# data[].attributes.body
1. Establishing the safe space
2. To agree that the main purpose of the dialogue is learning
3. Use of appropriate communication skills
4. Set the proper ground rules
5. Take risk, express feelings and confront perceptions (honesty)
6. The relationship comes first
7. Gradually address the hard questions and gradually depart from them
8. Do not quit or avoid the difficult issues
9. Expect to be changed: once participating in the dialogue, expect to be changed
10. Bring the change to others

# data[].attributes.headline
Dialogue for Peace How to start meaningful conversations.

# data[].attributes.subject
Dialogue for Peace How to start meaningful conversations.

# data[].attributes.attachment_link.readable_text
The need for building bridges

The world in which we live is very diverse. In fact, diversity is everywhere: in nature, in animal life and in humanity. When we look at humanity as a whole, we notice how much diversity there is: cultures, languages, ethnicities, religions, etc. Often, these differences are understood and valued as a richness. The diversity of foods and cuisines worldwide is a good example. But too often, some differences are perceived as so problematic that many people fight over them. Today, around the world, we nd many different kinds of violence linked to social con icts. In many cases, people justify violence by citing irreconcilable cultural, religious or ethnical differences, among others. Causes of con ict can be clustered in either competition over resources, differences in perceptions or misperceptions. One can argue that we value resources in different ways and therefore, we perceive resources differently. Whatever the cause of the conflict, a good part of the problem comes from misperceptions and negative feelings of one group about another. Such misperceptions can easily turn into stereotypes following which they can justify discrimination against one or more persons. Discrimination immediately creates tensions because it is based on unfair behaviour of one person or group against another. If a fair solution is not found quickly, these tensions rise and eventually erupt into violent social conflicts. There are many people who are part of communities that are subjected to discrimination based on intercultural and interreligious misunderstandings and misperceptions. When social conflicts emerge, sometimes millions of people are affected. Many may start to hate each other to a point where they no longer want to live together. Divisions grow and make communication more and more difficult. So how can we overcome such communication problems? How can we participate in overcoming these tensions and conflicts? How can we transform conflicts into opportunities for new collaborations? Through dialogue, we can learn to find similarities unnoticed before, and even come to respect and sometimes appreciate differences. Through dialogue, we come together as human beings first to find inclusive solutions to the challenges we face today. We aim to empower young people with the skills and competencies that enable them to actively participate in the decision making and resolution of community issues for a sustainable development.

Dialogue in Scouting

As Scouts, we also share a common identity that transcends national boundaries and other differences. For more than a century, our Movement has become a living proof that we can live together harmoniously by balancing both our similarities and differences. We are even learning to value the complementarity of some of our differences, making us stronger and better at finding inclusive solutions to a variety of problems, tensions and conflicts at local and global levels. How are we achieving this? Since the very beginning of our Movement, the Scout values that were developed by Lord Baden-Powell have been centred on the Scout Promise and Law. Every single member in our Movement has promised to help others in all circumstances, regardless of nationality, faith, religion, ethnicity, language, gender, age, ability, race, etc. Scouts obey the law that requires them to be helpful and friendly, as well as to smile and be trustworthy at all times. How can this be implemented in today's world if there is no openness towards others? In Scouting, openness to all is essential in the practice of dialogue. Lord Baden-Powell once said that 'a Scout is a friend to all and a brother to every other Scout'. This is not just a saying, it is a way of life. Being a friend to all and a brother or sister to every Scout has a universal quality that emphasises this common Scout identity and avoids highlighting differences. This is directly mentioned in the constitutional definition of the Scout Movement. This openness makes the practice of dialogue a daily reality in Scouting. For example, WOSM is one of the few international movements that has gathered members of all religions since its early days. Since its inception, it has held true to Lord Baden-Powell's words by neither discriminating against nor highlighting faith and belief as a distinguishing characteristic. In 1996, at the 34th World Scout Conference in Oslo, the delegates recommended to the World Scout Committee and to the religious families existing within the Scout Movement to convene religious representatives through the organisation of forums under Resolution 1996-10 Inter-Religious Dialogue. The Resolution called for 'interreligious dialogue' within Scouting as a whole. For more than 20 years now, there have been regular gatherings of all religious organisations recognised in WOSM, under a structure knowns as the Interreligious Forum of World Scouting. Through this forum more recently, all its religious organisations have been promoting Scouting's values and its many programmes, especially those on spiritual development. They have also been active in running Faith and Belief Zones at many World Scouting events. They show how dialogue is helping to concretise what Lord Baden-Powell once said 'In the Scouts, each form of religion is respected, and its active practice encouraged and through the spread of our brotherhood in all countries, we have the opportunity in developing the spirit of mutual good will and understanding.' In 2013, WOSM and KAICIID signed a memorandum of understanding to work together in this field of dialogue. Since then, KAICIID has become one of WOSM's key partners, developing many joint activities at many events within and outside of Scouting. This started with the provision of an insightful and effective training for the Interreligious Forum of World Scouting on how organisations and individuals from different backgrounds, beliefs, cultures, ethnicities and nationalities can better communicate and work together. The programme is about how to instil dialogue in our hearts and minds as a value, rather than just a skill. It builds a foundation for dialogue in our Movement and strengthens the Scouting value system. It aims to offer a clear path to any young person wanting to become what we call, a dialogical Scout. This is one of the ways to create a better world, and to achieve global peace. The Dialogue for Peace Programme is part of the Better World Framework and the Scouts Global Network, working in close collaboration with the Scout World Programmes, Regional and national level initiatives.

What dialogue is

Dialogue is a secure means of communication between individuals or groups aimed at the exchange of views, knowledge, understandings, impressions and perceptions to reach a common understanding of the subject matter at the heart of a given dialogue. The aim of dialogue is to overcome misunderstandings and dispel stereotypes so as to increase mutual understanding. The practice of dialogue requires one to develop better listening skills to understand another person's point of view correctly. This better understanding, however, never means that one must necessarily agree with that point of view. In the same way that we want to be understood correctly, we must strive to understand others correctly. Once this level of better mutual understanding is reached, it then becomes possible to clarify how much we agree on and how far we disagree, mutually recognising and respecting both. So, dialogue is not necessarily about finding common agreement; it is about developing mutual respect so as to build sustainable relationships. In this dialogical process, it becomes possible to nd where the common grounds are and where the differences lie. By focusing on clarifying both the similarities and the differences on any topic between two persons or groups of people, dialogue builds bridges of communication among those who are more or less different. It transforms human relations from a state of ignorance or intolerance to a state of deeper understanding and respect for what is shared and what is not. The dialogue process is greatly helped when there is a dialogue facilitator who helps to foster a safe environment between the two or more persons gathered in one dialogical space. The facilitator supports equal and fair participation among all participants in order to increase mutual understanding about similarities and differences. Dialogue creates a safe space or 'container' for people to surface their assumptions and to question their previous perceptions and judgments. It emphasises questioning, listening and co-creating for mutual understanding. To make the space safe, the facilitator ensures that all participants do their best to suspend their judgments and take the risk of sharing their feelings and perceptions as well as surface their deeper questions, without losing sight of the aim of dialogue: to collectively reach mutual understanding on one or more issues, possibly even finding some common grounds. By emphasizing mutual understanding, dialogue fosters an attitude of openness and of wanting to learn more about others as well as about oneself. In the process, dialogue raises better awareness, which reduces fears; it helps build and strengthen relationships. They are essential to create and sustain collaborations. These elements of dialogue contribute to the decreasing of misunderstandings and the dispelling of stereotypes. By doing so, dialogue helps to prevent, reduce and possibly even transform tensions and conflicts. Dialogue is a transformative peacebuilding method. It is transformative because it changes the individual perception of the other and therefore, of the conflict. When these changes are mutual, the dialogue transforms the relations between the parties from adversarial to respectful, opening the way to create new relationships. Dialogue helps the participant to separate the person from the problem; it also helps to see the person as an individual within a larger group that is perceived initially as adversary

