Activity Badges A-C
Activity Badges A to C
Administrator - Activity Badge
Aeronautics - Activity Badge
Air Researcher - Activity Badge
Air Spotter - Activity Badge
Basic Aviation Skills - Activity Badge
Aviation Skills - Activity Badge
Advanced Aviation Skills - Activity Badge
Aviation Skills training options - Activity Badge
Angler - Activity Badge
Activity Badges A to C
Activity Badges are another way of recognising the achievements of Sea Scouts who have learnt a new skill, or who have taken part in an activity for a certain period of time.These can also be used to help achieve the relevant Scout Activity Badge. For example, in gaining a BASI award, a Scout might also achieve the Snowsports Badge.
There are seventy badges available for for Sea Scouts.
Administrator
Aeronautics
Air Researcher
Air Spotter
Basic Aviation Skills
Aviation Skills
Advanced Aviation Skills
Aviation Skills training options
Angler
Artist
Art Enthusiast
Astronomer
Athletics
Camp Cook
Camper
Campsite Service
Canoeist
Caver
Chef
Circus Skills
Climber
Community
Craft
Cyclist
Dinghy Sailor
D.I.Y.
Dragon Boating
Electronics
Emergency Aid
Entertainer
Equestrian
Fire Safety
Forester
Global Conservation
Guide
Heritage
Hiker
Hill Walker
Hobbies
Interpreter
Librarian
Life Saver
Martial Arts
Master at Arms
Mechanic
Meteorologist
Model Maker
My Faith
Naturalist
Basic Nautical Skills
Nautical Skills
Advanced Nautical Skills
Nautical Skills training options
Navigator
Orienteer
Photographer
Physical Recreation
Pioneer
Power Coxswain
Public Relations
Pulling
Quartermaster
Racing Helm
Radio Communicator
Skater
Smallholder
Snowsports
Sports Enthusiast
Survival Skills
Water Sports
World Faiths
Writer Back to top
Administrator - Activity Badge
The Sea Scout must complete the following:Choose one of the following three activities:
Type 200 words using a word processor or desktop publisher, ensuring that there are no mistakes before printing it out.
Use a typewriter to type 200 words, with not more than ten mistakes.
Write, with a good legible hand, 100 words of prose.
Show a general knowledge of the administrative arrangements of a Sea Scout Group. This might include the key roles and responsibilities of the Group Sea Scout Leader, the Chairman, Secretary and Treasurer of the Group Executive Committee.
Know how a personal bank account operates.
Write a letter on a subject after consultation with the assessor and send it to the assessor using mail, email or fax.
Draft a wording for an invitation card addressed to members of the public about a Group, Troop or Patrol event.
Choose one of the following two activities:
Prepare a press release for a Group, Troop or Patrol event.
Write an article for a magazine or newsletter, reporting a Group, Troop or Patrol event.
Carry out the duties of the Secretary of a committee (this could, for example, be a Troop Forum, school club or council). These duties should include the recording of minutes and action points during the meeting, and the distribution of the minutes after the meeting. Back to top
Aeronautics - Activity Badge
Alternative AKnow the rules relating to access to airfields as laid down in Policy, Organisation and Rules.
Understand the purpose and operation of ailerons, rudder, elevator and trim on a glider, and have the effects of these controls demonstrated in flight.
Understand the functions and workings of the altimeter, airspeed indicator and variometer.
Assist a glider pilot with the ground handling, hangar parking and launching of his aircraft.
Demonstrate the signals used by the glider pilot and forward signaller for the launching of a glider and the procedure for stopping a launch.
Requirement A also covers motor or power gliders.
Alternative B
Know the rules relating to access to airfields as laid down in Policy, Organisation and Rules.
Assist a pilot with ground handling, the picketing of a light aircraft and the preparation of a light aircraft for flight.
Understand the purpose and operation of ailerons, rudder, elevator, flaps and trim on a light aircraft and have the effects of these controls demonstrated in flight.
Understand the functions and workings of the altimeter, airspeed indicator and engine instrumentation.
Demonstrate the marshalling signals used when marshalling powered aircraft. Identify the common signals displayed on the airfield signal square.
Understand the R/T procedure for a circuit of an airfield.
Alternative C
Know the rules relating to access to airfields as laid down in Policy, Organisation and Rules.
Demonstrate the marshalling signals used when marshalling powered aircraft, or demonstrate the signals used by a glider pilot and forward signaller for the launching of a glider and the procedure for stopping a launch.
Identify the parts of an aircraft and explain their functions in controlling the aircraft.
Assist with the ground handling and picketing of a light aircraft or the ground handling, rigging and de-rigging of a glider.
Demonstrate the ground checks that have to be carried out before flying a light aircraft or glider.
