CLUB’S STAFF SESSION

COUNSELOR &
INSTRUCTOR
TRAINING COURSE
 Training Outline

• Pre-requisites for Counsellors • Understanding Multiple Intelligences

• Pre-requisites for Instructors • Teaching the Investiture
Achievement (Progressive Classes)
• Discipling and Discipline
• Club’s chain of Command • Teaching the AY honours
• Counsellors Responsibilities • Dealing with Parents
• Safety & The Counsellor
• Counsellors Relationship
• Understanding Teaching Styles
• Understanding Learning Styles
Club Staff Committee/Chain of Command
Club Director

Instructor Counsellor

Junior
Counsellor

Unit Captain Unit Scribe

 Club Staff Involved

• Unit Counsellor
• Junior Counsellor
• Instructors (Honours, Arts & Crafts)
 Counsellors Qualification
• Counselor JumpStart Certification
• Be at least 18 years old.
• Be at least 8 years older than your unit members.
• Be a baptized Seventh-day Adventist Christian who loves Jesus and is
willing to share this love in both word and deed.
• Hold a Pathfinder/Adventurer Basic Staff Training Certification
Duties of a Counsellor
• Take charge and lead/teach a unit of class, working and staying with them during all
programmes
• Encourage, teach, and test necessary classwork for successful investiture of members.
• Set a good example in neatness, attendance, punctuality, uniform, et cetera
• March and drill with units
• Develop happy understanding and friendship within unit.
• Help members with any problems that may arise and keep leaders informed (respect
confidentiality)
• Encourage all members to participate in all activities
• Participate in camp-outs, arranging all details with deputy director and members
• Attend staff committee meetings
• Notify the director in advance if unable to attend a meeting
 Junior Counsellor
This is often a Master Guide in Training (16 years +) or other young person who
has just finished the Pathfinder Classes but who wishes to stay and assist in the
club. Junior Counsellors should posses the same qualities as unit counsellors and
have a desire to learn to become leaders.

• Work under an adult counsellor • Set a good example in neatness,

attendance, punctuality, et-cetera
• Assist in all unit and club activities
• Accept responsibilities as given by • March and drill with units
the counsellors • Participate in campouts and outings
• Take charge of unit when counsellor
is absent
 Adventurer/Pathfinder Unit
• A unit is a class or sub-class in a Pathfinder or Adventurer Clubs. It
contains 6 to 8 members. A class can have more than one unit managed by
different counsellors
• A unit must have a captain and a scribe
• A unit must have a calendar of activities integrated into the club’s calendar
in a year
 Duties of Unit Captain
• Unit captain is the leader of a unit
• This should be rotated among the unit members between 3 to 12 months
• Must wear a badge always
• A True Child of God who encourages others to achieve success

• Assist the Counsellors and take charge • Carries the National or Club flag when
when asked to do so. chosen
• Report unit attendance at roll-call time
• Drill the unit as assigned by counsellor
 Duties of Unit Scribe
• Acts as deputy to the Captain and assist when not around
• Ensure Unit’s items are returned and stored after campout
• Serves as messenger on errand from his Counsellor to the Director
• Serves Excuse Blank Form to a unit member who was absent to fill and
returned to update the attendance record
• Keep the unit’s record and works with club secretary in sending monthly
report to the Conference.
 Instructorship : Prerequisites
• Be at least 16 years old.
• Be a baptized Seventh-day Adventist Christian who loves Jesus and is
willing to share this love in both word and deed.
• Hold a Pathfinder/Adventurer Basic Staff Training Certification
 • A learned or expert in the field
• Teaches specific class and reflect SDA
ideals while doing so.
• May or may not be SDA members
INSTRUCTOR • Need not be at every club meeting
• Carefully study the class curriculum and
be guided by the requirements
• Works in close co-operation with the
counsellors and award/craft co-ordinator
 Instructor
• These are persons who teach specific skills or subjects such as Bible, Spiritual
growth, outdoor skills, honours, or crafts.
• These may be drawn from Regular Pathfinder/Adventurer class
• These may be selected from the Church or Community to teach specific subjects
• These may or may not be members of the church.
• These should be considered as temporary staff
• They should study the curriculum before introducing it to Pathfinders/Adventurers
• They must work in close contact with Pathfinder Counsellors to help the unit/club
achieve their investiture requirement
RISK MANAGEMENT IN JUNIOR
YOUTH MINISTRIES
 Managing Risk
• I will both lie down in peace and sleep; for You alone, O Lord, make me dwell in safety. Psalm 4:8

• As a leader, you must accept the moral obligation of protecting from injury those who are under your care.
This moral duty is reinforced by a legal liability, and while a moral obligation might be shrugged off,
leaders cannot escape legal liability for injuries or abuse resulting from their actions or omissions.

• To minimize risks, you must educate yourself to observe and recognize potential hazards. As leader, you
are in a position of trust for those under your care, and you cannot delegate your legal or moral duty to
anyone else.

• Accidents will happen. Injuries will occur. But don’t let them happen through your negligence in using
dangerous or faulty equipment, meeting in unsafe facilities, or not providing skilled or adequate
supervision. [Adapted from “Safety and Your Club”, Adventurer Club Manual.]
Aspects of Risk Management
• Be Prepared. Make A Plan (Have a team discuss risk areas relating to Adventurers or
Pathfinders)
• Screen Volunteers – Do the leaders poses danger to the children
• Prevent Or Report Abuse : Since the average age of an abuse victim is 8 to 11 years old,
your Adventurers are particularly vulnerable. This is why it is important that your risk
management plan safeguards your club against child abuse in all forms: physical,
emotional, sexual and neglect. It is often required by law that you report suspected abuse
to the police or a child protection agency.
• Train Staff : Appropriate training and policies can safeguard Adventurers and prevent
you and your staff from being held liable. Your risk management plan should include
policies on reporting suspected abuse, training staff regarding abuse, the use of
appropriate touch and discipline
Aspects of Risk Management
• Maintain A Safe Facility
The facility should • be safe,
clean, well ventilated, free of
hazards, and have at least two
exits. • be large enough for the
planned activities. • have first-aid
equipment. • have accessible
toilets, including facilities for
people with disabilities. • be
accessible by phone. • have
emergency exits that are
functioning, well marked and
easily accessible.
Prepare for Accidents and
Medical Emergency
When you get a group of active kids
together, accidents will happen, no
matter how much planning to
prevent them you do. Medical
emergencies also occur when you
least expect them. A vital
component of your risk
management plan is to prepare your
Adventurer Club staff and families
for accidents and medical
emergencies
Aspects of Risk Management
• Staying Safe During Dangerous Weather Or Natural Disasters
Be aware of severe weather or natural disasters that occur where you live. You and
your team should develop a plan for monitoring, responding to and taking shelter
during severe weather and natural disasters.
• Preventing And Responding To Fire Emergencies
Your team should develop a fire prevention plan, as well as knowing how to respond
to fires. If you need help with this, contact your local fire department and arrange for
training for your Adventurer/Pathfinder staff.
Aspects of Risk Management
• Minimizing Travel Hazards
If you are planning to take your Adventurers on field trips, you and your
team will need to include a travel safety section in your risk management
plan. Your plan should include permission forms for the parents or care
givers to sign (even if they are going on the trip), back ground checks on
drivers, motor vehicle checklists, and safety checks of the facilities to be
visited
• Safe And Fun to Environment
While it’s impossible avoid all risk, by creating a risk management plan, you,
your Adventurer team and families can be assured that your Adventurers will
have a safe, fun, environment in which to grow, make friends and become
closer to Jesus.
MULTIPLE INTELLIGENCE
UTILIZING MULTIPLE
UTILIZING MULTIPLE
INTELLIGENCES IN
INTELLIGENCES IN
YOUTH MINISTRIES
YOUTH MINISTRIES
“HUMAN INTELLIGENCE HUNT”

