DuctTape

One of the best ways to help scouts (and adults) begin to transition to backpacking is to extend the hike in to a frontcountry campsite from the parking lot. The key is to plan and pack a backpack with gear for all trips as though it was a backpacking trip. Park, load up backpacks with gear, lock cars/trailers, and hike 50 yards to the campsite. Cars/trailer are locked until the return. No multiple trips. Next campout, hike 100 yards. It can be the same campsite, just park farther away. Keep adding distance between the cars and campsite. The scouts will have experience planning and executing a backpacking trip without the miles first. This way the only change is the mileage.

This also should be a topic during the SM conference for the rank prior. Part of the SM conference should be to discuss the scout's future endeavors. Talk to the scout about their previous activities and how he plans to accomplish the ten. Ask how will he know when he has reached the threshold. Most advancement related questions/concerns can be avoided by having the conversation with the scout ahead of time. What a perfect thing to discuss at the SM conference for the prior rank.

Scouting for Girls, I am almost certain. I will check when I get home.

The only GSUSA handbook I have is a first edition. I haven't t looked through it. Would I be correct to assume it has changed a lot?

The older publications of the handbooks (BS, PL, SM, etc...) and Fieldbooks made explicit the "how" by providing actual examples. Of course the examples could not cover every possible scenario, but they provide a baseline for the student from which to begin. IMO, providing the rationale and goal without explicitly stating and showing how is incomptetence at best and malpractice at worst when it comes to creating a handbook. This is why the handbooks aren't really used except as "sign-offs" BECAUSE THEY ARE OTHERWISE BASICALLY USELESS.

The "pocket rocket" type can be found cheaply. They are quite light, and easy to screw on to the canister. There are many name-brands like Primus, MSR which cost $20 - $100. The off-brand chinese knock-offs are less than $20. You get what you pay for.

I use most of the FC skills on every camping trip except first aid fortunately. These are the basics. Often the doo-dads or other gear replace knowledge and skill, these are more often commonplace in car-camping trips. The other skills allow one to take less gear, venture farther from the parking lot and allow for the adventure. All of the ideas you presented are also cool, but next step types of things which are part of mBs. These are great, but should not IMO replace the basics. If anything, I would get rid of the allowing requirements to be "done at anytime while any rank". This would allow real growth in the skills, knowledge and mitigate much of the "one and done". The much maligned skill awards were better (belt loops excepted) at having scouts learn, practice and know the basics than the current one&done structure.

I reiterate my previous opinion. This is NOT a PLC decision, but one that should be made at the Patrol level. Each patrol needs to decide how their patrol will operate during patrol meetings/activities. The PLC should be a place where the PLs can report on their progress as a patrol, seek advice from other PLs and make TROOP level decisions. The PLC should not dictate how a patrol decides to operate.

I would not put it into the by-laws. I would, as the GTA states, designate persons who you know are trained and understand advancement as a method and have embraced your vision of the troop. In other words, no blanket "prohibitions" instead use specific designations. Utilize your ASM corps, and PLC as the field to which you designate. A brand new scout parent who is a first year ASM is likely not to be designated by me as someone who could sign off any scout requirement. It is vital the adult understands the advancement method and knows the expectations of it. IMO, to be designated by the SM : 1. the adult learns, 2. the adult is tested, 3. the adult is designated 4. the adults may sign off.

The exceptions and ignoring of the rules when it comes to advancement has been going on for a long time as has been noted in this thread and others. BSA has zero quality control.

Start with your other adults. Get them on board with the idea or else they will sabatoge anything you attempt. Get PL handbooks, and SM handbooks and be sure the adults first understand their roles and how they fit in supporting the Patrol Method.

I think it is based on intent. When the adults have advancement as the goal instead if a method; this is when it changes. Even if the scouts meet the requirements as written, they are denied a true scouting experience because the aims are not likely realized as they are not the desired outcome.

I have not been to BWCA, but I do go to the Quetico to the north. So this may or may not apply. I have noticed that the evening mosquitos run like clockwork, and you can hear them a few minutes before they descend on your campsite. Thus I recommend determining their timing on night 1, and then plan each day so all can be safely in bug proof zones for all subsequent nights.

While I usually would recommend a deference to the PLC, in this case I think the decision should be based at the Patrol level.

https://www.scouting.org/resources/insignia-guide/

I see you have asked a lot if questions regarding uniform and insignia. Please forgive me if you have already read: https://www.scouting.org/resources/insignia-guide/ Beyond the official BSA resource, I think it is a good practice to then defer all other uniforming questions NOT included in the BSA guide to the PLC. I use this approach as it is then directly related to achieving the aims of scouting.

I would defer to the PLC as to what constitutes the troop uniform.

I agree with qwazse regarding the signing-off. I would like to focus more on best practices prior to the testing and sign-off. Perhaps I should prime the pump. Starting with a counter-example of NOT best practices. A new scout goes on his first campout and is assigned cooking duty with a patrol mate for breakfast. They make breakfast and then he goes and gets signed-off on the tenderfoot requirement. What is missing here almost entirely is the explanation, demonstration and guidance for the scout to understand and perform assistance at any sort of expected level. A better practice: On the first campout the PL or Instructor acts as the cook's assistant and explains his role, and what he is supposed to do. He demonstrates how to assist the cook appropriately. He brings scouts into the camp kitchen and helps them try the various tasks such as cutting up carrots, or peeling potatoes, opening cans, etc... Depending on the scouts, this might repeat itself for every meal on that first campout. During planning for the secind campout a scout may go to his PL and say, "hey, I'd like to be tested on the tenderfoot req 2a, assist in preparing a meal". (PL may need to encourage scouts to ask to be tested, especially the first time). The PL ensures the scout has the opportunity to be tested by having him assigned as the asst cook for a meal. Prior to that meal PL (or instructor) talks to him (best would be while hiking to camp) about what the scout will demonstrate as the cook's assistant. The purpose of this discussion is for the PL to ensure success, or to determine if the scout is really ready to be tested. Then the scout gets tested, the PL (or Instructor) observes to determine whether the scout fulfilled the requirement.