What dialogue is not

Recently, dialogue has been increasingly mentioned as a non-violent method that people can utilise in resolving conflicts and in building peace. However, the term is often overused or misused to describe any efforts toward solving disagreements non-violently. Therefore, while it is important to de ne what dialogue is, it is equally important to understand what dialogue is not:

Dialogue is not a 'conversation': in a conversation, the persons engaged are simply talking with each other in a longer exchange of words, often focused on a particular topic, but open to change. There is no objective of any kind.

Dialogue is not a 'discussion' nor a 'salon': in a discussion or a salon, participants explore a topic with the intention to learn more about the topic, with less emphasis on the participants. In dialogue, the participants and their relationships are in the centre of the process.

Dialogue is not a 'conference': in a conference, people come to share their theories and statements in a formal setting. Dialogue is less formal and definitely not a forum for sharing theories and make general statements. In dialogue, participants are encouraged to share the personal understandings and questions about each other. At the same time, a conference may include elements of dialogue and nowadays, many conferences bene t from using dialogue methodology in some, if not all, sessions.

Dialogue is not 'advocacy': in advocacy, the objective is to rally support for your idea or a certain idea or action in general. Therefore, the intention is to convince others that your own idea and perception is the best. In dialogue, there is no intention or pressure to convince anyone about anything, in any direction. It is all about increased mutual understanding for better learning about each other firstly, and possibly about a given topic secondarily, if the dialogue includes a specific one.

Dialogue is not a 'consultation': in a consultation, the organisers get the participants to share their feedback or opinions on certain topics, sometimes to identify their needs or to come up with solutions. Dialogue is not a relationship between a beneficiary and a service provider where feedback is needed in one direction only.

Dialogue is not a 'negotiation': in a negotiation, the parties come with the aim (and pressure) of reaching an agreement. In dialogue, the intention is to learn about another person or party's perceptions and understandings of a topic without the pressure of reaching a solution.

Dialogue is not a 'debate': in a debate, each party comes to prove that their ideas are the right ones and disqualify the other party's ideas. In dialogue, participants come to learn about each other, rather than teaching each other or prove each other wrong.

# data[].attributes.attachment_link.description
The world in which we live is very diverse. In fact, diversity is everywhere: in nature, in animal life and in humanity. When we look at humanity as a whole, we notice how much diversity there is: cultures, languages, ethnicities, religions, etc. Often, these differences are understood and valued as a richness.

# data[].attributes.headline
Dialogue for Peace How to start meaningful conversations.

# data[].attributes.subject
Dialogue for Peace How to start meaningful conversations.

# data[].attributes.attachment_link.readable_text
The need for building bridges

The world in which we live is very diverse. In fact, diversity is everywhere: in nature, in animal life and in humanity. When we look at humanity as a whole, we notice how much diversity there is: cultures, languages, ethnicities, religions, etc. Often, these differences are understood and valued as a richness. The diversity of foods and cuisines worldwide is a good example. But too often, some differences are perceived as so problematic that many people fight over them. Today, around the world, we nd many different kinds of violence linked to social con icts. In many cases, people justify violence by citing irreconcilable cultural, religious or ethnical differences, among others. Causes of con ict can be clustered in either competition over resources, differences in perceptions or misperceptions. One can argue that we value resources in different ways and therefore, we perceive resources differently. Whatever the cause of the conflict, a good part of the problem comes from misperceptions and negative feelings of one group about another. Such misperceptions can easily turn into stereotypes following which they can justify discrimination against one or more persons. Discrimination immediately creates tensions because it is based on unfair behaviour of one person or group against another. If a fair solution is not found quickly, these tensions rise and eventually erupt into violent social conflicts. There are many people who are part of communities that are subjected to discrimination based on intercultural and interreligious misunderstandings and misperceptions. When social conflicts emerge, sometimes millions of people are affected. Many may start to hate each other to a point where they no longer want to live together. Divisions grow and make communication more and more difficult. So how can we overcome such communication problems? How can we participate in overcoming these tensions and conflicts? How can we transform conflicts into opportunities for new collaborations? Through dialogue, we can learn to find similarities unnoticed before, and even come to respect and sometimes appreciate differences. Through dialogue, we come together as human beings first to find inclusive solutions to the challenges we face today. We aim to empower young people with the skills and competencies that enable them to actively participate in the decision making and resolution of community issues for a sustainable development.

Dialogue in Scouting

As Scouts, we also share a common identity that transcends national boundaries and other differences. For more than a century, our Movement has become a living proof that we can live together harmoniously by balancing both our similarities and differences. We are even learning to value the complementarity of some of our differences, making us stronger and better at finding inclusive solutions to a variety of problems, tensions and conflicts at local and global levels. How are we achieving this? Since the very beginning of our Movement, the Scout values that were developed by Lord Baden-Powell have been centred on the Scout Promise and Law. Every single member in our Movement has promised to help others in all circumstances, regardless of nationality, faith, religion, ethnicity, language, gender, age, ability, race, etc. Scouts obey the law that requires them to be helpful and friendly, as well as to smile and be trustworthy at all times. How can this be implemented in today's world if there is no openness towards others? In Scouting, openness to all is essential in the practice of dialogue. Lord Baden-Powell once said that 'a Scout is a friend to all and a brother to every other Scout'. This is not just a saying, it is a way of life. Being a friend to all and a brother or sister to every Scout has a universal quality that emphasises this common Scout identity and avoids highlighting differences. This is directly mentioned in the constitutional definition of the Scout Movement. This openness makes the practice of dialogue a daily reality in Scouting. For example, WOSM is one of the few international movements that has gathered members of all religions since its early days. Since its inception, it has held true to Lord Baden-Powell's words by neither discriminating against nor highlighting faith and belief as a distinguishing characteristic. In 1996, at the 34th World Scout Conference in Oslo, the delegates recommended to the World Scout Committee and to the religious families existing within the Scout Movement to convene religious representatives through the organisation of forums under Resolution 1996-10 Inter-Religious Dialogue. The Resolution called for 'interreligious dialogue' within Scouting as a whole. For more than 20 years now, there have been regular gatherings of all religious organisations recognised in WOSM, under a structure knowns as the Interreligious Forum of World Scouting. Through this forum more recently, all its religious organisations have been promoting Scouting's values and its many programmes, especially those on spiritual development. They have also been active in running Faith and Belief Zones at many World Scouting events. They show how dialogue is helping to concretise what Lord Baden-Powell once said 'In the Scouts, each form of religion is respected, and its active practice encouraged and through the spread of our brotherhood in all countries, we have the opportunity in developing the spirit of mutual good will and understanding.' In 2013, WOSM and KAICIID signed a memorandum of understanding to work together in this field of dialogue. Since then, KAICIID has become one of WOSM's key partners, developing many joint activities at many events within and outside of Scouting. This started with the provision of an insightful and effective training for the Interreligious Forum of World Scouting on how organisations and individuals from different backgrounds, beliefs, cultures, ethnicities and nationalities can better communicate and work together. The programme is about how to instil dialogue in our hearts and minds as a value, rather than just a skill. It builds a foundation for dialogue in our Movement and strengthens the Scouting value system. It aims to offer a clear path to any young person wanting to become what we call, a dialogical Scout. This is one of the ways to create a better world, and to achieve global peace. The Dialogue for Peace Programme is part of the Better World Framework and the Scouts Global Network, working in close collaboration with the Scout World Programmes, Regional and national level initiatives.

