British International School Hanoi Bronze International Award

BRONZE AWARD DUKE OF EDINBURGH’S INTERNATIONAL AWARD
BRITISH INTERNATIONAL SCHOOL
HANOI
BRONZE INTERNATIONAL AWARD
NAME: .................................................................
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TUTOR GROUP: ...............
ORB
(Online Record Book)
Website: https://www.onlinerecordbook.org
My email address: ………………………………………………..
Username: ……………………………………
Password: ………………………………….
For instructions on how to use the ORB, check your Google
Classroom, oie8qjc.
Regularly fill in your logs of Service, Skill and Physical, and make sure
you fill in the dates of your Adventurous Journey training every week.
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The Award Programme
The Award concept is one of individual challenge. It presents to young people a balanced, non-
competitive programme of voluntary activities which encourages personal discovery and growth, self-
reliance, perseverance, responsibility to themselves and to their community.
Participants do not have to be good at anything to get an Award, they simply need to set personally
challenging targets for improvement and then strive to reach these targets. There is no discrimination
against participation on grounds of sex, race, religion or political affiliation.
The Award is non-competitive. It is a personal challenge and not a competition against others. To
achieve an Award, participants need to show individual improvement based on their own starting ability
and potential.
Participation is entirely voluntary and the individual participant has a completely free choice in the
selection of the locally available options within the four sections. Activities which participants would be
doing as part of their job, school curriculum, full-time training scheme or similar do not qualify as
voluntary activity. If participants are paid for doing something, it cannot count towards the Award.
By doing the Award, young people should be encouraged to show imagination, to be able to look
beyond barriers, and to set goals, not limits. The challenge is for young people to make things happen
rather than waiting for things to happen for them.
At the end of the process, a young person who takes part in the Award should have developed many of
the following:
 Self belief and self confidence

 A positive and realistic self image – they will know and accept their own strengths and
weaknesses, and be more aware of their own potential
 An independent and self-motivating attitude
 A sense of responsibility to others
 A connection to the broader society
 New or improved interests, skills, and abilities
 A willingness to try new things
 New friendships and relationships with their peers and older people
 The ability to make a plan and to make their plan happen
 Team skills
 Life skills – negotiation, research, communication, problem-solving, presentation skills
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Lesson 1: Group selection, General Introduction to the BIS Bronze

International Award and the Service section.
Group Name: ............................................................................
Group Leader: ..........................................................................
Group members: ......................................................................
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PARENTAL CONSENT FORMS & MEDICAL FORMS
Return to Mr Airdrie by ..........................................................., at the latest.
Failure to do so means that I forfeit my enrolment in the BIS Bronze IA Award.
ATTENDANCE IS COMPULSORY AT ALL TRAINING SESSIONS
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SERVICE
Introduction
The Service Section is a part of the Award where participants will have a real impact on the lives of
people. The aim of the Service Section is to learn how to give useful unpaid service to others. It seeks to
give participants a sense of responsibility to their community and to help them become better citizens.
Time requirements
All participants must carry out some practical service where their skills are put into practice. There is no
absolute rule as to what is considered regular participation, as the amount of time dedicated to an
activity will depend on many things including the activity itself and the participant’s own circumstances.
However, a rough ‘rule of thumb’ is that on average participants should be spending at least one hour
per week on their chosen activity.
At Bronze level, participants must spend a minimum of 3 months completing the Service component of
the award. Some participants may choose to spend 6 months completing their Service.
The participants will maintain a log book giving details of their training (if any), and practical service.
The minimum commitment to the Service component of the