Find someone who can. . .

 HOWARD GARDNER’S
HOWARD GARDNER’S THEORY
THEORY OF
OF
MULTIPLE INTELLIGENCES
MULTIPLE INTELLIGENCES

• What is an “intelligence?”
• “An intelligence is a CAPACITY. . . that is geared to a specific
CONTENT in the world (such as musical sounds or spatial
patterns).” Howard Gardner
• “An intelligence is a biological and psychological potential.”
Howard Gardner
 COMPARISON WITH LEARNING
STYLES

A learning style designates a GENERAL APPROACH that an

individual can apply equally to every conceivable content.” H.
Gardner
 Teachers Facilitate Learning.

FEELING

Imaginative
Dynamic Relational
Learner Learner

WHAT IF? 4 1 WHY?

DOING REFLECTING
HOW? 3 2 WHAT?

Common
Sense Analytical
Learner Learner

THINKING
 One Learning Cycle
• 1. Connect the learner to the central concept. Create an experience or
have them recall one.
• 2. Share with them the expert information. Use as many modalities as
possible.
• 3. Have them apply what they’ve learned to their personal life. Test them.
• 4. Have them explore new possibilities this learning opens up to their
lives. Share value.
GARDNER’S EIGHT
GARDNER’S EIGHT INTELLIGENCES—
INTELLIGENCES—
How do
How do you
you recognize
recognize them?
them?
WHAT ARE YOUR
INTELLIGENCES?
HOW JESUS
HOW JESUS TAUGHT
TAUGHT TO
TO EACH
EACH
INTELLIGENCE:
INTELLIGENCE:
1. VISUAL/SPATIAL: Jesus used visuals to help
people remember. “And he took bread, gave
thanks and broke it, and gave it to them, saying,
‘This is my body given for you; do this in
remembrance of me’” (Luke 22:19, NIV).
2. LOGICAL/ MATHEMATICAL: Jesus asked lots
of questions. “Why do you notice the little piece of
dust in your friend’s eye, but you don’t notice the big
piece of wood in your own eye?” (Matthew 7:3).
3. VERBAL/LINGUISTIC: Jesus was a
storyteller. “Then he [Jesus] told many things in
parables. . .” (Matthew 13:3, NIV).
4. MUSICAL/RHYTHMIC: Jesus and his disciples
sang hymns. “After singing a hymn, they went to
the Mount of Olives” (Matthew 26:30).
5. BODILY/KINESTHETIC: Jesus used active
learning. “So during the meal Jesus stood up and
took off his outer clothes. Taking a towel, he
wrapped it around his waist. Then he poured water
into a bowl and began to wash the followers’ feet,
drying them with the towel that was wrapped around
him” (John 13:4-5).
6. INTERPERSONAL/SOCIAL: Jesus used small
groups. “Jesus chose 12 men and called them
apostles. He wanted them to be with him, and he
wanted to send them out to preach” (Mark 3:14).
7. INTRAPERSONAL/INTROSPECTIVE: Jesus
modeled solitude and reflection. “He went into
the hills to pray. That night, the boat was in the
middle of the lake, and Jesus was alone on the land”
(Mark 6:46-47).
8. NATURALIST: Jesus used illustrations from
nature. “Then he told them many things in parables,
saying: “A farmer went out to sow his seed. As he
was scattering the seed, some fell along the path,
and the birds came and ate it up. . . .” (Matthew
13:3f).
 INTEGRATING
INTEGRATINGTHE
THEEIGHT
EIGHTMULTIPLE
MULTIPLE
INTELLIGENCES
INTELLIGENCESAND
ANDTHE
THEFOUR
FOURLEARNING
LEARNINGSTYLES
STYLES
 Teachers Facilitate Learning.

FEELING

Imaginative
Dynamic Relational
Learner Learner

WHAT IF? 4 1 WHY?

DOING REFLECTING
HOW? 3 2 WHAT?

Common
Sense Analytical
Learner Learner

THINKING
 Learning Is the Making of Meaning
Teachers Facilitate Learning
Sharing Readiness
the Lesson Activities
Help them add
value and use it Create a reason
in their lives. to know it.
Help Learners Help learners
PRACTICE IT. FEEL IT.
Teacher is an Teacher is
encourager. 4 1 motivator.

3 2
Let them try it. Teach it to
Help learners them. Help learners
APPLY IT UNDERSTAND IT.
to their lives. Teacher is an
Teacher is a information
Applying coach. giver. PROGRESSIVE
the TEACHING WORK/HONOUR
CLASS
 “To learn is a natural pleasure, not confined to
philosophers, but common to all” (Aristotle, 4 B.C.).
 Teachers Facilitate Learning.

FEELING

Imaginative
Dynamic Relational
Learner Learner

WHAT IF? 4 1 WHY?

DOING REFLECTING
HOW? 3 2 WHAT?