What dialogue is

Dialogue is a secure means of communication between individuals or groups aimed at the exchange of views, knowledge, understandings, impressions and perceptions to reach a common understanding of the subject matter at the heart of a given dialogue. The aim of dialogue is to overcome misunderstandings and dispel stereotypes so as to increase mutual understanding. The practice of dialogue requires one to develop better listening skills to understand another person's point of view correctly. This better understanding, however, never means that one must necessarily agree with that point of view. In the same way that we want to be understood correctly, we must strive to understand others correctly. Once this level of better mutual understanding is reached, it then becomes possible to clarify how much we agree on and how far we disagree, mutually recognising and respecting both. So, dialogue is not necessarily about finding common agreement; it is about developing mutual respect so as to build sustainable relationships. In this dialogical process, it becomes possible to nd where the common grounds are and where the differences lie. By focusing on clarifying both the similarities and the differences on any topic between two persons or groups of people, dialogue builds bridges of communication among those who are more or less different. It transforms human relations from a state of ignorance or intolerance to a state of deeper understanding and respect for what is shared and what is not. The dialogue process is greatly helped when there is a dialogue facilitator who helps to foster a safe environment between the two or more persons gathered in one dialogical space. The facilitator supports equal and fair participation among all participants in order to increase mutual understanding about similarities and differences. Dialogue creates a safe space or 'container' for people to surface their assumptions and to question their previous perceptions and judgments. It emphasises questioning, listening and co-creating for mutual understanding. To make the space safe, the facilitator ensures that all participants do their best to suspend their judgments and take the risk of sharing their feelings and perceptions as well as surface their deeper questions, without losing sight of the aim of dialogue: to collectively reach mutual understanding on one or more issues, possibly even finding some common grounds. By emphasizing mutual understanding, dialogue fosters an attitude of openness and of wanting to learn more about others as well as about oneself. In the process, dialogue raises better awareness, which reduces fears; it helps build and strengthen relationships. They are essential to create and sustain collaborations. These elements of dialogue contribute to the decreasing of misunderstandings and the dispelling of stereotypes. By doing so, dialogue helps to prevent, reduce and possibly even transform tensions and conflicts. Dialogue is a transformative peacebuilding method. It is transformative because it changes the individual perception of the other and therefore, of the conflict. When these changes are mutual, the dialogue transforms the relations between the parties from adversarial to respectful, opening the way to create new relationships. Dialogue helps the participant to separate the person from the problem; it also helps to see the person as an individual within a larger group that is perceived initially as adversary

What dialogue is not

Recently, dialogue has been increasingly mentioned as a non-violent method that people can utilise in resolving conflicts and in building peace. However, the term is often overused or misused to describe any efforts toward solving disagreements non-violently. Therefore, while it is important to de ne what dialogue is, it is equally important to understand what dialogue is not:

Dialogue is not a 'conversation': in a conversation, the persons engaged are simply talking with each other in a longer exchange of words, often focused on a particular topic, but open to change. There is no objective of any kind.

Dialogue is not a 'discussion' nor a 'salon': in a discussion or a salon, participants explore a topic with the intention to learn more about the topic, with less emphasis on the participants. In dialogue, the participants and their relationships are in the centre of the process.

Dialogue is not a 'conference': in a conference, people come to share their theories and statements in a formal setting. Dialogue is less formal and definitely not a forum for sharing theories and make general statements. In dialogue, participants are encouraged to share the personal understandings and questions about each other. At the same time, a conference may include elements of dialogue and nowadays, many conferences bene t from using dialogue methodology in some, if not all, sessions.

Dialogue is not 'advocacy': in advocacy, the objective is to rally support for your idea or a certain idea or action in general. Therefore, the intention is to convince others that your own idea and perception is the best. In dialogue, there is no intention or pressure to convince anyone about anything, in any direction. It is all about increased mutual understanding for better learning about each other firstly, and possibly about a given topic secondarily, if the dialogue includes a specific one.

Dialogue is not a 'consultation': in a consultation, the organisers get the participants to share their feedback or opinions on certain topics, sometimes to identify their needs or to come up with solutions. Dialogue is not a relationship between a beneficiary and a service provider where feedback is needed in one direction only.

Dialogue is not a 'negotiation': in a negotiation, the parties come with the aim (and pressure) of reaching an agreement. In dialogue, the intention is to learn about another person or party's perceptions and understandings of a topic without the pressure of reaching a solution.

Dialogue is not a 'debate': in a debate, each party comes to prove that their ideas are the right ones and disqualify the other party's ideas. In dialogue, participants come to learn about each other, rather than teaching each other or prove each other wrong.

# data[].attributes.attachment_link.description
The world in which we live is very diverse. In fact, diversity is everywhere: in nature, in animal life and in humanity. When we look at humanity as a whole, we notice how much diversity there is: cultures, languages, ethnicities, religions, etc. Often, these differences are understood and valued as a richness.

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World Organization of the Scout Movement

# data[].attributes.attachment_link.description
The Asia-Pacific Scout Region is home to the largest number of Scouts in the world. Of the Movement's over 57 million members, more than 35 million young people and over 220,000 adult volunteers are registered in Asia-Pacific.

# data[].attributes.attachment_link.description
Scouting provides young people with opportunities to participate in programmes, events, activities and projects that contribute to their growth as active citizens. Through these initiatives, young people become agents of positive change who inspire others to take action.

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We promote use of the Sustainable Development Goals in learning so that children can contribute to a better future for all. From citizenship and justice to climate change and the environment, inspire children to make a difference!

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Welcome to Scout.org! We use cookies on this website to enhance your experience.To learn more about our Cookies Policy go here!
By continuing to use our website, you are giving us your consent to use cookies.