I do not favor these, or any other process which takes the scout out of the equation. One of the great opportunities for scouts' personal growth is being denied when they have little to no part in the financial aspect of their program. Weekly dues collected at every meeting, and bringing cash for the upcoming camping trip to give to the patrol mate buying the food are all opportunities to grow in responsibility, and independence. Sure it is easier to have the adults do it all, but that is the case with most everything. So how do the adults help ensure a scout is not excluded from a trip by "forgetting" while still fostering patrol and individual independence, and financial responsibility? Like all questions of this matter it comes down to communication: adults communicate with adults, and scouts with scouts. Let's take an upcoming campout as an example. Evergreen Patrol has an upcoming campout. Without goung through the entirety of the logistics and communications, lets look at one single scout. Timmy tells his PL he is going. The cost for each patrol member is $12. The PL tells the whole patrol the $ is needed next week. The PL gives the list of attendees to the SPL (if exists) or to the SM. Here is where the communication splits but reunites. The SM arranges transportation and more importantly (using ASMs) contact the parents of the attendees directly about the logistics and their scouts responsibilities. The parent, knowing their child best will either help them remember to bring the $ to next meeting, or have it with them so the "forgetful scout" can quickly get the $ at the meeting. So the next meeting comes around and the Patrol treasurer/scribe/etc... is collecting the $ from those attending. Timmy "forgot". The PL could say, "hey is your mom still here, go see if she has it. We will wait for you." Timmy goes to mom to get the $ and returns. If a lot of scouts "forgot" then the SM minute at the end of the meeting ( or better some near future meeting) could be a yarn about responsibility and its impacts on others. They key is to balance the goal of the scouts personal growth and involve the parents in that journey. The SM should explain the purpose of the program and all aspects, including financial are opportunities for personal growth.

keep it simple, imo. No fractional ages. 14 y/o and 12 y/o ok 14 y/o and 11 y/o not.

Over the years much has been discussed regarding "completing the requirements". Most of these discussions will focus on the the last 3 steps of the process, "the scout is tested, etc..." Sometimes, often in passing, a reference will be made to the first step in the process, "a scout learns". Also often ignored is the purpose of Advancement as a Method, and not the aim. Thus, I think it might be a good idea, especially for new Scouters to hear (read) about best practices for the "A scout learns" step. Also in the GTA is a fifth step, often not very well utilized except by the best patrols. I think it would be good to start by linking the appropriate language from the GTA. https://www.scouting.org/resources/guide-to-advancement/ 4.2.1.1 The Scout Learns With learning, a Scout grows in the ability to contribute to the patrol and troop. As Scouts develop knowledge and skills, they are asked to teach others and, in this way, they learn and develop leadership. 4.2.1.5 After the Scout Is Tested and Recognized After the Scout is tested and recognized, a well-organized unit program will help the Scout practice newly learned skills in different settings and methods: at unit meetings, through various activities and outings, by teaching other Scouts, while enjoying games and leading projects, and so forth. These activities reinforce the learning, show how Scout skills and knowledge are applied, and build confidence. Repetition is the key; this is how retention is achieved. The Scout fulfills a requirement and then is placed in a situation to put the skills to work. Scouts who have forgotten any skills or information might seek out a friend, leader, or other resource to help refresh their memory. In so doing, these Scouts will continue to grow.

Another thing about "obstacles" in the training to do the requirement (ie being tested) is to ensure the scouts know/understand/and can avoid obstacles by modifying the route; not just following a straight bearing. It is a good idea during the learning, to have them practice taking a bearing between controls which has a "water" obstacle in which they must deviate by either going around, or using a bridge.

I was asked to be the mB counselor at a MBU for Camping mB at a neighboring district. They wanted it to be an introduction to camping for the new scouts. A group of 20. They asked if two hours was enough. I said 2 hours is perfwct for me to do an intro, but I would not be signing any blue cards. She asked if 3 hours was enough. When I went through the reqs with the MBU director, and showed her it would not be possible, but I was happy to do an intro to camping class and give the scouts my contact info to do the mB. They found someone else to do the class and sign off. While I think it is possible for MBUs to be done well, I agree with the OP that for the majority it seems to be a show up and get the blue card signed.

The librarian can also work in concert with the instructor to help them by sourcing other learning materials. Or with the grubmaster to source menus, and recipes. Or with the PL to find maps and camping locations/ideas. Imagine the librarian building a collection of reference materials and more importantly being the research arm of the patrol.

The SPL duties can be rotated by the PLs early on. Election of a POR is not to give a patch, but to fill a role. For example, if there is no gear election of a troop QM is not necessary just to "fill the position". The same with SPL, until the troop "needs" someone to fill a need, it is not much more than a patch position, not a position of responsibility. Train the scouts to fill needs with POR; not fill POR with scouts. This begins at the patrol level. Think about how this simple change of how we think about the POR transcends all other scouting structures, and what problems it solves pre-emptively.