Common
Sense Analytical
Learner Learner

THINKING
THE
THE HOUSE
HOUSE OF
OF LEARNING
LEARNING
 “To learn is a natural pleasure, not confined to
philosophers, but common to all” (Aristotle, 4 B.C.).
 “I can do everything through Him who
gives me strength” (Philippians 4:13, NIV).
 Learning Styles (Adventurers)
One theory on learning is that each child has a preferred style, or
method, of acquiring information. According to learning styles
theorists, learning occurs in the following modes: auditory, visual,
kinesthetic (touch), and experiential.
Children’s learning preferences are influenced by their personality,
culture, abilities, disabilities and the learning environment. These
influences make each child unique. However, understanding and using
a variety of learning styles can help you keep Adventurers engaged
and active.
 Visual Learners
Visual learners favor activities that use
their sense of sight. You may hear
children with visual preferences say
things like guess what I saw, look at
this, do you see, or show me. Visual
learners tend to prefer the following
types of activities:
Visual learners benefit from written
directions, examples of completed projects,
and color
coding directions.
• watching skits or movies.
• looking at pictures.
• following written directions.
• using color, shapes or symbols.
• solving mazes or doing “seek & find” puzzles.
• listening to stories with illustrations.
• singing illustrated songs or having the words to
the song
• projected on a screen.
• using or making time lines, charts and graphs.
• using or making maps.
• seeing rooms decorated with posters, banners,
photographs.v
 Kinesthetic Learners
• Kinesthetic learners favor activities
that use their sense of touch and
movement. You may hear children
with kinesthetic preferences say
things like can I touch it, I feel, I
made or it’s itchy (tight, soft, stiff ).
Kinesthetic learners tend to prefer
the following types of activities:
Kinesthetic learners benefit from
opportunities to move about, to
touch things, to stand or lay down
while listening to stories or doing
crafts.
• acting out stories.
• playing games or sports.
• standing or moving about while doing other activities
like reading or drawing.
• touching objects while they learn.
• using clay or blocks.
• performing skits.
• singing songs with actions.
• learning sign language.
• using modeling clay.
• painting.
• playing in the sand.
• building objects with blocks or real materials.
 Experiential Learners

• Experiential learners may be • hearing true stories.

auditory, visual or kinesthetic but
favor activities that are based on
real experiences. You may hear
children with experiential
preferences say things like can I
help, I’ll pass out the papers, I
can build, or I know how to.
Experiential learners tend to
prefer the following activities:
• helping to repair things.
• participating in service projects.
• going on field trips.
• learning practical skills.
• helping the leader handout supplies.
• making objects they can really use like bird feeders or bird
houses.
• learning to use tools, to cook, or to sew.
• making the costumes or helping with the lights for skits.
• holding the pictures during a story.

Experiential learners benefit from being involved in practical, real life

situations no matter how small.
Programming
 Yearly Programme
• Mission and goals
• Remind each other why you’re doing Pathfinders/Adventurer
• Ask -- What are our goals for the year?
• Based on ten-month calendar

– Matches school year, usually

August/September - May/June
 Yearly Programme
• Calendar
• Regular Meetings
• Outreach activities
• Campouts
• Conference activities
• Pathfinder Honour classes
– Organize and plan HOW to complete
– Plan unit & group activities to make it fun
• Parent/Adventurer Ministry for Awards
Club Meetings (Programme Components)
• Opening Exercises
• Pledge of Allegiance, Pledge & Law, Pathfinder Song
• Prayer & Devotional
• Unit inspection / dues

• Unit Time
– AY Classwork
– Honors / Activities
Staff Manual pp 58-59
Club Meetings (Programme Components
• Club Components
• Club honors / activities / drill
• Guests
• Closing Exercises
• Announcements

– Dismissal
 Club Meetings (Programme Guide)
• Short attention spans = change activities often
• Active learning works better
• 20 - 40 minute components

• Involve Pathfinders in as many aspects of

programming as possible
• Give LITs opportunities
to learn to lead
• Stick with time schedule
TEACHING THE CLASS
REQUIREMENTS AND
HONOURS/AWARDS
 Honors/Awards
• Introduce kids to a variety of interests
• Arts & Crafts, Household Arts, Nature, Outdoor Industries,
Outreach Ministries, Recreational, Vocational
• Provide opportunities for kids to discover new hobbies or even
find careers

• Contain Information and

Experiential components
 Honors/Awards
• Make the AY Classwork worthwhile & fun
• Provide tangible rewards for learning -- honor patches
• Should be done with integrity
• Should be done actively, not as bookwork

• Do you really need to

test to discover what
they’ve learned?
 Club’s Unit Morale

• Encourage & support positive staff morale which happens

through communication and mutual support
• Provide clearly stated rules and procedures that are
administered equitably

• Make club meetings active,

organized, and fun
• Help Pathfinders feel welcome
 Club’s Unit Morale
• Involve Pathfinders in activities with their friends
• Provide opportunities for meaningful feedback (and
follow through)

• Make sure each Pathfinder has at

least one significant adult they can
relate to on personal & spiritual
issues
 Special Programmes
• Induction Ceremony
• Happens at the Beginning of the Year
• It is a ceremony to formally welcome new Pathfinders to
the organization
• Typically happens as a vespers or evening service with
Pathfinders, staff, & parents in
attendance
– The service typically includes a candle
ceremony which helps to explain the
symbols and meaning of Pathfindering Staff Manual pp 124-126
 Staff Manual pp 126-128

Special Programmes
• Investiture (Award Ceremony)
• Concludes the Pathfinder Year
• Is usually held in the church or meeting place
• Is a showcase opportunity for Pathfinders to demonstrate their
accomplishments
• Contains a song service & worship thought
– Each club turns in a form to the
conference this weekend giving their 1st
& 2nd choice of dates in order to have a
conference representative in attendance
 Staff Manual pp 126-128

Special Programmes

• Investiture (Award Ceremony)

• Master Guides present Progressive Class Rank pins & insignia
• Honors earned during the year are presented or read off if distributed
earlier
• Supplies are ordered from local, AdventSource, GC sources