Demonstrate an ability to carry out two of the following:
Tie knots and make splices used in glider launching equipment.
Repair a small tear in the fabric surface of a light aircraft or glider.
Replenish a light aircraft's fuel system.
Carry out a pre-use inspection of a parachute and demonstrate how to put it on and take it off.
Assist with the launching of a hot-air balloon.
Know the procedure for starting up a piston-enginned aircraft.
Resources
The Imperial War Museum at Duxford has developed resources for this badge. These can be found on the IWM Duxford website. Back to top
Air Researcher - Activity Badge
The Sea Scout must complete the following:Know the safety rules relating to access to airfields as laid down in Policy, Organisation and Rules.
Carry out research into one of the following areas of the history of flight, and share the findings with the assessor and other Sea Scouts.
The development of aviation or flight over a period agreed with the assessor.
The development of a specific aircraft type, giving details of its history, role and achievements. Examples for study include the Spitfire, Boeing 747, BAe Harrier or the MacDonald Phantom.
The development of balloons or airships from their first appearance to the present day.
The development of rockets, including their role in space exploration.
The development of a type of aero engine. Examples of study include jet or piston engines in general, or a specific engine such as the Rolls-Royce Merlin.
In the course of their research, visit at least one place of interest which is directly relevant to the project, for example, a museum, an air display or a factory.
Present the findings, including a model that was made to illustrate some aspect of their research. Other resource materials such as diagrams should be used wherever possible. Back to top
Air Spotter - Activity Badge
The Sea Scout must complete the following:Identify from photographs or silhouettes shown for ten seconds each, threequarters of the aircraft in the list published by Headquarters for this purpose.
Keep a log for three months reporting aircraft seen, giving identities or recognition features, approximate headings, times, dates and so on.
Choose one of the following three activities:
Recognise and name national aircraft markings, both service and civil, of at least six countries including the United Kingdom.
Understand the RAF system of letter designation according to aircraft function and give examples of three such designations.
Name three basic training aircraft used in private flying. Give a brief report on one, naming a club and airfield where it is used, preferably local.
Describe the recognition features of six aircraft selected by the assessor. Back to top
Basic Aviation Skills - Activity Badge
The Sea Scout must complete the following:Know the rules relating to access to airfields as laid down in Policy, Organisation and Rules. Draw a diagram/map or make a model of an airfield to show and name the different areas.
Understand the terms: nose, fuselage, tail, mainplane, port and starboard. Know the names of the control surfaces of an aeroplane.
Construct and fly a chuck glider for at least five seconds, or build and fly a hot-air balloon or kite.
Choose one of the following two activities:
Collect photographs or pictures of six aircraft of interest, give their names and describe their operational uses.
Discuss an airline that they are interested in or have travelled on, showing pictures of aircraft livery and badges.
Take part in a Patrol or Troop visit, with other Scouts, to a place of aviation interest.
From the list of aviation skills training activities, complete four items, each item to be taken from a different section. Back to top
Aviation Skills - Activity Badge
The Sea Scout must complete the following:Choose one of the following two options:
a Hold the Basic Aviation Skills Badge.
Be at least 11½ and complete requirements 1 and 5 of the Basic Aviation Skills Badge.
List the main types of aircraft and identify the parts of an aeroplane.
Identify either from pictures or in flight 12 aircraft in common use today. This must include at least two civil commercial aircraft, two military aircraft and two light private aircraft.
Explain how wind speed and direction are measured and how weather can affect various air activities. Demonstrate how to get a local forecast for an air activity.
Recite the phonetic alphabet and explain why it is used.
Explain the relationships between lift, drag, thrust and weight. Demonstrate the ability to trim a suitable model glider to perform a straight glide, stall and specified turn.
Choose one of the following two activities:
Know the rules in Policy, Organisation and Rules relating to flying, and fly in a light aircraft or glider as a passenger.
Organise a visit to an airfield or place of aviation history for a group of Scouts. Explain to the assessor what they would need to tell the Scouts before the visit.
From the list of aviation skills training activities, complete another six items, taken from at least four different sections. Back to top
Advanced Aviation Skills - Activity Badge
The Sea Scout must complete the following:Choose one of the following two options:
Hold the Aviation Skills Badge.
Be at least 13 and complete requirements 1 and 4 of Aviation Skills.
Name the main control surfaces of an aeroplane; explain how they work and how they are controlled.
Choose one of the following two activities:
Explain the duties of an aircraft marshaller and demonstrate marshalling signals.
Explain the duties of a crew leader for a glider launch and demonstrate procedure and signals.
Know the types of air maps and the conventional signs used on them.