Bronze IA Award is .......... hours, over a period of ............
weeks; that is, an average of ........ hour per week.
Ideas for Service Person to contact
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START DATE .............................................. FINISH DATE ..............................................
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Lesson 2: Physical recreation and Skills sections
PHYSICAL RECREATION
Introduction
The aim of the Physical Recreation Section is to encourage participation in Physical Recreation and improvement
of performance. Participants should train and persevere in their chosen activity. Involvement in Physical
Recreation should be an enjoyable experience, regardless of physical ability.
It is often helpful to link with a club in order to provide structure for the activity. This is not a requirement, but it
can be helpful to encourage the participant to come up with a meaningful and measureable target.
Time requirements
There is no absolute rule as to what is considered regular participation, as the amount of time dedicated to an
activity will depend on many things including the activity itself and the participant’s own circumstances. However,
a rough ‘rule of thumb’ is that on average participants should be spending at least one hour per week on their
chosen activity.
At Bronze level, participants must spend a minimum of 3 months completing the Physical Recreation component
of the Award. Some participants may choose to spend 6 months completing this section.
The participants will maintain a log book giving details of the time they have spent doing their activity.
The minimum commitment to the Physical Recreation component

of the Bronze IA Award is .......... hours, over a period of ............
weeks; that is, an average of ....... hour per week.
Ideas for Physical Recreation Person to contact
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SKILLS
Introduction
The aim of the Skills Section is to encourage the development of personal interests and practical skills. It should
stimulate new interests or improve existing ones. These interests are typically of a non-physically demanding nature
and may be hobbies, vocational or job-related skills, social or individual activities, cultural activities or life skills.
The chosen skill can be one which the participant is studying at their regular educational institution. However, they
must be able to show additional voluntary effort in their own time to enhance what they would have been doing
anyway. The Award is about encouraging young people to push their limits and overcome genuine challenges, not
about doing the minimum possible.
A participant may choose to work towards certification from an organisation that delivers and assesses the activity.
This is not compulsory to obtain the Award, but it will enhance the sense of achievement of the participant, and may
help them in their future life or search for work.
Time requirements
There is no absolute rule as to what is considered regular participation, as the amount of time dedicated to an activity
will depend on many things including the activity itself and the participant’s own circumstances. However, a rough ‘rule
of thumb’ is that on average participants should be spending at least one hour per week on their chosen activity.
At Bronze level, participants must spend a minimum of 3 months completing the Skills component of the Award. Some
participants may choose to spend 6 months completing this section.
The participants will maintain a log book giving details of the time they have spent doing their activity.
The minimum commitment to the Skills component of the

Bronze IA Award is .......... hours, over a period of ............
weeks; that is, an average of ........ hour per week.
Ideas for Skill Person to contact
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Approaching Activity Coaches: A Guide for Participants

Introduction
The purpose of this document is to provide some form of guidance for BIS students as they go about
approaching adults to act as Activity Coaches for their chosen Service, Skills and Physical Recreation
components of the International Award.
Before discussing appropriate behaviour, with respect to requesting the help and support of adults to
act as Activity Coaches, it is worth taking the time to remind ourselves of a general format running
through the completion of each component of the Award.
Regardless of which particular Skill, Service or Physical activity you will choose for the Award, do keep in
mind that your progress through each of the Award components will be characterised by these stages:
Service Skill Physical Recreation