• BE SURE TO ORDER 4-6 weeks BEFORE your Investiture Date

 What is the Adventurer curriculum
designed to accomplish?
• Children will, at their own level, commit their hearts and lives to Jesus Christ.
• Children will gain a positive attitude toward the benefits, joys, and
responsibilities of living a Christian life.
• Children will acquire the habits, skills and knowledge needed to live for Jesus
today.
• Parents and other primary caregivers will become more confident and effective
in their role as co-laborers with Christ for their children.
• Church will accept its responsibility in assisting to care for its youth by providing
and implementing a planned curriculum of religious education for this age level.
DISCIPLING & DISCIPLINE
 Discipling and Discipline:
An act of discipling
• This session will consider the Biblical meanings of discipline and disciple. Christ
gave us the perfect example of discipling. It will look at Christ’s methods of
evangelism as shared in Scripture and the practical lessons that we can draw from
His methods and apply to our ministry. It then continues with the concept that to
discipline, you need the heart of Jesus. It closes with the application of two
principles: There are few discipline issues when the counselor is with their unit,
and preventative discipline is the only true discipline.
 Basic Principles of Effective Club
Discipline
Morale, or Club spirit, is the tangible element that
determines the success of any Adventist Club. All
Adventurers and staff members will need to work
together in developing a sense of unity and
belonging, and maintaining interest and enthusiasm.
BASIC PRINCIPLES OF EFFECTIVE CLUB DISCIPLINE

Putting Friends Together

Planning a Balanced
Program Developing Unit
Cohesiveness

Meeting Place

Equipment and Teaching

Materials
Adventurers Club Discipline
In a Adventurer Club, good discipline
provides
• environment that is conducive to cheerful attitudes and cooperative behavior.
• It emphasizes guidance rather than restraint, is constructive rather than destructive. It is not
crippling, it is enabling.
• It encourages self-control and purposeful activity.
• The best kind of discipline is present but not seen.
• It teaches the child to do the right thing at the right time in the right way and for the right
reason.
• Good discipline prevents trouble.
• A well-planned program will avoid many problems and mistakes.
• Order and system inspire confidence.
• Children will learn by the example of their leaders that God is a God of order.
• In a well-disciplined Club, the program starts on time, the whole staff is there on time, and
the program runs smoothly to its conclusion.
 The goal Pathfinder Club Discipline
in • guide them as sons and daughters of
God;
disciplinin • to show them our love and
g children understanding;
• to teach them God's character as revealed
in our in order and discipline throughout the
universe;
Adventure • to make them useful members of the
rs Clubs church and their country; and
• to help them respect their leaders and
ought to their parents.

be to:
Proper and Improper Administration of Discipline

The WRONG way is to crush or break the spirit by using

strict force. The crushed spirit will develop distrust,
evasiveness and hatred for authority.

The CORRECT way to administer discipline is to inspire

that which is right and orderly by love, kindness, and
consistent ex-ample. Win confidence of the youth. Show you
love them by kindness, and that you expect their loyal
cooperation. This correct way develops trust, compliance,
cooperation, and love.
 Prevention of Discipline Problems
Plan an extensive program of activities. Show self-control and be patient, even
under pressure.
Never go to meetings unprepared.
Be friendly, caring, and approachable at Watch the use of your voice — speak
all times. clearly and with authority—but don't
shout!
Cultivate a sense of humor.
Maintain eye contact with people as
Avoid use sarcasm or ridicule. you talk to them.
Don't be a fault-finder. Give clear, precise instructions and
Be fair and impartial — don't have commands.
favorites. Eliminate mannerisms that could lead
to ridicule.
Avoid using slang and colloquialisms
 • Punish in anger.
• Use threats and warnings that can't or
won't be carried out.
• Force apologies in public. Few children
ever consider themselves entirely to
Methods of blame, and probably they are not.
• Detain after club meeting: This is rather
Discipline poor policy because it causes the
Pathfinder to dislike the Club. It Is an
unnecessary demand on the counselor's
time. May upset the parents' schedule
and create unnecessary alarm.
• Give personal
counsel DONTS • Assign extra tasks: It may be that the
cause of the trouble is that the Pathfinder
• Use group already cannot keep up with the tasks
D judgment
• Take care of
already assigned.
• Apply "Dunce-Cap" Discipline. This is a

O individual
differences
relic of the past. This type of punishment
only causes rebellion or a thing to laugh
at. Some Adventurers even appear to
• Expel if enjoy the recognition or attention it
necessary gives.
• Use corporal punishment. Because of the
many difficulties that arise from its use,
it would be best to leave this method to
the parents.
RELATING WITH PARENTS
 RELATIONAL & PARTNERSHIP With
PARENTS

• Parents are Relational Ministers and Primary

evangelisers. The adventurers are influenced by the
witness and faith life of parents.
• Adventurer leader – To understand the world of
parent. Try to meet the needs of the parents for the
good of the adventurers
 TYPES OF PARENTS
• Parent A - Strict Disciplinarian
• Parent B - Overly permission
• Parent C - Child is more important than adult
• Parents D – Desire strict supervision of the club
• Parent E – Evaluators. They are child psychologist. To review your
programme
• Parent F – Loyal, Orthodox Provided it is church programme else, my
child will not participate
 Parents may allow their ward/child for the
following reasons
• To know where the child is during the training session
• For investiture purposes
• Because other parents have their kids in the clubs
• To learn discipline and respect for leadership
• To help a child socialise
• For activities involving learning of art & crafts and to appreciate
nature
 Parents may allow their ward/child for the
following reasons
• They hope that child will succeed where they failed
• Adventurer club carries prestige
• They admire the leaders (Director, Deputies, Counsellors and instructors)
and want their child trained by them
• They want spiritual growth for their child/ward
How to engage parents – proven strategies
• Telephone Calls
• Letter once a month
• Person-to-person contact
• Acquaint them with club plans
• Invite them for events
• Express genuine gratitude on how they have helped the child
• Enlist the interest of committed and supportive parent
 The family and the adventurer club
• The Club exists to support the parents and not to take over their
responsibilities of raising children for Jesus Christ
• Parents are an integral part of the Club. My FAMILY track is designed
especially for parents.
• Parents should be officially written to specially communicate this aspect of
achievement class requirement to them.
 Good Teaching

 Is Interactive
 Engages the child individually
 Uses all the senses
 Responds to the child
 Makes small but critical
adjustments in presenting ideas
 Makes what is said memorable
Guidelines and methods in programming

To develop obedience and responsibility

through the avenues of the physical, mental,
social and the spiritual taught by experience
and through the Adventurer/Pathfinder class
curriculum
 Adventurer awards