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Champions for Nature Challenge Implementation Manual

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Scouting provides young people with opportunities to participate in programmes, events, activities and projects that contribute to their growth as active citizens. Through these initiatives, young people become agents of positive change who inspire others to take action.

# data[].attributes.attachment_link.description
Download resources for the Scouts Australia youth program from here. For resources to do with the fundamental aspects of Scouting and the program, go to FUNDAMENTALS. For resources to do with developing programs, go to THE WEEKLY PROGRAM. ACHIEVEMENT PATHWAYS has all the resources you need to support the personal progression framework.

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Online Converter

# data[].attributes.attachment_link.title
Scheme-To-Pathways Converter Updated to v3.6

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Achievement Pathways Additional Awards Adults Supporting age sections Badges books ceremonies Challenge Areas Community Involvement Education FAQ Fundamentals Groups History Language Leadership Development Milestones old program Outdoor Adventure Skills Patrols peak award Personal Development personal progression Pioneer Tracker Plan>Do>Review> Policies Program Essentials Programming Project Patrols Purpose Scout Method Scouts Australia Special Interest Areas SPICES Symbolic Framework The Adventure Begins Uniform Unit Code unit council Units World Scout Movement WOSM Youth Leading Youth Leading Adults Supporting

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Scouts Australia Scouts UK Scouts Canada Scouting Ireland BSA Scouts NSW Exclusive: Virtual Tour of State Health Emergency Operations Centre Child Safety COVID-19 Office 365 [...]

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This could be used as a Community project or link to Plastictide WOSM Badge

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Boomerang Bags is about connecting communities, making bags, diverting waste, starting conversations, fostering sustainable behaviour, and having a bit of fun!

You and your local community can be involved in any or all of this process. Find your nearest community to volunteer or donate materials, or start your own boomerang bags community!

# data[].attributes.attachment_link.description
Boomerang Bags is about connecting communities, making bags, diverting waste, starting conversations, fostering sustainable behaviour, and having a bit of fun! You and your local community can be involved in any or all of this process. Find your nearest community to volunteer or donate materials, or start your own boomerang bags community!

# data[].attributes.body
Everything you need to know...

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Animated Knots is the world’s leading site for learning how to tie knots of any kind. From Boating Knots, Fishing Knots and Climbing Knots to how to tie a Tie, or even Surgical Knots — we’ve got it covered.

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Developed in collaboration with United Nations agencies, civil society and other organizations, YUNGA Challenge Badges aim to raise your awareness, educate and motivate you to change your behaviour and become an active agent of change in your local community. The series can be used by teachers in school classes as well as by youth leaders, especially Guide or Scout groups. Challenge Badge activities are both educational - and fun! We want you to enjoy learning about how to make our world a more sustainable, fairer place!

Click on the Badge logos below to learn more about the topics that YUNGA has published or is currently developing. Cloth badges can be purchased from the WAGGGS online shop.

Available in EN

Gender

Currently under development

Pollinators

Avaliable at EN

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Developed in collaboration with United Nations agencies, civil society and other organizations, YUNGA Challenge Badges aim to raise your awareness, educate and motivate you to change your behaviour and become an active agent of change in your local community. The series can be used by teachers in school classes as well as by youth leaders, especially Guide or Scout groups.

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Ku-ring-gai Chase National Park

Overview

The Basin campground in Ku-ring-gai Chase National Park is one of Sydney's most popular beach camping spots.

Camping type

Tent, Remote/backpack camping

Facilities

Amenities block, picnic tables, barbecue facilities, drinking water, public phone, showers, toilets

Bookings

Bookings for up to 2 sites and 12 people can be made online.

Group bookings

This campground is not suitable for group bookings.

Please note

If you choose to arrive by car instead of ferry or water taxi, you'll be walking a 2.8km track from West Head Road carpark to get to and from the campground.

It's better to get the ferry if you have heavy camping gear or kids.

If you're camping at The Basin and arriving by ferry from Palm Beach, please drop your camping gear at the ferry wharf. Leave your car in the seasonal carpark at the Careel Bay Sporting Fields, then catch the 199 bus back to the wharf. The 199 bus comes every 15 minutes, and it's just a short 5 minute ride.

Check in after 10am. Check out before 10am.

Campers under 18 must be accompanied by an adult

The Basin is a family friendly campground. For the safety of all visitors, NPWS reserves the right to ask those displaying anti-social behaviour to leave the grounds.

The Basin campground is the only place you can camp in Ku-ring-gai Chase National Park. This large, grassy area overlooks Pittwater, offering lovely surroundings and views.

It's easy to see why this waterfront campground is so popular. At The Basin, you'll find great facilities along with a picnic area, sheltered beach and an inland lagoon. The campground accommodates up to 350 campers.

Pitch your tent in a shady spot, enjoy a bike ride or a swim and see if you can spot the local swamp wallabies or kookaburras.

There's no car access to The Basin campground. You can park at West Head Road but it's a steep 2.8km walk to the campground from there. If you're not up for the hike, arrive by water taxi, boat or a ferry which leaves from Palm Beach Wharf.

Take a virtual tour of The Basin campground captured with Google Street View Trekker.

Things to do:

Basin Aboriginal art site in Ku-ring-gai Chase National Park offers picnicking and walking. The fascinating rock engravings at the site are part of the significant Aboriginal cultural heritage in this area.

The free NSW National Parks app lets you download maps and explore parks, things to do and places to stay-all without mobile reception.

Bookings

Park info

in Ku-ring-gai Chase National Park in the Sydney and surrounds region

Ku-ring-gai Chase National Park is open sunrise to sunset but may have to close at times due to poor weather or fire danger.

The entrance to Bobbin Head and Appletree Bay is closed from 8pm to 6am during daylight savings periods, and from 5.30pm to 6am the rest of the year.

Gates to West Head are closed from 8.30pm to 6am during daylight savings periods, and from 6pm to 6am the rest of the year.

Park entry fees:
$12 per vehicle per day. You can also pay for your visit via the Park'nPay app.

Vehicles over 8 seats: $4.40 per adult, $2.20 per child (per day). Students on educational programs: $1.10 per student. Teachers/educational supervisors: free (1 adult per 10 students).
Other fees:
A $3 per adult, $2 per child landing fee may apply for day visitors to The Basin campground. Please pay at the campground wharf. Landing fees are included in your camping fees.
Group bookings:
Under the Plan of Management for this park, prior written approval is required for organised groups of 40 or more people planning to visit this park. Contact the park office before your visit.
Buy annual pass

See more visitor info

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The Basin campground | NSW National Parks

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The Basin campground in Ku-ring-gai Chase National Park is one of Sydney's most popular beach camping spots.

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Location: 1372 Cudgegong Rd, Cudgegong NSW 2850

Accommodation: Camping, Cabins

Amenities: Toilets, Showers, Kitchen, Dining Shelter, Chapel

Activities: Bushwalking, Canoeing, Commando Course, Fishing, Swimming, Water Activities

Contact: cudgegong@nsw.scouts.com.au

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Activity Centres and Scout Camps Great Fun! Great Adventures! Great Outdoors! Scouts NSW's Activity Centres and campsites are dotted across NSW, providing Scouts, community groups and families ...