Initial meeting Sets expectations and Initial planning and goal Initial planning and goal
outlines what will happen. setting with Award Leader setting with Activity Coach
to agree challenging to agree challenging
targets. Start the process. targets. Start the process.
Training This may be formal or As appropriate. As appropriate.
informal, or no training at
all.
Monitoring Practical Service should be Targets and progress Targets and progress
progress related to the training should be periodically should be periodically
received. Participants reviewed and revised reviewed and revised
regularly log their activity where necessary. where necessary.
and progress. Participants regularly log Participants regularly log
their activity and progress. their activity and progress.
Final review Review the entire process Review the entire process Review the entire process
– critically reflect on your – critically reflect on your – critically reflect on your
experience and what you experience and what you experience and what you
have learned. Record Book have learned. Record Book have learned. Record Book
is completed. is completed. is completed.
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Asking an adult to act as an Activity Coach for your Award
Make no mistake; adults are busy people. It is a matter of good manners and common courtesy to
introduce yourself to the person concerned, explain what it is you’re doing and to politely ask if they
might consider acting as an Activity Coach.
This person may be a teacher at BIS, a teacher at a different school, a parent from either within or
outside of the BVIS community or a member of the broader Hanoi community. This person might be
a sports coach. Do not take it for granted that any of these people will act as an Activity Coach; it
might be that they’re simply unable to help you at this point and time. If people do decline your
request to act as Activity Coach you may need to reconsider your chosen activity.
Some adults may feel a little apprehensive about accepting this responsibility so you may need to
discuss with them what their responsibilities are likely to be. We have produced a letter which
provides some insight into the Award and the role of an Activity Coach and you may offer these
notes to the person concerned. There are three different letters; one for each of the Skills, Service
and Physical Recreation components of the Award.
Under no circumstances must you proceed with the activity you have chosen until you have formally
introduced yourself and requested permission from the person concerned to help you by acting as
an Activity Coach.
For instance, it is unacceptable to ask someone to complete and sign your record book if they are
unaware of your participation in the Award or uncertain of what is it they’re supposed to be signing
off. Similarly, it is unacceptable to ask an Activity Coach to sign your book if the minimum time
requirement has not been met.
If you’re unsure, check in with one of the Bronze Award staff for advice and guidance.
Training
Some service activities require large amounts of technical skill and a training course may be a
significant part of the overall time spent completing the service requirements. Some service
activities may have legal requirements for a minimum level of training and these must be followed.
Even if a service is heavily dependent on a course format, as in first aid, participants should be
required to make their skills available for others, for example by being available at a sports match to
provide first aid if required.
Monitoring progress
This is the responsibility of each participant. You must maintain a weekly log on the ORB of all
aspects of your progress, including the times, dates and location of training and meetings with
Activity Coaches.
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Remember: the Award is about encouraging you to push your limits and overcome genuine
challenges. It is not about doing the minimum possible.
Adhere strictly to all time requirements for all parts of the Award. We are not in the business of
signing off young people who want to take short cuts.
Finally, don’t forget to thank your Activity Coach for giving up their time and for sharing their
expertise with you so that you can meet your personal goals.
The BIS Bronze Award Team
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Lesson 3: Adventurous Journey and Bronze Award Planning
Introduction
This section seeks to provide participants with a unique, challenging and memorable experience. The
journey, with an agreed purpose, should be undertaken in a small team in an unfamiliar environment,
requiring determination, physical effort, perseverance and cooperation to complete.
The Adventurous Journey has some key benefits, including the following:
 Working as part of a team

 Understanding group dynamics, your own role and the role of others in a team
 Enhancing leadership skills
 Improving planning and organisational ability and attention to detail
 Learning to make real decisions and accept real consequences
 Obtaining a sense of achievement and satisfaction by overcoming challenges and obstacles
 Developing self reliance and independence
 Experiencing and appreciating the outdoor environment
 Gaining the knowledge and skills to journey safely in that environment
 Exercising imagination and creativity by choosing your own journey
 Enjoyment.
Requirements
 All journeys must have a clearly defined purpose

 Participants need to have the appropriate skills to undertake their journey, so will need to
undergo relevant training
 Participants need to undertake sufficient practice journeys to ensure that they have the ability to
be self reliant and safe in their chosen environment
 On the qualifying journey, the team needs to be no fewer than five and no more than seven
young people, operating independently of others
 Accommodation should be in portable tents or other simple self-catering accommodation such
as hostels, huts or similar shelter
 The environment chosen must be unfamiliar to the participants.
 On completion, participants are required to present a report to their assessor. The report can be
photographic, verbal, a video diary, or by other imaginative means.
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Practice Journeys
Participants should take place in a similar environment, should use a similar mode of travel and should
reflect the purpose of the qualifying journey.
The provisional dates for the Practice Journeys are ......................................................................................
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Qualifying Journeys
The provisional dates for the Qualifying Journeys are ..................................................................................
PLANNING MY AWARD
Section What is my activity? What is my goal? Who will be my Activity