• To reinforce learning, increase interest and

bring about motivation in the mind of the
Adventurers.
• To equip the Adventurers with useful skills
Adventurers awards
Category of Awards:
• Spiritual
• Recreation
• Arts & Craft
• Nature
• Household Arts
 Adventurer awards
• Little Lamb Stars
• The Little Lamb Stars are designed for children four years old or
pre-scholers. A patch for each star is available through 
AdventSource
Bible Friends Music
Community Helper Special Helper
Finger Play Stars
Healthy Food Trains And Trucks
Healthy Me Weather
Insects Wooly Lamb
Zoo Animals
 Adventurer awards
Eager Beaver Chips
• The Eager Beaver Chips are designed for children five years old or
kindergartners A patch for each chip is available through AdventSource

Alphabet Fun Gadgets And Sand

Animal Homes God's World
Animals Helping Mommy
Beginning Biking Jesus' Star
Beginning Swimmin Jigsaw Puzzle
g Know Your Body
Bible Friends (EB) Left And Right
Birds Manners Fun
Crayons And Marker My Community Friends
s Pets
Fire Safety Scavenger Hunt
Shapes And Sizes
Sponge Art
Toys
 Adventurer awards
• Busy Bee Awards
• The Busy Bee Awards are designed for children six years old or first-
graders. A patch for each award is available through AdventSource

Friend of Animals
Friend of Jesus
Artist Guide
Bible I Health Specialist
Butterfly Home Helper
Buttons Honey
Fish Music Maker
Flowers Reading I
Sand Art
Safety Specialist
Spotter
Swimmer I
 ADVENTURER AWARDS
Sunbeam Awards
• The Sunbeam Awards are design for children seven years old or second-
graders. A patch for each award is available through AdventSource

Acts of Kindness Friend of Nature

Camper Gardener
Collector Glue Right
Cooking Fun Handicraft
Country Fun Ladybugs
Courtesy Reading II
Feathered Friend Road Safety
s Seeds
Fitness Fun Skier
Trees
Whales
 ADVENTURER AWARDS
Builder Awards
• The Builder Awards are design for children eight years old or third-
graders. A patch for each award is available through AdventSource

Astronomer Lizards Swimmer II

Bead Craft Magnet Fun Temperance
Build & Fly Magnet Fun II Tin Can Fun
Building Blocks Media Critic Troubadour
Cyclist Olympics Wise Steward
Disciples Postcards
Early Adventist Pion Prayer
eer Reading III
First Aid Helper Saving Animals
Gymnast Sewing Fun
Hand Shadows
Homecraft
 ADVENTURER AWARDS
Helping Hand Awards
• The Helping Hand Awards are design for children nine years old or fourth-
graders. A patch for each award is available through AdventSource

Honey Bee
Basket Maker
Hygiene
Bible II
My Church
Bible Royalty
My Picture Book
Caring Friend
Outdoor Explorer
Carpenter
Pearly Gates
Computer Skills
Prayer Warrior
Environmentalist
Rainbow Promise
Fruits of the Spirit
Reading IV
Geologist
Reporter
Habitat
Sign Language
Steps to Jesus
Tabernacle
Weather (HH)
 ADVENTURER AWARDS
Multi-Level Awards
• The Multi-level Awards are design for children of all grade level. A patch for
each award is available through AdventSource

Multi-Level
• Bread of Life
• Cooperation
• Listening
• Parables of Jesus
• Universe
• Dogs
 ADVENTURER AWARDS
Special Award Patches
• Adventurer's Evangelism Patch
• Adventurer's Excellence in Reading Patch
 Class Planning

 Begin with good overall planning. Set up a yearly timetable.

 Know your requirements.
 Consider the children in your particular situation
 Invite the parents - Let parents know and be familiar with the
requirements and how they may assist.
 Schedule your class work. From your yearly timetable, review
how much time is available to complete the requirement. Plan
what information and skills to present during each period.
 Plan the class period - Adventurer class time is usually about
30 minutes, with a few minutes for information-giving and the
rest of the time spent in active learning.
 Adventurer Program Goals

Children will commit their hearts

and lives to Jesus Christ.

Children will acquire the habits,

skills, and knowledge to live for
Jesus today.
 Adventurer Curriculum

The Adventurer curriculum is the

foundation of the Adventurer
program.
The Adventurer curriculum takes the
goals of the Adventurer program and
turns them into fun and practical
activities that Adventurers will enjoy.

Adventurer Club Manual – pages 45 - 155

 Adventurer Curriculum

The Adventurer curriculum is based on the

following questions:
 “What things do children have to deal with in
their daily lives that their families, schools, or
Sabbath School might not have prepared them
for?”
 “What is so important that it is worth spending
time in Adventurer Club making sure that
children understand and appreciate it?”
 Adventurer Curriculum

The Adventurer curriculum uses an active

learning approach.
 Instead of asking children to learn a
great deal of factual information, it
introduces them to general concepts.
 The children learn to apply these concepts to
their own lives by participating in a wide
variety of experiences.
 The Adventurer Curriculum Levels

Age Level characteristics & Special Needs

• Busy Bee – First Grade • Sunbeam – Second Grade

• Builder – Third Grade • Helping Hand – Fourth Grade

• Each level builds on the level which came before it and is

especially designed to interest, challenge, and provide
successful experiences for children of that grade level.

•There is also curriculum to cover two Pre-Adventurer

classes: Little Lamb Pre-Kindergarten
Eager Beaver Kindergarten
 Adventurer Curriculum
Tracks
• After the Basic
requirements, the
• Basic
Adventurer
curriculum is • My God
organized around
the four intrinsic • My Self
relationships in a
child's life: • My Family

• My World
 Adventurer Curriculum

1. My God – children learn the exciting

story of the great controversy and how to
build a relationship with the God who has
done so much for them.
2. My Self – each child takes part in
activities which help him/her to appreciate
and develop his/her own specialties.
 Adventurer Curriculum

3. My Family – helps children to

understand and participate in positive
family relationships.

4. My World – leads children to

experience the excitement of the world
God has made for them and their
responsibility for its care.
 Basic
• Goal - To ensure that the children have the
background necessary to receive maximum
benefit from the Adventurer Program.

I. Responsibility – commitment to the goals of the

group

II. Reinforcement – Introduction and review of

the Adventurer concepts through reading
 Basic
Components, Concepts and Objectives
I. Responsibility
• Know: the meaning and purpose of the Adventurer
pledge and law.
II. Reinforcement
• Feel: a sense of•determination
Know: and to make the pledge
understand more about their God, themselves,
and law a part of theirtheir
livesfamilies, and their world.
• Act: to live by these principles.
• Feel: the value and joy of reading, and
• Act: by continuing to use books for knowledge and
pleasure.
 My God
• Goal - To facilitate the development of a
growing and fruitful relationship between
the child and Jesus Christ.
I. His Plan to Save Me – God’s love, sin and
forgiveness, conversion, and obedience.

