 – EXECUTE FLAG DRILL ON THE MARCH EO S265.04 – CHANGE DIRECTION BY FORMING FROM THE HALT AND ON THE MARCH AS A MEMBER OF A FLAG PARTY EO S265.05 – MARCH ON AND OFF AS A MEMBER OF A FLAG PARTY EO S265.06 – DIP FROM THE CARRY AND CARRY FROM THE DIP AT THE HALT

4-7-2 4-7-4 4-7-6

PO S267 – PARTICIPATE IN RECREATIONAL MARKSMANSHIP AND SUMMER BIATHLON ACTIVITIES EO S267.01 – PARTICIPATE IN A RECREATIONAL MARKSMANSHIP ACTIVITY EO S267.02 – PARTICIPATE IN A RECREATIONAL SUMMER BIATHLON ACTIVITY

SECTION 9

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4-7-8 4-7-10 4-7-12 4-8-1 4-8-3 4-8-6

PO S268 – PARTICIPATE IN A COMMUNITY SERVICE ACTIVITY

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EO S268.01 – PARTICIPATE IN A COMMUNITY SERVICE ACTIVITY

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Annex A – INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS

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A-CR-CCP-822/PG-001

CHAPTER 1 GENERAL AIMS 1. The aim of the Cadet Program (CP) is to develop in youth the attributes of good citizenship and leadership, promote physical fitness, and stimulate the interest of youth in the sea, land and air activities of the Canadian Forces (CF).

The aim of the training resulting from this QSP is to prepare cadets to perform the role of a peer leader 2. while building upon the leadership and drill and ceremonial knowledge and skills learned through the Squadron Program. PROGRAM MISSION AND PARTICIPANT OUTCOMES The mission of the CP is to contribute to the development and preparation of youth for the transition from adolescence to adulthood, enabling cadets to meet the challenges of modern society, through a dynamic, community-based program. 3.

4. CP Participant Outcomes are the benefits for the cadet during and/or after their involvement with the program that relate to knowledge, skills, attitudes, values, behaviour, condition, or status. The five outcomes of the CP are:

a.

emotional and physical well-being,

b.

social competence,

c.

cognitive competence,

d.

proactive citizenship, and

e.

understanding the CF.

5. The program mission and participant outcomes are explained in greater detail in CATO 11-03, Cadet Program Mandate.

OUTLINE OF TRAINING The CSTC Program provides training that is integral to the CP and focuses on giving a set portion of the cadet population instruction and opportunities to develop advanced knowledge and skills in specialized activities and to develop instructors/leaders for these activities for all components of the CP. Additionally, it provides these cadets further opportunities to develop, practice, and employ the general knowledge and skills obtained through the Corps Program. 6.

7. Description of Need. Cadet squadrons require training opportunities that reinforce and supplement the training conducted during the Squadron Program. Based on the training resulting from this QSP, cadets will achieve the Basic Leadership qualification and will be able to further develop leadership and drill and ceremonial knowledge and skills learned during the Squadron Program. 8. Each CSTC qualification requires completion of a series of Performance Objectives (POs) and associated Enabling Objectives (EOs).

PROGRAM DESIGN 9.

Training associated with the Basic Leadership qualification has been designed:

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a.

assuming that the cadets attending are between 13 and 14 years of age;

b.

assuming that cadets have successfully completed Proficiency Level Two;

c.

using age appropriate learning strategies;

d.

using a typical training day consisting of eight 40-minute periods conducted during the daytime with the evening dedicated to extra-curricular activities and free time;

e.

using a week that typically begins on Monday and ends the following Sunday consisting of a maximum of six training days and a minimum of one day dedicated to extra-curricular activities and free time;

f.

including training which is experiential and skills-based, with a lesser focus on theoretical knowledge; and

g.

assuming that learning will take place through a combination of programmed periods of instruction and unstructured discussions, teachable moments, and mentoring opportunities.

COURSE COMPONENTS 10. Mandatory Training. Mandatory training consists of those activities outlined in this QSP that CSTCs are required to conduct. These activities are comprised of the following two sub-components:

a.

Standard Components. Standard components are periods allocated to provide the basic administrative structure required to conduct a CSTC qualification course. These components are described in more detail in Chapter 2.

b.

Specialty Training. Specialty training are those periods allocated in support of a specific qualification aim and described in the requisite POs.

Extra-Curricular Activities. Extra-curricular activities are active and passive opportunities offered to 11. cadets daily from the end of formal training to lights-out and during “Sunday routine”. Ancillary in nature, extracurricular activities add value to the CSTC experience by: enhancing what is learned during the day, offering fun recreational opportunities that encourage socialization, and allowing cadets to pursue personal interests. Specific direction regarding extra-curricular activities can be found in CATO 11-04, Cadet Program Outline. PERFORMANCE OBJECTIVES 12.

The following are the POs that form the content of the Basic Leadership qualification: a.

b.

Leadership. PO S260 – Perform the Role of a Peer Leader (Chapter 4, Section 2): (1)

The aim of PO S260 (Chapter 4, Section 2) is to provide cadets with knowledge and skills to practice peer leadership during naturally occurring leadership opportunities.

(2)

This PO supports leadership training by providing the basic skill set to perform the role of a peer leader. Leadership training contributes directly to the achievement of the program aim of developing in youth the attributes of good leadership and the participant outcomes of social competence and cognitive competence.

Leadership. PO S261 – Lead Team-Building Activities (Chapter 4, Section 3): (1)

The aim of PO S261 (Chapter 4, Section 3) is to have the cadets lead various team-building activities involving their peers.

(2)

This PO supports leadership training by providing the basic skill set to lead teambuilding activities. Leadership training and team-building activities contribute directly to the 1-2

A-CR-CCP-822/PG-001 achievement of the program aim of developing in youth the attributes of good leadership and the participant outcomes of emotional and physical well-being, social competence and cognitive competence. c.

d.

e.

f.

g.

Leadership. PO S262 – Communicate Effectively Within a Leadership Team (Chapter 4, Section 4): (1)

The aim of PO S262 (Chapter 4, Section 4) is to review and practice the communication skills learned in Proficiency Level Two, and introduce additional communication skills to support leadership training.

(2)

This PO supports leadership training by providing cadets the basic skill set to communicate effectively within a leadership team. This skill set contributes directly to the achievement of the program aim of developing in youth the attributes of good leadership and the participant outcomes of social competence and cognitive competence.

Drill and Ceremonial. PO S263 – Command a Squad (Chapter 4, Section 5): (1)

The aim of PO S263 (Chapter 4, Section 5) is to provide cadets with the knowledge and skills to deliver words of command to a squad of their peers while supervising and correcting drill.

(2)

This PO supports drill and ceremonial training by introducing the basic skill set to command a squad. Drill and ceremonial training contributes directly to the program aims of promoting physical fitness, and stimulating the interest of youth in the air activities of the Canadian Forces and also contributes to the participant outcomes of physical well-being, social competence, cognitive competence, and understanding the CF.

Drill and Ceremonial. PO S264 – Execute Rifle Drill as a Member of a Squad (Chapter 4, Section 6): (1)

The aim of PO S264 (Chapter 4, Section 6) is to provide cadets with the knowledge and skills to execute rifle drill as a member of a squad.

(2)

This PO supports drill and ceremonial training by introducing the basic skill set to execute rifle drill. Drill and ceremonial training contributes directly to the program aims of promoting physical fitness, and stimulating the interest of youth in the air activities of the Canadian Forces and also contributes to the participant outcomes of physical well-being, social competence, cognitive competence, and understanding the Canadian Forces.

Drill and Ceremonial. PO S265 – Execute Flag Drill as a Member of a Flag Party (Chapter 4, Section 7): (1)

The aim of PO S265 (Chapter 4, Section 7) is to provide cadets with the knowledge and skills to execute flag drill as a member of a flag party.

(2)

This PO supports drill and ceremonial training by introducing the basic skill set to execute flaf drill. Drill and ceremonial training contributes directly to the program aims of promoting physical fitness, and stimulating the interest of youth in the air activities of the Canadian Forces and also contributes to the participant outcomes of physical well-being, social competence, cognitive competence, and understanding the Canadian Forces.

Marksmanship and Summer Biathlon. PO S267 – Participate in Recreational Marksmanship and Summer Biathlon Activities (Chapter 4, Section 8): (1)

The aim of PO S267 (Chapter 4, Section 8) is to practice the marksmanship skills introduced in the Squadron Program and provide cadets with the knowledge and skills to participate in a recreational summer biathlon activity. 1-3

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(2)

h.

This PO supports marksmanship and summer biathlon training by providing the cadets the opportunity to participate in recreational marksmanship and summer biathlon activities. Marksmanship and summer biathlon training contribute directly to the program aims of promoting physical fitness, and developing in youth the attributes of good leadership and also contribute to the participant outcomes of emotional and physical well-being and social competence.

Community Service. PO S268 – Participate in a Community Service Activity (Chapter 4, Section 9): (1)

The aim of PO S268 (Chapter 4, Section 9) is provide cadets with the opportunity to participate in a community service activity in the local CSTC community.

(2)

This PO supports community service training by providing the cadets the opportunity to participate in a community service activity in the local CSTC community. Community service training contributes directly to the program aims of developing in youth the attributes of good citizenship and leadership and also contributes to the participant outcomes of proactive citizenship and social competence.

METHOD OF ACHIEVING OBJECTIVES 13. The majority of training that supports the Basic Leadership qualification is skills-related. Skills are acquired through practical periods of instruction and practice. In order to achieve the POs, a hands-on learning approach is essential. The following guidance may assist in the implementation of training:

a.

Some theory is required for safety purposes and for introducing new material. However, most material can be taught using hands-on practical methods.

b.

Ensure training is well organized and planned for in advance to allow instructors adequate time to prepare for the delivery/conduct of training. This includes reviewing lesson specifications and instructional guides and creating instructional materials as required.

c.

Schedule training such that the material is presented in a manner to ensure a smooth flow from one activity to the next.

d.

Take adequate time for cadets to reflect upon and be debriefed on experiential training activities, to include discussing the ways that experience can benefit them in the future.

ATTENDANCE PREREQUISITES To participate in the Basic Leadership qualification course, youths must be members of a cadet squadron, 14. as specified in A-CR-CCP-950/PT-001, Queen’s Regulations and Orders for the Canadian Cadet Organization Article 4.01, and be eligible to attend CSTC training as outlined in A-CR-CCP-950/PT-001, Article 5.03 and in accordance with CATO 51-01, Air Cadet Program Outline. USE OF THE QSP 15. This QSP shall be used as the primary authority governing the development, implementation, conduct, and evaluation of the training and standards for the Basic Leadership qualification. This QSP shall also be used by the Directorate Cadets and Junior Canadian Rangers as the primary reference for validation of Basic Leadership qualification training. 16. Basic Leadership qualification training shall be conducted using this QSP as the training control document in conjunction with A-CR-CCP-822/PF-001, Royal Canadian Air Cadets Basic Leadership Instructional Guides.

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Any deviation from the requirements detailed in this publication due to training limitations must be 17. approved by D Cdts 3, Senior Staff Officer Youth Programs Development, NDHQ.

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CHAPTER 2 TRAINING MANAGEMENTS DETAILS RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS 1. The Managing Authority for the Basic Leadership qualification is D Cdts & JCR. The conduct of training is the responsibility of the Regional Cadet Support Units (RCSUs) through authorized CSTCs.

TRAINING DETAILS In accordance with CATO 11-04, Cadet Program Outline, and CATO 51-01, Air Cadet Program Outline, 2. the Basic Leadership qualification course is conducted over a three-week period consisting of 17 training days. Standard Components. Standard components are activities that form part of all CSTC courses. These 3. activities take place during the training day but are normally not directly related to POs or achieving the qualification. The standard component activities are: a.

In Routine. Four periods scheduled at the beginning of the course for administrative in routine. While most administrative matters may have been dealt with prior to the first training day, these periods have been allocated to allow for scheduling flexibility at the beginning of a course.

b.

Briefings. Two periods allocated to a combination of introductory briefings, such as: (1)

CO briefing,

(2)

department briefing,

(3)

fire and safety briefing,

(4)

MIR briefing, and

(5)

CHAP briefing, etc.

c.

Flight Commander (Flt Comd) Periods. One period per week provided to the Flt Comd to do such things as team building, debriefing, feedback sessions, reflecting or to address any issues related to quality of life.

d.

Life Skills. One period per week for moral and/or spiritual instruction.

e.

Recreational Sports/Swim. Four periods per week (not including the last week which has two).

f.

CO’s Discretion. Four periods to be scheduled at the CO’s discretion. The intention of these periods is to provide the opportunity to have cadets participate in such things as: (1)

special ceremonies,

(2)

additional CF familiarization activities, or

(3)

local community events.

g.

Spare Periods. Four periods to be used at the discretion of the Course Officer (Crse O) allowing flexibility to account for things such as weather or availability of facilities.

h.

Weekly Parade. Two periods per week (not including the last week of a course) for a CSTClevel parade.

i.

Course Administration. Six periods for routine matters, such as:

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(1)

initial cadet interviews,

(2)

cadet banking,

(3)

supply,

(4)

course critiques, and

(5)

course reports/final cadet interviews.

j.

Graduation Parade Practice. Two periods to be scheduled in the last week of a course for rehearsal of the graduation parade.

k.

Graduation Parade. Two periods to carry out a graduation parade.

l.

Out Routine. Four periods scheduled at the end of the course for administrative out routine. While most administrative matters are usually dealt with after the last training day, these periods have been allocated to allow for scheduling flexibility at the end of a course.

Period Allocation. Periods are 40 minutes in duration. A detailed period allocation of specialty training is located in Annex A. Total period allocation by PO is as follows: 4.

In Routine Briefings Flt Comd Periods Life Skills Recreational Sports CO Discretion Spare Periods Weekly Parade Course Administration Graduation Parade Practice Graduation Parade Out Routine

Standard Components

Total Topic

Leadership Leadership Leadership Drill and Ceremonial Drill and Ceremonial Drill and Ceremonial Marksmanship/Summer Biathlon Community Service

PO S260 S261 S262 S263 S264 S265 S267 S268

SPECIALTY TRAINING Performance Objective Perform the Role of a Peer Leader Lead Team-Building Activities Communicate Effectively Within a Leadership Team Command a Squad Execute Rifle Drill as a Member of a Squad Execute Flag Drill as a Member of a Flag Party Participate in Recreational Marksmanship and Summer Biathlon Participate in a Community Service Activity Total

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No. of pd 4 2 3 3 10 6 6 4 6 2 2 4 52 No. of pd 16 21 8 13 9 9 8 84

A-CR-CCP-822/PG-001

Scheduling. When planning training, the lesson specifications found in Chapter 4 shall be consulted for 5. detailed information. While a sample schedule is located in Annex B, it does not account for the many variables CSTCs face when developing course schedules. Some of the things the training staff should consider when developing the course schedule include, but are not limited to: a.

the training environment required for each activity;

b.

the availability of technical specialists to conduct the activity, if required;

c.

the availability of shared facilities and the requirements of other courses that use those facilities; and

d.

the availability of shared equipment and the requirements of other courses that use that equipment.

TRAINING CAPACITY 6. Training capacity will be directed annually by NDHQ/D Cdts & JCR. The optimum flight size is 24 cadets. The number of cadets per flight should not exceed 30.

TRAINING STAFF REQUIREMENTS 7. The training staff is directly involved in the delivery of training and supervision of cadets during the designated training day. The training staff structure is primarily comprised of positions from both the standard flight/squadron organizational system and instructional or training support cadre(s). The following reflects the minimum requirements for training staff but does not reflect the additional support and supervisory staff (eg, administration, supply, logistics, barracks supervision, extra-curricular activities, etc) at the CSTC.

a.

Course Officer (Crse O): Rank

MOSID

Number

Qualification Minimum:

Capt

00232-03

Captain Qualification or DP2 Junior Officer CIC Qualification.

1

Preferred: Senior Instructor Course, and CIC Training Officer Course. b.

Flight Commander (Flt Comd) Rank

MOSID

Number

Qualification Minimum:

Lt/2Lt/ OCdt

00232-03

1 per Flight

Basic Officer Qualification or Basic Military Officer Qualification (CIC Common).

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Rank

MOSID

Number

Qualification Preferred: Military Occupation Course (Air) or Basic Military Officer Qualification (CIC Air).

c.

Staff Cadets: Rank

MOSID

Number

Qualification Minimum: Proficiency Level Four.

FSgt/Sgt

N/A

3–4 per Flight

Preferred: Senior Leaders Course or Advanced Specialty Course.

d.

Staff cadet positions may be organized in different manners based on the requirements of the CSTC. The flexibility is intended to allow the CSTC to balance instruction and supervision of cadets between the flight/squadron staff and instructional or training support cadre(s) staff positions. If one or two staff cadet positions are designated as flight/squadron staff, the remaining staff resources should be used to offset instructional or training support cadre(s) requirements. A minimum of one staff cadet position per division shall be designated as Flight Sergeant (FSgt).

8. Technical Specialists. Technical specialists possess specific specialty qualifications and typically support a variety of courses conducted at the CSTC. The number of technical specialists required is influenced by policy documentation specific to the activity (eg, CATOs, Water Safety Orders, etc) and by local CSTC circumstances, as is the structure for instructional or training support cadre(s). The technical specialists required in support of Basic Leadership are:

a.

Fitness and Sports Instructor(s) as required in support of recreational sports,

b.

Air Rifle Marksmanship Instructor(s) as required in support of PO S267 (Chapter 4, Section 8), and

c.

Range Safety Officer(s) (RSOs) as required in support of PO S267 (Chapter 4, Section 8).

9. Resource Requirements. RCSU COs are responsible for ensuring that required equipment and supplies are available. A detailed list of material, audiovisual equipment, and training/learning aids required to conduct the training is located in Annex C.

TRAINING ADMINISTRATION 10.

Cadet Evaluation. Details on cadet evaluation are found in Chapter 3.

Records and Reports. Training staff shall maintain records and reports as required in accordance with Chapter 3. Upon completion of training, the Basic Leadership Qualification Record (Chapter 3, Annex C) shall be returned to the cadet squadron to be recorded on the cadet’s DND 2399, Cadet Personnel Record. 11.

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QUALIFICATION The Basic Leadership qualification and associated badge is awarded to cadets in accordance with 12. Chapter 3. RELATED DOCUMENTS 13.

This QSP is to be used in conjunction with: a.

Cadet Administrative and Training Orders (CATOs), and

b.

A-CR-CCP-822/PF-001.

REFERENCES 14.

A list of references used in this QSP is located in Annex D.

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A-CR-CCP-822/PG-001 Chapter 2, Annex A BASIC LEADERSHIP SUMMARY AND TIME ALLOCATION PERIOD ALLOCATION PO

Performance Objective

S260 Perform the Role of a Peer Leader

EO

Enabling Objective

S260.01 S260.02 S260.03

Define the Role of a Peer Leader Perform the Role of a Peer Senior Describe Positive Team Dynamics Describe Time- and Stress-Management Strategies Practice Self-Assessment Solve Problems Using Logical Analysis Supervise Peers Lead Peers Through a Leadership Assignment Lead Peers Through a Leadership Assignment PO S260 - Total Select a Team-Building Activity Lead a Team-Building Activity Lead Team-Building Activities PO S261 - Total Recognize Ways to Communicate Identify the Process of Communication Apply the Process of Communication Communicate Effectively Within a Leadership Team PO S262 - Total Form Single File and Reform Threes on the March Deliver Words of Command Pay Compliments as the Commander of a Squad Command a Squad Participate in a Drill Demonstration Command a Squad PO S263 - Total Adopt the Positions of Attention, Stand at Ease and Stand Easy With Arms Ground and Take Up Arms Slope Arms From the Order and Order Arms From the Slope Execute Right (Left) Dress With Arms Pay Compliments at the Halt With Arms Execute Drill on the March at Slope Arms

S260.04 S260.05 S260.06 S260.07 S260.08 S260 PC S261 Lead Team-Building Activities

S261.01 S261.02 S261 PC

S262 Communicate Effectively Within a Leadership Team

S262.01 S262.02 S262.03 S262 PC

S263 Command a Squad

S263.01 S263.02 S263.03 S263.04 S263.05 S263 PC

S264 Execute Rifle Drill as a Member of a Squad

S264.01 S264.02 S264.03 S264.04 S264.05 S264.06

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No. of pd 1 2 2 1 1 2 1 2 4 16 2 3 16 21 2 3 3 0 8 1 2 1 3 6 0 13 1 1 1 1 2 1

A-CR-CCP-822/PG-001 Chapter 2, Annex A PO

Performance Objective

S265 Execute Flag Drill as a Member of a Flag Party

EO

Enabling Objective

S264.07 S264 PC

Participate in a Drill Demonstration Execute Rifle Drill as a Member of a Squad PO S264 - Total Describe Colours and Flags Execute Flag Drill at the Halt Execute Flag Drill on the March Change Direction by Forming From the Halt and on the March as a Member of a Flag Party March On and Off as a Member of a Flag Party Dip From the Carry and Carry From the Dip at the Halt Execute Flag Drill as a Member of a Flag Party PO S265 - Total Participate in a Recreational Marksmanship Activity Participate in a Recreational Summer Biathlon Activity Participate in a Community Service Activity PO S267 + PO S268 - Total

S265.01 S265.02 S265.03 S265.04 S265.05 S265.06 S265 PC

S267 Participate in Recreational Marksmanship and Summer Biathlon Activities S268 Participate in a Community Service Activity

S267.01 S267.02 S268.01

No. of pd 2 0 9 1 1 2 2 1 1 0 9 4* 4* 4* 8*

Specialty Training

8*

Standard Components

52

Total

136

*A total of eight periods are allocated to POs S267 and S268 with the intent to provide CSTC COs with the option of conducting any two of the possible three activities (EOs S267.01, S267.02 and S268.01).

