Ours2share's Blog

Hazelwood and Churchill (Victoria, Australia) local Girl Guide information noticeboard.

The old Agility Brownie Guide Badge Syllabus

This badge syllabus is from the 1984 The Australian Brownie Guide Handbook  -Part 2  Written by the Girl Guides Association of Australia Incorporated.  This badge syllabus was intended to encourage interest in the subject.

  1. Jog with Rhythm.
  2. Run and leap to touch a mark 50 cm above your stretch height (under 9 years).  Run and leap to touch a mark 70 cms above your stretch height (9 years and over).
  3. Jump from a 1-meter-high platform and land in a controlled manner.
  4. Do three of these in good style:
a 10 burpees or leg changes
b 5 sit ups
c 10 full touch toes
d.      Hop 20 meters on one foot without stopping

5.Do three of the following:

a One forward roll
b A shoulder stand
c A backward roll finishing in a squatting position
d A handstand against a support.

6.Travel across a ladder bar, hand by hand  OR   Skip 60 times without a break turning the the rope backwards and skip three fancy steps OR Balance walk along a narrow bench, or on flower pots, over a distance of 7 meters .

May 15, 2010 Posted by | Uncategorized | Leave a comment

The Old Australian Aboriginal Brownie Guide Badge

This badge syllabus is from the 1984 The Australian Brownie Guide Handbook  -Part 2  Written by the Girl Guides Association of Australia Incorporated. This badge was meant to encourage interest in the topic.
  1. Compile a list of Aboriginal words brought into the English language   OR Compile a list of “place” names that are Aboriginal words. Try to discover the meanings of some of them.
  2. Read a legend of the Aboriginals.  Be able to tell the assessor the story.
  3. Tell the assessor about one well-known Aborigine (Past or Present).
  4. Show knowledge of tools, food, musical instruments and weapons used by the Aboriginals  OR  View a collection, or visit a display, of art or craft made by Aboriginals and be able to tell the assessor about the things you saw.
  5. Compile a list of foods gathered by the Aborigines when they lived in their tribal state, and know how they gathered them.
  6. Describe the type of shelter Aborigine live in, in the  tribal state, and what was used to make them.

May 15, 2010 Posted by | Uncategorized | Leave a comment

What went behind the N K 4 project.

The N K 4 Project was taken up by the Leaders and Unit Helpers in the Hazelwood and Churchill Guide District.  The project combined the requirement of qualification as a Youth Leader, the interests of the Guides at the time, a family and wider community  need for involvement and a service that needed to be done within the community. The overall planning behind the project, its objectives until completion was the need for another leader to experience the depth of management of Adult coming together, working together in collaborative ‘harmony’ and achieving together and sharing the information, acknowledging the volunteers and other stakeholders of the project.

The blankets were donated to Gippsland Red Cross during the 2009 Fires that raged through Gippsland, went back into the People at the Center of Australia with a Gipps Guides Tribal Elders, 28 blankets went to the Baw Baw Regions Sleeping Under the Stars for their chosen charity of that year.  Other blankets went to families who experienced house fires themselves, others who just needed warmth.

The people who received these blankets felt the love and care that went into each of these blankets.

What did the  Guides get out of this N K4 Project?  They learned to collaborate as well, to involve the community, to unravel jumpers, to knit, crochet and join the squares together.

May 15, 2010 Posted by | Uncategorized | Leave a comment


Over the Years of Guiding in The Hazelwood and Churchill Guide District many times the Guides have gone into the Community and cleaned up a small piece of the Community. Often these have gone unnoticed by the greater community, but to each Guide who was out there learning not to litter by going forth and picking up someone else’s litter  I WOULD LIKE TO THANK YOU.

Together you have been setting the standards of not wasting our world resources. Of having once  reached this higher standard a greater one has always been strived, which in turn means that all of us are asking by showing our children, and those yet to be born, how to go about achieving a better one.