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Wollemi National Park

Overview

Unwind in stunning World Heritage surrounds at Ganguddy-Dunns Swamp campground, near Rylstone. Perfect for a family camping trip, go fishing, canoeing and swimming in the Cudgegong river.

Camping type

Tent, Camper trailer site, Caravan site, Camping beside my vehicle

Facilities

Picnic tables, barbecue facilities, carpark, toilets

What to bring

Drinking water, cooking water, firewood

Group bookings

Book up to 20 people or 5 sites online. For larger groups, make a group booking enquiry.

Please note

Sites are marked.

This a very popular campground during school and public holidays. Other tent, campervan and caravan camping is available at Rylstone Caravan Park and Cudgegong Waters Park at Windamere Dam.

Kayak tours and hire of kayaks and stand up paddle boards is available on weekends and daily during school holidays from September to April. To hire, just turn up on the day. To book a kayak tour, contact Southern Cross Kayaking.

Dunns swamp, or Ganguddy as it is known to local Aboriginal people, is a beautiful, serene waterway on the Cudgegong river in Wollemi National Park. The waterway was created when Kandos weir was built in the late 1920s.

Set up camp amid picturesque woodlands of scribbly gum and striking pagoda rock formations and settle in for a truly tranquil getaway. Keen eyes may turn up wallabies, purple swamp hens and, at night, greater gliders. If you're really lucky, you might glimpse shy long-necked turtles and platypus in the weir.

Ganguddy is perfect for a range of low-key recreational activities, from birdwatching and fishing to canoeing and swimming. You'll also find a network of easy walks offering expansive views over the Cudgegong river, including Pagoda Lookout walking track.

This idyllic setting is great for car-based family camping so pack your tent or bring a small caravan. With wood barbecues on site you can hook dinner with your fishing line and and cook up a camping feast under the stars.

Tours and events at this location

Also see

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Ganguddy-Dunns Swamp campground | NSW National Parks

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Unwind in stunning World Heritage surrounds at Ganguddy-Dunns Swamp campground. Plan your camping holiday now.

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Sport Australia is determined to have more Australians participating and excelling in sport, from grass-roots right up to the pinnacle of elite competition.

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The traditional Maori game of Ki-o-Rahi, played in New Zealand Illustration UNICEF/Traditional Games

Millions of children around the world work hard every day at school. But there is always time for fun - when they can use up some energy and play their favourite games in the playground or the school yard with their friends.

In its guide to children's games, the United Nations children's agency UNICEF says sports-based games are a chance to be fun and active but also "a way of learning important values and life skills, including self-confidence, team work, communication, inclusion, discipline, respect and fair play".

Here are some of best-loved children's games from different countries.

KABADI (Sri Lanka)

A player runs into the opposing territory to try to tag one of the opponents. While doing this, the player must keep yelling "kabaddi-kabaddi" the entire time they are on the opponent's territory, until she makes it back to her side. Watch how to play it here.

TAG (United Kingdom)

Also known as tig. One person is chosen to be "it". The player who is "it" needs to catch someone else who then becomes "it".

DODGEBALL (United States)

There are different versions of the game. The National Amateur Dodgeball Association in the USA says teams should have six players in action and three balls available to each team. The onject is to eliminate all players of the opposing team by hitting them with a ball below the shoulders. Children's rules can be much more relaxed.

KHO KHO (India)

Played by teams of 12, of which nine enter the field. They try to avoid being touched by members of the opposing team.

HAJLA (Syria)

A playground game where an object, usually a stone, is thrown by a group of players, through patterns of squares outlined on the ground, hopping through spaces with one leg.

SHADOWS (Ireland)

Players must stand on opponent's shadows in order to catch them - then they are the chaser. If you are being chased you can run to a shaded place where you have no shadow and then you are safe.

CLAPPING GAME (Nigeria)

Also known as Ten Ten. Players stand facing each other ,clapping their hands and moving their legs to a rhythm. They must ensure they don't raise a leg directly facing the other opponent - which means it is OK for a player to raise a left leg when the other raises a right leg. Once a girl or boy raises the wrong leg, the other girl scores a point. Other hand-clapping games are also popular in Nigerian playgrounds - watch this group of children demonstrate one here.

DARUMA (Japan)

Players line up about 30 feet from a wall in a bid to reach it. The player who is "it" faces the wall and says "Daruma falls down" before turning around. If he sees someone moving that person is captured and has to come to the wall.

JONAH (Uganda)

Players sit behind each other in two rows with their legs in a V shape to mimic rowing a boat. They sing a rhyme about Jonah and when the song ends they start to sway from side to side. Those who fall out or lose their balance are out of the game.

OONCH NEECH (Pakistan)

One player is "it" and has to catch their opponents. However, players can be safe from capture if they climb up on to something - a porch, a kerb, a tree branch.

CORRE, CORRE LA GUARACA (Chile)

Players sit in a circle while a person jogs around the circle with a handkerchief. The seated children are not allowed to watch and have to sing "Corre, Corre, la Guaraca who looks back will be bopped on his head!" Trying not to be felt, the runner drops the handkerchief on a child's back and runs. If he makes it around the circle before the player realises that it's on her back, the seated player is out.

LUTA DE GALO (Brazil)

This is a two-player game but more children can play by taking turns. Each player has a handkerchief or a piece of cloth tucked into a pocket or waistband. Both players are not allowed to use their right arm, which is to be crossed over their chest. Then, hopping on one leg, each player must try to capture the handkerchief from their opponent using his left hand. If the child puts the other leg down, or unfolds their right arm, he is disqualified. The last person who still has his handkerchief is the winner.

LUKSONG-BAKA (Philippines)

Translated as "jump over the cow", one player crouches down while the others jump over him or her. The game progresses when the crouching player gradually straightens up making it harder for the other players to jump. A person becomes "it" when they touch the "baka" (cow) as they jump. It will repeat again and again until the players declare the player or until the players decide to stop the game.

If you want to learn more about traditional children's games around the world, UNICEF has a great guide - including road tennis from Barbados, Ki-o-Rahi from New Zealand and Three Tines from South Africa.

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Games that school children play around the world

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The traditional Maori game of Ki-o-Rahi, played in New Zealand Illustration UNICEF/Traditional Games Millions of children around the world work hard every day at school. But there is always time for fun - when they can use up some energy and play their favourite games in the playground or the school yard with their friends.

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Your child might not be able to find countries on a map, but teaching them about all kinds of cultures is no more complicated than playing a game. So next time you hear "Mommy, I'm bored!" spark your kid's sense of adventure by adding fresh international flavor to outdoor activities. Take your choice from these 10 popular kids games from around the world, and remember that laughter needs no translation.

Chile: Corre, Corre la Guaraca

The fun-to-say game name translates to "Run, Run, la Guaraca." Chilean kids typically speak Spanish, but Guaraca is actually a nonsense word.

Players: Five or more, ages 5 and up

What You'll Need: A handkerchief.