Choose one of the following two activities:
Explain the basic principles of a piston engine, including the four-stroke cycle with consideration of valve and ignition timing.
Compare and contrast the main parts and workings of a piston engine and a jet engine.
Explain the difference between ground speed and air speed, and how wind is used to aid take-off and landing. Explain how a wing gives lift and list factors affecting lift and the causes of stalling.
Take part in an air experience flight and point out on an air map the features that they fly over. Choose any means of air travel, for example, powered aircraft, glider, balloon or airship.
From the list of aviation skills training activities, complete a further six items from at least four different sections Back to top
Aviation Skills training options - Activity Badge
Section 1 - Practical skillsBuild and fly a rubber-powered model for at least 15 seconds.
Build and fly a model airship or hovercraft.
Make and fly a boomerang.
Build a scale model aircraft from a plastic kit to a satisfactory standard, and talk about its key points and history.
Build a scale model from photographs or plans, or by modifying a standard kit, to produce a different but authentic version of the aircraft.
Make a solid model on which all control surfaces operate and can be used to demonstrate the effects of controls.
Complete a project to demonstrate a particular aeronautical principle and build a suitable model to illustrate it.
Build and fly at least five different designs of paper aeroplane, using published plans if they want to.
One other activity of a similar nature and level of achievement as agreed by the Section leadership team.
Section 2 - Flight safety and airmanship
Know the dangers posed to aircraft by birds and other wildlife, the dangers posed to birds and wildlife by aircraft, and the methods employed to reduce the problem.
Understand the working of an airport fire service or emergency team, the equipment used and the main rescue methods.
Know the reasons for airport security, the main threats, and means of counteracting threats.
Explain how an aircraft lifejacket works and demonstrate its use.
Explain and illustrate the purpose and workings of an ejector seat.
Demonstrate the signals required to launch a glider.
Arrange for a suitably experienced instructor to train them in how a parachute works. Be able to put on a parachute harness and demonstrate the correct landing roll.
Assist with the launching and recovery of a paraglider. Make two ascents, without release.
Know the rules in Policy, Organisation and Rules relating to flying, and fly in a microlight aircraft as a passenger.
Understand the physical fitness requirements to fly as a pilot or passenger. Be aware of health concerns such as ear blockage, hypoxia and deep vein thrombosis.
Understand the responsibilities of the Commander of an aircraft, for example, briefings, safety of load and passengers, and relevant paperwork.
One other activity of a similar nature and level of achievement as agreed by the Section leadership team.
Section 3 - Aircraft recognition and operations
Describe at least six airlines by their names and markings. Identify their home countries and main bases.
Identify at least six airlines by name and describe six routes operated by each, together with the aircraft used.
Describe the operations of an all-cargo airline. Know the main types of cargo aircraft and their special applications.
Discuss the design characteristics of a chosen aircraft in relation to its operational role.
Understand the principles of air-launched and ground-based anti-aircraft weapons and the systems used to counteract them.
Demonstrate knowledge of air and space surveillance systems, their types and applications.
Understand the advantages of mid-air refuelling for military aircraft, the main methods of fuel transfer and the main types of tanker used.
Discuss the problem of aerospace flight including acceleration to escape velocity, the reason for weightlessness and re-entry problems.
Demonstrate a general knowledge of the progress of space exploration, describing in particular one space programme.
Understand the principles of reusable space vehicles. Know their advantages and disadvantages over conventional rocket systems and launch vehicles.
Identify six space vehicles and explain their roles.
Demonstrate the scale of the solar system with a drawing or model to show the relative positions of the planets.
One other activity of a similar nature and level of achievement as agreed by the Section leadership team.
Section 4 - Navigation
Explain the workings and errors of an aircraft compass.
Explain the workings of aircraft pressure instruments, for example, altimeter and air speed indicator, and the sources of errors.
For a cross-country flight of at least 80 kilometres, work out the time of flight from an overhead starting point to an overhead destination at a given airspeed, assuming (a) a given headwind, (b) a given tailwind.
For a cross-country flight of at least 80 kilometres, determine a heading assuming a given track, windspeed and direction.
Illustrate latitude and longitude by simple diagrams. Explain the need for different types of map projections.
One other activity of a similar nature and level of achievement as agreed by the Section leadership team.
Section 5 - Meteorology
Identify the basic clouds and explain how they are formed.
Explain how windspeed is measured and how weather can affect various air activities.
3 Demonstrate how to get a local forecast for an air activity.
Explain the flight conditions that can be expected in various cloud formations and weather conditions.
Explain how temperature and pressure are measured, list the units used and demonstrate conversions between these units by use of tables and by calculation.
Identify the weather conditions associated with the movement of air masses over the United Kingdom, for example, Polar, Tropical, Maritime and Continental.