II. His Message to Me – Memory verses, Bible

books, using and trusting the Bible.
III. His Power In My Life – Prayer, Bible study,
witness, living for Christ.
 My God
Components, Concepts and Objectives
I. His Plan to Save Me
• Know: the broad outline of God’s plan of salvation and how to experience this
gift personally;
• Feel: the assurance of God’s love and salvation which produces joyful praise and
a strong determination to live for Him;
• Act: by accepting Jesus Christ’s gift of forgiveness and new life.
II. His Message to Me
• Know: how to learn of God’s love and His plan for us through history and the Bible;
• Feel: the desire and confidence to come closer to God through studying the Bible;
• Act: by studying the Bible regularly, easily and with understanding.

III. His Power In My Life

• Know: how to build a growing relationship with God;
• Feel: the joy which comes from living for Him, and a determination to persevere;
and
• Act: by spending quiet time with God and growing more like Him everyday.
 My Self
• Goal - To enhance the children’s care and
appreciation for the individuals God
created them to be.
I. I Am Special – Uniqueness and value of each
person, responsibility for service and talents.

II. I Can Make Wise Choices – Feelings, values,

decision-making, media
III. I Can Care For My Body – Health, fitness,
temperance, hygiene
 My Self
Components, Concepts and Objectives
I. I Am Special
• Know: that God created each person in a special way for a special purpose;
• Feel: the assurance of their own unique value as children and co-workers of God;
• Act: by discovering some of their own special strengths and weaknesses and
striving to improve them.

II. I Can Make Wise Choices

• Know: the basic principles of wise decision-making;
• Feel: the value of determining their own happiness and success by making wise
choices in Christ;
• Act: by using decision-making skills to make choices in everyday life.

III. I Can Care for My Body

• Know: God’s guidelines for a happy healthy body, and why they are necessary;
• Feel: the importance and value of good health; and
• Act: by choosing to follow the basic principles of health so that they become life-
long habits.
 My Family
• Goal - To empower the children to be
happy and productive members of the
families God gave them.
I. I Have a Family – Uniqueness of families, family
changes, roles and responsibilities.

II. Families Care for Each Other – Authority and

respect, appreciation, family activities.
III. My Family Helps Me Care For Myself –
Safety, stewardship, indoor skills, outdoor skills.
 My Family
Components, Concepts and Objectives
I. I Have a Family
• Know: that God made each family for a special reason and that each
member has a part to play;
• Feel: appreciative of their own families and comfortable in their role in
the family;
• Act: by performing their own roles in the family responsibly.
II. Families Care for Each Other
• Know: what family members must do in order to live, work, and play together
happily for God’s glory;
• Feel: a growing love for family members and ease in communicating with them;
• Act: by working to enhance positive relationships with each member of the family.

III. My Family Helps Me Care for Myself

• Know: the skills needed for the independence appropriate to their age level;
• Feel: confidence and fulfillment in their growing ability to manage their own lives
with Jesus’ help; and
• Act: by regularly practicing their growing independent skills.
 My World
• Goal - To enable the children to encounter
God’s world with confidence and
compassion.
I. The World of Friends – Social skills, courtesy,
prejudice, peer pressure.

II. The World of Other People – Serving the

church, community, country, world.
III. The World of Nature – God and nature,
nature study, nature recreation, concern for the
environment
 My World
Components, Concepts and Objectives

I. The World of Friends

• Know: how to develop and participate in friendships in a positive way;
• Feel: a confidence in dealing with social situations which will enable
them to act with compassion and courage;
• Act: to enjoy fulfilling friendships by applying Christian social skills.
II. The World of Other People
• Know: the wide variety of people and groups in God’s world and how they
fit in with them;
• Feel: a respect and compassion for each individual and group;
• Act: wisely to provide a model of God’s love and plan for His people.

III. The World of Nature

• Know: some of the special things which God’s creation has to offer;
• Feel: an appreciation and concern for the natural world; and
• Act: wisely to enjoy and care for nature.
 My Self
Requirements
Adventurer Club Manual pages 49 - 53

I. I Am Special
• Busy Bee: Make a booklet showing different people who care
for you.
• Sunbeam: Make a tracing of yourself. Decorate it with pictures
and words which tell good things about yourself
• Builders: Put together a scrapbook, a poster, or collage showing
things you can do to serve God and others.
• Helping Hand:
A. List some special interests and abilities God has given
you.
B. Share your talent using one of the following: talent show,
show and tell, Earn an Adventurer Award
 My Self
Requirements - continued
II. I Can Make Wise Choices
• Busy Bee: Name at least four different feelings. Play the
“Feelings” game.
• Sunbeam: Play the “What If?” game.
• Builders: Earn the Media Critic Adventurer Award.
• Helping Hand:
A. Learn the steps of good decision-making.
B. Use them to solve two real-life problems.

III. I Can Care For My Body

• Busy Bee: Earn the Health Specialist Adventurer Award.
• Sunbeam: Earn the Fitness Fun Adventurer Award.
• Builders: Earn the Temperance Adventurer Award.
• Helping Hand: Earn the Hygiene Adventurer Award.
 Adventurer Curriculum
•Let God guide you. – Remember the gospel
commission given in Matthew 28:18-20
•Don’t reinvent the wheel, but be
•Also check out “Adventurer Classroom Resources”
Adventurer Club Manual pages 295-316, pages 45-
155
•Worksheets for Stars, Chips, & Awards:
http://en.wikibooks.org/wiki/Adventist_Adventurer_Awards
•Use the Adventurer Club Manual
www.adventurer-club.org
 Auditory Learners
Auditory learners favor activities that let them • listening to or telling
use their sense of hearing and let them use their stories.
voices. Although some Adventurers may have • following oral directions.
strong auditory preferences, children this age • listening to music.
generally struggle with auditory activities that • singing or humming.
don’t involve visual aids or physical actions. • imitating sounds.
You may hear children with auditory • playing instruments.
preferences say things like I heard you, listen to • telling jokes or playing
this, explain this, or tell me. Auditory learners word games. Explaining
tend to prefer the following types of activities: things to others.