How to Play: Players sit in a circle while a runner jogs around the outer rim with a handkerchief. The seated kids are not allowed to watch. They sing " Corre, Corre, la Guaraca who looks back will be bopped on his head!" Trying not to be felt, the runner drops the handkerchief on a child's back and runs. If they make it around the circle before the player realizes that it's on their back, the seated player is out. If the seated player catches on, they must tag the runner. If they succeed, the runner is out. If they fail to tag the runner, they play again, but this time player 2 is the runner.

Greece: Statues

American children may not be familiar with the classic Discus Thrower, but Greek children have access to some amazing marble statues that date to ancient times. After visiting a mueseum, it's only natural that they would incorporate some of these awe-inspiring characters into an imaginative game.

Players: Four or more; ages 4 and up

How to Play: Choose one player to be "It" and have them stand, eyes covered, in the center of a large, open playing field. They start to count, at least to 10, but they can go higher. The point is that there's no set ending number; only "It" knows when they'll stop and open their eyes. While "It" is counting, the others scatter around, never sure when they'll yell " Agalmata!" (That's "statue" in Greek. Tell kids to yell it to be authentic, or to just say "statue" if that's easier.) On this cue, players freeze, taking on poses that mimic famous statues. They can pull from any statue they've ever seen a photo of-a javelin thrower, The Thinker, even the Statue of Liberty. Kids are allowed to use found items, such as sticks, a ball, or a Frisbee, to add a touch of realism. "It" tags any statues that are moving (they're out), then tries to make the steady ones laugh or move. The last player remaining composed is the winner and becomes the new "It." This game is great for practicing balance.

Pakistan: Ounch Neech

Many cities in Pakistan are bustling places, full of vivid colors and lots of people. Given the chance to break out of the crowd, Pakistani children love to laugh and shout their way through a rousing game of tag.

Players: Four or more; ages 5 and up

What You'll Need: An outdoor space with lots of obstacles like tree stumps, a slide, a swing, rocks, or sturdy benches.

How to Play: The game begins with one child as "It." They choose either ounch (up) or neech (down). If they choose neech, then the ground is not safe; runners can be tagged out unless they are ounch, up on something like a stump or a rock. The opposite is true as well: If "It" chooses ounch, then the ground is safe so everyone remains on terra firma. Of course, children quickly realize that it's boring to stay only in the safe zones. The first person tagged becomes "It" for the next round of the game. This popular kids game is great fun, great exercise, and a great way to burn energy!

Ghana: Pilolo

In rural parts of Ghana, in West Africa, children's choice of toys is quite limited, but they find plenty of ways to have fun.

Players: Six; ages 4 and up

What You'll Need: Sticks and stones-or if that would be confusing for kids when playing in a backyard packed with them, you can use one penny for each player.

How to Play: Designate a leader and a timekeeper, and determine a finish line. The leader secretly hides the pennies while the other players have their backs turned. The timekeeper waits at the finish line to judge which player is first. When the leader says " Pilolo!" (which means "time to search for") the timekeeper starts the watch and players race to be the first to find a penny and take it across the finish line. The winner is awarded one point. To play again, gather the pennies and designate a new timekeeper and leader. The game is repeated as many times as energy allows; the player with the most points wins.

Korea: Kongki Noli

Korea is a modern nation today, but with its history dating back more than 5,000 years, the country also retains a great deal of traditional culture. Korean children celebrate many festivals throughout the year, with colorful costumes and special foods.

Players: Two or more; ages 5 and up

What You'll Need: Five small stones.

How to Play: This traditional and popular kids game is similar to the American "jacks." Player 1 scatters five small stones on the ground. They then pick one up, toss it in the air, and quickly try to pick up another stone in time to catch the one they just threw. Now they have two in their hand; they throw one of the stones up in the air, and pick up a third. This goes on until they have all the stones in their hand. In the second round, the player picks up two stones every time they throw one up. In the third round, they pick up three; four in the fourth. For the game's last step, the player tosses all the stones in the air and tries to catch them on the back of their hand. Then they loss them up again and try to catch them in their palm. The number they catch is that player's score. If they fail to catch them all, it's the next person's turn.

United Kingdom: Pass the Parcel

A popular party game in the United Kingdom, Pass the Parcel may have been played during the medieval era. During that time, a special gift would have been wrapped in cloth and pretty ribbons. Today, a package covered in layers of colorful paper is passed from child to child to the sound of music.

Players: Five or more; ages 4 and up

What You'll Need: A white elephant "surprise gift." Wrapping paper (or newspaper) and tape. Music.

How to Play: Before the game begins, Mom or Dad will need to make the parcel by wrapping something fun or silly they have around the house in layer upon layer of paper. Using a different pattern or color for each layer will make it easier for kids to tell them apart. To play, ask the kids to sit or stand in a circle, then turn on the music. Players pass the parcel around until an adult stops the music. The player who is holding the gift removes one layer of wrapping paper. Start up the music again and continue playing until the final layer of paper is removed. The child who "wins" the prize can keep it or not. This is also a fun game for children to play at birthday parties, but an adult ensures that the child celebrating opens a nice present.

Sumatra: Semut, Orang, Gajah

The large Indonesian island is home to the Sumatran elephant, which has made its way into this popular kids game, similar to the American "Rock, Paper, Scissors." Children play Semut, Orang, Gajah to determine the first player in a game or simply for fun.

Players: Two; ages 3 and up

How to Play: Players pump their fist up and down to the count of three. On four, they straighten their arm and give one of three signs: Pinky out is "ant" ( semut), pointer finger out is "man" ( orang), and thumb out is "elephant" ( gajah). The elephant beats man because it is stronger; man defeats the ant because they can step on it and squash it. And the ant? It can crawl into the elephant's ear, bite it, and drive it crazy, so the ant beats the elephant. If players make the same signs, they go again. Two out of three wins.

Australia: Skippyroo Kangaroo

Australia is both a country and a continent. It's a vast, mysterious, and diverse land filled with wonderfully wacky wildlife like the kangaroo, which gives this popular kids game its name.

Players: As many as 25 or as few as six; ages 3 and up

How to Play: This game is played in many Australian preschools and kindergartens to help teach children their classmates' names as well as good listening skills. Kids sit in a circle and an adult asks one child to go into the middle-they're the first Skippyroo, the kangaroo. Skippyroo crouches forward on the floor with their eyes closed while the kids in the circle chant: "Skippyroo, kangaroo, dozing in the midday sun, comes a hunter, run, run, run." At this stage an adult points to a child sitting in the circle, who then touches Skippyroo's shoulder and says, "Guess who's caught you just for fun?" and waits. Skippyroo tries to name the owner of the voice and if they guess correctly, swap places. The game begins again and continues until all the kids have had a chance to be Skippyroo.

Israel: Go-Go-Im

During midsummer, when fresh apricots are in season, Israeli kids play games with the small, smooth pits known as go-gos, which are plentiful and perfect for tossing. They tote customized boxes and challenge friends to toss pits for points.

Players: Two or more; ages 5 and up

What You'll Need: 100 (or fewer, but at least 20) apricot pits per each player. If these aren't available use acorns or small stones. A shoe box for each player.