May 15, 2010 Posted by | Uncategorized | Leave a comment

As Service Grows

Guides find out that being of  service to our community is important. Often there are Other organisations as well as Guiding, asking for volunteers to come forward and help them with service projects.  Be able to multi task is a learning skill that Guides just absorb.  They learn early that joining in is sometimes of more benefit to all involved that trying to duplicate some activity over again.  A Guide then finds out that skills are there to be shared.  Brining back to the Guides these activities, skills and having a chance to further develop them is a big positive.

Some times this could be  just as a Guide, a Junior Leader or an Adult Guide in a Leadership position bring back to the meeting time the desire to try out a game before people in the formal learning class assess this activity.

Other time it may be the Learning of First Aid, or the gathering of rubbish on Clean Up Australia Day.  There are simply ‘Zillions’of ways a Guides can ‘Lend a Han’d and ‘Be Prepared’ to be of ‘Service in the wider Communit’y.

Other skills such as organising a Family Picnic [Teddy Bears Picnic] once a year while a service activity is occurring is beneficial.

Reblog this post [with Zemanta]

May 15, 2010 Posted by | Uncategorized | Leave a comment

The science in the sky

The Air , as we know it, is all around us.  We are what we breath.

When the Guides are interested in learning about the weather and its effects [ on ourself, on the environment around us, therefore on what we plan to do] the learning just keeps coming around.

Guides have had many badges [ The old Brownie and Guide badges right through to the current badges] that ask you to look around you, observe and use the which is in the sky.

As various generations of Guides have found out the Air that is there is important to us all.  The Air is part of Our World. Observing and recording what is seen and felt could be the beginning of a life time of actually looking and noticing what is occurring around you. There are also so many variations on just the one Air Theme that the opportunities are unlimited.  Hence why the current syllabus for the Guide Badges rely on action words that stimulate the Guides imagination and further challenge her to investigate what she herself is interested in  then further challenge herself with becoming active in her interest.

May 15, 2010 Posted by | Uncategorized | Leave a comment

Making a weather chart

Make a weather chart.

Following are two weather charts.  One for a week and one for a month.  The simple way is to use a program like Excel or draw up  a chart that allows the different information you have chosen to include on your weather chart.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

The weather chart for a month is simply the above chart repeated four times complete with the dates and what information you would like to include on your chart. For instance:

I would like to include the following on my weather chart: The temperatur before I go to school and again when I come home. How much it rained today.  What was the day like.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Rain measure
Day like
Rain measure
Day like
Rain measure
Day like

The simple thing is that you simply choose a date and get started.  The thing with the Guide Syllabuses currently is that over the Guides time in Guiding this activity may be done several times, each time with extra challenges that then relate to what challenges the Guide is currently undertaking.

May 15, 2010 Posted by | Uncategorized | 5 Comments

W a n t e d : H e l p to unravel

Ple a s e   c o m e   a n d   h e l p   u n r a v e l   w o o l l e n   j u m p e r s .
W a n t e d :   H e l p
W h y : W e   a r e   g e t t i n g   t o g e t h e r   w i t h   o t h e r   c l u b s ,   i n d i v i d u a l s   o r   g r o u p s ,   t o   m a k e   b l a n k e t s   t o   b e     d i s t r u b u t e d   t o   t h e   n e e d y   i n   t h e   L a t r o b e   V a l l e y .
C h u r c h i l l   a n d   H a z e l w o o d   G u i d e s   n e e d   l o t s   o f   h e l p   t o   u n r a v e l l   w o o l l e n   j u m p e r s   a n d   k n i t   o r   c r o c h e t
t h e   w o o l   i n t o   s q u a r e s   ( 1 2   i n   /   8   c m   o r   1 0 c m   s q . )   S o   i f   y o u   a r e   i n t e r e s t e d   i n   h e l p i n g
c o n t a c t
S u s a n   o n   5 1 2 2 3 5 6 7   (Now 0423 100 230)
O r
D e b b i e   o n   5 1 2 2 2 1 1 9

May 15, 2010 Posted by | Uncategorized | Leave a comment

The development of an overall plan

Appreciate differing views about a _______.