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A-CR-CCP-822/PG-001 Chapter 2, Annex D REFERENCES TBD Texts Held by CSTC Additional Texts Referenced During Development Websites

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A-CR-CCP-822/PG-001

CHAPTER 3 CADET EVALUATION PURPOSE 1. The purpose of this chapter is to outline the specific evaluation requirements for Basic Leadership qualification.

LEARNER EVALUATION “Learner evaluation is the assessment of progress made by participants during an instructional 2. programme (formative evaluation) and of their achievement at the end of the programme (summative evaluation).” (A-P9-050-000/PT-Z01, Manual of Individual Training and Education, Volume 1 (1), Glossary). 3. Summative evaluation, or assessment of learning, takes place to determine whether learners have achieved POs, or critical EOs (those deemed prerequisites to further individual training and education) and are used at the end of a phase of instruction. Details for assessment of learning are detailed within this chapter. 4. Formative evaluation, or assessment for learning, takes place during a phase of instruction and helps cadets and instructors recognize progress or lapses in learning. Through formative evaluation, the instructor can; identify when corrective or remedial action is required, plan the next steps in instruction, provide cadets with feedback so they can improve, and reinforce learning to aid the cadet in retaining information. Formative evaluation includes in-lesson confirmation activities, focuses on self-assessment opportunities available during training and any opportunity where cadets practice Performance Checks (PCs) associated with assessment of learning, performing the required skills related to the PO. Details for assessment for learning are outlined within the applicable lesson specifications located in Chapter 4 and in A-CR-CCP-822/PF-001.

CADET EVALUATION DESIGN AND DEVELOPMENT Cadet evaluation is designed and developed incorporating contemporary professional practices from the 5. fields of education and youth development as well as considering best practices in use within the Canadian Cadet Organizations (CCO). 6. Cadet evaluation for Basic Leadership qualification was designed and developed assuming that all cadets are capable of achieving all POs and associated EOs. To motivate cadets to learn, cadet evaluation builds on success and confidence rather than demotivating cadets with failure and defeat.

The following fundamental assessment principles guide the design, development and conduct of Basic 7. Leadership assessment activities: a.

the instructor shall inform the cadet of the Basic Leadership qualification course POs and EOs in advance of training;

b.

the instructor shall ensure that the cadet is informed about the assessment activities required for Basic Leadership qualification in advance of training and shall have had an opportunity to see the applicable forms used in assessment;

c.

the instructor and cadet shall share assessment information and use it to revise and guide instruction and learning;

d.

the instructor shall provide feedback that is descriptive, constructive, frequent, and timely; helping the cadet to identify strengths and address areas requiring improvement;

e.

the cadet shall be actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment; and 3-1

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f.

the cadet shall be encouraged to actively, consistently, and effectively communicate with others about their learning progress.

CADET PROGRAM DEVELOPMENTAL PERIODS (DPs) The CP is designed across adolescent development periods (DP) adapted to suit the cadet program target population. Outlined in each DP are specific philosophies and approaches to learning and assessment that influence design, development and conduct of cadet training and assessment. 8.

A DP is a time frame, during a cadet’s progression through the cadet program, in which the cadet 9. participates in training and is provided opportunities to develop desired knowledge, skills and attitudes that support the aims of the CP and contribute to the achievement of the CP outcomes. 10. Progressive training levels, and associated learning objectives, distinguish each DP; ensuring training is relevant, achievable and age-appropriate for the cadet population. DPs and associated training levels are designed to be completed in a sequential manner and are also fluid to allow a cadet to progress to the next training level or DP while still working on completion of learning objectives from the previous level or DP. 11. The design and development of Basic Leadership training and evaluation is based on the basic overview of the DP characteristics located in Annex A.

BASIC LEADERSHIP CADET ASSESSMENT OF LEARNING PLAN The Assessment of Learning Plan located in Annex B, provides an overall strategy for using assessment activities to determine if the cadet meets the requirements for the Basic Leadership qualification. The Assessment of Learning Plan will: 12.

a.

provide an outline of each assessment of learning activity including its purpose, when it will occur, and details the assessment instrument(s) used to support cadet evaluation;

b.

identify the learning target(s) associated with the PO and/or EO being assessed, to include:

c.

(1)

Knowledge Mastery. The facts, concepts and theory a cadet needs to know;

(2)

Reasoning Proficiency. A cadet uses what they know to solve a problem, make a decision, make a plan, think critically, set goals, or self-assess;

(3)

Skills. Performance demonstration; where the cadet demonstrates their ability to perform a skill. To be assessed, these performances must be demonstrated by the cadet and observed by an assessor;

(4)

Ability to Create Products. A cadet uses their knowledge, reasoning and skills to create a concrete product; and/or

(5)

Attitudinal/Dispositional Changes. A cadet’s attitude about learning, safety, conduct, etc. Targets in this realm reflect attitude and feeling. They represent important affective goals we hold for a cadet as a by-product of their CP experience, and as such are not generally assessed for the purpose of attaining a qualification; and

identify the assessment method(s) that best matches PO and/or EO learning targets, to include: (1)

Selected Response. A cadet selects the correct or best response from a list provided. Formats include multiple choice, true/false, matching, short answer, and fill-in questions. Although short answer and fill-in-the-blank do require cadets to generate an answer, they call for a very brief answer that is counted right or wrong, so these have been included in the selected response category; 3-2

A-CR-CCP-822/PG-001

(2)

Extended Written Response. A cadet is required to construct a written answer in response to a question or task rather than select one from a list. An extended written response is one that is at least several sentences in length;

(3)

Performance Assessment. This assessment method is based on observation and judgment; performance or product is observed and a determination is made as to its quality; and/or

(4)

Personal Communication. Gathering information about a cadet through personal communication, learning is assessed through interpersonal interaction with the cadet.

BASIC LEADERSHIP ASSESSMENT INSTRUMENTS Specific assessment instruments have been designed to support each assessment activity within the 13. Basic Leadership Assessment of Learning Plan. These are meant to standardize assessment activities and cadet evaluation for all cadets attempting the Basic Leadership qualification. Assessment instruments are located in the appendices to Annex B. ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES 14. No additional cadet evaluations, eg, theory tests, performance checks, are to be used to determine Basic Leadership qualification. Therefore, these national standards are not to be supplemented with additional CSTC standards.

BASIC LEADERSHIP QUALIFICATION STANDARD The standard for the Basic Leadership qualification is successful completion of all POs as outlined in the 15. Basic Leadership Qualification Record. RECOGNITION OF ENHANCED PROFICIENCY ACHIEVEMENT 16. Certain POs within the Assessment of Learning Plan allow for recognition of an enhanced proficiency level of achievement. The assessment instructions for the applicable PCs outline how proficiency levels are achieved and recorded on the Qualification Record. This information highlights cadet’s strength(s) within the achievement of the qualification. The following definitions differentiate baseline proficiency and enhanced proficiency levels of achievement:

a.

Baseline Proficiency. A cadet achieves baseline proficiency by demonstrating the performance standard outlined in the applicable PO; and

b.

Enhanced Proficiency. A cadet achieves enhanced proficiency by exceeding the performance standard outlined in the applicable PO.

CADETS NOT MEETING THE BASIC LEADERSHIP QUALIFICATION STANDARD 17. A cadet who does not meet the qualification standard for any PO shall be given additional opportunities to achieve the standard. Unless otherwise specified in the Assessment of Learning Plan and associated assessment instruments, there is no limit to the number of additional opportunities that may be afforded to the cadet, provided it is within the time and resource limitations of the CSTC. 18. If, by the end of the course, a cadet has yet to successfully complete any PO, they will be assessed as incomplete. 19. CATO 15-22, Conduct and Discipline – Cadets, and CATO 13-26, Return to Unit – Cadets, provide direction on dealing with cadets not meeting the qualification standard due to:

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a.

attendance at mandatory training,

b.

conduct, or

c.

medical reasons.

RECORDING AND REPORTING CADET ACHIEVEMENT 20. The results of each PO are recorded on the Basic Leadership Qualification Record located in Annex C. The Basic Leadership Qualification Record for each cadet shall be forwarded to the applicable squadron, through the appropriate chain of command. Commanding Officers are responsible for recording Basic Leadership qualification results on DND 2399, Cadet Personnel Record.

BASIC LEADERSHIP CERTIFICATE OF QUALIFICATION The CF 558 (NSN 7530-21-870-7685) Cadet Certificate of Qualification, shall be awarded to each cadet upon successful completion of the Basic Leadership qualification. 21.

MONITORING CADET PROGRESS An initial interview shall be conducted with each cadet at the start of the course to discuss the Basic 22. Leadership qualification course; objectives, schedule, and assessment activities. Course staff should take this opportunity to get to know the cadet and to help the cadet set personal course goals. Guidelines for conducting cadet interviews are located in Annex D and the Cadet Interview Form is located in Annex D, Appendix 1. Course staff will be required to meet with each cadet throughout the course to discuss learning progress 23. towards Basic Leadership qualification. These feedback interviews are related to the assessment for learning activities outlined within the applicable lesson specifications located in Chapter 4 and in A-CR-CCP-822/PF001. A final interview shall be conducted with each cadet at the end of the course to discuss; the completed Basic Leadership Qualification Record, the cadet’s goals that were discussed during the initial interview, and new goals for returning to the squadron. Guidelines for conducting cadet interviews are located in Annex D and the Cadet Interview Form is located in Annex D, Appendix 1. 24.

TRAINING COUNSELLING SESSION A training counselling session is used when a cadet is having difficulties progressing toward Basic 25. Leadership qualification and an intervention is required to set goals for corrective action and/or remedial instruction. These counselling sessions focus on training related issues. The Flt Comd is responsible for conducting training counselling sessions. Guidelines for conducting training counselling sessions are located in Annex E and the Training Counselling Session Form is located in Annex E, Appendix 1. TRAINING REVIEW BOARD (TRB) 26. When a cadet continues to have difficulties or has a significant difficulty progressing towards Basic Leadership qualification, the Flt Comd should meet with the Crse O to determine what additional intervention is required to ensure improvement or determine if another course of action is more appropriate considering the circumstances, eg, Return to Unit (RTU). The Crse O is responsible for conducting the TRB and may include other staff, eg, Specialty Instructors, Medical Staff, Standards Staff. Normally, the cadet is not present during the TRB, but the cadet’s perspective and participation can help determine the best course of action. Guidelines for conducting a TRB are located in Annex F and the Training Review Board Form is located in Annex F, Appendix 1.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 1 S260 PC – ASSESSMENT INSTRUCTIONS PREPARATION PRE-ASSESSMENT INSTRUCTIONS Review the assessment plan, assessment instructions and S260 PC Assessment Checklist/Rubric and become familiar with the material prior to conducting the assessment. Review the assessment instructions for S262 PC, Appendix 3. Review the Leadership Assignments located at Annex M to instructional guide S260.08 (Lead Peers Through a Leadership Assignment, A-CR-CCP-618/PF-001, Royal Canadian Sea Cadets Basic Leadership – Instructional Guides, Chapter 1, Section 8), and become familiar with the material prior to conducting the assessment. The leadership assignments outlined in the attachments may be modified as required or new assignments may be created to suit the needs of the CSTC. Maximum use of training time (eg, concurrent activities, extracurricular activities) at the CSTC should be made to provide authentic leadership opportunities for the cadet. Therefore, prior to cadet arrival the Crse O must conduct a careful review of the course training schedule to strategically place authentic leadership opportunities. To supplement the existing opportunities there are four periods allocated for S260 PC. Before scheduling a leadership assignment for a cadet careful consideration must be given to the following: when in the schedule, a cadet is assigned to complete their leadership assignment compared to their level of readiness; and which assignment is matched with each cadet, taking into account the scope and requirements of the assignment compared to the abilities of the cadet. Schedule each cadet for their first leadership assignment prior to the delivery of the lesson related to instructional guide S260.08 (Lead Peers Through a Leadership Assignment, A-CR-CCP-618/PF-001, Chapter 1, Section 8). Distribute a copy of the leadership assignment to the cadet during the delivery of this lesson and allow time for planning. Schedule each cadet for their second leadership assignment as early as possible by reviewing the CSTC training schedule for leadership assignment opportunities. Photocopy a second leadership assignment for each cadet and distribute once the schedule has been created. Photocopy S260 PC Assessment Checklist/Rubric for each cadet. Photocopy two Leadership Assignment Planning Guides located at Annex O of instructional guide S260.08 (Lead Peers Through a Leadership Assignment, A-CR-CCP-618/PF-001, Chapter 1, Section 8) for each cadet. Photocopy two After-Assignment Report located at Annex L of instructional guide S260.08 (Lead Peers Through a Leadership Assignment, A-CR-CCP-618/PF-001, Chapter 1, Section 8) for each cadet. PRE-ASSESSMENT ASSIGNMENT The cadet should review the S260 PC Assessment Checklist/Rubric and become familiar with the assessment criteria prior to completing the leadership assignment. The cadet shall complete the Leadership Assignment Planning Guide.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 1 ASSESSMENT METHOD Performance assessment was chosen to observe the cadet’s ability to perform the required skills and make a judgment on the quality of the performance. Personal communication was chosen to find out what a cadet has learned through interacting with them as not all criteria may be directly observed during the performance of the leadership assignment but can be determined by discussing the requirements with the cadet prior to or after they complete it. CONDUCT OF ASSESSMENT PURPOSE The purpose of this PC is to assess the cadet’s ability to lead peers through a leadership assignment. RESOURCES S260 PC Assessment Checklist/Rubric, Leadership Assignment Planning Guide, and Leadership assignment equipment. ASSESSMENT ACTIVITY LAYOUT IAW leadership assignment layout. ASSESSMENT ACTIVITY INSTRUCTIONS

The cadet may be provided assistance (eg, reminders, guided questions).

The assessment tool for S260 PC is divided into sections for each component of a leadership assignment. Each section has a checklist to assess the tasks involved in the expected procedure, followed by a rubric to evaluate the overall performance for each component. While observing each task being performed, make a judgment and indicate on the checklist whether the task was: Incomplete. The task was not attempted or not completed even with assistance. Completed With Difficulty. The task was completed with difficulty and/or assistance. Completed Without Difficulty. The task was completed without difficulty and/or assistance. *Exceeded Standard. The task was completed with enhanced proficiency. *Not Applicable. The leadership assignment did not allow for the skill to be observed (N/A).

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 1 *NOTE:

Only certain tasks can be observed as exceeded standard or not applicable.

Assess the overall performance of the cadet for each section by reviewing the results of each task in the checklist then making a judgment and indicating whether the overall performance for each component, as detailed in the Assessment Checklist/Rubric of this Appendix. Make notes of observations to provide descriptive post-assessment feedback.

Steps 1–4 will be completed during the lesson related to instructional guide S260.08 (Lead Peers Through a Leadership Assignment, A-CR-CCP-618/PF-001, Chapter 1, Section 8), for the first leadership assignment. 1.

Distribute a leadership assignment to each cadet.

2.

Distribute the Leadership Assignment Planning Guide to each cadet.

3.

Ensure the cadet is given the opportunity to ask questions and that they understand the leadership assignment.

4.

Distribute the Assessment Checklist/Rubric to the cadet for self-assessment purposes.

5.

Distribute the leadership assignment After-Assignment Report to each cadet.

6.

Ensure the cadet understands that their reflection and self-assessment will not affect the results determined by the directing staff. That they will be used for discussion purposes during the feedback session.

7.

Have the cadet complete the leadership assignment.

8.

Assess the cadet’s leadership ability through observation. Record the result on the Assessment Checklist/ Rubric.

9.

Have the cadet assess their own performance on their Assessment Checklist/Rubric and reflect on their progress on the leadership assignment After-Assignment Report. POST-ASSESSMENT INSTRUCTIONS

RECORDING ASSESSMENT RESULTS 1.

Indicate the overall performance assessment on the Assessment Checklist/Rubric. The overall performance assessment is determined by reviewing the analytical performance assessment and considering the frequency of assessment ratings obtained for all criteria and the observational notes made during the performance. Make a judgment on the quality of the overall performance by indicating (eg, highlighting, circling, checking) on the Overall Performance Assessment rubric the statement that best represents this judgment. Overall performance is assessed as: Incomplete. Overall, the cadet has not achieved the performance standard; Completed With Difficulty. Overall, the cadet has achieved the performance standard with difficulty; Completed Without Difficulty. Overall, the cadet has achieved the performance standard without difficulty; or 3B1-3

A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 1 Exceeded Standard. Overall, the cadet has exceeded the performance standard. If an overall performance of incomplete is given to a cadet, record as many notes as necessary to substantiate the results. A cadet who does not meet the performance standard shall be given additional opportunities to succeed. There is no limit to the number of additional opportunities that may be afforded to the cadet, provided it is within the time and resource limitations of the CSTC. Should a cadet’s lack of progress be significant enough after multiple opportunities, the processes found in this Chapter outlining the Training Counselling Session and the Training Review Board shall be followed. 2.

Transfer the results from the S262 PC Assessment Rubric to the Overall Performance Assessment for S262 PC Assessment Results at Appendix 3.

3.

Sign and date the Assessment Checklist/Rubric.

4.

After the cadet has completed their leadership assignments, record the results on the Basic Leadership Qualification Record, Annex C.

5.

Photocopy the Assessment Checklist/Rubric and provide the cadet with a copy.

6.

Place the Assessment Checklist/Rubric in the cadet’s training file.

PROVIDING ASSESSMENT FEEDBACK After enough time has passed for the cadet to reflect on their performance and complete their own leadership assignment Assessment Checklist/Rubric and After-Assignment Report form, conduct a feedback session with the cadet (preferably the following day). During the feedback session, ask the cadet to use their completed forms to guide the discussion on what they feel went well and went poorly and what they would do differently if the same leadership assignment was given to them again. Discuss the performance results of each section of the Assessment Checklist/Rubric with the cadet and provide them with a copy of the completed form.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 2 S261 PC – ASSESSMENT INSTRUCTIONS PREPARATION PRE-ASSESSMENT INSTRUCTIONS Review the assessment plan, assessment instructions and S261 PC Assessment Checklist/Rubric and become familiar with the material prior to conducting the assessment. Review the assessment instructions for S262 PC located at Appendix 3. Review the energizer/ice-breaker activities located at Annex C and the communication/trust-building/problemsolving activities at Annex D to instructional guide S261.02 (Lead a Team-Building Activity, A-CR-CCP-618/ PF-001, Chapter 2, Section 2) and become familiar with the material prior to conducting the assessment. There are 16 periods allocated for S261 PC. Seven of these periods are for leading energizer/ice-breaker activities and nine periods are for leading communication/team-building/problem-solving activities. The flight is to be broken into two equal groups for the assessment. Select two team-building activities (one energizer/ice-breaker and one communication/trust-building/problemsolving) for each cadet prior to the delivery of the lesson related to EO S261.02 (Lead a Team-Building Activity, A-CR-CCP-618/PF-001, Chapter 2, Section 2). Distribute a copy of both team-building activities to the cadet during the delivery of this lesson and allow time for planning as detailed in the instructional guide. It is recommended that directing staff attempt the more complex team-building activities, especially the problemsolving activities, prior to assessment so that effective assistance may be provided to the cadets when required. Photocopy two S261 PC Assessment Checklist/Rubric for each cadet. Photocopy Team-Building Planning Guides at Annex E of instructional guide S261.02 (Lead a Team-Building Activity, A-CR-CCP-618/PF-001, Chapter 2, Section 2) for each cadet. Photocopy two Self-Assessment Forms located at Annex F of instructional guide S261.02 (Lead a TeamBuilding Activity, A-CR-CCP-618/PF-001, Chapter 2, Section 2) for each cadet. Before choosing a team-building activity for a cadet, careful consideration must be given to which activities are matched with each cadet, taking into account the scope and requirements of the activities compared to the abilities of the cadet. PRE-ASSESSMENT ASSIGNMENT The cadet should review the S261 PC Assessment Checklist/Rubric and become familiar with the assessment criteria prior to completing the leadership assignment. The cadet shall complete the Team-Building Planning Guide.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 2 ASSESSMENT METHOD Performance assessment was chosen to observe the cadet’s ability to perform the required skills and make a judgment on the quality of the performance. Personal communication was chosen to find out what a cadet has learned through interacting with them as not all criteria may be directly observed while the cadet is leading their team-building activities but can be determined by discussing the requirements with the cadet prior to or after they complete it. CONDUCT OF ASSESSMENT PURPOSE The purpose of this PC is to assess the cadet’s ability to lead team-building activities. RESOURCES S261 PC Assessment Checklist/Rubric, Team-Building Planning Guide, Self-Assessment Form, Handouts of the selected team-building activities, and Team-building activity resources. ASSESSMENT ACTIVITY LAYOUT IAW team-building activity layout. ASSESSMENT ACTIVITY INSTRUCTIONS

The cadet may be provided assistance (eg, reminders, guided questions).