Coach?
SERVICE
3 or 6 months
PHYSICAL RECREATION
3 or 6 months
SKILL
3 or 6 months
ADVENTUROUS Practice Trip:

JOURNEY
Qualifying Trip:
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NOTE:
There will be meetings before each of the expeditions. These meetings will be compulsory. Pay attention
to the daily bulletin notices in order to find out about them.
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Lesson 4: Tents
Lesson Objective: How to pitch, pack and clean a tent.
Pitching a Tent
 You should pitch your tent in a safe and sheltered place.
 Clear away rocks, sticks and other sharp objects to prevent damage to the bottom of the tent.
 Find out what the prevailing wind direction is and set your tent up in a way that the doors and/or
vents are aligned along the wind direction. This will greatly increase the ventilation in your tent
and help you in your fight against condensation.
 You will want to pitch your tent evenly and secure it as well as you possibly can. A lot can change
overnight so even if the weather is fine when you pitch your tent, you should always prepare for
deteriorating weather conditions.
 Secure the flysheet guy-ropes tightly to the ground with pegs so the flysheet doesn't sag onto
the tent.
Cleaning your tent
 You must ensure that the tent is completely dry, and aired, before stowing. Failure to do so will
mean the growth of fungi in the material which will degrade the fabric and stitching and impart a
bad odour to the tent.
 Drape the fly and the sheet over a clothes-line (or similar) for 60 minutes, at least.
 Ensure the poles are clean. Wipe with a damp cloth, if necessary.
 Ensure the tent pegs are clean. Wipe with a damp cloth, if necessary. Straighten any pegs that
are bent.
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Packing your tent
 Take the time to fold the tent and fly carefully to avoid placing unnecessary stress on the seams
and zip of the tent bag.
 Ensure tent poles and pegs are placed in the tent storage bag.
Risk management
During the training sessions and when erecting, and disassembling, the tent in the field, we need to be
aware of the following:
Risks to people
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Risks from the environment
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Notes / Things to avoid
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Reflection (What I learned in today’s lesson)
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Lesson 5: Cooking
Lesson Objectives:
1. How to assemble, disassemble, add fuel, light and use and clean a Trangia stove safely.
2. How to use the simmer ring to dampen the flames and how to extinguish flames.
3. How to use and store the fuel bottles safely.
Guide to using the Trangia stove
Take off the frying pan/lid.

Start by removing the strap, loosen the buckle and
The frying pan can be used as a lid.
untie the strap.
Fold the supports upwards or downwards to fit

Take out the kettle.
saucepans or frying pan.
Take out the upper windshield and turn the lower

upside-down.
Take out the saucepans. To prevent back draft turn the holes in the lower
windshield towards the wind.
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Take out the burner from the bag, take of the

simmering ring and the lid.
Put fuel in the burner.
With the simmering ring you can regulate the heat by
adjusting the flame with the damper.
Turn the upper windshield into the bayonet joint in

Put the fuel bottle away before lighting the stove.
the lower.
Risk management
During the training sessions and when using the stove in the field, we need to be aware of the following:
Risks to people
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Notes / Things to avoid
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Lesson 6: Equipment
Lesson Objectives:
1. Preparing a Kit list for the Adventurous Journey

2. Learn how to adjust the rucksack to fit the load and your back.
3. Learn how to pack your rucksack.
How to Pack a Rucksack
The Rucksack
Let’s get this clear; how you pack your rucksack is a very personal thing, each person has their own
funny little techniques. However, there are some golden rules that you’d be fairly stupid to ignore.
Packing (Weekend Pack)