How to Play: With a grown-up's help, players must first prepare their boxes by cutting six holes of varying sizes along the lid's top. The smallest hole should be just slightly bigger than the go-go, the others incrementally larger. Each hole is given a point value, usually 1 (for the largest opening), 2, 5, 10, 50, and 100 (for the most challenging hole). The game begins like this: Standing about five feet away (or closer if that's too difficult), a player tries to throw one of their pits into another player's box. If they make it, the point value of the hole determines how many go-gos that player must give them. If they miss the box entirely, they lose their one go-go. So kids don't have to lug around buckets of pits or stones (on the chance someone gets one in the toughest hole, they'd have to pony up 100!), feel free to lower the point values on the smaller holes. Kids can also personalize their shoe box by decorating it if desired.

Armenia: Egg Jousting

For American kids, egg hunts are a big part of the Easter celebration. Armenian children have a different tradition that pits hard-boiled egg against egg in a silly jousting competition.

Players: Two; ages 3 and up

What You'll Need: A colored hard-boiled egg for each player.

How to Play: Facing each other, the two players gently tap the small end of their eggs together until the end of one egg cracks. Next, they joust with the large end of their eggs. Hard-boiled eggs can withstand three to four "hits" before cracking, and maybe more depending on the tapping force. Mom testers say the two eggs do not crack at the same time; in all cases, only one of the eggs was destroyed. The cracked egg is given to the winner as a trophy, then you can make egg salad sandwiches for lunch!

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10 Popular Kids Games From Around the World

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Looking for new ways to have fun outside? Get inspired by these 10 popular kids games from different countries and cultures.

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Important policies, procedures and forms can be found in the menu on the right, plus we have a team of professional staff at State Office on hand to answer your questions.

If you have difficulty locating a form or specific information please contact [email protected] and we will do what we can to assist as quickly as possible.

Quick Links

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The Members Services section has a wealth of resources to help you make the most of your membership. Important policies, procedures and forms can be found [...]

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Completing qualifications

All adult members of Scouts Australia have access to the full range of qualifications that are available from the Scouts Australia Registered Training Organisation (RTO).

Completing qualifications through the Scouts Australia RTO is not the same as attending TAFE or other RTOs because the Scouts Australia RTO relies significantly on experiential learning versus the alternate classroom model. This means that by supporting Scouting as a volunteer and engaging in both leader training and the activities you enjoy, you will experience things that help you learn and this learning can be recognised with qualifications.

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Qualifications for Adult members | Scouts Australia

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Completing qualifications All adult members of Scouts Australia have access to the full range of qualifications that are available from the Scouts Australia Registered Training Organisation (RTO). Completing qualifications through the Scouts Australia RTO is not the same as attending TAFE or other RTOs because the Scouts Australia RTO relies significantly on experiential learning versus the alternate classroom model.

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Completing qualifications

The Scouts Australia Registered Training Organisation (RTO) is not the same as attending school, TAFE or other RTOs because the Scouts Australia RTO relies on experiential learning versus the alternate classroom model.

This means that by attending Venturer Scouts, participating fully in the program and engaging in the activities you like, you will experience things that help you learn and this learning can be recognised with qualifications.

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Qualifications for Venturer Scouts | Scouts Australia

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Completing qualifications The Scouts Australia Registered Training Organisation (RTO) is not the same as attending school, TAFE or other RTOs because the Scouts Australia RTO relies on experiential learning versus the alternate classroom model.

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Typical Scouting Pathway
Experiences and learning received through participation in Scouting, align closely to the requirements of Certificate IV in Project Management Practice. Any member of Scouts Australia who has sufficient evidence can apply for Recognition of Prior Learning (RPL). Typical pathways that enables collection of valid evidence are;

Have at least twelve (12) months Scouting experience and completed the relevant learning pathway.

Complete Wood Badge training program to the minimum of receiving your Certificate of Proficiency, and Gilwell woggle

Engaged in active contributions of project management in the leadership of at least two (2) major Scouting projects or events such as:
- Gang Show or Showtime.
- Branch Cuboree, Jamboree, Venture or Moot.
- Other significant regional or Branch events.

After completing your enrolment with the Scouts Australia Institute of Training (SAIT), am assessor will be assigned to you and they will assess your evidence. They may ask for further evidence or have a conversation with you to gather further information about your experiences. After successfully completing your Recognition of Prior Learning assessment, you will receive a Certificate IV in Project Management Practice.

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Certificate IV in Project Management Practice | Scouts Australia

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Typical Scouting Pathway Experiences and learning received through participation in Scouting, align closely to the requirements of Certificate IV in Project Management Practice. Any member of Scouts Australia who has sufficient evidence can apply for Recognition of Prior Learning (RPL).

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Typical Scouting Pathway
The Advanced Diploma of Leadership and Management is reflective of the roles and responsibilities of senior leadership positions within Scouts Australia. The learning associated with this qualification is beyond the Scouts Australia training for adult members, however the progression through adult training enables a scaffolded approach to gaining knowledge and skills over several years combined with application and further learning relevant to defined roles within the volunteer and paid leadership roles within Scouts Australia.

Have at least eighteen (18) months Scouting experience. In particular, Commissioners: Adults in Region, State or National positions, supporting Scouting in Australia

Hold the Wood badge.

Have completed a BSB Diploma or higher, or have two (2) years equivalent full-time relevant workplace experience in a senior operational or leadership role in an enterprise.

After completing your enrolment with the Scouts Australia Institute of Training (SAIT), a SAIT assessor will be assigned to you and they will assess your evidence. They may ask for further evidence or have a conversation with you to gather further information about your experiences. After successfully completing your Recognition of Prior Learning assessment, you will receive an Advanced Diploma of Leadership and Management (BSB60420).

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Advanced Diploma of Leadership and Management | Scouts Australia

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Typical Scouting Pathway The Advanced Diploma of Leadership and Management is reflective of the roles and responsibilities of senior leadership positions within Scouts Australia.

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Typical Scouting Pathway
Experiences and learning received through participation in Scouting, aligns closely to the requirements of Certificate III in Active Volunteering. Any member of Scouts Australia who has sufficient evidence can apply for Recognition of Prior Learning (RPL). Typical pathways that enables collection of valid evidence are;

Complete at least 20 hours of volunteer work.

Youth members actively participate in the youth program. Venturer Scouts complete the Queen's Scout Award or Rover Scouts complete Milestone 2 as a minimum requirement.

Adult members actively participate supporting the youth program and complete Wood Badge Basic Level Training.

After completing your enrolment with the Scouts Australia Institute of Training (SAIT), an assessor will be assigned to you and they will assess your evidence. They may ask for further evidence or have a conversation with you to gather further information about your experiences. After successfully completing your Recognition of Prior Learning assessment, you will receive a Certificate III in Active Volunteering (CHC34015).

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Certificate III in Active Volunteering | Scouts Australia

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Typical Scouting Pathway Experiences and learning received through participation in Scouting, aligns closely to the requirements of Certificate III in Active Volunteering. Any member of Scouts Australia who has sufficient evidence can apply for Recognition of Prior Learning (RPL). Typical pathways that enables collection of valid evidence are; Complete at least 20 hours of volunteer work.