The assessment for S261 PC is divided into sections for each component of a leadership assignment. Each section has a checklist to assess the tasks involved in the expected procedure to be used, followed by a rubric to evaluate the overall performance for each component. While observing each task being performed, make a judgment and indicate on the checklist whether the task was: Incomplete. The task was not attempted or not completed even with assistance. Completed With Difficulty. The task was completed with difficulty and/or assistance. Completed Without Difficulty. The task was completed without difficulty and/or assistance. *Exceeded Standard. The task was completed with enhanced proficiency.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 2 *Not Applicable. The leadership assignment did not allow for the skill to be observed (N/A). *NOTE:

Only certain tasks can be observed as exceeded standard or not applicable.

Assess the overall performance of the cadet for each section by reviewing the results of each task in the checklist then making a judgment and indicating whether the overall performance for each component, as detailed in the Assessment Checklist/Rubric of this Appendix. Make notes of observations to provide descriptive post-assessment feedback.

Steps 1–5 will be completed during the lesson related to S261.02 (Lead a Team-Building Activity, A-CR-CCP-618/PF-001, Chapter 2, Section 2).

1.

Distribute the team-building activities to the cadet.

2.

Distribute two copies of the Team-Building Planning Guide to the cadet.

3.

Give the cadet the opportunity to ask questions to ensure they understand the leadership assignment.

4.

Distribute two copies of the Assessment Checklist/Rubric for self-assessment purposes to the cadet.

5.

Distribute two copies of the team-building Self-Assessment Form to the cadet.

6.

Ensure the cadet understands that their self-assessment will not affect the results determined by the directing staff, that it will be used for discussion purposes during the feedback session.

7.

Divide the flight in half.

8.

Have the cadet complete the team-building activity.

9.

Assess the cadet’s leadership performance by observation. Record the result on the Assessment Checklist/Rubric.

10.

Have the cadet assess their own performance on their Assessment Checklist/Rubric and reflect on their progress on the team-building Self-Assessment Form. POST ASSESSMENT INSTRUCTIONS

RECORDING ASSESSMENT RESULTS 1.

Indicate the overall performance assessment on the Assessment Checklist/Rubric. The overall performance assessment is determined by reviewing the analytical performance assessment and considering the frequency of assessment ratings obtained for all criteria and the observational notes made during the performance. Make a judgment on the quality of the overall performance by indicating on the Overall Performance Assessment rubric the statement that best represents this judgment. Overall performance is assessed as: Incomplete. Overall, the cadet has not achieved the performance standard; Completed With Difficulty. Overall, the cadet has achieved the performance standard with difficulty; 3B2-3

A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 2 Completed Without Difficulty. Overall, the cadet has achieved the performance standard without difficulty; or Exceeded Standard. Overall, the cadet has exceeded the performance standard. If an overall performance of incomplete is given to a cadet, the assessor’s responsibility is to record as many notes as necessary to substantiate the results. A cadet who does not meet the performance standard shall be given additional opportunities to succeed. There is no limit to the number of additional opportunities that may be afforded to the cadet, provided it is within the time and resource limitations of the CSTC. Should a cadet’s lack of progress be significant enough after multiple opportunities, the processes found in this Chapter outlining the Training Counselling Session and the Training Review Board shall be followed. 2.

Transfer the results from the S262 PC Assessment Rubric to the Overall Performance Assessment for S262 PC Assessment Results at Appendix 3.

3.

Sign and date the Assessment Checklist/Rubric.

4.

After the cadet has completed their team-building activities, record the results on the Basic Leadership Qualification Record, Annex C.

5.

Photocopy the Assessment Checklist/Rubric and provide the cadet with a copy.

6.

Place the Assessment Checklist/Rubric in the cadet’s training file.

PROVIDING ASSESSMENT FEEDBACK After enough time has passed for the cadet to reflect on their performance and complete their own teambuilding activity Assessment Checklist/Rubric and Self-Reflection Form, conduct a feedback session with the cadet (preferably the following day). During the feedback session, ask the cadet to use their completed forms to guide the discussion on what they feel went well and went poorly and what they would do differently if the same leadership assignment was given to them again. Discuss the performance results of each section of the Assessment Checklist/Rubric with the cadet and provide the cadet with a copy of the completed checklist/rubric.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 3 S262 PC – ASSESSMENT INSTRUCTIONS PREPARATION PRE-ASSESSMENT INSTRUCTIONS

This PO is to be assessed during S260 PC (Appendix 1) and S261 PC (Appendix 2).

Review the assessment plan, assessment instructions and 262 PC Assessment Rubric located as part of Assessment Checklist/Rubric for S260 PC and S261 PC at Appendixes 1 and 2 and become familiar with the material prior to conducting the assessment. Photocopy the S262 PC Assessment Rubric. PRE-ASSESSMENT ASSIGNMENT IAW S260 PC (Appendix 1) and S261 PC (Appendix 2). ASSESSMENT METHOD Performance assessment was chosen to observe the cadet’s ability to perform the required skills and make a judgment on the quality of the performance. Personal communication was chosen to find out what a cadet has learned through interacting with them as not all criteria may be directly observed during the performance of the leadership assignments and the teambuilding activities but can be determined by discussing the requirements with the cadet prior to or after they complete them. CONDUCT OF ASSESSMENT PURPOSE The purpose of this PC is to assess the cadet’s ability to communicate effectively within a leadership team. RESOURCES S262 PC Assessment Rubric (located at S260 PC [Appendix 1] and S261 PC [Appendix 2]), S262 PC Overall Performance Assessment, and IAW S260 PC (Appendix 1) and S261 PC (Appendix 2). ASSESSMENT ACTIVITY LAYOUT IAW S260 PC (Appendix 1) and S261 PC (Appendix 2). ASSESSMENT ACTIVITY INSTRUCTIONS IAW S260 PC (Appendix 1) and S261 PC (Appendix 2).

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 3 POST ASSESSMENT INSTRUCTIONS RECORDING ASSESSMENT RESULTS 1.

2.

Upon completion of S260 PC (Appendix 1) and S261 PC (Appendix 2), transfer the results from the S262 PC Assessment Rubric for each leadership assignment/team-building activity to the S262 Overall Performance Assessment as follows: a.

the first leadership assignment completed will be recorded in the rubric titled Lead Peers Through a Leadership Assignment (A);

b.

the second leadership assignment completed will be recorded in the rubric titled Lead Peers Through a Leadership Assignment (B);

c.

the first team-building activity completed will be recorded in the rubric titled Lead a Team-Building Activity (A); and

d.

the second team-building activity completed will be recorded in the rubric titled Lead a TeamBuilding Activity (B).

Indicate the overall performance assessment on the Assessment Checklist/Rubric. The overall performance assessment is determined by reviewing the analytical performance assessment and considering the frequency of assessment ratings obtained for all criteria and the observational notes made during the performance. Make a judgment on the quality of the overall performance by indicating on the Overall Performance Assessment rubric the statement that best represents this judgment. Overall performance is assessed as: Incomplete. Overall, the cadet has not achieved the performance standard; Completed With Difficulty. Overall, the cadet has achieved the performance standard with difficulty; Completed Without Difficulty. Overall, the cadet has achieved the performance standard without difficulty; or Exceeded Standard. Overall, the cadet has exceeded the performance standard.

3.

Sign and date the Overall Performance Assessment.

4.

After the cadet has completed their leadership assignments and team-building activities, record the results on the Basic Leadership Qualification Record, Annex C.

5.

Place the Overall Performance Assessment in the cadet’s training file.

PROVIDING ASSESSMENT FEEDBACK IAW S260 PC (Appendix 1) and S261 PC (Appendix 2).

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 4 S263 PC – ASSESSMENT INSTRUCTIONS PREPARATION PRE-ASSESSMENT INSTRUCTIONS Review the assessment plan, assessment instructions, S263 PC Group Checklist and S263 PC Assessment Checklist and become familiar with the material prior to conducting the assessment. There is no time allocated for this assessment, however, for a cadet who is consistently demonstrating the applicable skills, this assessment may be conducted during the end of lesson confirmation of the lesson related to instructional guide S263.04 (Command a Squad, A-CR-CCP-618/PF-001, Chapter 4, Section 4). Though this time may be allocated for the cadet’s initial attempt to achieve the performance standard, additional opportunities throughout the course (eg, when the cadet is performing the role of peer senior) should also be used as assessment opportunities. Make a photocopy of the S263 PC Group Checklist and photocopies of S263 PC Assessment Checklist to assess each cadet. PRE-ASSESSMENT ASSIGNMENT N/A. ASSESSMENT METHOD Performance assessment was chosen as it allows the assessor to observe the cadet’s ability to perform the required skills and make a judgment on the quality of the performance. CONDUCT OF ASSESSMENT PURPOSE The purpose of this PC is to assess the cadet’s ability to command a squad. RESOURCES S263 PC Group Checklist, S263 PC Assessment Checklist, and Aide-mémoire of drill commands from instructional guide S263.02 (Deliver Words of Command, A-CRCCP-618/PF-001, Chapter 4, Section 2). ASSESSMENT ACTIVITY LAYOUT N/A. ASSESSMENT ACTIVITY INSTRUCTIONS

The cadet may be provided assistance (eg, reminders, guided questions).

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 4

While observing each task being performed, make a judgment and indicate on the table whether the task was: Incomplete. The task was not attempted or not completed even with assistance (I). Completed With Difficulty. The task was completed with difficulty and/or assistance (D). Completed Without Difficulty. The task was completed without difficulty and/or assistance (W). Exceeded Standard. The task was completed with enhanced proficiency (E). Make notes of observations to provide descriptive post-assessment feedback. Observe each cadet while commanding a squad during the delivery of the lesson related to instructional guide S263.04 (Command a Squad, A-CR-CCP-618/PF-001, Chapter 4, Section 4), and assess the commands delivered IAW the criteria on the Assessment Table. POST ASSESSMENT INSTRUCTIONS RECORDING ASSESSMENT RESULTS 1.

A group checklist has been provided for ease of use while conducting the assessment. Upon completion of the assessment, the results shall be recorded on the 263 PC Assessment Checklist, to be completed for each cadet.

2.

Indicate the overall performance assessment on the 263 PC Assessment Checklist. The overall performance assessment is determined by reviewing the analytical performance assessment and considering the frequency of assessment ratings obtained for all criteria and the observational notes made during the performance. Make a judgment on the quality of the overall performance by indicating on the Overall Performance Assessment rubric the statement that best represents this judgment. Overall performance is assessed as: Incomplete. Overall, the cadet has not achieved the performance standard; Completed With Difficulty. Overall, the cadet has achieved the performance standard with difficulty; Completed Without Difficulty. Overall, the cadet has achieved the performance standard without difficulty; or Exceeded Standard. Overall, the cadet has exceeded the performance standard. If an overall performance of incomplete is given to a cadet, record as many notes as necessary to substantiate the results. A cadet who does not meet the performance standard shall be given additional opportunities to succeed. There is no limit to the number of additional opportunities that may be afforded to the cadet, provided it is within the time and resource limitations of the CSTC. Should a cadet’s lack of progress be significant enough after multiple opportunities, the processes found in this Chapter outlining the Training Counselling Session and the Training Review Board shall be followed.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 4 3.

Sign and date the S263 PC Assessment Checklist.

4.

After the cadet has completed the assessment, record the results on the Basic Leadership Qualification Record, Annex C.

5.

File the A S263 PC Group Checklist and S263 PC Assessment Checklist so that they may be referred to as necessary.

PROVIDING ASSESSMENT FEEDBACK Discuss the results with each cadet during a feedback session following the completion of the PC.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 5 S264 PC – ASSESSMENT INSTRUCTIONS PREPARATION PRE-ASSESSMENT INSTRUCTIONS Review the assessment plan, assessment instructions, S264 PC Group Checklist and S264 Assessment Checklist and become familiar with the material prior to conducting the assessment. There is no time allocated for this assessment, however, for a cadet who is consistently demonstrating the applicable skills, this assessment may be conducted during the end of lesson confirmation of the lessons related to instructional guides S264.01 to S264.06 (A-CR-CCP-618/PF-001, Chapter 5, Sections 1 to 6). Though this time may be allocated for the cadet’s initial attempt to achieve the performance standard additional opportunities throughout the course should also be used as assessment opportunities. Make a photocopy of the S264 PC Group Checklist and photocopies of S264 PC Assessment Checklist to assess each cadet. PRE-ASSESSMENT ASSIGNMENT N/A. ASSESSMENT METHOD Performance assessment was chosen as it allows the assessor to observe the cadet’s ability to perform the required skills and make a judgment on the quality of the performance. CONDUCT OF ASSESSMENT PURPOSE The purpose of this PC is to assess the cadet’s ability to execute rifle drill as a member of a squad. RESOURCES S264 PC Group Checklist, S264 PC Assessment Checklist, and Drill-purpose rifle. ASSESSMENT ACTIVITY LAYOUT N/A. ASSESSMENT ACTIVITY INSTRUCTIONS

The cadet may be provided assistance (eg, reminders, guided questions).

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 5

While observing each task being performed, make a judgment and indicate on the table whether the task was: Incomplete. The task was not attempted or not completed even with assistance (I). Completed With Difficulty. The task was completed with difficulty and/or assistance (D). Completed Without Difficulty. The task was completed without difficulty and/or assistance (W). Exceeded Standard. The task was completed with enhanced proficiency (E). Make notes of observations to provide descriptive post-assessment feedback. Observe each cadet while practicing rifle drill and assess the correctness of each movement. POST ASSESSMENT INSTRUCTIONS RECORDING ASSESSMENT RESULTS 1.

A group checklist has been provided for ease of use while conducting the assessment. Upon completion of the assessment, the results shall be recorded on the 264 PC Assessment Checklist, to be completed for each cadet.

2.

Indicate the overall performance assessment on the S264 Assessment Checklist. The overall performance assessment is determined by reviewing the analytical performance assessment and considering the frequency of assessment ratings obtained for all criteria and the observational notes made during the performance. Make a judgment on the quality of the overall performance by indicating on the Overall Performance Assessment rubric the statement that best represents this judgment. Overall performance is assessed as: Incomplete. Overall, the cadet has not achieved the performance standard; Completed With Difficulty. Overall, the cadet has achieved the performance standard with difficulty; Completed Without Difficulty. Overall, the cadet has achieved the performance standard without difficulty; or Exceeded Standard. Overall, the cadet has exceeded the performance standard. If an overall performance of incomplete is given to a cadet, record as many notes as necessary to substantiate the results. A cadet who does not meet the performance standard shall be given additional opportunities to succeed. There is no limit to the number of additional opportunities that may be afforded to the cadet, provided it is within the time and resource limitations of the CSTC. Should a cadet’s lack of progress be significant enough after multiple opportunities, the processes found in this Chapter outlining the Training Counselling Session and the Training Review Board shall be followed.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 5 3.

Sign and date the S264 Assessment Checklist.

4.

After the cadet has completed the assessment, record the results on the Basic Leadership Qualification Record, Annex C.

5.

File the S264 PC Group Checklist and S264 Assessment Checklist so that it may be referred to as necessary.

PROVIDING ASSESSMENT FEEDBACK Discuss the results with each cadet during a feedback session following the completion of the assessment.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 5

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 5

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 6 S265 PC – ASSESSMENT INSTRUCTIONS PREPARATION PRE-ASSESSMENT INSTRUCTIONS Review the assessment plan, assessment instructions, S265 PC Group Checklist and S265 Assessment Checklist and become familiar with the material prior to conducting the assessment. There is no time allocated for this assessment, however, for a cadet who is consistently demonstrating the applicable skills, this assessment may be conducted during the end of lesson confirmation of the lessons related to instructional guides S265.02 to S265.06, (A-CR-CCP-822/PF-001, Chapter 6, Sections 2 to 6). Though this time may be allocated for the cadet’s initial attempt to achieve the performance standard, additional opportunities throughout the course should also be used as assessment opportunities. Make a photocopy of the S265 PC Group Checklist and photocopies of S265 PC Assessment Checklist to assess each cadet. PRE-ASSESSMENT ASSIGNMENT N/A. ASSESSMENT METHOD Performance assessment was chosen as it allows the assessor to observe the cadet’s ability to perform the required skills and make a judgment on the quality of the performance. CONDUCT OF ASSESSMENT PURPOSE The purpose of this PC is to assess the cadet’s ability to execute flag drill as a member of a flag party. RESOURCES S265 PC Group Checklist, S265 PC Assessment Checklist, Flag with pike, and Colour carrying belt. ASSESSMENT ACTIVITY LAYOUT N/A. ASSESSMENT ACTIVITY INSTRUCTIONS

The cadet may be provided assistance (eg, reminders, guided questions).

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 6

While observing each task being performed, make a judgment and indicate on the checklist whether the task was: Incomplete. The task was not attempted or not completed even with assistance (I). Completed With Difficulty. The task was completed with difficulty and/or assistance (D). Completed Without Difficulty. The task was completed without difficulty and/or assistance (W). Exceeded Standard. The task was completed with enhanced proficiency (E). Make notes of observations to provide descriptive post-assessment feedback. Observe each cadet while practicing flag drill and assess the correctness of each movement. POST ASSESSMENT INSTRUCTIONS RECORDING ASSESSMENT RESULTS 1.

A group checklist has been provided for ease of use while conducting the assessment. Upon completion of the assessment, the results shall be recorded on the 265 PC Assessment Checklist, to be completed for each cadet.

2.

Indicate the overall performance assessment on the 265 PC Assessment Checklist. The overall performance assessment is determined by reviewing the analytical performance assessment and considering the frequency of assessment ratings obtained for all criteria and the observational notes made during the performance. Make a judgment on the quality of the overall performance by indicating on the Overall Performance Assessment rubric the statement that best represents this judgment. Overall performance is assessed as: Incomplete. Overall, the cadet has not achieved the performance standard; Completed With Difficulty. Overall, the cadet has achieved the performance standard with difficulty; Completed Without Difficulty. Overall, the cadet has achieved the performance standard without difficulty; or Exceeded Standard. Overall, the cadet has exceeded the performance standard. If an overall performance of incomplete is given to a cadet, the assessor’s responsibility is to record as many notes as necessary to substantiate the results. A cadet who does not meet the performance standard shall be given additional opportunities to succeed. There is no limit to the number of additional opportunities that may be afforded to the cadet, provided it is within the time and resource limitations of the CSTC. Should a cadet’s lack of progress be significant enough after multiple opportunities, the processes found in this Chapter outlining the Training Counselling Session and the Training Review Board shall be followed.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 6 1.

Sign and date the 265 PC Assessment Checklist.

2.

After the cadet has completed the assessment, record the results on the Basic Leadership Qualification Record, Annex C.

3.

File the S265 PC Group Checklist and S265 Assessment Checklist so that they may be referred to as necessary.

PROVIDING ASSESSMENT FEEDBACK Discuss the results with each cadet during a feedback session following the completion of the PC.

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 6

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A-CR-CCP-822/PG-001 Chapter 3, Annex B, Appendix 6

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A-CR-CCP-822/PG-001 Chapter 3, Annex C BASIC LEADERSHIP QUALIFICATION RECORD

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A-CR-CCP-822/PG-001 Chapter 3, Annex D CADET INTERVIEW GUIDELINES PREPARATION FOR INITIAL INTERVIEW PRE-INTERVIEW INSTRUCTIONS Review the interview guidelines and the cadet interview form in Appendix 1 and become familiar with the material prior to conducting the interview. Make copies of the course schedule, Assessment of Learning Plan located in Annex B and associated PC assessment instruments located in the appendices of Annex B, and make them available to each cadet a day prior to the interview. Schedule interviews to allow approximately 10–15 minutes per cadet. PRE-INTERVIEW ASSIGNMENT Have the cadets review the course objectives, schedule and assessment activities and come to the interview prepared to discuss these aspects of the course and expectations and personal goals they may have for the course. CONDUCT OF INITIAL INTERVIEW PURPOSE The purpose of the initial interview is to discuss course objectives, schedule and assessment activities. This is also an opportunity to get to know the cadet and help the cadet set personal goals. RESOURCES Cadet Interview Form, Pen/pencil, and Suitable interview location. INTERVIEW LAYOUT Set up the interview location so that both the interviewer and cadet will be comfortable. INTERVIEW INSTRUCTIONS Tips for a successful interview: Ask questions that will provoke thought; in other words avoid questions with a yes or no answer. Manage time by ensuring the cadet stays on topic. Listen and respond in a way that indicates you have heard and understood the cadet. This can be done by paraphrasing their ideas. Give the cadet time to respond to your questions. 1.