• Waterproof things thoroughly; a bin bag will not be suitable as a rucksack liner unless it’s an
industrial/food one. A plastic fertiliser or cement/sand is the kind of thickness require. Sub-waterproof
things like clothes inside your liner with standard plastic bags.
• Keep things in groups; it sounds stupid but keep your waterproof trousers with your jacket, your pans
with your stove and lighter etc. so everything is at hand quickly when you need to perform a certain task.
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• Be methodical; it really shouldn’t, but it may get to the stage where you have to finish the day and
setup camp in the dark. One you have a good packing system, stick to it and remember where everything
is. Try not to have the entire contents of your rucksack strewn around your tent at night
making packing in the morning a long drawn out process.
• Don’t dangle things from the outside of your pack; at best they’ll get wet / torn and at worst they’ll
drop off in the jungle and you’ll never see them again.
• Do you really need the six layers of packaging that your food comes in? Of course not. Repack it all in
strong little bags/containers. Several smaller packages are better than a single big box as you can re-
distribute around your pack as the days go on.
What goes where?

The consideration of the order in which you pack things in your rucksack can be simplified to the
interplay between the two major factors: balance/comfort and accessibility.
• Kit that’s only required last thing at night should go towards the bottom of the rucksack; e.g. sleeping
bag/liner should be right at the bottom. Things that are needed quickly like waterproofs, snacks, water
and first-aid should be quickly accessible near the top or in side pockets.
• Symmetrical. Try and get the side-to-side weight balance even and have nothing protruding from the
rucksack into your back/ribs etc.
• Try to concentrate the weight as close to your back as possible to prevent you unbalancing on
climbs/descents.
• Heavy items. This top-or-bottom-of-rucksack debate needn’t be so complicated; for normal walking
on easy going terrain, heavy items near the top of the pack allow you to get the weight over your centre
of gravity by leaning slightly. This option also allows for very easy tuning of weight transfer to hips or
shoulders using the appropriate straps.
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Reflection (What I learned in

today’s lesson)
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Lesson 7: Water, Nutrition & Hygiene
Lesson Objectives:
1. Learn different methods of water purification

2. Understand the need for basic field hygiene
3. Plan menu for Adventurous Journey
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Water purification in the field
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Hygiene
What types of health issues may affect trekkers on a weekend expedition?
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What precautions can you take to alleviate these health issues?
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Food
Even in easy terrain, trekking is hard work, and hard work requires lots of energy. If you are carrying a
heavy pack, of it the weather is cold, wet or windy, then you’ll need even more energy.
Proteins
Sources of protein include meat, cheese, eggs and milk powder.
Fats
Fats have the highest energy per gram and are slowly digested. Sources of fat include: butter, cheese,
chocolate and full cream milk powder.
Carbohydrates
Carbohydrates are quickly digested and provide energy quickly. Foods rich in carbohydrates include
sugar, honey, bread, muesli, oatmeal, rice, macaroni, spaghetti, sweets and dried fruits.
Food also has considerable emotional and psychological effects. When planning food for others, always
consider their likes and dislikes.
Food which cooks quickly saves time and fuel and this may be an advantage.
Drinks
Dehydration can be a problem when you’re involved in any strenuous activity and the problem increases
in hot weather. It is important to drink plenty of liquids both in the morning and throughout the day.
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Breakfasts
A common outdoor breakfast is porridge or muesli with full cream milk and sugar followed by a hot
drink. This could be followed by bread with butter and cheese or peanut butter (lots of fats which are
digested slowly but release lots of energy). A substantial breakfast is important. It gives you the energy
needed for the first half of your day’s activity.
Lunches
Heavy whole grain breads stay reasonably fresh and palatable for several days, and are less likely to
crumble. Favourite spreads include butter, cheese, jam, peanut butter. Consider some luxuries, too, like
biscuits or a piece of fruit.
Carry lunches near the top of the pack to save unpacking and repacking and to avoid squashing them.
Snacks
Snacks are important sources of energy. Traditionally, trekkers have used chocolate, nuts, sweets and
dried fruit for snacks during rest stops. Muesli bars are convenient.
Dinner
On weekend trips, your evening meal could be fresh meat and vegetables; for example, stir-fry thin
slices of meat and large quantities of fresh vegetables. Add a sauce and serve over rice (to provide
carbohydrates). On longer trips, weight and volume are more important and you will need to plan meals
around naturally dry or dehydrated items.
Packing your food
Pack most food items in double plastic bags. You can save space and weight by leaving the cardboard
packaging behind, but take a note of any instructions. Cheese and meat are better wrapped in grease-
proof paper. Small containers are useful for tea, coffee, sugar, jam and honey, etc.
For longer trips, it’s a good idea to pack food into day or meal lots so that supplies can be easily
controlled.
Emergency food
Carry some extra food in case you are delayed by bad weather or accidents. As it is not always possible
to cook in emergency situations, take some food which does not require cooking, example, biscuits,
cheese, dried fruit, chocolate.
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Our Menu Plan for the Adventurous Journey
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Lesson 8: First Aid (1)
Lesson Objectives:
1. Learn Basic Life Support