Explain how readings of upper air conditions are obtained.
Collect detailed weather maps of the United Kingdom from a newspaper, such as the Daily Telegraph, for a two-week period. Illustrate the development of significant weather features over this period.
Demonstrate the ability to interpret Met Office reports and forecasts, such as METAR and TAF, as produced for pilots.
One other activity of a similar nature and level of achievement as agreed by the Section leadership team.
Section 6 - Aero engines
Explain how thrust is obtained by jets or rockets and explain the principle of ramjets.
Explain the principles of a jet engine - centrifugal or axial compressor types - and identify the main components of such an engine.
Discuss the relative merits of piston engines, turbojets, turboprops, turbofans, ramjets and rockets.
Identify the main types of aircraft fuels and fuel systems.
Show knowledge of the causes of aircraft noise and disturbance. Know the methods used to reduce noise from aircraft themselves and to reduce their impact in local communities.
Show knowledge of the effect of aircraft engine emissions on the atmosphere and how these can be reduced.
One other activity of a similar nature and level of achievement as agreed by the Section leadership team.
Section 7 - Communications and air traffic control
Identify the signals used on an airfield signals square, together with runway and airfield markings.
Identify the lamp and pyrotechnic signals used on an airfield.
Understand why Morse code is still transmitted by navigational beacons and be able to recognise six three-letter sequences either from a recording or written copy.
Explain the system of air traffic control in use at a small civilian airfield.
Demonstrate examples of the ground-to-air emergency code.
Understand the special communications difficulties for activities such as paragliding or hang gliding and the need for clearance in areas of military flying.
One other activity of a similar nature and level of achievement as agreed by the Section leadership team.
Section 8 - Principles of flight
Explain the meaning of trim and the importance of weight and balance.
Explain the purpose and operation of flaps, slots and slats.
Explain how basic aerobatic manoeuvres are carried out.
Show knowledge of the principles of take-off and landing with special reference to light aircraft.
Explain the methods by which short or vertical take-off can be achieved.
Describe the airflow around a modern square parachute, explaining how it develops lift and how it is controlled.
Reach a reasonable standard on a home computer flight simulator programme and understand why the aircraft behaves as it does. The suitability of the programme should be agreed by the Section leadership team.
Show knowledge of the methods for operating specialised passenger aircraft into city centres, such as helicopters, STOL and tilt wing, and the main drawbacks.
One other activity of a similar nature and level of achievement as agreed by the Section leadership team. Back to top
Angler - Activity Badge
Health and safetyKnow the water safety rules and the appropriate precautions to be taken when fishing from a boat. Understand the dangers of wading in fresh water and shore fishing in the sea and the precautions to be taken. Know the basic hygiene precautions to take when fishing.
Angling craft
Go fishing in fresh or salt water on at least six occasions in three months. Keep a record of, or discuss with the assessor, these fishing trips showing numbers, species and size of fish caught, method, tackle and bait used, weather and water conditions.
Explain the signs of fish stress and know the Environment Agency Emergency Hotline number.
Waterside awareness
Know who to inform if they see poaching, pollution or fish in distress and the emergency telephone number.
From observation in the wild, or from photographs or sketches, identify an otter, water vole, heron, cormorant and kingfisher.
Explain why water plants are important.
Show consideration for other water users.
Tackle and techniques
Understand why it is important to discard used tackle appropriately.
Choose one of the following three activities:
Cast with beach fishing tackle a measured 45 metres.
Cast a ledger and float tackle into a one metre circle at least three times out of six at nine metres range.
Cast a trout fly on a fly line 11 metres into a three metre circle hitting the circle three times out of eight.
Demonstrate how to set up one of the following sets of terminal tackle:
Waggler rig
Swimfeeder rig
Fly cast
Spinning rig
Shore fishing rig
Beachcasting rig
Explain the importance of:
Handling fish with care and releasing them carefully.
Using a lower strength hook link when coarse, game or sea fishing.
Explain the importance of one of the following two activities:
Setting a keepnet correctly.
How to use a priest to despatch fish quickly.
Know your fish
Be able to identify each of the species in one of the following groups:
Bass, cod, flounder, grey mullet and mackerel.
Roach, perch, chub, common carp and tench.
Grayling, brown trout, rainbow trout and salmon.
Have knowledge of the habitat and feeding behaviour of the fish identified and know suitable baits, flies, and lures and hook sizes.
Administration and law
Know the dates of the freshwater closed seasons and size limits of salt-water fish or freshwater fish or both in the areas in which they fish.
Be able to explain why licences and permits are required for fishing and know the age at which a national rod licence is required.
Know who the local fishing club is and any waters they may control. Back to top