Have the cadet enter the area of the interview.

2.

Ask the cadet the questions on Part 1 of the Cadet Interview Form.

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A-CR-CCP-822/PG-001 Chapter 3, Annex D 3.

Have the cadet sign the Cadet Interview Form, Section 2.

4.

Sign the initial Cadet Interview Form, Section 2. POST-INTERVIEW INSTRUCTIONS

Meet with each cadet throughout the course to discuss their progress towards achieving the qualification. These feedback interviews should be directly related to the assessment for learning activities outlined within the applicable lesson specifications located in Chapter 4. PREPARATION FOR FINAL INTERVIEW PRE-INTERVIEW INSTRUCTIONS Review the interview guidelines and Cadet Interview Form and become familiar with the material prior to conducting the interview. Review the cadet’s completed Qualification Record and related assessment instruments as well as the completed Section 1 and 2 of the Cadet Interview Form. Schedule interviews to allow approximately 10–15 minutes per cadet. PRE-INTERVIEW ASSIGNMENT Have the cadets review the personal goals they established at the beginning of the course and come to the interview prepared to discuss their success in reaching those goals. Have cadets think about their personal goals for returning to their corps/squadron. CONDUCT OF FINAL INTERVIEW PURPOSE The purpose of the final interview is to discuss; the completed Qualification Record, the cadet’s goals that were discussed during the initial interview, and new goals for returning to the corps/squadron. RESOURCES Cadet Interview Form, Pen/pencil, and Suitable interview location. INTERVIEW LAYOUT Set up the interview location so that both the cadet and the interviewer will be comfortable.

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A-CR-CCP-822/PG-001 Chapter 3, Annex D INTERVIEW INSTRUCTIONS Tips for a successful interview: Ask questions that will provoke thought; in other words avoid questions with a yes or no answer. Manage time by ensuring the cadet stays on topic. Listen and respond in a way that indicates you have heard and understood the cadet. This can be done by paraphrasing their ideas. Give the cadet time to respond to your questions. 1.

Ask the cadet questions in Section 3 of the Cadet Interview Form.

2.

Provide the cadet with a copy of their completed Qualification Record and discuss their learning progress towards course objectives.

3.

Ask the cadet the remaining questions on the form.

4.

Have the cadet sign the Cadet Interview Form.

5.

Sign the Cadet Interview Form. POST-INTERVIEW INSTRUCTIONS

Ensure the Cadet Certificate of Qualification, CF 558 (NSN 7530-21-870-7685), is awarded to each cadet upon successful completion of the qualification. Ensure the completed Qualification Record for each cadet is forwarded to the applicable squadron, through the appropriate chain of command.

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A-CR-CCP-822/PG-001 Chapter 3, Annex D, Appendix 1 CADET INTERVIEW FORM SECTION 1 – CADET PARTICULARS Surname: Course:

Name: Flight:

Sqn:

Rank:

SECTION 2 – INITIAL INTERVIEW 1. What are your expectations for the course?

ADDITIONAL COMMENTS

2. Do you have any questions of curiosity about the course objectives, schedule and/or assessment of learning activities?

3. What course activities do you enjoy most?

4. What are your strengths?

5. What are some areas you would like to improve during the course? What personal goals would you like to establish while on course?

6. Do you have any medical conditions/allergies that course staff should be aware of?

Cadet Signature: Flt Comd Signature:

Date:

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A-CR-CCP-822/PG-001 Chapter 3, Annex D, Appendix 1 SECTION 3 – FINAL INTERVIEW 1. How did you enjoy the course?

ADDITIONAL COMMENTS

2. What were some of your likes and dislikes about the training activities? Likes:

Dislikes:

3. How can you apply what you have learned on this course at your home squadron?

4. What are some new personal goals you will establish upon returning to the squadron?

5. What training opportunities are you interested in next summer?

Cadet Signature: Flt Comd Signature:

Date:

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A-CR-CCP-822/PG-001 Chapter 3, Annex E TRAINING COUNSELLING SESSION GUIDELINES PREPARATION PRE-COUNSELLING SESSION INSTRUCTIONS Review the counselling instructions and Training Counselling Session Form and become familiar with the material prior to conducting the training counselling session. CONDUCT OF TRAINING COUNSELLING SESSION PURPOSE The purpose of the Training Counselling Session is to formally meet with a cadet who is having difficulty achieving and/or maintaining course standards and to create an action plan to assist this cadet. RESOURCES Training Counselling Session Form, Pen/pencil, and Suitable boardroom. COUNSELLING SESSION LAYOUT Set up a table and provide chairs for the cadet and the staff. COUNSELLING SESSION INSTRUCTIONS Tips for a successful interview: Ask questions that will provoke thought; in other words avoid questions with a yes or no answer. Manage time by ensuring the cadet stays on topic. Listen and respond in a way that indicates you have heard and understood the cadet. This can be done by paraphrasing their ideas. Give the cadet time to respond to your questions. 1.

Have the cadet enter the counselling room.

2.

Inform the cadet of the situation; the cadet is not achieving and/or maintaining course standards.

3.

Determine the following: a.

the seriousness of the failure,

b.

areas of difficulty,

c.

exceptional circumstances affecting the training progress,

d.

the behaviour of the cadet,

e.

the effort and motivation of the cadet, and

f.

whether or not sufficient training support was provided. 3E-1

A-CR-CCP-822/PG-001 Chapter 3, Annex E 4.

Create an action plan with the cadet that addresses the reasons for the failure and the action the cadet should take to be successful.

The action plan must be achievable for the cadet, address the reasons for the failure and provide the cadet with guidelines on the action they must take to be successful.

5.

Brief the cadet on the consequences should no improvement be noticed.

6.

Have the cadet sign the Training Counselling Form.

7.

Sign the Training Counselling Form. POST-COUNSELLING INSTRUCTIONS

Provide a recommendation to the cadet’s staff. The outcome of a training counselling session can lead to the following: recommend continued training with further counselling and retesting following additional instruction; recommend continued training with further counselling and retesting following additional practice; or recommend a Training Review Board (TRB).

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A-CR-CCP-822/PG-001 Chapter 3, Annex E, Appendix 1 TRAINING COUNSELLING SESSION FORM SECTION 1 – CADET PERS INFORMATION Surname:

Name:

CSTC:

Course:

Flight:

Squadron:

Circumstances requiring TCS convening:

SECTION 2 – SESSION FINDINGS (To include training progression to date, effort and motivation of cadet, training support provided, exceptional circumstances, etc) Seriousness of failure:

Performance in related POs:

Previous difficulties and action taken:

Overall course performance:

Exceptional circumstances affecting training progress:

Assessment of the cadet’s conduct:

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A-CR-CCP-822/PG-001 Chapter 3, Annex E, Appendix 1 SECTION 3 – SESSION RECOMMENDATIONS ____

Continued training with further counselling and retesting following additional instruction.

____

Continued training with further counselling and retesting following additional practice.

____

Training Review Board (TRB).

Cadet Signature: Flt Comd Signature:

Date: SECTION 4 – Crse O REVIEW

____

I agree with the above recommendation.

____

I disagree with the above recommendation. Reasons:

Alternate course of action:

Crse O Signature:

Date:

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A-CR-CCP-822/PG-001 Chapter 3, Annex F TRAINING REVIEW BOARD (TRB) GUIDELINES PREPARATION PRE-TRB INSTRUCTIONS Review the TRB instructions and Training Review Board Form in Appendix 1 and become familiar with the material prior to conducting the training review board. CONDUCT OF TRB PURPOSE The purpose of the TRB is to determine the feasibility of continuing the cadet’s training. RESOURCES Training Review Board Form, Pen/pencil, and Suitable boardroom. TRB INSTRUCTIONS 1.

Discuss the following: a.

progression of training to date,

b.

seriousness of failure,

c.

performance in related POs,

d.

overall course performance,

e.

behaviour assessment of the cadet,

f.

effort and motivation of the cadet,

g.

whether or not sufficient training support was provided, and

h.

exceptional circumstances affecting training progression.

The action plan must be achievable for the cadet, address the reasons for the failure and provide the cadet with guidelines on the action they must take to be successful.

2.

Have the cadet sign the Training Review Board Form.

3.

Sign the Training Review Board Form. POST-TRB INSTRUCTIONS

1.

Provide a recommendation to the Deputy Commanding Officer (DCO). Possible outcomes of a TRB are: a.

a recommendation of continued training with further counselling and/or a retest following additional instruction/practice; 3F-1

A-CR-CCP-822/PG-001 Chapter 3, Annex F

2.

b.

a recommendation of continued training with a suitable arrangement agreed to by the board members that is in the best interest of all parties; or

c.

a recommendation of RTU to the Commanding Officer.

Section 5 and 6 will be completed in cases where a RTU is recommended.

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A-CR-CCP-822/PG-001 Chapter 3, Annex F, Appendix 1 TRAINING REVIEW BOARD FORM SECTION 1 – CADET PERS INFORMATION Surname:

Name:

CSTC:

Course:

Flight:

Squadron:

Circumstances requiring TRB convening: SECTION 2 – BOARD MEMBERS (NAME AND RANK) Sqn Comd:

Stds Officer:

Crse O:

SECTION 3 – BOARD FINDINGS (To include training progression to date, effort and motivation of cadet, training support provided, exceptional circumstances, etc) Seriousness of failure:

Performance in related POs:

Previous difficulties and action taken:

Overall course performance:

Exceptional circumstances affecting training progress:

Assessment of the cadet’s conduct:

3F1-1

A-CR-CCP-822/PG-001 Chapter 3, Annex F, Appendix 1 SECTION 4 – BOARD RECOMMENDATIONS Recommendation of RTU to the Commanding Officer for: ____

Continued training with further counselling and/or additional training and an assessment.

____

Other:

Recommendation of RTU to the Commanding Officer for: ____

Unsatisfactory Performance, if the cadet is unlikely to meet the required standard for the course and there is no developmental benefit for the cadet to remain with the course (eg, lack of effort, too far behind, etc).

____

Disciplinary reasons if the cadet’s behaviour is unacceptable. Comments:

Crse O Signature: Stds O Signature: Sqn Comd Signature:

Date:

SECTION 5 – DEPUTY COMMANDING OFFICER (DCO) RECOMMENDATIONS ____

I agree with the above recommendation.

____

I disagree with the above recommendation. Reason:

Alternate course of action:

DCO Signature:

Date:

3F1-2

A-CR-CCP-822/PG-001 Chapter 3, Annex F, Appendix 1 SECTION 6 – COMMANDING OFFICER DECISION ____

I agree with the above recommendation.

____

I disagree with the above recommendation. Reason:

Alternate course of action:

CO Signature:

Date:

3F1-3

A-CR-CCP-822/PG-001 Chapter 3, Annex F, Appendix 1

THIS PAGE INTENTIONALLY LEFT BLANK

3F1-4

A-CR-CCP-822/PG-001

CHAPTER 4 PERFORMANCE OBJECTIVES SECTION 1 PERFORMANCE OBJECTIVES AND TRAINING PLAN PURPOSE 1.

The purpose of this chapter is to outline the specific POs associated with Basic Leadership qualification.

PERFORMANCE OBJECTIVES POs are a description of the cadet’s ability after training is complete. They include a description, in 2. performance terms, of what the individual must do, the conditions under which the performance must be completed, and the standard to which the performance must conform. These three elements are respectively defined as: a.

a performance statement,

b.

a conditions statement, and

c.

a standard.

3. This chapter also details the training plan that is designed to assist cadets to achieve the required POs using EOs and lesson specifications (LSs) that are the key reference used for development of A-CR-CCP822/PF-001.

ENABLING OBJECTIVES EOs are a description of the cadet’s ability after each unit of learning is complete and constitute a major 4. step towards achieving the PO. EOs may correspond to the major components identified in the first round of deconstructing POs or they may result from grouping several related components. They are composed of three essential parts: a.

a performance statement,

b.

a conditions statement, and

c.

a standard.

LESSON SPECIFICATIONS 5.

LSs describe the instructional strategy to be applied to each EO: a.

supporting teaching points,

b.

references,

c.

learning activities (methods, media and environment),

d.

estimated timings,

e.

assessment directions, and

f.

any remarks that further clarify the design intent.

4-1-1

A-CR-CCP-822/PG-001

ASSESSMENT FOR LEARNING Formative evaluation, or assessment for learning, takes place during a phase of instruction and helps 6. cadets and instructors recognize progress or lapses in learning. Through formative evaluation, the instructor can; identify when corrective or remedial action is required, plan the next steps in instruction, provide cadets with feedback so they can improve, and reinforce learning to aid the cadet in retaining information. Formative evaluation includes in-lesson confirmation activities, focuses on self-assessment opportunities available during training and any opportunity where cadets practice Performance Checks (PCs) associated with assessment of learning, performing the required skills related to the PO. The lesson specifications in this chapter outline assessment for learning activities, which are detailed in A-CR-CCP-822/PF-001.

4-1-2

A-CR-CCP-822/PG-001

SECTION 2 PO S260 – PERFORM THE ROLE OF A PEER LEADER 1.

Performance. Perform the Role of a Peer Leader.

2.

Conditions a.

3.

(1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Any.

Standard. The cadet will perform the role of a peer leader, to include: a.

4.

Given:

defining the role of a peer leader, to include: (1)

recognizing their position within the leadership team; and

(2)

describing the core leadership qualities of a cadet.

b.

setting leadership goals for the course; and

c.

leading an assigned team, to include: (1)

setting a positive example;

(2)

fostering teamwork by contributing to positive team dynamics;

(3)

communicating clearly the task(s) to be accomplished;

(4)

supervising cadets;

(5)

solving problems, as required;

(6)

debriefing the team; and

(7)

reporting to superiors.

Remarks. N/A.

4-2-1

A-CR-CCP-822/PG-001

EO S260.01 – DEFINE THE ROLE OF A PEER LEADER 1.

Performance. Define the Role of a Peer Leader.

2.

Conditions a.

3.

4.

Given: (1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

Standard. The cadet shall define the role of a peer leader within a leadership team, to include: a.

recognizing their position within the leadership team; and

b.

describing the core leadership qualities of a cadet.

Teaching Points TP

Description

Method

Time

TP1 Explain the leadership team model and what position the peer leader holds within the leadership team.

Interactive Lecture

5 min

TP2 Have the cadets participate in an activity to review the core leadership qualities of a cadet, to include being:

In-Class Activity

20 min

Interactive Lecture

10 min

a.

honest,

b.

dependable,

c.

loyal,

d.

collaborative,

e.

determined,

f.

courageous,

g.

analytical,

h.

positive,

i.

respectful,

j.

considerate, and

k.

sympathetic.

TP3 Identify the Basic Leadership peer leader opportunities, to include: a.

performing the role of a peer senior;

b.

leading team-building activities; and

c.

completing leadership assignments.

4-2-2

Ref

A-CR-CCP-822/PG-001

5.

6.

Time a.

Introduction/Conclusion:

5 min

b.

Interactive Lecture:

15 min

c.

In-Class Activity:

20 min

d.

Total:

40 min

Substantiation a.

An interactive lecture was chosen for TPs 1 and 3 to orient the cadets to the leadership team model and peer leader opportunities and to generate interest in the Basic Leadership course.

b.

An in-class activity was chosen for TP 2 as it is an interactive way to review, clarify, emphasize and summarize the core leadership qualities of a cadet.

7.

References. N/A.

8.

Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area.

9.

Learning Aids a.

Handout of the Leadership Team Model,

b.

Flip chart paper,

c.

Markers (various colours),

d.

Masking tape,

e.

8 1/2 x 11 inch piece of white paper, and

f.

Pen/pencil.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-2-3

A-CR-CCP-822/PG-001

EO S260.02 – PERFORM THE ROLE OF A PEER SENIOR 1.

Performance. Perform the Role of a Peer Senior.

2.

Conditions a.

3.

4.

Given: (1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Any.

Standard. The cadet shall perform the role of a peer senior, to include: a.

communicating effectively within the leadership team;

b.

preparing peers for scheduled activities;

c.

moving a squad/flight to scheduled activities as required;

d.

preparing peers for inspections (eg, uniform, quarters) as required;

e.

assisting staff with supervision as required;

f.

assisting peers with morning/evening routine as required; and

g.

assisting peers with classroom routine as required.

Teaching Points TP

Description

Method

TP1 Discuss the role of a Basic Leadership peer senior and the associated responsibilities, to include: a.

communicating effectively within the leadership team;

b.

preparing peers for inspections (eg, uniform, quarters) as required;

c.

preparing peers for scheduled activities;

d.

moving a squad/flight to scheduled activities as required;

e.

assisting staff with supervision as required;

f.

assisting peers with morning/evening routine as required; and

g.

assisting peers with classroom routine as required.

TP2 Discuss communicating information effectively as a peer senior within the leadership team by: a.

receiving a message; 4-2-4

Time

Group Discussion

20 min

Interactive Lecture

10 min

Ref

C0-115 (pp. 42–44)

A-CR-CCP-822/PG-001

TP

Description b.

interpreting a message; and

c.

responding to a message.

Method

TP3 Explain the following responsibilities associated with preparing peers for scheduled activities: a.

falling the cadets in;

b.

ensuring all cadets are accounted for;

c.

preparing for inspection (if required);

d.

ensuring the cadets are dressed in appropriate attire and have all required kit for scheduled activities; and

e.

moving the squad/flight to the next scheduled activity by: (1)

ensuring the safety of the cadets at all times;

(2)

marching a squad/flight; and

(3)

preparing a squad/flight to move via provided transportation.

TP4 Demonstrate, explain and have the cadets practice preparing peers for a uniform inspection by:

5.

6.

a.

falling the cadets in;

b.

executing an open order;

c.

executing a right dress;

d.

ensuring the cadets are ready for inspection; and

e.

reporting for inspection.

Time

Interactive Lecture

20 min

Demonstration and Performance

20 min

Ref

A0-002 (pp. 11-11 to 1-1-12, p. 1-2-8, p. 7-317 to 7-3-18)

Time a.

Introduction/Conclusion:

10 min

b.

Group Discussion:

20 min

c.

Interactive Lecture:

30 min

d.

Demonstration and Performance:

20 min

e.

Total:

80 min

Substantiation a.

A group discussion was chosen for TP 1 as it allows the cadets to interact with their peers and share knowledge, experiences, opinions and feelings about peer senior leadership assignments.

b.

An interactive lecture was chosen for TPs 2 and 3 to give an overview of the requirements for a peer senior.

4-2-5

A-CR-CCP-822/PG-001

c. 7.

Demonstration and performance was chosen for TP 4 as it allows the instructor to explain and demonstrate preparing peers for inspection.

References a.

A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

b.

C0-115 (ISBN 0-7879-4059-3) van Linden, J. A., & Fertman, C. I. (1998). Youth Leadership. San Francisco, CA: Jossey-Bass Inc., Publishers.

8.

Training Aids. N/A.

9.

Learning Aids a.

Handout of Peer Senior Responsibilities, and

b.

Self-Assessment Form.

10.

Test Details. N/A.

11.

Remarks a.

Time will be scheduled for cadets to perform the role of a peer senior throughout the course. Staff should consider the activities involved in the assignments and the abilities of the cadets when creating the schedule.

b.

Cadets shall be provided ongoing feedback as well as a debriefing after their scheduled time as peer senior.

4-2-6

A-CR-CCP-822/PG-001

EO S260.03 – DESCRIBE POSITIVE TEAM DYNAMICS 1.

Performance. Describe Positive Team Dynamics.

2.

Conditions a.

3.

4.

Given: (1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

Standard. The cadet shall describe positive team dynamics, to include: a.

following the team leader;

b.

including all participants;

c.

encouraging team members;

d.

contributing to team morale and esprit de corps;

e.

contributing to the accomplishment of team goals;

f.

contributing to group decisions;

g.

trusting the team;

h.

supporting team members;

i.

appreciating team members; and

j.

celebrating team success.

Teaching Points TP

Description

Method

TP1 Explain the following stages of team development:

Time

Interactive Lecture

15 min

TP2 Conduct activities in which the cadets will identify the requirements for team success.