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Typical Scouting Pathway
Experiences and learning received by participating in Gang Shows, Showtime and other performances align closely to the requirements of the Certificate III in Community Dance, Theatre and Events. Any member of Scouts Australia who has sufficient evidence can apply for Recognition of Prior Learning (RPL). A typical pathway that enables collection of valid evidence is;

Have at least six (6) months Scouting experience and completed the relevant learning pathways.

Have completed at least two (2) seasons of the Scouts Australia community performances, Gang Show, Showtime, or equivalent experiences.

Taken on some responsibility for assisting in the success of performances.

After completing your enrolment with the Scouts Australia Institute of Training (SAIT), a SAIT assessor will be assigned to you and they will assess your evidence. They may ask for further evidence or have a conversation with you to gather further information about your experiences. After successfully completing your Recognition of Prior Learning assessment, you will receive a Certificate III in Community Dance, Theatre and Events (CUA30220).

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Certificate III in Community Dance, Theatre and Events | Scouts Australia

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Typical Scouting Pathway Experiences and learning received by participating in Gang Shows, Showtime and other performances align closely to the requirements of the Certificate III in Community Dance, Theatre and Events. Any member of Scouts Australia who has sufficient evidence can apply for Recognition of Prior Learning (RPL).

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Troop Leader Resource hub Your destination for Scouts BSA troop info and planning resources Welcome to the new troop leader site! Leading a troop can

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Council acknowledges the Dharug and Darkinjung people as the Traditional Custodians of the Hawkesbury and pays respect to Elders past, present and emerging.

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Troop Leader Resource hub Your destination for Scouts BSA troop info and planning resources Welcome to the new troop leader site! Leading a troop can

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Support and advice for Scout volunteers to run a Beaver colony, Cub Pack, Scout Troop, Explorer Unit and Network Unit.

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Australian topographic maps are created by each of the state governments. In recent years, most states have begun moving through a digitisation program where they no longer sell paper maps, moving all their mapping resources online instead. There's some great benefits to this (and yes, a few negatives), as it allows many of us to access and download topographic maps and choose to print them in a way that works for us or use them in conjunction with a navigation app.

Step by step video guide to downloading and printing topographic maps

Where to get Australian topo maps for hiking and bushwalking

NSW and ACT Topographic Maps

QLD Topographic Maps

VICtoria Topographic Maps

TASmanian Topographic Maps

South Australia SA Topographic Maps

Western Australia WA Topographic Maps

Northern Territory NT Topographic Maps

Apart from the state government maps, there's also a collection overseen by Geoscience Australia at a federal level. This map index may help you find what you need, along with some helpful links down the left-hand side.

Topographic maps for hiking FAQ

Can I still buy printed paper topographic maps?

Yes, even if the state government body isn't printing them anymore. The decision for some government departments to move away from printing and selling maps has opened up an opportunity for specialist map sellers (like ABC Maps or Map Centre) to download the PDF and print on our behalf.

This is something you can do yourself (ie. send the digital PDF file [usually around 50MB] to a printer/Officeworks for them to print on large format printers), or print sections on your own A4/A3 printer (watch out for scale!).

Are they the same as the original government printed topos?

The topographic information will be the same if they've used the government map file, but in states like NSW there are some 'key' (cough) differences. Generally, they are only one-sided which means we miss out on the orthophoto map (aerial image) that used to be on the back page and other info from the key.

In NSW , this means that the magnetic declination diagram has been replaced with a text description, along with some extra technical information that is no longer included. This includes (surprisingly... and please someone correct me if I just can't find it), the datum (eg: GDA94 or GDA2020) and the UTM 100,000 grid zone.

On some sites you have the option to download a map "with collar" (including the legend/key and other helpful info I like to call the fine fine print) or "no collar", without (this is handy if you want to join several maps together).

There's lots of different types of compasses on the market, so if you're jumping into map and navigation for outdoor adventures, these are the ones I've used for 15 years and recommend:
Silva Ranger 3 - Buy now from Macpac Silva Ranger - Buy now from Snowys
Both of these are what's called a 'Baseplate Compass'. Specifically, they feature the two key things to look for:

a long baseplate (there are stumpy, short ones available which aren't great for taking bearings over distances greater than 2km)

1:25,000 and 1:50,000 scale

a great mid-range price (you can pay over $100 for other compasses!)

This article is an additional resource to my book, How to Navigate - the art of traditional map and compass navigation in an Australian context. It provides links to the various Australian State Government mapping organisations, so you can buy (or download and print) topographic maps for your hiking, bushwalking and other outdoor adventures.

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Where to get printed paper topographic maps for each state in Australia for hiking, bushwalking and outdoors adventures.

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This service provides access to cadastral and topographic information, satellite data and aerial photography for New South Wales. Developed by NSW Land & Property Information.

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A platform to discover maps in NSW for all wants and needs. Whether it be for finding that undiscovered bike trail, planning for bushfire season, or preparing for investment with a property land value data visual. This page will help you find, save and print your map.

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Harry Potter: MojiMaths Challenge Cards [Ages 9-11]

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Are your class big fans of the wizarding world? If so, we think they’ll love our Harry Potter KS2 maths activity. They’re infused with magic and make learning maths an enchanting experience for older primary learners aged 9-11. Created in collaboration with Bloomsbury Publishing, these fun challenge cards encourage children to develop their problem-solving and algebra skills. Each card transports them to the world of spells, potions, and fantastic creatures. Not only will they enjoy working through each card, but they’ll also be improving important maths skills without even realising it! By downloading Harry Potter KS2 maths pack to receive two activities covering both decimals and mixed operations. The challenge cards also use iconic illustrations from the Harry Potter books as symbols to further engage learners. Can they complete each problem to work out what numbers are represented by the emojis? Sign in and click the big green button above to find out!

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World Scouting has been on the front lines of creating a better world for over a century, doing our bit to address inequality and support a thriving environment. We have an action-oriented approach to education, designed to equip our members with the skills to be active citizens and contribute to sustainable development.

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Posts about scout ballista written by Scout Pioneering

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TerraCycle offers free recycling programs funded by brands, manufacturers, and retailers around the world to help you collect and recycle your hard-to-recycle waste. Simply choose the programs you’d like to join; start collecting in your home, school, or office; download free shipping labels; and send us your waste to be recycled. You can even earn rewards for your school or favorite non-profit!

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Fun and Thought-Provoking “Would You Rather” Questions for Kids

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Engage young minds with thought-provoking “Would You Rather” questions. Exciting dilemmas that spark creativity and laughter.

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Register your bushwalking trip | NSW National Parks

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NSW National Parks and NSW Police have a trip intention form so you can tell family and friends about your bushwalking adventure before you go. Find out how the trip intention form works.

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Eight fun camping games to play in NSW national parks | Blog - NSW National Parks

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Need some fun ideas for extra activities to do on your next camping trip? Create wholesome memories with these nature-inspired camping game.