Build a _____   ____ as a team.

Brief the public on what the focus is.

Become familiar with ___________.

Compare different perspectives about the significant events.

Compare why accounts of ___ may vary.

Conduct a _________________.

Consider the views of the _________ in developing this statement of intent.

Create a glossary.

Decide stratagies for recommendations.

Demonstrate an understanding of ___________ and _________, as well as __________, and ____ in identifying ___________ opportunities affecting________.

Develop a comprehensive strategy to resolve an issue related to the use and management of a ________ or ___ environment.

Develop recommendations  for _______ achieving ________- focus.

Examine the structures and ______________ management processes of ________.

Examine the ways in which advances in __ affected other areas, such as health, medicine, transport and education.

Explain the significance of the physical environment on the development of ___________ civilisation.

Explain the way views on how to look after the land differ among other individuals and groups.

Explain ways in which individuals and community groups can participate in the process of________.

Explore the core values of __________ society.



Identify _________ and ___________ and describe how _______ and __________ affect the ____________.

Plan and conduct a small-scale project that applies ________- and ___.

Provide feedback to the ________ in the shape of a ______, __________ or _________ by____.

Recognise each participants assistance.

Recruit and develop _________________.

Review the data and timeframe  available for _______.

Review initial information that covers_______.

Identify a range of factors responsible for change to _____.

Accept that some communities, organisatins or individual will not be supportive with these endeavours.

Include the __________ skills.

Investigate adaptations of _________ and ___.

Investigate changes over time to _____________ practices and __________ opportunities in the _________.

Investigate the effect of______________ on _________ in the range of __________.

Investigate what factors influence the ______________- and ______________ outcomes.

Keep appropriate records on ________________,____________ and ­­­­­­­­­­­­­­­­­­­­_____________.

Create the transference of skills opportunities within families, organisations or communities.

Develop an online newsletter.

Level two Specifically focused on the content of the module.  Dealing
with time span (shorter than for overall focus.)
Module Objectives

At the end of twelve months the participants will have worked towards building on and uniting their community while lessening the loneliness and the feeling of unworthiness within their communities while collectively completing a service project and bringing about an awareness, acceptance and evaluations of change.

Module objectives will be evident when :

Level three Very specific in nature and may only deal with small units of
time .
Session Objectives Related to what can be achieved in this time period.

By the end of each determined quarter of the year the increasing number of participants will have engaged in: skills learning and development, communication exercises, a service project, networking amongst friends, relatives and people unknown to them before, community gatherings and have the positive feelings of working collectively together in achieving an end result.

Session objectives will be evident when :

Level four. Have very short time spans and specific learning points
required from the individual activities.
Activity objectives.

At the end of self regulated time the participants will have practiced their developing skills while participating in the developing and uniting community engagement through their ‘piece’ of the overall yearly service project.

Activity objectives will be evident when :


Short term (Specify time frame)

Medium term (Specify time frame)

Long term (Specify time frame)

Planning learning to ensure the requisite knowledge, skills and attitudes are there and utilised when needed.

Identify the purpose of each department

Create a list of who’s got what.

Create a temperature graph thing as a running total graph


Tackle each objective and make notes as the events happen.


Lead up activities

Of actual event


How event has affected those who participated, the area, qualifications and what people/community got out of it.

May 15, 2010 Posted by | Uncategorized | 1 Comment

K N4 Project.

On the 25th of June 2004 the following went to various news media sources and as a note to the Parents of the Guides.

A big thank you for every one who has participated in the N K4 Blanket5 Project.  With your support the wool has been collected, re-cycled, squares have been knitted or crocheted and made into blanketsx for distribution through a main charity organisation.

This past year’s target of 1000 squares has been exceeded.  The squares remaining are looking forward to having others join their ranks so that the 2005 blankets may be created.

May 15, 2010 Posted by | Uncategorized | 1 Comment