In-Class Activity

35 min

TP3 Discuss positive team dynamics, to include:

Group Discussion

20 min

a.

forming,

b.

storming,

c.

norming,

d.

performing, and

e.

adjourning.

a.

following the team leader;

b.

including all participants;

4-2-7

Ref C0-243 C0-268 (pp. 3– 4)

C0-114 (p. 4, pp. 12–13, pp. 15(27)

A-CR-CCP-822/PG-001

TP

5.

6.

7.

Description

Method

c.

encouraging team members;

d.

contributing to team morale and esprit de corps;

e.

contributing to the accomplishment of team goals;

f.

contributing to group decisions;

g.

trusting the team;

h.

supporting team members;

i.

appreciating team members; and

j.

celebrating team success.

Time

Ref C0-244 (pp. 188–190) C0-266 (pp. 88–89) C0-267 (pp. 79–81)

Time a.

Introduction/Conclusion:

10 min

b.

Interactive Lecture:

15 min

c.

In-Class Activity:

35 min

d.

Group Discussion:

20 min

e.

Total:

80 min

Substantiation a.

An interactive lecture was chosen for TP 1 to explain the stages of team development.

b.

An in-class activity was chosen for TP 2 as it is an interactive way to provoke thought and stimulate interest among the cadets.

c.

A group discussion was chosen for TP 3 as it allows the cadets to interact with their peers and share knowledge, experiences, opinions and feelings about positive team dynamics.

References a.

C0-114 (ISBN 0-02-863656-2) Pell, A. R. (1999). The Complete Idiot’s Guide to Team Building. Indianapolis, IN: Alpha Books.

b.

C0-243 Clark, D. (2007). Matrix Teams. Retrieved February 18, 2008, from http://www.nwlink.com/ ~donclark/leader/leadtem2/html.

c.

C0-244 (ISBN 0-7879-6075-6) Lencioni, P. (2002). The Five Dysfunctions of a Team. San Francisco, CA: Jossey-Bass Inc., Publishers.

d.

C0-266 (ISBN 1-57542-213-1) MacGregor, M. (2007). Building Everyday Leadership in All Teens: Promoting Attitudes and Actions for Respect and Success. Minneapolis, MN: Free Spirit Publishing, Inc.

e.

C0-267 (ISBN 1-57542-212-3) MacGregor, M. (2007). Everyday Leadership: Attitudes and Actions for Respect and Success. Minneapolis, MN: Free Spirit Publishing, Inc.

f.

C0-268 (ISBN 1-57542-265-4) MacGregor, M. (2008). Teambuilding With Teens: Activities for Leadership, Decision Making and Group Success. Minneapolis, MN: Free Spirit Publishing, Inc.

4-2-8

A-CR-CCP-822/PG-001

8.

Training Aids a.

Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area, and

b.

Tape or rope (10 m [32 feet]).

9.

Learning Aids. N/A.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-2-9

A-CR-CCP-822/PG-001

EO S260.04 – DESCRIBE TIME- AND STRESS-MANAGEMENT STRATEGIES 1.

Performance. Describe Time- and Stress-Management Strategies.

2.

Conditions a.

Given: (1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

3.

Standard. The cadet shall describe time- and stress-management strategies.

4.

Teaching Points TP

Description

Method

TP1 Explain the following time-management strategies: a.

setting small, achievable goals;

b.

prioritizing tasks;

c.

making a schedule;

d.

focusing on one task at a time;

e.

being flexible; and

f.

recognizing and dealing with distractions.

Interactive Lecture

Time 5 min

Ref C0-245 (pp. 91–92) C0-246 (pp. 231–233)

TP2 Conduct an activity about implementing timemanagement strategies.

In-Class Activity

15 min

C0-245 (pp. 91–92) C0-246 (pp. 231–233)

TP3 Discuss stress, to include:

5.

a.

the causes;

b.

the effects; and

c.

coping strategies.

Group Discussion

15 min

Time a.

Introduction/Conclusion:

5 min

b.

Interactive Lecture:

5 min

c.

In-Class Activity:

15 min

d.

Group Discussion:

15 min

e.

Total:

40 min

4-2-10

C0-246 (p. 2–14, pp. 15–25, pp. 93–124, pp. 157–188, pp. 191–215)

A-CR-CCP-822/PG-001

6.

7.

Substantiation a.

An interactive lecture was chosen for TP 1 to orient the cadets to time- management strategies.

b.

An in-class activity was chosen for TP 2 as it is an interactive way to provoke thought and stimulate interest among the cadets about time management- strategies.

c.

A group discussion was chosen for TP 3 as it allows the cadets to interact with their peers and share their knowledge, experiences, opinions and feelings about stress.

References a.

C0-245 (ISBN 1-58062-513-4) Adams, B. (2001). The Everything Leadership Book. Avon, MA: Adams Media Corp.

b.

C0-246 (ISBN 1-58062-578-9) Adamson, E. (2002). The Everything Stress Management Book. Avon, MA: Adams Media Corp.

8.

Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area.

9.

Learning Aids a.

Handout of time-management strategies,

b.

Handout of time-management scenarios, and

c.

Pens/pencils.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-2-11

A-CR-CCP-822/PG-001

EO S260.05 – PRACTICE SELF-ASSESSMENT 1.

Performance. Practice Self-Assessment.

2.

Conditions a.

3.

4.

Given: (1)

Self-assessment rubrics,

(2)

Cadet Interview Form,

(3)

Personal Goals Update form,

(4)

Supervision, and

(5)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

Standard. The cadet shall practice self-assessment by: a.

reflecting on abilities;

b.

setting goals;

c.

seeking feedback as required; and

d.

seeking assistance as required.

Teaching Points TP

Description

Method

TP1 Define reflection and self-assessment.

Time

Interactive Lecture

5 min

In-Class Activity

10 min

TP3 Review and update personal goals set during the initial interview.

In-Class Activity

10 min

TP4 Conduct a group discussion on how and when to seek feedback and assistance.

Group Discussion

10 min

TP2 Have the cadets conduct self-assessment activities about: a.

their core leadership qualities, and

b.

how they contribute to positive team dynamics.

4-2-12

Ref C0-237 C0-242 (pp. 9– 11)

C0-258 (pp. 97–98)

A-CR-CCP-822/PG-001

5.

6.

7.

Time a.

Introduction/Conclusion:

5 min

b.

Interactive Lecture:

5 min

c.

In-Class Activity

20 min

d.

Group Discussion:

10 min

e.

Total:

40 min

Substantiation a.

An interactive lecture was chosen for TP 1 to define reflection and self-assessment.

b.

An in-class activity was chosen for TPs 2 and 3 as an interactive way to provoke thought, to stimulate an interest among cadets, to conduct self-assessments and to review and update personal goals.

c.

A group discussion was chosen for TP 4 as it allows the cadets to interact with their peers and share their knowledge, experiences, opinions and feelings about the benefits of seeking feedback and assistance.

References nd

a.

C0-237 (ISBN 0-19-541816-6) Barber, K. (Ed.). (2004). Canadian Oxford Dictionary (2 ed.). Don Mills, ON: Oxford University Press Canada.

b.

C0-242 (ISBN 978-0-9682160-2-1) Gregory, K., Cameron, C., & Davies, A. (2000). Knowing What Counts: Self-assessment and Goal Setting. Courtenay, BC: Building Connections Publishing Inc.

c.

C0-258 (ISBN 978-1-59869-450-5) Nigro, N. (2008). The Everything Coaching and Mentoring nd Book. (2 ed.). Avon, MA: F+W Publications Company.

8.

Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate for the classroom/training area.

9.

Learning Aids a.

Self-assessment rubric for core leadership qualities,

b.

Self-assessment rubric for positive team dynamics,

c.

Cadet Interview Form,

d.

Personal Goals Update form, and

e.

Pen/pencil.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-2-13

A-CR-CCP-822/PG-001

EO S260.06 – SOLVE PROBLEMS USING LOGICAL ANALYSIS 1.

Performance. Solve Problems Using Logical Analysis.

2.

Conditions a.

3.

4.

Given: (1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

Standard. The cadet shall solve problems using logical analysis by: a.

confirming the task;

b.

identifying the problem;

c.

determining the critical factor;

d.

developing alternative solutions;

e.

comparing alternatives;

f.

determining the best solution;

g.

implementing the solution; and

h.

evaluating the plan and the implementation.

Teaching Points TP

Description

Method

TP1 Review the process of logical analysis.

TP2 Conduct an activity in which the cadets will solve problems using logical analysis. 5.

Time

Interactive Lecture

20 min

In-Class Activity

50 min

C0-115 (p. 96) C0-135 (pp. 221–223)

Time a.

Introduction/Conclusion:

10 min

b.

Interactive Lecture:

20 min

c.

In-Class Activity:

50 min

d.

Total:

80 min

4-2-14

Ref

A-CR-CCP-822/PG-001

6.

7.

Substantiation a.

An interactive lecture was chosen for TP 1 to review, clarify, emphasize and summarize logical analysis.

b.

An in-class activity was chosen for TP 2 as it is an interactive way to provoke thought and to stimulate interest among the cadets.

References a.

C0-115 (ISBN 0-7879-4059-3) van Linden, J. A., & Fertman, C. I. (1998). Youth Leadership. San Francisco, CA: Jossey-Bass Inc., Publishers

b.

C0-135 (ISBN 0-7645-5176-0) Loeb, M., & Kindel, S. (1999). Leadership for Dummies. New York, NY: Hungry Minds, Inc.

8.

Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area.

9.

Learning Aids a.

Handout of Solving Problems Using Logical Analysis,

b.

Handout of problem-solving scenarios,

c.

Flip chart paper, and

d.

Markers.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-2-15

A-CR-CCP-822/PG-001

EO S260.07 – SUPERVISE PEERS 1.

Performance. Supervise Peers.

2.

Conditions a.

Given: (1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

3.

Standard. The cadet shall supervise peers while conducting leadership assignments.

4.

Teaching Points TP

Description

Method

6.

Ref

TP1 Explain the purposes of supervision.

Interactive Lecture

10 min

C0-272 (p. 4)

TP2 Explain how to supervise, to include:

Interactive Lecture

10 min

C0-249 (p. 36, p. 37)

a.

ensuring the well-being of cadets;

b.

ensuring safety;

c.

encouraging cadets;

d.

adjusting responsibilities as required;

e.

maintaining control of cadets;

f.

correcting errors as required;

g.

reporting misconduct as required; and

h.

ensuring completion of responsibilities assigned to cadets as required.

C0-273 (p. 44, p. 88–90) C0-274 (p. 19, p. 32) C0-275

TP3 Conduct a group discussion on supervision. 5.

Time

Group Discussion

15 min

Time a.

Introduction/Conclusion:

5 min

b.

Interactive Lecture:

20 min

c.

Group Discussion:

15 min

d.

Total:

40 min

Substantiation a.

An interactive lecture was chosen for TPs 1 and 2 to introduce the cadets to supervision.

b.

A group discussion was chosen for TP 3 as it allows the cadets to interact with their peers and share their knowledge, experiences, opinions and feelings about supervision. A group discussion also helps the cadets improve their listening skills and develop as members of a team. 4-2-16

A-CR-CCP-822/PG-001

7.

References a.

C0-249 (ISBN 0-7894-2890-3) Heller, R. (1998). How to Delegate. New York, NY: DK Publishing, Inc.

b.

C0-272 Coleridge Education, College of St. Mark and St. John. (2002). A Consultation of Supervision Provision and Training Requirements Across Connexions Partnerships in England. Retrieved March 17, 2008, from http://www.connexions.gov.uk/partnerships/publications/uploads/ cp/Supervisory%20Skills%20Exec%20Sum.pdf.

a.

C0-273 (ISBN 978-1-56414-363-1) Ladew, D. P. (1998). How to Supervise People: Techniques for Getting Results Through Others. Franklin Lakes, NJ: Career Press.

b.

C0-274 (ISBN 1-4134-1294-7) Sargent, G. (2003). The Little Black Book of Supervision. USA: Xlibris Corporation.

c.

C0-275 Director Cadets 5. (2007). CATO 14-31 Director Cadets and Junior Canadian Rangers General Safety Program. Ottawa, ON: Department of National Defence.

8.

Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area.

9.

Learning Aids. N/A.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 1 (S260 PC) and Chapter 3, Annex B, Appendix 2 (S261 PC).

11.

Remarks. N/A.

4-2-17

A-CR-CCP-822/PG-001

EO S260.08 – LEAD PEERS THROUGH A LEADERSHIP ASSIGNMENT 1.

Performance. Lead Peers Through a Leadership Assignment.

2.

Conditions a.

3.

4.

Given: (1)

Leadership assignment,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

Standard. The cadet shall: a.

plan for a leadership assignment; and

b.

lead a team of peers through a leadership assignment by: (1)

preparing for the assignment;

(2)

introducing the assignment;

(3)

conducting the assignment while supervising the team;

(4)

debriefing the team; and

(5)

presenting an after-assignment report to the team leader.

Teaching Points TP

Description

Method

TP1 Explain and demonstrate the process of Demonstration preparing for a leadership assignment, to include: a.

ensuring the goal is understood;

b.

ensuring the required resources are available;

c.

completing a time appreciation; and

d.

making a plan.

TP2 Explain and demonstrate the process of introducing a leadership assignment, to include: a.

stating the assignment to be completed;

b.

stating the goal of the assignment;

c.

identifying the resources required for the assignment;

4-2-18

Time 15 min

Ref C0-114 (p. 16) C0-243 C0-248 (p. 20, p. 21) C0-253 (p. 24) C0-255 (p. 86– 89)

Demonstration

10 min

C0-114 (p. 36, p. 99) C0-245 (p. 70, p. 71) C0-247 (p. 133–136)

A-CR-CCP-822/PG-001

TP

Description

Method

d.

communicating the overall plan;

e.

assigning tasks to team members as applicable; and

f.

ensuring the team members understand the assignment.

TP3 Explain and demonstrate the process of conducting a leadership assignment, to include: a.

supervising peers;

b.

maintaining team control;

c.

ensuring the assignment is progressing according to the time allotted; and

d.

modifying the plan as required.

TP4 Explain and demonstrate the process of debriefing a team following a leadership assignment, to include: a.

reviewing the goal;

b.

providing feedback; and

c.

re-motivating the team.

TP5 Explain the after-assignment report, to include: a.

what an after-assignment report is; and

b.

when it will be used with the leadership assignment.

TP6 Discuss how to plan for a leadership assignment. Distribute and have each cadet begin to plan their first leadership assignment. 5.

6.

Time

Ref C0-254 (p. 34, p. 35)

Demonstration

15 min

C0-256 (p. 54, p. 55)

Demonstration

10 min

C0-240 (p. 19)

Interactive Lecture

5 min

C0-243

In-Class Activity

15 min

C0-255 (p. 267, p. 269)

Time a.

Introduction/Conclusion:

10 min

b.

Demonstration:

50 min

c.

Interactive Lecture:

d.

In-Class Activity:

15 min

e.

Total:

80 min

5 min

Substantiation a.

A demonstration was chosen for TPs 1–4 as it allows the instructor to explain and demonstrate the format of a leadership assignment in a safe, controlled environment.

b.

An interactive lecture was chosen for TP 5 to give direction on the procedure for completing an after-assignment report.

4-2-19

A-CR-CCP-822/PG-001

c. 7.

8.

9.

An in-class activity was chosen for TP 6 as it is an interactive way to provoke thought and stimulate interest among cadets.

References a.

C0-114 (ISBN 0-02-863656-2) Pell, A. R. (1999). The Complete Idiot’s Guide to Team Building. Indianapolis, IN: Alpha Books.

b.

C0-240 (ISBN 0-934387-05-2) Collard, M. (2005). No Props: Great Games With No Equipment. Beverly, MA: Project Adventure, Inc.

c.

C0-243 Clark, D. (2007). After Action Reviews. Retrieved February 21, 2008, from http:// www.nwlink.com/~donclark/leader/leadaar.html.

d.

C0-243 Clark, D. (2007). Leadership & Direction. Retrieved February 21, 2008, from http:// www.nwlink.com/~donclark/leader/leaddir.html.

e.

C0-245 (ISBN 1-58062-513-4) Adams, B. (2001). The Everything Leadership Book. Avon, MA: Adams Media.

f.

C0-247 (ISBN 0-14-024272-4) Rosen, R. H., & Brown, P. B. (1997). Leading People. New York, NY: Penguin Books.

g.

C0-248 (ISBN 0-7894-4862-9) Heller, R. (1999). Learning to Lead. New York, NY: DK Publishing, Inc.

h.

C0-253 (ISBN 0-7894-8006-9) Bruce, A., & Langdon, K. (2001). Do it Now! New York, NY: DK Publishing, Inc.

i.

C0-254 (ISBN 0-7894-3244-7) Heller, R. (1998). Communicate Clearly. New York, NY: DK Publishing, Inc.

j.

C0-255 (ISBN 0-7645-5408-5) Brounstein, M. (2002). Managing Teams for Dummies. Indianapolis, IN: Wiley Publishing, Inc.

k.

C0-256 (ISBN 0-7894-4863-7) Heller, R. (1999). Achieving Excellence. New York, NY: DK Publishing, Inc.

Training Aids a.

Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area,

b.

Handout of the Leadership Assignment Format,

c.

Handout of the Leadership Assignment Assessment Checklist/Rubric,

d.

Handout of the After-Assignment Report,

e.

Sample leadership assignment, and

f.

Resources for the sample leadership assignment as required.

Learning Aids a.

Handout of the Leadership Assignment format,

b.

Handout of the Leadership Assignment Assessment Checklist/Rubric,

c.

Handout of the After-Assignment Report, 4-2-20

A-CR-CCP-822/PG-001

d.

Leadership assignment, and

e.

Pen/pencil.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 1 (S260 PC).

11.

Remarks. Time will be given for the cadets to plan their first leadership assignment during this lesson. The second leadership assignment is to be handed out prior to the day it is to be completed to allow time for the cadet to plan.

4-2-21

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4-2-22

A-CR-CCP-822/PG-001

SECTION 3 PO S261 – LEAD TEAM-BUILDING ACTIVITIES 1.

Performance. Lead Team-Building Activities.

2.

Conditions a.

3.

(1)

Activity resources as required,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Training area large enough to accommodate the entire group.

Standard. The cadet will lead team-building activities, to include: a.

b.

4.

Given:

an icebreaker or an energizer activity by: (1)

introducing the activity;

(2)

conducting the activity; and

(3)

delivering the debriefing to the team; and

a trust-building, a problem-solving or a communication activity by: (1)

ensuring the activity is set up;

(2)

introducing the activity;

(3)

conducting the activity; and

(4)

delivering the debriefing to the team.

Remarks. N/A.

4-3-1

A-CR-CCP-822/PG-001

EO S261.01 – SELECT A TEAM-BUILDING ACTIVITY 1.

Performance. Select a Team-Building Activity.

2.

Conditions a.

3.

4.

Given: (1)

Activity resources as required,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

Standard. The cadet shall select a team-building activity by considering: a.

the goal;

b.

the participants;

c.

available resources;

d.

time; and

e.

space.

Teaching Points TP

Description

Method

TP1 Identify the purpose and types of team-building activities.

Interactive Lecture

Time 10 min

Ref C0-028 (pp. xiii–xvi) C0-077 (p. 9) C0-239 (pp. 1– 5)

TP2 Discuss the following types of team-building activities: a.

icebreakers,

b.

energizers,

c.

trust-building,

d.

problem-solving, and

e.

communication.

the type that meets the goal;

b.

the participant variables;

c.

the available resources;

15 min

C0-028 (p. 1, p. 71, p. 103, p. 129, p. 155, p. 175) C0-238 (pp. 47–49) C0-240 (p. 26)

TP3 Explain how to select a team-building activity by determining: a.

Group Discussion

4-3-2

Interactive Lecture

10 min

C0-028 (pp. xxiv–xxx)

A-CR-CCP-822/PG-001

TP

Description

Method

d.

if the goal is achievable within the time limits; and

e.

the available space.

TP4 Explain adapting team-building activities by: a.

adjusting time limits;

b.

accommodating participants’ needs; and

c.

adjusting resources and space.

TP5 Conduct an activity on selecting team-building activities. 5.

6.

7.

8.

Time

Interactive Lecture

5 min

In-Class Activity

30 min

Ref

C0-239 (p. 16) C0-240 (p. 29)

Time a.

Introduction/Conclusion:

10 min

b.

Interactive Lecture:

25 min

c.

Group Discussion:

15 min

d.

In-Class Activity:

30 min

e.

Total:

80 min

Substantiation a.

An interactive lecture was chosen for TPs 1, 3 and 4 to orient the cadets to team-building activities and to generate interest.

b.

A group discussion was chosen for TP 2 as it allows the cadets to interact with their peers and share their knowledge, experiences, opinions and feelings about types of team-building activities.

c.

An in-class activity was chosen for TP 5 as it is an interactive way to provoke thought and stimulate interest among cadets.

References a.