2. DR ABC
3. Practice CPR
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Principles and Guidelines for the First Aider
Definition of First Aid
“First aid is IMMEDIATE but TEMPORARY, CARE or support given to a person who has been
INJURED, or become ILL.”
Guidelines for the first aider
Your Responsibilities
 Assess situation quickly and safely and summon Help
 Protect casualty and bystanders from possible danger
 Identify injury or illness
 Prioritise and give early and appropriate treatment
 Prevent cross-infection between yourself and casualty, as far as possible
 Arrange evacuation to hospital or further medical assistance
 If medical aid is needed try to remain with casualty, if possible, until further care is available
 Report your observations to those taking over and assist if required
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REMEMBER: DO NO FURTHER HARM! Avoid a second accident
In a remote setting:
Always take into account the weather
Maintain contact with casualty, delegate if necessary
Prevent heat loss
Try to create a warm sheltered environment
Never step over a casualty if you can avoid it
Treat from the downhill side
Be calm, but confident, know your limitations
Try to compose the casualty
Do NOT rush
Vital Signs
Vital Signs are life signs, which can give

information to help you make decisions.
Monitored over a period of time vital

signs can help identify specific problems,
and indicate changes in the casualty’s
condition.
Vital signs should be checked / monitored

and recorded every 10 / 15 minutes
depending on the injury or illness and the
length of time you will be with your
casualty until the emergency services
arrive.
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Accident Procedure
This accident procedure is a systematic approach to dealing with an accident. When practiced and
committed to memory it may be relied upon in times of stress. The procedure below is set out as for a
lone responder this can be adapted if there is more than one of you.
ACCIDENT PROCEDURE
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In remoteI
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Lesson 9: First Aid (2)
Lesson Objectives:
1. Practice placing patient into the recovery position

2. How to treat breaks, burns, bleeds and heat exhaustion
3. What to put in your own First Aid kit
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Notes
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Lesson 10: Navigation
Lesson Objectives:
1. To understand how to use a compass and maps