Auditory learners benefit from oral directions, repetition of information and an

environment that lets them talk, hum or make sounds.
 Good Teaching

 Is Interactive
 Engages the child individually
 Uses all the senses
 Responds to the child
 Makes small but critical
adjustments in presenting
ideas
 Makes what is said memorable
 The family and the adventurer club
• The Club exists to support the parents and not to take over their
responsibilities of raising children for Jesus Christ
• Parents are an integral part of the Club. My FAMILY track is designed
especially for parents.
• Parents should be officially written to specially communicate this aspect
of achievement class requirement to them.
 Adventurer awards

• To reinforce learning, increase interest and bring about motivation

in the mind of the Adventurers.
• To equip the Adventurers with useful skills
 Adventurers awards
Category of Awards:
• Spiritual
• Recreation
• Arts & Craft
• Nature
• Household Arts
Eager Beaver Chips Adventurer awards
• The Eager Beaver Chips are designed for children five years old or
kindergartners A patch for each chip is available through AdventSource

Alphabet Fun Gadgets And Sand

Animal Homes God's World
Animals Helping Mommy
Beginning Biking Jesus' Star
Beginning Swimmin Jigsaw Puzzle
g Know Your Body
Bible Friends (EB) Left And Right
Birds Manners Fun
Crayons And Marker My Community Friends
s Pets
Fire Safety Scavenger Hunt
Shapes And Sizes
Sponge Art
Toys
 Adventurer awards
• Little Lamb Stars
• The Little Lamb Stars are designed for children four years old or
pre-scholers. A patch for each star is available through 
AdventSource

Bible Friends Music

Community Helper Special Helper
Finger Play Stars
Healthy Food Trains And Trucks
Healthy Me Weather
Insects Wooly Lamb
Zoo Animals
 Adventurer awards
• Busy Bee Awards
• The Busy Bee Awards are designed for children six years old or first-
graders. A patch for each award is available through AdventSource

Friend of Animals
Friend of Jesus
Artist Guide
Bible I Health Specialist
Butterfly Home Helper
Buttons Honey
Fish Music Maker
Flowers Reading I
Sand Art
Safety Specialist
Spotter
Swimmer I
 ADVENTURER AWARDS
Sunbeam Awards
• The Sunbeam Awards are design for children seven years old or second-
graders. A patch for each award is available through AdventSource

Acts of Kindness Friend of Nature

Camper Gardener
Collector Glue Right
Cooking Fun Handicraft
Country Fun Ladybugs
Courtesy Reading II
Feathered Friend Road Safety
s Seeds
Fitness Fun Skier
Trees
Whales
 ADVENTURER AWARDS
Builder Awards
• The Builder Awards are design for children eight years old or third-
graders. A patch for each award is available through AdventSource

Astronomer Lizards Swimmer II

Bead Craft Magnet Fun Temperance
Build & Fly Magnet Fun II Tin Can Fun
Building Blocks Media Critic Troubadour
Cyclist Olympics Wise Steward
Disciples Postcards
Early Adventist Pion Prayer
eer Reading III
First Aid Helper Saving Animals
Gymnast Sewing Fun
Hand Shadows
Homecraft
 ADVENTURER AWARDS
Helping Hand Awards
• The Helping Hand Awards are design for children nine years old or fourth-
graders. A patch for each award is available through AdventSource

Honey Bee
Basket Maker
Hygiene
Bible II
My Church
Bible Royalty
My Picture Book
Caring Friend
Outdoor Explorer
Carpenter
Pearly Gates
Computer Skills
Prayer Warrior
Environmentalist
Rainbow Promise
Fruits of the Spirit
Reading IV
Geologist
Reporter
Habitat
Sign Language
Steps to Jesus
Tabernacle
Weather (HH)
 ADVENTURER AWARDS
Multi-Level Awards
• The Multi-level Awards are design for children of all grade level. A patch for
each award is available through AdventSource

Multi-Level
• Bread of Life
• Cooperation
• Listening
• Parables of Jesus
• Universe
• Dogs
 ADVENTURER AWARDS
Special Award Patches
• Adventurer's Evangelism Patch
• Adventurer's Excellence in Reading Patch
 Class Planning

 Begin with good overall planning. Set up a yearly

timetable.
 Know your requirements.
 Consider the children in your particular situation
 Invite the parents - Let parents know and be
familiar with the requirements and how they may
assist.
 Schedule your class work. From your yearly
timetable, review how much time is available to
complete the requirement. Plan what information
and skills to present during each period.
 Plan the class period - Adventurer class time is
usually about 30 minutes, with a few minutes for
information-giving and the rest of the time spent in
active learning.
Adventurer Program Goals

Children will commit their hearts

and lives to Jesus Christ.

Children will acquire the

habits, skills, and knowledge to
live for Jesus today.
 Adventurer Curriculum

The Adventurer curriculum is the

foundation of the Adventurer
program.

The Adventurer curriculum takes

the goals of the Adventurer program
and turns them into fun and
practical activities that Adventurers
will enjoy.
Adventurer Club Manual – pages 45 - 155
 Adventurer Curriculum

The Adventurer curriculum is based on the

following questions:
 “What things do children have to deal
with in their daily lives that their
families, schools, or Sabbath School
might not have prepared them for?”

 “What is so important that it is worth

spending time in Adventurer Club
making sure that children understand
and appreciate it?”
 Adventurer Curriculum

The Adventurer curriculum uses an active

learning approach.

 Instead of asking children to learn a

great deal of factual information, it
introduces them to general concepts.

 The children learn to apply these

concepts to their own lives by
participating in a wide variety of
experiences.
 The Adventurer Curriculum Levels

Age Level characteristics & Special Needs

• Busy Bee – First Grade

• Sunbeam – Second Grade

• Builder – Third Grade

• Helping Hand – Fourth Grade

• Each level builds on the level which came before it and is
especially designed to interest, challenge, and provide
successful experiences for children of that grade level.

•There is also curriculum to cover two Pre-Adventurer

classes: Little Lamb Pre-Kindergarten
Eager Beaver Kindergarten
 Adventurer Curriculum
Tracks
• After the Basic
requirements, the
• Basic
Adventurer
curriculum is • My God
organized around
the four intrinsic • My Self
relationships in a
child's life: • My Family

• My World
 Adventurer Curriculum

1. My God – children learn the exciting

story of the great controversy and how to
build a relationship with the God who has
done so much for them.
2. My Self – each child takes part in
activities which help him/her to appreciate
and develop his/her own specialties.
 Adventurer Curriculum

3. My Family – helps children to

understand and participate in positive
family relationships.