C0-028 (ISBN 0-07-046513-4) Newstrom, J., & Scannell, E. (1998). The Big Book of Team Building Games. New York, NY: McGraw-Hill.

b.

C0-077 (ISBN 0-8403-5682-X) Rohnke, K. (1984). Silver Bullets: A Guide to Initiative Problems, Adventure Games and Trust Activities. Dubuque, IO: Kendall/Hunt Publishing Company.

c.

C0-238 (ISBN 0-7879-4835-7) Sugar, S., & Takacs, G. (2000). Games That Teach Teams: 21 Activities to Super-Charge Your Group! San Francisco, CA: Jossey-Bass/Pfeiffer.

d.

C0-239 (ISBN 0-7360-5088-4) Midura, D. W., & Glover, D. R. (2005). Essentials of Team Building: Principals and Practices. Champaign, IL: Human Kinetics.

e.

C0-240 (ISBN 0-934387-05-2) Collard, M. (2005). No Props: Great Games With No Equipment. Beverly, MA: Project Adventure, Inc.

Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area.

4-3-3

A-CR-CCP-822/PG-001

9.

Learning Aids a.

Activity resources as required,

b.

Handout of team-building activities, and

c.

Pen/pencil.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-3-4

A-CR-CCP-822/PG-001

EO S261.02 – LEAD A TEAM-BUILDING ACTIVITY 1.

Performance. Lead a Team-Building Activity.

2.

Conditions a.

3.

4.

Given: (1)

Team-building activity,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

Standard. The cadet shall lead the following components of a team-building activity: a.

the introduction,

b.

the activity, and

c.

the debriefing.

Teaching Points TP

Description

Method

TP1 Demonstrate and have the cadets participate in an introduction to a team-building activity.

In-Class Activity

TP2 Discuss the following elements of an introduction: Group Discussion a. getting the team’s attention; b.

explaining the goal of the activity;

c.

explaining the activity;

d.

assigning tasks as necessary;

e.

setting time limits;

f.

relaying safety concerns as necessary; and

g.

motivating the team.

Time

Ref

5 min 10 min

C0-028 (pp. xxiii–xxvii) C0-238 (pp. 22–23) C0-268 (p. 3)

TP3 Demonstrate and have the cadets participate in the selected team-building activity.

In-Class Activity

10 min

TP4 Discuss the following responsibilities of the leader while conducting a team-building activity:

Group Discussion

10 min

a.

starting the activity;

b.

supervising the team;

c.

ensuring the goal is achieved;

d.

stopping the activity if required; and

e.

ending the activity within the time limit.

4-3-5

C0-238 (p. 26) C0-240 (p. 17)

A-CR-CCP-822/PG-001

TP

5.

6.

7.

Description

Method

Time

TP5 Demonstrate and have the cadets participate in the debriefing component of the selected teambuilding activity.

In-Class Activity

5 min

TP6 Discuss the following elements of a debriefing:

Group Discussion

10 min

a.

reviewing the goal;

b.

providing feedback; and

c.

re-motivating the team.

Ref

C0-238 (pp. 27–30) C0-240 (p. 19)

TP7 Have small groups of cadets share Practical responsibilities of leading a team-building activity. Activity

50 min

TP8 Distribute handouts and allow time for preparation of team-building activities.

10 min

In-Class Activity

Time a.

Introduction/Conclusion:

10 min

b.

In-Class Activity:

30 min

c.

Group Discussion:

30 min

d.

Practical Activity:

50 min

e.

Total:

120 min

Substantiation a.

An in-class activity was chosen for TPs 1, 3, 5 and 8 as it is an interactive way to provoke thought and stimulate interest among cadets.

b.

A group discussion was chosen for TPs 2, 4 and 6 as it allows the cadets to interact with their peers and share their knowledge, experiences, opinions and feelings about the components of team-building activities.

c.

A practical activity was chosen for TP 7 as it is an interactive way to allow the cadets to experience team-building activities in a safe and controlled environment.

References a.

C0-028 (ISBN 0-07-046513-4) Newstrom, J., & Scannell, E. (1998). The Big Book of Team Building Games. New York, NY: McGraw-Hill.

b.

C0-238 (ISBN 0-7879-4835-7) Sugar, S., & Takacs, G. (2000). Games That Teach Teams: 21 Activities to Super-Charge Your Group! San Francisco, CA: Jossey-Bass/Pfeiffer.

c.

C0-240 (ISBN 0-934387-05-2) Collard, M. (2005). No Props: Great Games With No Equipment. Beverly, MA: Project Adventure, Inc.

d.

C0-268 (ISBN 1-57542-265-4) MacGregor, M. G. (2008). Teambuilding With Teens. Minneapolis, MN: Free Spirit Publishing Inc.

4-3-6

A-CR-CCP-822/PG-001

8.

9.

Training Aids a.

Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area,

b.

Marker,

c.

Sticky notes, and

d.

Activity equipment as required.

Learning Aids a.

Activity equipment as required,

b.

Handout of team-building activities,

c.

Handout of Team-Building Planning Guide,

d.

Handout of Self-Assessment Form,

e.

Sticky notes, and

f.

Markers.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 2 (S261 PC).

11.

Remarks. In TP 8 the cadets will be given handouts for two team-building activities which they will prepare to lead. The cadets will have opportunities to lead these activities at a later time in the course. The first activity to be conducted will be an icebreaker or an energizer; the second activity to be conducted will be a trust-building, a problem-solving or a communication activity.

4-3-7

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4-3-8

A-CR-CCP-822/PG-001

SECTION 4 PO S262 – COMMUNICATE EFFECTIVELY WITHIN A LEADERSHIP TEAM 1.

Performance. Communicate Effectively Within a Leadership Team.

2.

Conditions a.

3.

4.

Given: (1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Any.

Standard. The cadet will communicate effectively within a leadership team by: a.

receiving information;

b.

interpreting information; and

c.

responding to information.

Remarks. N/A.

4-4-1

A-CR-CCP-822/PG-001

EO S262.01 – RECOGNIZE WAYS TO COMMUNICATE 1.

Performance. Recognize Ways to Communicate.

2.

Conditions a.

3.

4.

Given: (1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

Standard. The cadet shall recognize ways to communicate, to include: a.

non-verbal, and

b.

verbal.

Teaching Points TP

5.

Description

Method

Time

Ref

TP1 Have the cadets participate in an activity on body language as a form of non-verbal communication.

In-Class Activity

15 min

C0-234 (p. 93, p. 94)

TP2 Discuss body language as a form of non-verbal communication.

Group Discussion

10 min

C0-022 (pp. 103–118)

TP3 Have the cadets participate in an activity on symbols as a form of non-verbal communication.

In-Class Activity

10 min

TP4 Discuss symbols as a form of non-verbal communication.

Group Discussion

10 min

C0-294

TP5 Have the cadets participate in an activity on verbal communication.

In-Class Activity

15 min

C0-304 (pp. 33–34)

TP6 Describe verbal communication.

Interactive Lecture

10 min

C0-022 (pp. 97–101)

Time a.

Introduction/Conclusion:

10 min

b.

In-Class Activity:

40 min

c.

Group Discussion:

20 min

d.

Interactive Lecture:

10 min

e.

Total:

80 min

4-4-2

A-CR-CCP-822/PG-001

6.

7.

8.

9.

Substantiation a.

An in-class activity was chosen for TPs 1, 3 and 5 as it is an interactive way to provoke thought and stimulate interest among cadets about ways to communicate.

b.

A group discussion was chosen for TPs 2 and 4 as it allows the cadets to interact with their peers and share their knowledge, experiences, opinions and feelings about communication.

c.

An interactive lecture was chosen for TP 6 as it illustrates the application of principles and concepts of verbal communication.

References a.

C0-022 (ISBN 0-02864-207-4) Cole, K. (2002). The Complete Idiot’s Guide to Clear Communication. Indianapolis, IN: Alpha Books.

b.

C0-234 (ISBN 0-07-059532-1) Snow, H. (1997). Indoor/Outdoor Team-Building Games for Trainers. New York, NY: The McGraw-Hill Companies, Inc.

c.

C0-294 Changing Minds and Persuasion. Retrieved April 3, 2008, from http://changingminds.org/ principles/symbols.htm.

d.

C0-304 Taylor, J. S. (2003). Training New Mentees: A Manual for Preparing Youth in Mentoring Programs. Portland, OR: National Mentoring Center.

Training Aids a.

Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area,

b.

Loaf of sliced bread,

c.

Jar of peanut butter,

d.

Jar of jam,

e.

Plate,

f.

Butter knife,

g.

Napkins,

h.

Index cards, and

i.

Disposable wipes.

Learning Aids a.

Pen/pencil, and

b.

Paper.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 1 (S260 PC) and Chapter 3, Annex B, Appendix 2 (S261 PC).

11.

Remarks. N/A.

4-4-3

A-CR-CCP-822/PG-001

EO S262.02 – IDENTIFY THE PROCESS OF COMMUNICATION 1.

Performance. Identify the Process of Communication.

2.

Conditions a.

3.

(1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

Standard. The cadet shall identify: a.

b. 4.

Given:

the process of communication, to include: (1)

receiving;

(2)

interpreting; and

(3)

responding; and

the barriers to effective communication.

Teaching Points TP

Description

Method

TP1 Explain:

Interactive Lecture

a.

the definition of hearing;

b.

the definition of listening;

c.

active listening;

d.

poor listening habits; and

e.

the impact that listening and hearing have on communication.

Time 15 min

Ref C0-022 (pp.129–135) C0-144 (pp. 12–14, p. 17)

TP2 Have the cadets participate in an activity on the development of active listening skills.

C0-237 (p. 698, p. 896) C0-262 (p. 237, p. 239) In-Class Activity

20 min

C0-144 (pp. 12–14, p. 17) C0-262 (p. 233, p. 234, p. 241)

TP3 Have the cadets participate in an activity to demonstrate the importance of attitude and approach in communicating.

4-4-4

In-Class Activity

25 min

C0-022 (pp. 81–89)

A-CR-CCP-822/PG-001

TP

Description

Method

TP4 Describe the process of communication, to include: a.

receiving;

b.

interpreting; and

c.

responding.

TP5 Describe the barriers to communication, to include: a.

b.

c.

(1)

stress,

(2)

emotion,

(3)

misinterpretation,

(4)

poor listening habits,

(5)

closed-mindedness, and

(6)

prejudice;

6.

Ref

Interactive Lecture

15 min

C0-115 (pp. 42–44)

Interactive Lecture

15 min

C0-022 (pp. 77–80, p. 129, p. 130)

intrapersonal factors, to include:

C0-144 (p. 20, p. 21)

distraction factors, to include: (1)

visual, and

(2)

auditory; and

delivery, to include: (1)

language,

(2)

mixed messages; and

(3)

overload.

TP6 Have the cadets participate in an activity on the barriers to communication. 5.

Time

In-Class Activity

20 min

C0-268 (pp. 77–80)

Time a.

Introduction/Conclusion:

10 min

b.

Interactive Lecture:

45 min

c.

In-Class Activity:

65 min

d.

Total:

120 min

Substantiation a.

An interactive lecture was chosen for TPs 1, 4 and 5 to orient the cadets to the process of communication.

b.

An in-class activity was chosen for TPs 2, 3 and 6 as it is an interactive way to provoke thought and stimulate interest among cadets about active listening and the barriers to communication.

4-4-5

A-CR-CCP-822/PG-001

7.

8.

9.

References a.

C0-022 (ISBN 0-02864-207-4) Cole, K. (2002). The Complete Idiot’s Guide to Clear Communication. Indianapolis, IN: Alpha Books.

b.

C0-115 (ISBN 0-7879-4059-3) van Linden, J. A., & Fertman, C. I. (1998). Youth Leadership. San Francisco, CA: Jossey-Bass Inc., Publishers.

c.

C0-144 Colver, E., & Reid, M. (2001). Peacebuilders 2: Peer Helping. Ottawa, ON: YouCAN.

d.

C0-237 (ISBN 0-19-541816-6) Barber, K. (Ed.). (2004). Canadian Oxford Dictionary (2 ed.). Don Mills, ON: Oxford University Press Canada.

e.

C0-262 MacDonald, K. (2002). Interpersonal Conflict Resolution Skills for Youth. Module 1: Fundamentals of Conflict Resolution. New Westminster, BC: Centre for Conflict Resolution.

f.

C0-268 (ISBN 1-57542-265-4) MacGregor, M. (2008). Teambuilding With Teens: Activities for Leadership, Decision Making and Group Success. Minneapolis, MN: Free Spirit Publishing, Inc.

nd

Training Aids a.

Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area,

b.

Active Listening Activity Narrative,

c.

Active Listening Activity Answers, and

d.

Stopwatch.

Learning Aids a.

Active Listening Activity Worksheet,

b.

Attitude and Approach Activity Script,

c.

Attitude and Approach Activity Worksheet,

d.

Communication Puzzle,

e.

Resealable plastic bags,

f.

Large envelopes, and

g.

Pen/pencil.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 1 (S260 PC) and Chapter 3, Annex B, Appendix 2 (S261 PC).

11.

Remarks. N/A.

4-4-6

A-CR-CCP-822/PG-001

EO S262.03 – APPLY THE PROCESS OF COMMUNICATION 1.

Performance. Apply the Process of Communication.

2.

Conditions a.

3.

4.

(1)

Information handout,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Classroom or training area large enough to accommodate the entire group.

Standard. The cadet shall apply the process of communication while participating in a small group activity by: a.

receiving information;

b.

interpreting information; and

c.

responding by presenting information.

Teaching Points. Supervise the cadets as they participate in a communication activity. a.

5.

Given:

Brief the cadets prior to the start of the activity, to include: (1)

an explanation of the objective; and

(2)

the directions to perform the activity.

b.

Allow time to complete the activity.

c.

Debrief the cadets on completion of the activity, to include: (1)

how the activity revealed the process of communication; and

(2)

how the information may have been presented differently.

Time a.

Introduction/Conclusion:

10 min

b.

In-class Activity:

110 min

c.

Total:

120 min

6.

Substantiation. An in-class activity was chosen for this lesson as it is an interactive way to confirm the cadets’ comprehension of the process of communication.

7.

References a.

C0-306 Aronson, E. Jigsaw Classroom. (2008). Overview of the Technique. Retrieved April 2, 2008, from http://www.jigsaw.org/overview.htm.

b.

C0-306 Aronson, E. Jigsaw Classroom. (2008). Tips on Implementation. Retrieved April 2, 2008, from http://www.jigsaw.org/tips.htm. 4-4-7

A-CR-CCP-822/PG-001

c.

C0-307 Wisconson Center for Education Research. (2007). Doing CL Jigsaw. Retrieved April 2, 2008, from http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/jigsaw.htm.

d.

C0-308 The Royal Household. (n.d.). Members of the Royal Family. Her Majesty the Queen. Retrieved April 8, 2008, from http://www.royal.gov.uk/output/page5543.asp.

e.

C0-308 The Royal Household. (n.d.). Members of the Royal Family. Early Life. Retrieved April 8, 2008, from http://www.royal.gov.uk/output/page5633.asp.

f.

C0-309 Bio. (2007). Queen Elizabeth II. Retrieved April 8, 2008, from http://www.biography.com/ search/article.do?id=9286165&page=print.

g.

C0-310 NobelPrize.org. (2008). Winston Churchill. Retrieved May 2, 2008, from http:// nobelprize.org/nobel_prizes/literature/laureates/1953/churchill-bio.html.

h.

C0-310 NobelPrize.org. (2008). Nelson Mandela. Retrieved May 1, 2008, from http:// nobelprize.org/nobel_prizes/peace/laureates/1993/mandela-bio.html.

i.

C0-311 Grolier Online. (n.d.). Winston Churchill. Retrieved April 8, 2008, from http://gi.grolier.com/ wwii/wwii_churchill.html.

j.

C0-312 BBC. (2008). Winston Churchill (1874–1964). Retrieved April 8, 2008, from http:// www.bbc.co.uk/history/historic_figures/churchill_winston.shtml.

k.

C0-313 Baizley, D. Essortment. (2002). Historical Biography: Pierre Elliott Trudeau. Retrieved May 2, 2008, from http://www.essortment.com/all/biographypierre_rhch.htm.

l.

C0-314 The Prime Ministers of Canada. (n.d.). Pierre Elliott Trudeau. Retrieved April 8, 2008, from http://www.primeministers.ca/trudeau/bio_3.php.

m.

C0-315 Pettinger, R. (n.d.). Biography Online. Princess Diana. Retrieved April 8, 2008, from http:// www.biographyonline.net/people/short-bio-princess-diana.html.

n.

C0-316 History Learning Site. (2008). Mahatma Gandhi. Retrieved April 8, 2008, from http:// www.historylearningsite.co.uk/mahatma_ghandi.htm.

o.

C0-317 Famous People.co.uk. (2008). Nelson Mandela. Retrieved April 8, 2008, from http:// www.famouspeople.co.uk/n/nelsonmandela.html.

8.

Training Aids. Biography of a Leader information sheet.

9.

Learning Aids a.

Biography of a Leader information sheet,

b.

Biography of a Leader Worksheet,

c.

Highlighter, and

d.

Pen/pencil.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-4-8

A-CR-CCP-822/PG-001

SECTION 5 PO S263 – COMMAND A SQUAD 1.

Performance. Command a Squad.

2.

Conditions a.

3.

4.

Given: (1)

Aide-mémoire with words of command,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-PD-201-000/PT-000, the cadet will: a.

deliver words of command;

b.

perform drill movements as the commander of a squad; and

c.

supervise and correct drill.

Remarks. N/A.

4-5-1

A-CR-CCP-822/PG-001

EO S263.01 – FORM SINGLE FILE AND REFORM THREES ON THE MARCH 1.

Performance. Form Single File and Reform Threes on the March.

2.

Conditions a.

3.

4.

Given: (1)

Words of command,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-PD-201-000/PT-000, the cadet, as a member of a squad, shall: a.

form single file on the march as a squad in threes; and

b.

reform threes on the march as a squad in single file.

Teaching Points TP

5.

Description

Method

Time

Ref

TP1 Demonstrate, explain and have the cadets practice reforming threes from the halt, as a squad in single file.

Demonstration and Performance

10 min

A0-002 (p. 345)

TP2 Demonstrate, explain and have the cadets practice forming single file on the march, as a squad in threes.

Demonstration and Performance

15 min

A0-002 (pp. 344 to 3-45)

TP3 Demonstrate, explain and have the cadets practice reforming threes on the march, as a squad in single file.

Demonstration and Performance

10 min

A0-002 (p. 345)

Time a.

Introduction/Conclusion:

5 min

b.

Demonstration and Performance:

35 min

c.

Total:

40 min

6.

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice forming single file and reforming threes as members of a squad on the march under supervision.

7.

References. A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

4-5-2

A-CR-CCP-822/PG-001

8.

Training Aids. N/A.

9.

Learning Aids. N/A.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-5-3

A-CR-CCP-822/PG-001

EO S263.02 – DELIVER WORDS OF COMMAND 1.

Performance. Deliver Words of Command.

2.

Conditions a.

3.

(1)

Aide-mémoire with words of command,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. The cadet shall deliver words of command by: a.

b. 4.

Given:

using the following parts of a command: (1)

cautionary, and

(2)

executive; and

applying vocal techniques.

Teaching Points TP

Description

Method

TP1 Explain the following parts of a command: a.

cautionary, and

b.

executive.

TP2 Demonstrate and explain the following requirements for a well-delivered command: a.

Time

Interactive Lecture

10 min

A0-002 (pp. 11-8 to 1-1-10)

Demonstration

15 min

A0-002 (p. 1-18)

voice, to include: (1)

volume,

(2)

projection,

(3)

distinctness,

(4)

inflection, and

(5)

snap; and

b.

accuracy,

c.

confidence,

d.

correct posture, and

e.

breathing control.

Ref

C0-022 (pp. 98–101) C0-241 C0-269 (pp. 13–15)

TP3 Demonstrate and have the cadets practice delivering words of command.

4-5-4

Practical Activity

45 min

A-CR-CCP-822/PG-001

5.

6.

7.

Time a.

Introduction/Conclusion:

10 min

b.

Interactive Lecture:

10 min

c.

Demonstration:

15 min

d.

Practical Activity:

45 min

e.

Total:

80 min

Substantiation a.

An interactive lecture was chosen for TP 1 to orient the cadets to the parts of a command and to generate interest.

b.

Demonstration was chosen for TP 2 as it allows the instructor to demonstrate the voice techniques the cadets are expected to acquire.

c.

A practical activity was chosen for TP 3 as it is an interactive way to allow the cadets to experience delivering words of command in a safe, controlled environment.

References a.

A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

b.

C0-022 (ISBN 0-02-864207-4) Cole, K. (2002). The Complete Idiot’s Guide to Clear Communication. Indianapolis, IN: Alpha Books.

c.

C0-241 Optimal Breathing. (2007). Posture and Breathing. Retrieved February 12, 2008, from http://breathing.com/articles/posture.htm.

d.