2. How to use a compass to take bearings from a map
3. How to walk on a bearing
Parts of a compass:
Maps and grid references:
Topographical maps are the most useful when planning and expedition or navigating in the field as they
include contours which show features such as hills and valleys.
The closer together the contour lines, the steeper the slope of the land is.
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The numbers on the edge of a map are the GRID SYSTEM. This system allows you to locate a particular
point on the map.
The numbers are referred to as Eastings or Northings. Eastings are the eastward-measured distance,
shown along the horizontal axis of the map. Northings are the northward-measure distance, shown on
the vertical axis. Together, an easting and a northing make up the 4-figure grid reference for a square
on the map. In OS (Ordnance Survey maps) these are one square kilometre in area.
This square is at
Grid Reference
4888
In order to be more precise we visualise the squares to be split into 100 smaller squares, allowing us to
use a 6-figure grid reference.
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483886
TEACH YOURSELF
Understanding how to use a compass is like many other activities; it's easy when you know how!
Practice is also the only way to get it right and remember it. Although this sheet can help you through
the different stages, the only effective way to learn is to go out and use the compass for real. Ask
experienced Leaders for advice and also take part in a hike or expedition to put the skills into practice.
Time
Up to one hour may be required to become familiar with the parts of a compass and the principles of
how to use it, especially in conjunction with a map, but more time will be required in shorter sessions to
put it into practice.
Equipment
A Silva (type) compass and an Ordnance Survey map of the area you are in.
Learning all about it
Before having a go, you will need to read the Information Sheet if you have not already done so.
Taking a bearing
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1. Hold the compass flat in your hand with the direction of travel arrow pointing towards your
destination or objective.
2. Turn the compass housing until the compass needle lines up over the orienting arrow. Ensure the
north pole of the. needle, usually red, is used.
3. Read off the magnetic bearing (that is, the number of degrees) from the mark on the compass
housing indicated by the index pointer.
4. Keep the housing in that position and check your bearing at regular intervals by lining up the needle
with the orienting arrow and walking in the direction indicated by the direction of travel arrow.
Walking on a bearing
This is used when you can initially see your objective or destination and don't need a map. It is
important to work out a compass bearing before the situation changes. This might be due to the
weather (rain, fog and so on), the terrain you are in (valley, hills and so on) or a delay resulting in
darkness. Any of these factors may mean you can no longer see where you are aiming for and,
therefore, you will need to rely on the compass bearing.
1. Turn the housing of the compass until the bearing you require is against the index pointer.
2. Turn the compass until the needle lies over the orienting arrow.
3. Pick out a landmark along your direction of travel line and walk towards it.
4. Check your bearing and your objective at regular intervals.
Setting a map with a compass
This is for when you are using a map in conjunction with a compass to reach a given destination,
probably in unfamiliar territory.
1. Turn the compass housing until the magnetic variation for the area is shown against the index pointer.
2. Place the direction of travel arrow pointing along the vertical grid line with the direction of travel
arrow pointing to the top of the map.
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3. Turn the map with the compass in this position until the compass needle points tothe north mark on
the compass housing.
4. Your map is now 'set' and you should be able to recognise actual features from your map in front of
you.
Combining map and compass
1. Place the compass on the map so that one long edge joins the start point and your destination, with
the direction of travel arrow pointing towards the direction you wish to travel. (The direction of the map
does not matter for this exercise).
2. Turn the compass housing until the orienting arrow points to the top of the map and the orienting
lines are parallel to the grid lines.
3. Take the compass off the map and read off the bearing at the index pointer and add (or subtract) the
local magnetic variation.
4. Turn the whole compass so that the needle comes to rest over the orienting arrow, with the red part
to the north.
5. Hold the compass in front of you, pick out a landmark along your line of travel and walk towards it.
Common errors
When first learning how to use a compass, there seem to be many things to take into consideration -
here are a few things which often 'go wrong':
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· Failing to add on the magnetic variation. If the magnetic variation is, for example, 6 degrees, and you
forget to add it on, you will be 105 metres off course for every kilometre travelled in a straight line. This
gets proportionally bigger over greater distances.
· Not having the direction of travel arrow pointing from your start to finish. If you make this mistake you
will walk 180 degrees out from your intended route.
· Orienting arrow pointing to the bottom of the map. Again, you will walk (180 degrees out) in the
opposite direction.
· Not taking account of the magnetic effects of iron and steel around you. For example, watches, steel
buckles, cars, buried pipes, reinforced concrete, wire fences, railway lines and other compasses (and
even magnetic rocks!) can influence your compass. That is, these items might attract the compass
needle in preference to the magnetic north pole therefore giving you an inaccurate reading. If in doubt,
try to move away from such objects.
Avoiding obstacles
Sometimes when using a map and compass you will come across obstacles such as a lake, wood and so
on that cannot be crossed and you must get round them somehow. The problem is to avoid the obstacle
without losing direction. The obstacle may be by-passed by going round it by a series of right angles;
walk at 90 degrees to your original route, count the number of paces until you clear the object. Turn 90
degrees again, so that you are not parallel with your original bearing and walk past the obstacle. Turn 90
PAGE 50 OF 52
degrees again and walk the same number of paces, then, finally, turn through 90 degrees to bring you
back on your original course.
This may seem rather pedantic, but it does work providing the number of paces and turns are accurate.
This can be vital if the weather takes a turn for the worse. An error of just 2 degrees over a journey of
say, just six kilometres means that you will miss your target by 200 metres which if you find yourself fog-
bound, and it's the only habitation for 20 miles around, might be fatal!
Can you do it?
When you feel confident about using a compass, check how you are doing and see which of the
following you can tick off:
Name the parts of a Silva compass.
Take a compass bearing.
Set a map using a compass.
Walk on a compass bearing.
Walk around obstacles maintaining the correct direction.
Explain the importance of magnetic variation.
Explain the difference between true north, magnetic north and grid north.
So you want more?
Have a go at orienteering - this is using a map and compass over a given area in the form of a
competition.
Learn how to take and use back bearings.
Learn how to draw a resection of map which would enable you to locate your position.
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Notes
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PAGE 53 OF 52