4. My World – leads children to

experience the excitement of the world
God has made for them and their
responsibility for its care.
 Basic
• Goal - To ensure that the children have the
background necessary to receive maximum
benefit from the Adventurer Program.

I. Responsibility – commitment to the goals of the

group

II. Reinforcement – Introduction and review of

the Adventurer concepts through reading
 Basic
Components, Concepts and Objectives
I. Responsibility
• Know: the meaning and purpose of the Adventurer pledge
and law.
• Feel: a sense of determination to make the pledge and law
a part of their lives
• Act: to live by these principles.
II. Reinforcement
• Know: and understand more about their God, themselves,
their families, and their world.
• Feel: the value and joy of reading, and
• Act: by continuing to use books for knowledge and
pleasure.
 My God
• Goal - To facilitate the development of a
growing and fruitful relationship between
the child and Jesus Christ.
I. His Plan to Save Me – God’s love, sin and
forgiveness, conversion, and obedience.

II. His Message to Me – Memory verses, Bible

books, using and trusting the Bible.
III. His Power In My Life – Prayer, Bible study,
witness, living for Christ.
 My God
Components, Concepts and Objectives
I. His Plan to Save Me
• Know: the broad outline of God’s plan of salvation and how to experience this
gift personally;
• Feel: the assurance of God’s love and salvation which produces joyful praise and
a strong determination to live for Him;
• Act: by accepting Jesus Christ’s gift of forgiveness and new life.
II. His Message to Me
• Know: how to learn of God’s love and His plan for us through history and the Bible;
• Feel: the desire and confidence to come closer to God through studying the Bible;
• Act: by studying the Bible regularly, easily and with understanding.

III. His Power In My Life

• Know: how to build a growing relationship with God;
• Feel: the joy which comes from living for Him, and a determination to persevere;
and
• Act: by spending quiet time with God and growing more like Him everyday.
 My Self
• Goal - To enhance the children’s care and
appreciation for the individuals God
created them to be.
I. I Am Special – Uniqueness and value of each
person, responsibility for service and talents.

II. I Can Make Wise Choices – Feelings, values,

decision-making, media
III. I Can Care For My Body – Health, fitness,
temperance, hygiene
 My Self
Components, Concepts and Objectives
I. I Am Special
• Know: that God created each person in a special way for a special purpose;
• Feel: the assurance of their own unique value as children and co-workers of God;
• Act: by discovering some of their own special strengths and weaknesses and
striving to improve them.

II. I Can Make Wise Choices

• Know: the basic principles of wise decision-making;
• Feel: the value of determining their own happiness and success by making wise
choices in Christ;
• Act: by using decision-making skills to make choices in everyday life.

III. I Can Care for My Body

• Know: God’s guidelines for a happy healthy body, and why they are necessary;
• Feel: the importance and value of good health; and
• Act: by choosing to follow the basic principles of health so that they become life-
long habits.
 My Family
• Goal - To empower the children to be
happy and productive members of the
families God gave them.
I. I Have a Family – Uniqueness of families, family
changes, roles and responsibilities.

II. Families Care for Each Other – Authority and

respect, appreciation, family activities.
III. My Family Helps Me Care For Myself –
Safety, stewardship, indoor skills, outdoor skills.
 My Family
Components, Concepts and Objectives
I. I Have a Family
• Know: that God made each family for a special reason and that each
member has a part to play;
• Feel: appreciative of their own families and comfortable in their role in
the family;
• Act: by performing their own roles in the family responsibly.
II. Families Care for Each Other
• Know: what family members must do in order to live, work, and play together
happily for God’s glory;
• Feel: a growing love for family members and ease in communicating with them;
• Act: by working to enhance positive relationships with each member of the family.

III. My Family Helps Me Care for Myself

• Know: the skills needed for the independence appropriate to their age level;
• Feel: confidence and fulfillment in their growing ability to manage their own lives
with Jesus’ help; and
• Act: by regularly practicing their growing independent skills.
 My World
• Goal - To enable the children to encounter
God’s world with confidence and
compassion.
I. The World of Friends – Social skills, courtesy,
prejudice, peer pressure.

II. The World of Other People – Serving the

church, community, country, world.
III. The World of Nature – God and nature,
nature study, nature recreation, concern for the
environment
 My World
Components, Concepts and Objectives

I. The World of Friends

• Know: how to develop and participate in friendships in a positive way;
• Feel: a confidence in dealing with social situations which will enable
them to act with compassion and courage;
• Act: to enjoy fulfilling friendships by applying Christian social skills.
II. The World of Other People
• Know: the wide variety of people and groups in God’s world and how they
fit in with them;
• Feel: a respect and compassion for each individual and group;
• Act: wisely to provide a model of God’s love and plan for His people.

III. The World of Nature

• Know: some of the special things which God’s creation has to offer;
• Feel: an appreciation and concern for the natural world; and
• Act: wisely to enjoy and care for nature.
 My Self
Requirements
Adventurer Club Manual pages 49 - 53

I. I Am Special
• Busy Bee: Make a booklet showing different people who care
for you.
• Sunbeam: Make a tracing of yourself. Decorate it with pictures
and words which tell good things about yourself
• Builders: Put together a scrapbook, a poster, or collage showing
things you can do to serve God and others.
• Helping Hand:
A. List some special interests and abilities God has given
you.
B. Share your talent using one of the following: talent show,
show and tell, Earn an Adventurer Award
 My Self
Requirements - continued
II. I Can Make Wise Choices
• Busy Bee: Name at least four different feelings. Play the
“Feelings” game.
• Sunbeam: Play the “What If?” game.
• Builders: Earn the Media Critic Adventurer Award.
• Helping Hand:
A. Learn the steps of good decision-making.
B. Use them to solve two real-life problems.

III. I Can Care For My Body

• Busy Bee: Earn the Health Specialist Adventurer Award.
• Sunbeam: Earn the Fitness Fun Adventurer Award.
• Builders: Earn the Temperance Adventurer Award.
• Helping Hand: Earn the Hygiene Adventurer Award.
 Adventurer Curriculum
•Let God guide you. – Remember the gospel
commission given in Matthew 28:18-20
•Don’t reinvent the wheel, but be
•Also check out “Adventurer Classroom Resources”
Adventurer Club Manual pages 295-316, pages 45-
155
•Worksheets for Stars, Chips, & Awards:
http://en.wikibooks.org/wiki/Adventist_Adventurer_Awards
•Use the Adventurer Club Manual
www.adventurer-club.org