C0-269 AFMAN 36-2203 Department of the Air Force. (1996). Drill and Ceremonies. Lackland, AFB, TX: Secretary of the Air Force.

8.

Training Aids. N/A.

9.

Learning Aids. Aide-mémoire with words of command.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-5-5

A-CR-CCP-822/PG-001

EO S263.03 – PAY COMPLIMENTS AS THE COMMANDER OF A SQUAD 1.

Performance. Pay Compliments as the Commander of a Squad.

2.

Conditions a.

3.

4.

Given: (1)

Words of command,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-PD-201-000/PT-000, the cadet, as the commander of a squad, shall: a.

pay compliments at the halt; and

b.

pay compliments on the march.

Teaching Points TP

Description

Method

Time

Demonstration

10 min

A0-002 (pp. 72-1 to 7-2-3)

TP2 Demonstrate, explain and have the cadets practice paying compliments at the halt.

Demonstration and Performance

10 min

A0-002 (pp. 12-2 to 1-2-12 pp. 2-10 to 212)

TP3 Demonstrate, explain and have the cadets practice paying compliments on the march.

Demonstration and Performance

15 min

A0-002 (p. 1-22, pp. 3-22 to 326)

TP1 Demonstrate and explain the position of a squad commander when a squad is in the following formations:

5.

6.

a.

in line,

b.

in column of threes, and

c.

in column of route.

Ref

Time a.

Introduction/Conclusion:

5 min

b.

Demonstration:

10 min

c.

Demonstration and Performance:

25 min

d.

Total:

40 min

Substantiation a.

Demonstration was chosen for TP 1 as it allows the instructor to demonstrate the position of a commander in various squad formations. 4-5-6

A-CR-CCP-822/PG-001

b.

Demonstration and performance was chosen for TP 2 as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice paying compliments under supervision.

7.

References. A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

8.

Training Aids. N/A.

9.

Learning Aids. N/A.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-5-7

A-CR-CCP-822/PG-001

EO S263.04 – COMMAND A SQUAD 1.

Performance. Command a Squad.

2.

Conditions a.

3.

4.

Given: (1)

Aide-mémoire with words of command,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-PD-201-000/PT-000, the cadet shall: a.

deliver words of command;

b.

perform drill movements as the commander of the squad; and

c.

supervise and correct drill.

Teaching Points TP

Description

Method

TP1 Demonstrate, explain and have each cadet command a squad:

5.

a.

at the halt, and

b.

on the march.

Practical Activity

Time 110 min

Ref A0-002

Time a.

Introduction/Conclusion:

10 min

b.

Practical Activity:

100 min

c.

Total:

110 min

6.

Substantiation. A practical activity was chosen for this lesson as it is an interactive way to allow the cadets to experience commanding a squad in a safe, controlled environment. This activity contributes to the development of skills in a fun and challenging setting.

7.

References. A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

8.

Training Aids. N/A.

9.

Learning Aids. Aide-mémoire with words of command.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 4 (S263 PC).

11.

Remarks. N/A.

4-5-8

A-CR-CCP-822/PG-001

EO S263.05 – PARTICIPATE IN A DRILL DEMONSTRATION 1.

Performance. Participate in a Drill Demonstration.

2.

Conditions a.

3.

4.

(1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. The cadet, as a member of a squad, shall participate in a drill demonstration, such as: a.

a display during a graduation parade,

b.

a display during a Commanding Officer’s parade,

c.

a display for visiting dignitaries,

d.

a display for other course cadets at the CSTC,

e.

a display at a community service event, or

f.

a Basic Leadership course drill competition.

Teaching Points a.

5.

Given:

Brief the cadets by: (1)

stating the objective; and

(2)

outlining the sequence of the routine.

b.

Lead the cadets while they practice for the drill demonstration.

c.

Lead the cadets while they participate in the drill demonstration.

d.

Debrief the cadets by providing feedback.

Time a.

Introduction/Conclusion:

b.

Practical Activity (Practice):

c.

Practical Activity:

d.

Total:

10 min 150 min 80 min 240 min

6.

Substantiation. A practical activity was chosen for this lesson as it is a dynamic way to allow the cadets to experience a drill demonstration in a safe, controlled environment. This activity contributes to the development of skills in a fun and challenging setting.

7.

References. A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

4-5-9

A-CR-CCP-822/PG-001

8.

9.

Training Aids a.

Drill and ceremonial equipment as required, and

b.

Sample Drill Sequence.

Learning Aids a.

Drill Demonstration Reflection Form, and

b.

Pen/Pencil.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-5-10

A-CR-CCP-822/PG-001

SECTION 6 PO S264 – EXECUTE RIFLE DRILL AS A MEMBER OF A SQUAD 1.

Performance. Execute Rifle Drill as a Member of a Squad.

2.

Conditions a.

3.

4.

Given: (1)

Drill-purpose rifle,

(2)

Words of command,

(3)

Supervision, and

(4)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-CR-CCP-053/PT-001, Royal Canadian Sea Cadets Manual of Drill and Ceremonial, the cadet, as a member of a squad, will: a.

adopt the positions of attention, stand at ease and stand easy;

b.

ground and take up arms;

c.

slope arms from the order and order arms from the slope;

d.

execute right (left) dress with arms;

e.

pay compliments at the halt;

f.

march and halt; and

g.

pay compliments on the march.

Remarks. N/A.

4-6-1

A-CR-CCP-822/PG-001

EO S264.01 – ADOPT THE POSITIONS OF ATTENTION, STAND AT EASE AND STAND EASY WITH ARMS 1.

Performance. Adopt the Positions of Attention, Stand at Ease and Stand Easy With Arms.

2.

Conditions a.

3.

4.

Given: (1)

Drill-purpose rifle,

(2)

Words of command,

(3)

Supervision, and

(4)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-CR-CCP-053/PT-001, the cadet shall adopt the following positions with arms: a.

attention from stand at ease;

b.

stand at ease from attention;

c.

stand easy from stand at ease; and

d.

stand at ease from stand easy.

Teaching Points TP

Description

Method

TP1 Identify the following parts of the drill-purpose rifle: a.

lower band,

b.

forestock,

c.

small of the butt,

d.

butt plate,

e.

toe of the butt,

f.

trigger guard,

g.

magazine, and

h.

muzzle.

TP2 Demonstrate and explain the following methods for grasping the drill-purpose rifle: a.

full round grasp, and

b.

Y-grip.

TP3 Demonstrate, explain and have the cadets practice adopting the following positions with arms: 4-6-2

Time

Ref

Interactive Lecture

5 min

A0-038 (p. 2-1)

Demonstration and Performance

5 min

A0-038 (p. 2-3)

Demonstration and Performance

15 min

A0-038 (p. 2-4, p. 2-5)

A-CR-CCP-822/PG-001

TP

Description a.

stand at ease;

b.

attention from stand at ease; and

c.

stand at ease from attention.

TP4 Demonstrate, explain and have the cadets practice adopting the following positions with arms:

5.

6.

a.

stand easy from stand at ease, and

b.

stand at ease from stand easy.

Method

Time

Ref

Demonstration and Performance

10 min

A0-038 (p. 2-5, p. 2-6)

Time a.

Introduction/Conclusion:

5 min

b.

Interactive Lecture:

5 min

c.

Demonstration and Performance:

30 min

d.

Total:

40 min

Substantiation a.

An interactive lecture was chosen for TP 1 to present background material and to orient the cadets to the drill-purpose rifle.

b.

Demonstration and performance was chosen for TPs 2, 3 and 4 as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice these skills under supervision.

7.

References. A0-038 A-CR-CCP-053/PT-001 Director Cadets 3. (2001). Royal Canadian Sea Cadets Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

8.

Training Aids. Drill-purpose rifle.

9.

Learning Aids. Drill-purpose rifle.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 5 (S264 PC).

11.

Remarks. Assistant instructors may be required if the squad is broken down into smaller sections for movements that require extra practice.

4-6-3

A-CR-CCP-822/PG-001

EO S264.02 – GROUND AND TAKE UP ARMS 1.

Performance. Ground and Take Up Arms.

2.

Conditions a.

3.

4.

Given: (1)

Drill-purpose rifle,

(2)

Words of command,

(3)

Supervision, and

(4)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-CR-CCP-053/PT-001, the cadet shall: a.

ground arms; and

b.

take up arms.

Teaching Points TP

5.

Description

Method

Time

Ref

TP1 Demonstrate, explain and have the cadets practice ground arms.

Demonstration and Performance

15 min

A0-038 (p. 2-8, p. 2-9)

TP2 Demonstrate, explain and have the cadets practice take up arms.

Demonstration and Performance

20 min

A0-038 (p. 2-9, p. 2-10)

Time a.

Introduction/Conclusion:

5 min

b.

Demonstration and Performance:

35 min

c.

Total:

40 min

6.

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice ground and take up arms under supervision.

7.

References. A0-038 A-CR-CCP-053/PT-001 Director Cadets 3. (2001). Royal Canadian Sea Cadets Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

4-6-4

A-CR-CCP-822/PG-001

8.

Training Aids. Drill-purpose rifle.

9.

Learning Aids. Drill-purpose rifle.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 5 (S264 PC).

11.

Remarks. Assistant instructors may be required if the squad is broken down into smaller sections for movements that require extra practice.

4-6-5

A-CR-CCP-822/PG-001

EO S264.03 – SLOPE ARMS FROM THE ORDER AND ORDER ARMS FROM THE SLOPE 1.

Performance. Slope Arms From the Order and Order Arms From the Slope.

2.

Conditions a.

3.

4.

Given: (1)

Drill-purpose rifle,

(2)

Words of command,

(3)

Supervision, and

(4)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-CR-CCP-053/PT-001, the cadet shall: a.

slope arms from the order; and

b.

order arms from the slope.

Teaching Points TP

5.

Description

Method

Time

Ref

TP1 Demonstrate, explain and have the cadets practice slope arms from the order.

Demonstration and Performance

20 min

A0-038 (p. 210, p. 2-11)

TP2 Demonstrate, explain and have the cadets practice order arms from the slope.

Demonstration and Performance

15 min

A0-038 (p. 212)

Time a.

Introduction/Conclusion:

5 min

b.

Demonstration and Performance:

35 min

c.

Total:

40 min

6.

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice slope and order arms under supervision.

7.

References. A0-038 A-CR-CCP-053/PT-001 Director Cadets 3. (2001). Royal Canadian Sea Cadets Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

4-6-6

A-CR-CCP-822/PG-001

8.

Training Aids. Drill-purpose rifle.

9.

Learning Aids. Drill-purpose rifle.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 5 (S264 PC).

11.

Remarks. Assistant instructors may be required if the squad is broken down into smaller sections for movements that require extra practice.

4-6-7

A-CR-CCP-822/PG-001

EO S264.04 – EXECUTE RIGHT (LEFT) DRESS WITH ARMS 1.

Performance. Execute Right (Left) Dress With Arms.

2.

Conditions a.

3.

4.

Given: (1)

Drill-purpose rifle,

(2)

Words of command,

(3)

Supervision, and

(4)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW specified references, the cadet shall: a.

execute right (left) dress at the order; and

b.

execute right (left) dress at the slope.

Teaching Points TP

Description

Method

Time

Ref

TP1 Demonstrate, explain and have the cadets practice short trail from the order.

Demonstration and Performance

10 min

A0-038 (p. 2-7)

TP2 Demonstrate, explain and have the cadets practice executing right (left) dress at the order.

Demonstration and Performance

15 min

A0-002 (pp.218 to 2-20)

Demonstration and Performance

10 min

TP3 Demonstrate, explain and have the cadets practice executing right (left) dress at the slope. 5.

6.

A0-038 (pp. 213 to 2-14) A0-038 (p. 213, p. 2-14)

Time a.

Introduction/Conclusion:

5 min

b.

Demonstration and Performance:

35 min

c.

Total:

40 min

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice executing dressing at the order and at the slope under supervision.

4-6-8

A-CR-CCP-822/PG-001

7.

References a.

A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence

b.

A0-038 A-CR-CCP-053/PT-001 Director Cadets 3. (2001). Royal Canadian Sea Cadets Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

8.

Training Aids. Drill-purpose rifle.

9.

Learning Aids. Drill-purpose rifle.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 5 (S264 PC).

11.

Remarks. Assistant instructors may be required if the squad is broken down into smaller sections for movements that require extra practice.

4-6-9

A-CR-CCP-822/PG-001

EO S264.05 – PAY COMPLIMENTS AT THE HALT WITH ARMS 1.

Performance. Pay Compliments at the Halt With Arms.

2.

Conditions a.

3.

4.

Given: (1)

Drill-purpose rifle,

(2)

Words of command,

(3)

Supervision, and

(4)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-CR-CCP-053/PT-001, the cadet shall pay the following compliments at the halt with arms: a.

present arms from the slope;

b.

slope arms from the present; and

c.

salute at slope arms.

Teaching Points TP

5.

Description

Method

Time

Ref

TP1 Demonstrate, explain and have the cadets practice present arms from the slope.

Demonstration and Performance

35 min

A0-038 (p. 215, p. 2-16)

TP2 Demonstrate, explain and have the cadets practice slope arms from the present.

Demonstration and Performance

25 min

A0-038 (p. 216, p. 2-17)

TP3 Demonstrate, explain and have the cadets practice salute at slope arms.

Demonstration and Performance

10 min

A0-038 (p. 239)

Time a.

Introduction/Conclusion:

10 min

b.

Demonstration and Performance:

70 min

c.

Total:

80 min

6.

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice paying compliments at the halt with arms under supervision.

7.

References. A0-038 A-CR-CCP-053/PT-001 Director Cadets 3. (2001). Royal Canadian Sea Cadets Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence. 4-6-10

A-CR-CCP-822/PG-001

8.

Training Aids. Drill-purpose rifle.

9.

Learning Aids. Drill-purpose rifle.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 5 (S264 PC).

11.

Remarks. Assistant instructors may be required if the squad is broken down into smaller sections for movements that require extra practice.

4-6-11

A-CR-CCP-822/PG-001

EO S264.06 – EXECUTE DRILL ON THE MARCH AT SLOPE ARMS 1.

Performance. Execute Drill on the March at Slope Arms.

2.

Conditions a.

3.

4.

Given: (1)

Drill-purpose rifle,

(2)

Words of command,

(3)

Supervision, and

(4)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW specified references, the cadet shall execute drill on the march at slope arms, to include: a.

marching;

b.

marking time;

c.

forwarding;

d.

halting; and

e.

executing eyes right (left).

Teaching Points TP

Description

Method

Time

Ref

Demonstration and Performance

15 min

A0-002 (pp. 3-6 to 3-9)

TP2 Demonstrate, explain and have the cadets practice marking time and forward at slope arms.

Demonstration and Performance

10 min

A0-002 (pp. 315 to 3-17)

TP3 Demonstrate, explain and have the cadets practice executing eyes right (left) at slope arms.

Demonstration and Performance

10 min

A0-002 (p. 326)

TP1 Demonstrate, explain and have the cadets practice marching and halting at slope arms.

5.

A0-038 (p. 210, p. 2-11)

Time a.

Introduction/Conclusion:

5 min

b.

Demonstration and Performance:

35 min

c.

Total:

40 min

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A-CR-CCP-822/PG-001

6.

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice executing drill on the march at slope arms under supervision.

7.

References a.

A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

b.

A0-038 A-CR-CCP-053/PT-001 Director Cadets 3. (2001). Royal Canadian Sea Cadets Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

8.

Training Aids. Drill-purpose rifle.

9.

Learning Aids. Drill-purpose rifle.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 5 (S264 PC).

11.

Remarks. Assistant instructors may be required if the squad is broken down into smaller sections for movements that require extra practice.

4-6-13

A-CR-CCP-822/PG-001

EO S264.07 – PARTICIPATE IN A DRILL DEMONSTRATION 1.

Performance. Participate in a Drill Demonstration.

2.

Conditions a.

3.

4.

6.

(1)

Drill and ceremonial equipment as required,

(2)

Words of command,

(3)

Supervision, and

(4)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. The cadet, as a member of a squad, shall demonstrate skills from PO S264 and/or PO S265 (Execute Flag Drill as a Member of a Flag Party, Section 7) by participating in a drill demonstration, such as: a.

a graduation parade,

b.

a Commanding Officer’s parade,

c.

a display for a visiting dignitary,

d.

a display for other course cadets at the CSTC, or

e.

a display at a community service event.

Teaching Points a.

5.

Given:

Brief the cadets by: (1)

stating the objective; and

(2)

outlining the sequence of the routine.

b.

Supervise the cadets while they practice for the drill demonstration.

c.

Supervise the cadets while they participate in the drill demonstration.

d.

Debrief the cadets by providing feedback.

Time a.

Introduction/Conclusion:

10 min

b.

Experiential Learning:

70 min

c.

Total:

80 min

Substantiation. An experiential approach was chosen for this lesson as it allows the cadets to acquire knowledge through a direct experience. This approach allows the cadets to experience a demonstration, designed to stimulate interest in drill and ceremonial and define that experience at a personal level. They will be given the opportunity to reflect on and examine what they saw, felt and thought while they were having the experience and consider how this experience will relate to future ones. 4-6-14

A-CR-CCP-822/PG-001

7.

References a.

A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

b.

A0-038 A-CR-CCP-053/PT-001 Director Cadets 3. (2001). Royal Canadian Sea Cadets Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

8.

Training Aids. N/A.

9.

Learning Aids. Drill and ceremonial equipment as required.

10.

Test Details. N/A.

11.

Remarks a.

This EO must be conducted after the completion of PO 265 (Execute Flag Drill as a Member of a Flag Party, Section 7).

b.

In situations where the drill demonstration is to be conducted in conjunction with another scheduled activity (eg, graduation parade or Commanding Officer’s parade), the allotted time may be used as practice for the drill demonstration.

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4-6-16

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SECTION 7 PO S265 – EXECUTE FLAG DRILL AS A MEMBER OF A FLAG PARTY 1.

Performance. Execute Flag Drill as a Member of a Flag Party.

2.

Conditions a.

3.

4.

Given: (1)

Flag with pike,

(2)

Colour carrying belt,

(3)

Words of command,

(4)

Supervision, and

(5)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: A drill hall or outdoor parade square in favourable weather.

Standard. IAW A-PD-201-000/PT-000, the cadet, as a member of a flag party, will: a.

adopt the positions of attention, stand at ease and stand easy;

b.

carry from the order and order from the carry;

c.

march on and off as a member of a flag party;

d.

let fly from the carry;

e.

catch the flag from let fly; and

f.

dip from the carry and carry from the dip.

Remarks. N/A.

4-7-1

A-CR-CCP-822/PG-001

EO S265.01 – DESCRIBE COLOURS AND FLAGS 1.

Performance. Describe Colours and Flags.

2.

Conditions a.

3.

4.

Given: (1)

Handout of Colours and Flags Information,

(2)

Supervision, and

(3)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Training area large enough to accommodate the entire group.

Standard. The cadet shall describe colours and flags, to include: a.

the history of colours and flags,

b.

the pike and colour carrying belt, and

c.

composition of a flag party.

Teaching Points TP

Description

Method

TP1 Explain colours and flags, to include:

Interactive Lecture

a.

defining colours,

b.

defining flags, and

c.

explaining the history of colours and flags.

TP2 Explain details of the following:

5.

Time

Ref

10 min

A0-002 (p. 8-11) A0-099 (p. 4-17, p. 4-1-8)

Interactive Lecture

5 min

A0-002 (p. 8-23, p. 8-2-4)

TP3 Explain the composition of a flag party.

Interactive Lecture

10 min

A0-002 (p. 8-21, p. 8-2-2)

TP4 Explain and demonstrate the display method of colours and flags.

Demonstration

10 min

A0-099 (pp. 48-6 to 4-8-8)

a.

the pike, and

b.

the colour carrying belt.

Time a.

Introduction/Conclusion:

5 min

b.

Interactive Lecture:

25 min

c.

Demonstration:

10 min

d.

Total:

40 min

4-7-2

A-CR-CCP-822/PG-001

6.

7.

8.

9.

Substantiation a.

An interactive lecture was chosen for TPs 1–3 to present basic background material on colours and flags.

b.

Demonstration was chosen for TP 4 as it allows the instructor to explain and demonstrate the display method of colours and flags.

References a.

A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

b.

A0-099 A-AD-200-000/AG-000 Director History and Heritage. (1999). The Honours, Flags and Heritage Structure of the Canadian Forces. Ottawa, ON: Department of National Defence.

c.

A0-102 Director Cadets 5. (1999). CATO 12-05 Cadet Flags and Banners. Ottawa, ON: Department of National Defence.

Training Aids a.

National flag,

b.

Provincial and territorial flags,

c.

Colour carrying belt, and

d.

Flag stands.

Learning Aids a.

National flag,

b.

Provincial and territorial flags,

c.