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British International School Hanoi Bronze International Award

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BRONZE AWARD DUKE OF EDINBURGH’S INTERNATIONAL AWARD

BRITISH INTERNATIONAL SCHOOL

BRONZE INTERNATIONAL AWARD

TUTOR GROUP: ...............

(Online Record Book)

My email address: ………………………………………………..

For instructions on how to use the ORB, check your Google

The Award Programme

 Self belief and self confidence

Lesson 1: Group selection, General Introduction to the BIS Bronze

Group Name: ............................................................................

Group Leader: ..........................................................................

Group members: ......................................................................

PARENTAL CONSENT FORMS & MEDICAL FORMS

Return to Mr Airdrie by ..........................................................., at the latest.

Failure to do so means that I forfeit my enrolment in the BIS Bronze IA Award.

ATTENDANCE IS COMPULSORY AT ALL TRAINING SESSIONS

The minimum commitment to the Service component of the

Ideas for Service Person to contact

START DATE .............................................. FINISH DATE ..............................................

Lesson 2: Physical recreation and Skills sections

The minimum commitment to the Physical Recreation component

Ideas for Physical Recreation Person to contact

The minimum commitment to the Skills component of the

Ideas for Skill Person to contact

START DATE .............................................. FINISH DATE ..............................................

Approaching Activity Coaches: A Guide for Participants

Service Skill Physical Recreation

Asking an adult to act as an Activity Coach for your Award

The BIS Bronze Award Team

Lesson 3: Adventurous Journey and Bronze Award Planning

 Working as part of a team

 All journeys must have a clearly defined purpose

The provisional dates for the Practice Journeys are ......................................................................................

The provisional dates for the Qualifying Journeys are ..................................................................................

Section What is my activity? What is my goal? Who will be my Activity

ADVENTUROUS Practice Trip:

Lesson Objective: How to pitch, pack and clean a tent.

 You should pitch your tent in a safe and sheltered place.

Cleaning your tent

Packing your tent

Risks from the environment

Notes / Things to avoid

Reflection (What I learned in today’s lesson)

Guide to using the Trangia stove

Take off the frying pan/lid.

Fold the supports upwards or downwards to fit

Take out the upper windshield and turn the lower

Take out the burner from the bag, take of the

Turn the upper windshield into the bayonet joint in

Risks from the environment

Notes / Things to avoid

Reflection (What I learned in today’s lesson)

1. Preparing a Kit list for the Adventurous Journey

How to Pack a Rucksack

Packing (Weekend Pack)

What goes where?