Hi Guides!
For today’s 集合, we started with Inspection followed by some fun station games.
For Inspection, Guides have to lay out their logistics in their 配备. For the first and second rounds of inspection, there were assigned ICs (In-Charge) to lead the Inspection. For the third Inspection, different patrols had different parts of the layout and had to coordinate and form the entire layout. For the last inspection, there were no ICs assigned. Inspection aims to increase the communication between patrols as well as encourage Guides to step up and lead.
For Friday's 集合, we did Inspection. For Inspection, we were required to get a 配备 from 团部. For the first 2 rounds, the seniors assigned a PL and PS to read out the placement of the items. For the first 2 rounds, the feedback that the seniors gave us was that we did not have a sense of urgency and the seniors managed to Kap a lot of our items. We did not 照顾好人照顾好东西. For the third round, there were no assigned PL and PS and no assigned layout. Two Year 2s were required to step out to standardise the layout. The feedback was that we were not standardised and we did not have a sense of urgency. For the last round, every 2 patrols had a piece of paper which shows the formation of the things. We decided to pass all our papers to two Year 2s so that they can read them out for us. Even though this was our 4th round, we were still not standardised and some of our stuff were Kapped. This 集合 allowed us to learn the different things in a 配备 as well as improve our sense of urgency.
For our 集合 on Friday, we had Inspection. We were tasked to do four layouts and were given 2 minutes to do each layout. For the first 2 layouts, we had to ask for time extensions of 1 minute as we were unable to complete the layouts in the given time. The seniors were also able to Kap a lot of our logs and other belongings, which should not be the case. For the third layout, there were no ICs that were assigned, and all the patrols were to come up with a standard layout for the whole 团. However, 2 year 2s had volunteered to be the IC without the seniors needing to prompt us to do it, which I think was very good. For the last layout, 2 ICs were to come up and rearrange the layout that was cut up and given by the seniors. The seniors were still able to Kap some of our belongings and we still had to ask for time extension, but the overall sense of urgency had slightly improved from the first inspection layout to the last one. The 报时 was also constant throughout the whole inspection, and the seniors did not need to ask us to 报时. For each of the layouts, there were many areas on which we could have improved on. One of them is the standardisation of the layouts. It was quite obvious that the patrols had not standardised the layouts while doing it as different patrols had put different logistics in totally different layouts. This could have been due to the ICs not being loud enough, meaning some of the patrols could not hear them clearly. If any of us had any doubts on the layouts, we could have referred to other patrols’ layouts or asked the ICs.
Station 1: First Aid
For this station, Guides have to treat a sprained ankle, fractured arm and head injury as well as know how to treat heatstroke in theory by making use of the First-Aid Pouch in their 配备. This station aims to allow the Year 2s to revise and improve on their First-Aid Skills through practice and the Year 1s to learn First-Aid Skills. This station also give opportunities for Year 2s to step up and teach the Year 1s about various First-Aid skills
Reflection from a Year 1 in P3:
I am happy that when I first saw that we were doing first aid, I was not reluctant to partake, as with the last First-Aid activity, but excited, for this time I knew what to expect. As a voluntary “casualty” that fainted and hit her head, my seniors slowly “treated” me by recalling the acronym and going through the steps. It was a bit embarrassing when everyone was looking at me, especially as I was "awake" , but still fun! Later, for my head, they wrapped it in the fashion that Jodi had shown us previously, which earned us a pass. While I was still wrapped up, our PL took a photo which later was deemed to look like the photos we had of the last time we did First-Aid station, with Faith in the head bandage. But the highlight of that activity was treating the sprained ankle. Recalling the figure 8 wrapping technique that Jodi had shown us previously, we wrapped it in a similar style, which ensured support for the ankle. To our joy, the seniors judging it told us that our method for the ankle was the best they had seen the entire day!
That activity was not only fun and enriching, but a great recap on First-Aid overall. I look forward to P3 nailing the other First-Aid procedures!
Reflection from a Year 2 in P1 :
Overall, the station games were extremely fun and also helped us revise a number of both hard and soft skills. One of them is the first station, the First-Aid station. In the First-Aid station, we were tasked to help an unconscious person with a heat stroke and jaw fracture and a person with a sprained ankle and a fractured wrist. Not only did we have to remember how to tie the bandages correctly, but we also had to answer theory questions. For example, how to treat heat stroke. We found ourselves learning quite a fair bit about heat stroke and its procedures and were also challenged to think about what steps to take when given prompts. Another one we needed a number of prompts was how to treat a sprained ankle, during which we had to put our heads together and think of how to make it secure and neat. Apart from learning more about First-Aid, our patrol also grew closer together as we took turns cheering to boost morale and also had to brainstorm on the right procedures to take when given the task. All in all, the first aid station helped us to revise basic first aid knowledge and skills, build closer bonds and also reminded us to brush up more on theory, one part we overlooked.
Station 2: Charades
For this station, Guides have to act out Guides related words for their Patrol mates to guess. This station aims to promote bonding within the patrol, improve non-verbal communication amongst patrol mates, instil fun in 集合 as well us ensure Guides have a deeper understanding of Girl Guides CCA.