Flag stands. and

d.

Handout of colours and flags information.

10.

Test Details. N/A.

11.

Remarks. N/A.

4-7-3

A-CR-CCP-822/PG-001

EO S265.02 – EXECUTE FLAG DRILL AT THE HALT 1.

Performance. Execute Flag Drill at the Halt.

2.

Conditions a.

3.

4.

Given: (1)

Flag with pike,

(2)

Colour carrying belt,

(3)

Words of command,

(4)

Supervision, and

(5)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-PD-201-000/PT-000, the cadet, as a member of a flag party, shall execute flag drill at the halt, to include: a.

attention, stand at ease and stand easy;

b.

carry from the order; and

c.

order from the carry.

Teaching Points TP

Description

TP1 Demonstrate, explain and have the cadets practice adopting the following positions with a flag: a.

the order,

b.

stand at ease from the order,

c.

stand easy from stand at ease,

d.

stand at ease from stand easy; and

e.

attention from stand at ease.

TP2 Demonstrate, explain and have the cadets practice adopting the following positions with a flag: a.

carry from the order; and

b.

order from the carry.

4-7-4

Method

Time

Ref

Demonstration and Performance

15 min

A0-002 (pp. 83-1 to 8-3-3)

Demonstration and Performance

20 min

A0-002 (pp. 83-3 to 8-3-7)

A-CR-CCP-822/PG-001

5.

Time a.

Introduction/Conclusion:

5 min

b.

Demonstration and Performance:

35 min

c.

Total:

40 min

6.

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice flag drill at the halt under supervision.

7.

References. A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

8.

Training Aids

9.

a.

Flag with pike, and

b.

Colour carrying belt.

Learning Aids a.

Flag with pike, and

b.

Colour carrying belt.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 6 (S265 PC).

11.

Remarks. N/A.

4-7-5

A-CR-CCP-822/PG-001

EO S265.03 – EXECUTE FLAG DRILL ON THE MARCH 1.

Performance. Execute Flag Drill on the March.

2.

Conditions a.

3.

4.

Given: (1)

Flag with pike,

(2)

Colour carrying belt,

(3)

Words of command,

(4)

Supervision, and

(5)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW specified references, the cadet, as a member of a flag party, shall execute flag drill on the march, to include: a.

march, mark time and halt in quick time;

b.

spiral countermarch;

c.

let fly from the carry; and

d.

catch the flag from the let fly.

Teaching Points TP

5.

Description

Method

Time

Ref

TP1 Demonstrate, explain and have the cadets practice marching and halting in quick time with flags.

Demonstration and Performance

20 min

A0-002 (pp. 3-6 to 3-8)

TP2 Demonstrate, explain and have the cadets practice the spiral countermarch.

Demonstration and Performance

30 min

A0-031 (p. 3-31, p. 3-3-2)

TP3 Demonstrate, explain and have the cadets practice let fly from the carry and catch the flag from the let fly.

Demonstration and Performance

20 min

A0-002 (pp. 83-14 to 8-3-18)

Time a.

Introduction/Conclusion:

10 min

b.

Demonstration and Performance:

70 min

c.

Total:

80 min

4-7-6

A-CR-CCP-822/PG-001

6.

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice flag drill on the march under supervision.

7.

References

8.

9.

a.

A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

b.

A0-031 A-PD-202-001/FP-000 Director Ceremonial 2. (1993). Canadian Forces Military Bands and Marches: Band Instructions. Ottawa, ON: Department of National Defence.

Training Aids a.

Flag with pike, and

b.

Colour carrying belt.

Learning Aids a.

Flag with pike, and

b.

Colour carrying belt.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 6 (S265 PC).

11.

Remarks. N/A.

4-7-7

A-CR-CCP-822/PG-001

EO S265.04 – CHANGE DIRECTION BY FORMING FROM THE HALT AND ON THE MARCH AS A MEMBER OF A FLAG PARTY 1.

Performance. Change Direction by Forming From the Halt and on the March as a Member of a Flag Party.

2.

Conditions a.

Given: (1)

Flag with pike,

(2)

Colour carrying belt,

(3)

Words of command,

(4)

Supervision, and

(5)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

3.

Standard. IAW A-PD-201-000/PT-000, the cadet, as a member of a flag party, shall change direction by forming from the halt and on the march.

4.

Teaching Points TP

Description

TP1 Demonstrate, explain and have the cadets practice change direction by forming from the halt, to include: a.

right form, and

b.

left form.

TP2 Demonstrate, explain and have the cadets practice change direction by forming on the march, to include:

5.

a.

right form, and

b.

left form.

Method

Time

Ref

Demonstration and Performance

35 min

A0-002 (pp. 337 to 3-39)

Demonstration and Performance

35 min

A0-002 (pp. 339 to 3-40)

Time a.

Introduction/Conclusion:

10 min

b.

Demonstration and Performance:

70 min

c.

Total:

80 min

6.

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice changing direction by forming from the halt and on the march under supervision.

7.

References. A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence. 4-7-8

A-CR-CCP-822/PG-001

8.

9.

Training Aids a.

Flag with pike, and

b.

Colour carrying belt.

Learning Aids a.

Flag with pike, and

b.

Colour carrying belt.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 6 (S265 PC).

11.

Remarks. N/A.

4-7-9

A-CR-CCP-822/PG-001

EO S265.05 – MARCH ON AND OFF AS A MEMBER OF A FLAG PARTY 1.

Performance. March On and Off as a Member of a Flag Party.

2.

Conditions a.

Given: (1)

Flag with pike,

(2)

Colour carrying belt,

(3)

Words of command,

(4)

Supervision, and

(5)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

3.

Standard. IAW specified references, the cadet, as a member of a flag party, shall execute marching on and off as a member of a flag party.

4.

Teaching Points TP

Description

TP1 Demonstrate, explain and have the cadets practice marching on and off as members of a flag party. 5.

Method

Time

Demonstration and Performance

35 min

Ref A0-002 (pp. 86-1 to 8-6-3)

Time a.

Introduction/Conclusion:

5 min

b.

Demonstration and Performance:

35 min

c.

Total:

40 min

6.

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice marching on and off as a member of a flag party under supervision.

7.

References. A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

8.

Training Aids a.

Flag with pike, and

b.

Colour carrying belt.

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A-CR-CCP-822/PG-001

9.

Learning Aids a.

Flag with pike, and

b.

Colour carrying belt.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 6 (S265 PC).

11.

Remarks. N/A.

4-7-11

A-CR-CCP-822/PG-001

EO S265.06 – DIP FROM THE CARRY AND CARRY FROM THE DIP AT THE HALT 1.

Performance. Dip From the Carry and Carry From the Dip at the Halt.

2.

Conditions a.

3.

4.

Given: (1)

Flag with pike,

(2)

Colour carrying belt,

(3)

Words of command,

(4)

Supervision, and

(5)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Drill hall or outdoor parade square in favourable weather.

Standard. IAW A-PD-201-000/PT-000, the cadet, as a member of a flag party, shall: a.

dip from the carry; and

b.

carry from the dip.

Teaching Points TP

5.

Description

Method

Time

Ref

TP1 Demonstrate, explain and have the cadets practice dip from the carry at the halt.

Demonstration and Performance

50 min

A0-002 (pp. 83-19 to 8-3-21)

TP2 Demonstrate, explain and have the cadets practice carry from the dip at the halt.

Demonstration and Performance

20 min

A0-002 (p. 8-321, p. 8-3-22)

Time a.

Introduction/Conclusion:

10 min

b.

Demonstration and Performance:

70 min

c.

Total:

80 min

6.

Substantiation. Demonstration and performance was chosen for this lesson as it allows the instructor to demonstrate and explain the skills the cadets are expected to acquire while providing an opportunity for the cadets to practice dip from the carry and carry from the dip at the halt under supervision.

7.

References a.

A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian Forces Manual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

b.

C0-301 Dominion Command, The Royal Canadian Legion. (2006). Ritual and Insignia Manual. Ottawa, ON: The Royal Canadian Legion. 4-7-12

A-CR-CCP-822/PG-001

8.

9.

Training Aids a.

Flag with pike, and

b.

Colour carrying belt.

Learning Aids a.

Flag with pike, and

b.

Colour carrying belt.

10.

Test Details. This EO is assessed IAW Chapter 3, Annex B, Appendix 6 (S265 PC).

11.

Remarks. N/A.

4-7-13

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4-7-14

A-CR-CCP-822/PG-001

SECTION 8 PO S267 – PARTICIPATE IN RECREATIONAL MARKSMANSHIP AND SUMMER BIATHLON ACTIVITIES 1.

Performance. Participate in Recreational Marksmanship and Summer Biathlon Activities.

2.

Conditions a.

Given: (1)

Cadet air rifle,

(2)

Cadet air rifle sling.

(3)

Safety glasses/goggles,

(4)

Air rifle pellets,

(5)

Target frame,

(6)

Suitable target,

(7)

Shooting mat,

(8)

Local range standing orders,

(9)

Container to hold pellets,

(10) Biathlon air rifle target (BART), (11) Supervision, and (12) Assistance as required.

3.

b.

Denied: N/A.

c.

Environmental: (1)

Air rifle range constructed IAW A-CR-CCP-177/PT-001, Canadian Cadet Movement: Cadet Marksmanship Program Reference Manual, Part 1, Section 8, and

(2)

Running route of approximately 250–500 m.

Standard. The cadet shall: a.

b.

participate in a recreational marksmanship activity by: (1)

carrying out safety precautions;

(2)

applying basic marksmanship techniques; and

(3)

following the rules and commands given on a range; and

participate in a recreational summer biathlon activity by running three loops of the running route each interspersed with one bout of firing.

4-8-1

A-CR-CCP-822/PG-001

4.

Remarks a.

Eight periods are allocated for POs S267 (Participate in Recreational Marksmanship Activities) and S268 (Participate in a Community Service Activity, Section 9) to provide CSTC COs the option of conducting any two of the possible three activities (EOs S267.01 [Participate in a Recreational Marksmanship Activity], S267.02 [Participate in a Recreational Summer Biathlon Activity] and S268.01 [Participate in a Community Service Activity]).

b.

All marksmanship activities must be conducted by a Range Safety Officer (RSO).

4-8-2

A-CR-CCP-822/PG-001

EO S267.01 – PARTICIPATE IN A RECREATIONAL MARKSMANSHIP ACTIVITY 1.

Performance. Participate in a Recreational Marksmanship Activity.

2.

Conditions a.

Given: (1)

Cadet air rifle,

(2)

Cadet air rifle sling,

(3)

Safety glasses/goggles,

(4)

Air rifle pellets,

(5)

Target frame,

(6)

Suitable target,

(7)

Shooting mat,

(8)

Local range standing orders,

(9)

Supervision, and

(10) Assistance as required. b.

Denied: N/A.

c.

Environmental: Air rifle range constructed IAW A-CR-CCP-177/PT-001, Part 1, Section 8.

3.

Standard. The cadet shall participate in a recreational marksmanship activity.

4.

Teaching Points a.

b.

Conduct a range briefing, to include: (1)

explaining pertinent sections of range standing orders;

(2)

reviewing general rules observed on all ranges;

(3)

reviewing commands used on an air rifle range;

(4)

describing the layout of the range; and

(5)

reviewing hand-washing procedures on completion of firing.

Supervise the cadets’ participation in a recreational marksmanship activity, choosing from the following categories: (1)

classification,

(2)

fun activities,

(3)

timed activities, or

(4)

competitive team/individual activities.

4-8-3

A-CR-CCP-822/PG-001

5.

Time a.

Introduction/Conclusion:

10 min

b.

Practical Activity:

150 min

c.

Total:

160 min

6.

Substantiation. A practical activity was chosen for this lesson as it is an interactive way to allow cadets to experience recreational marksmanship in a safe and controlled environment. This activity contributes to the development of marksmanship skills and knowledge in a fun and challenging setting.

7.

References

8.

9.

a.

A0-027 A-CR-CCP-177/PT-001 Director Cadets 3. (2001). Canadian Cadet Movement: Cadet Marksmanship Program Reference Manual. Ottawa, ON: Department of National Defence.

b.

A0-041 Director Cadets 4. (2007). CATO 14-41 Marksmanship, Rifles and Ammunition. Ottawa, ON: Department of National Defence.

Training Aids a.

Cadet air rifle,

b.

Safety glasses/goggles,

c.

Cadet air rifle sling,

d.

Air rifle pellets,

e.

Target frame,

f.

Suitable target,

g.

Shooting mat,

h.

Flags (red and green), and

i.

Local range standing orders.

Learning Aids a.

Cadet air rifle,

b.

Cadet air rifle sling,

c.

Safety glasses/goggles,

d.

Air rifle pellets,

e.

Target frame,

f.

Suitable target,

g.

Pen/pencil, and

h.

Shooting mat.

4-8-4

A-CR-CCP-822/PG-001

10.

Test Details. N/A.

11.

Remarks a.

This EO shall be conducted as four consecutive periods.

b.

Hand-washing stations must be available for cleanup after the activity is completed.

4-8-5

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EO S267.02 – PARTICIPATE IN A RECREATIONAL SUMMER BIATHLON ACTIVITY 1.

Performance. Participate in a Recreational Summer Biathlon Activity.

2.

Conditions a.

3.

4.

Given: (1)

Cadet air rifle,

(2)

Safety glasses/goggles,

(3)

Air rifle pellets,

(4)

Shooting mat,

(5)

Container to hold pellets,

(6)

BART,

(7)

Local range standing orders,

(8)

Supervision, and

(9)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: (1)

Air rifle range constructed IAW A-CR-CCP-177/PT-001, Part 1, Section 8, and

(2)

Running loop of approximately 250–500 m on level terrain.

Standard. The cadet shall participate in a recreational summer biathlon activity, to include: a.

running a loop of approximately 250–500 m;

b.

firing five to eight rounds in an effort to knock down all five targets of the BART;

c.

running a second loop of approximately 250–500 m;

d.

firing five to eight rounds in an effort to knock down all five targets of the BART;

e.

running a third loop of approximately 250–500 m; and

f.

finishing the race.

Teaching Points. Supervise while the cadets participate in a recreational summer biathlon activity, to include: a.

explaining the components of the activity, to include: (1)

course layout,

(2)

rules and regulations,

(3)

scoring,

(4)

penalties, and

(5)

out of bounds areas; 4-8-6

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5.

b.

participating in a warm-up session;

c.

participating in a recreational summer biathlon activity IAW paragraph 3;

d.

participating in a cool-down session; and

Time a.

Introduction/Conclusion:

10 min

b.

Practical Activity:

150 min

c.

Total:

160 min

6.

Substantiation. A practical activity was chosen for this lesson as it is an interactive way for the cadets to participate in recreational summer biathlon. This activity contributes to the development of biathlon skills and knowledge, and promotes physical fitness in a fun and challenging setting.

7.

References

8.

a.

A0-027 A-CR-CCP-177/PT-001 Director Cadets 3. (2005). Canadian Cadet Movement: Cadet Marksmanship Program Reference Manual. Ottawa, ON: Department of National Defence.

b.

A0-036 Cadets Canada. (n.d.). Canadian Cadet Movement: Biathlon Championship Series. Ottawa, ON: Department of National Defence.

c.

A0-098 Director Cadets 4. (2007). CATO 14-42 Biathlon Common Program. Ottawa, ON: Department of National Defence.

d.

C0-002 (ISBN 0-88962-630-8) LeBlanc, J. & Dickson, L. (1997). Straight Talk About Children and Sport: Advice for Parents, Coaches, and Teachers. Oakville: ON: Mosaic Press.

e.

C0-089 (ISBN 0-936-070-22-6) Anderson, B. (2000). Stretching: 20 Anniversary (Rev. ed.). Bolinas, CA: Shelter Publications, Inc.

th

Training Aids a.

Cadet air rifle,

b.

Safety glasses/goggles,

c.

Shooting mat,

d.

Biathlon scoresheets,

e.

Course control sheets,

f.

Range recording sheets,

g.

Air rifle pellets,

h.

Container to hold pellets,

i.

BART,

j.

Notice board, and

k.

Stopwatches.

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9.

Learning Aids a.

Cadet air rifle,

b.

Cadet air rifle slings,

c.

Safety glasses/goggles,

d.

Shooting mat,

e.

Air rifle pellets,

f.

Container to hold pellets, and

g.

BART.

10.

Test Details. N/A.

11.

Remarks a.

This EO shall be conducted as four consecutive periods.

b.

Have the cadets practice proper hygiene following physical activity and ensure they replace water lost by drinking approximately one litre of water per hour of physical activity.

c.

Hand-washing stations must be available for cleanup after the activity is completed.

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A-CR-CCP-822/PG-001

SECTION 9 PO S268 – PARTICIPATE IN A COMMUNITY SERVICE ACTIVITY 1.

Performance. Participate in a Community Service Activity.

2.

Conditions a.

3.

4.

Given: (1)

Supervision, and

(2)

Assistance as required.

b.

Denied: N/A.

c.

Environmental: Any.

Standard. As a member of a team, the cadet will participate in a community service activity that: a.

promotes good citizenship, and

b.

provides a direct benefit to the community, such as: (1)

community cleanup;

(2)

trail maintenance project;

(3)

a visit to a senior’s centre;

(4)

a visit to the veteran’s ward of a care facility or hospital;

(5)

volunteer work at a community-based/oriented group; or

(6)

support of a non-profit group’s fundraising event.

Remarks a.

Eight periods are allocated for POs S267 (Participate in Recreational Marksmanship Activities, Section 8) and S268 (Participate in a Community Service Activity, Section 9) to provide CSTC COs the option of conducting any two of the possible three activities (EOs S267.01 [Participate in a Recreational Marksmanship Activity], S267.02 [Participate in a Recreational Summer Biathlon Activity] and S268.01 [Participate in a Community Service Activity]).

b.

Community service related assignments from S260 PC (Lead Peers Through a Leadership Assignment, Section 2) shall be conducted concurrently during this lesson IAW Chapter 3, Annex B.

c.

The community service activity selected shall not have any partisan political association, or be seen to promote or support any single religious denomination or belief system.

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EO S268.01 – PARTICIPATE IN A COMMUNITY SERVICE ACTIVITY 1.

Performance. Participate in a Community Service Activity.

2.

Conditions a.

3.

4.

Supervision, and

(2)

Assistance as required.

Denied: N/A.

c.

Environment: Any.

Standard. As a member of a team, the cadet shall participate in a community service activity that: a.

promotes good citizenship, and

b.

provides a direct benefit to the community, such as: (1)

community cleanup;

(2)

trail maintenance project;

(3)

a visit to a senior’s centre;

(4)

a visit to the veteran’s ward of a care facility or hospital;

(5)

volunteer work at a community based/oriented group; or

(6)

support of a non-profit group’s fundraising event.

Teaching Points. The community service activity should be structured as follows:

b.

6.

(1)

b.

a.

5.

Given:

The cadets are to be briefed prior to the start of the activity, which may be given by a guest speaker from the community service group being assisted, to include an explanation of: (1)

the objectives and importance of the activity;

(2)

the resources that may be required to perform the activity;

(3)

the set-up of the activity; and

(4)

any safety guidelines that must be followed while performing the activity.

Have the cadets participate in the community service activity.

Time a.

Introduction/Conclusion:

15 min

b.

Experiential Learning:

145 min

c.

Total:

160 min

Substantiation. The experiential approach was chosen for this lesson as it allows the cadets to acquire new knowledge through a direct experience. This approach allows cadets to actively participate in their community and experience the positive outcomes that are derived from that participation. Cadets can then define that experience at a personal level, and through reflection on the experience, derive an understanding of how their individual efforts may benefit their community in future projects. 4-9-2

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7.

References. N/A.

8.

Training Aids. N/A.

9.

Learning Aids. Appropriate equipment/material for the activity.

10.

Test Details. N/A.

11.

Remarks a.

The following list details examples of community-based/-oriented groups: (1)

The Trans Canada Trail,

(2)

Local environmental groups,

(3)

The Children’s Wish Foundation of Canada,

(4)

Hospital committees,

(5)

Alzheimer Society of Canada,

(6)

Canadian Cancer Society,

(7)

Arthritis Society of Canada,

(8)

Big Brothers Big Sisters of Canada,

(9)

The Royal Canadian Legion,

(10) The Rotary Club, (11) The Kinsmen Club, (12) The Kiwanis Club, (13) Lions Clubs International, (14) Local food bank, (15) Canadian Red Cross, (16) United Way of Canada; and (17) The United Nations Educational, Scientific and Cultural Organization (UNESCO). b.

Additional information should be obtained from the chosen group as required to assist the instructor in the development of the initial briefing, and to provide information, as required, for specific activities.

c.

The community service activity selected shall not have any partisan political association, or be seen to promote or support any single religious denomination or belief system.

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A-CR-CCP-822/PG-001 Chapter 4, Annex A INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS

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