Reflection from a Year 1 in P6:
We had station games for 集合 last Friday. Out of the six stations we had, one of the stations we had was on charades. Charades is a game in which players guess a word or phrase from a written or acted clue given for each syllable and for the whole item. The words given were, obviously, related to Girl Guides and that made the guessing a whole lot easier. One of the challenges we faced during the activity was that members of our patrol might have different interpretations of the same word. However, we did not give up and persevered and managed to finish the station. By watching how someone laughs, gestures, and communicates, you can tell a bit more about them and have a better understanding of them in future communications. Playing Charades is all about watching your teammates and learning more about how they communicate non-verbally. While some members of the team may be better at reading non-verbal body language, others might struggle, and this is the perfect opportunity for teammates to help each other out and show solidarity. Playing charades can spark creativity and thinking creatively can open up the mind and help people to think out of the box and innovatively in the future too.
Reflection from a Year 2 in P5:
During Friday's 集合, we learnt how to communicate with our patrol mates and juniors better. Through the various activities that we needed to act out, we not only deepened our bond and chemistry with each other, but also revised our Guides Notes. This allowed us to have fun with each other and at the same time, get to know each other better. We were really grateful to our Y3 seniors for planning this extremely fruitful activity and we felt closer to each other after the whole 集合. During the activity, we had to play charades, which was acting out different roles and activities in Guides such as 云梯 (Fireman’s Ladder) and also guessing the Guide from the Guiding Light Module. It opened up our horizons and also allowed us to understand to be always alert and observant during our 集合s so that we would understand and comprehend all the useful information that we learnt. Thus, this station in the station games had been the most interesting and bonding activity that allowed all of us to understand each other,not only our Y1 Juniors but also our seniors better
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In this station, Guides are required to build a creative structure that can protect their patrol. This station allowed Guides to refine their hard skills and unleash their creativity with their Guides knowledge.
Reflection from a Year 1 in P4:
The creative gadgeting activity on Friday was one of 6 station games the seniors had arranged for the day. For my patrol, this station was pretty short as it was our last, but I still enjoyed it a lot! At first, we did not know what to make as a weapon. While two out of the four of us were tying a tripod lash, the other two brainstormed ideas of simple things that we could make within the time given. In the end, we decided on making a canon. We made it by first tying three 木 together with a tripod lash. As some of us were working on that, the other two tied another three 木 together to form a squarish “C” shape using 2 square lashes. The last step that we were unable to complete was connecting these two structures so that the “C” shape would be able to move flexibly, making the main part of the canon.
I think we could’ve tied the lashes a lot faster as we were unable to piece the two parts of our structure together in time and we could have a better sense of urgency. The short activity gave us a chance to practice tying our lashes under a circumstance where we aren’t in 团部 being watched over by our seniors in morning sessions.
Reflection from a Year 2 in P1:
On 22 July, Friday, we had our 集合. One part of the 集合 was station games. For the third station, it was a gadgeting station, requiring us to build a shield to protect the patrol. One good thing we did was coming up with the basic design and getting started on it quickly without spending too much time debating about the design. We built a simple rectangular frame with two 中短木 and two 中木. And then, we added two diagonals across the rectangular frame using two 中木. We managed to finish it on time, without asking for a time extension. During the debrief, the senior in charge of the station praised us for our constant 报时 especially towards the end, our sense of urgency, and our mostly tight and fast lashes. We felt proud when we heard her praise us. However, I think we still have points that we should improve on. For example, even though the senior praised us for our 报时, I think it still could have been more constant at the start of the activity. I also noticed that some of the Year 1s’ lashes were not very tight, and that I myself could have tied the lashes slightly faster too. We could do more lash training in the morning to practice not just the tightness of the lash, but our timing too. Lastly, I think our morale remained high throughout the activity because of our cheering, which I think we should continue to do.
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For this station, Guides have to play Tic-Tac-Toe by occupying the spaces with their own colours. To occupy a space, Guides would have to perform the specific Physical Training (PT) for the space. This station aims to let them familiarise themselves with different forms of PT as well as boost patrol morale.
Reflection from a Year 1 in P5:
Last Friday, we did station games for 集合. At our last station, station 4, we did physical training. Physical training is something us Guides do not too often. It was exciting to have it as a station in station games. The station rules are as follows: the patrol would be divided into 2 teams, each team would have to do physical training in order to occupy that tic-tac spot. Each team would first send a representative to play a round of scissors paper stone to decide which team would make the first move. Then, we would flip over the card and do the physical training on it to occupy the spot. The different types of physical training include: wall sit, crab walk, burpees, running, star jump and jumping jacks. As my patrol had finished the game of Tic-Tac-Toe faster than expected, there was an extra rule added: if you won a round of scissors paper stone with the opposing team, you would have the chance to claim one of their spots. But if your team lost, you and your teammates would have to do 5 burpees.
From this station, I have learnt that we need to work toward our end goals. The methods you use would also affect what your final product turns out to be.
Reflection from a Year 2 in P2:
During the 集合, we did station games. One of the stations, station 4 was on Physical Training (PT). What I felt was interesting about the station was that PT was conducted in a fun way. We were split into two groups, pink and green. The cards with the PT written on it were faced downwards and were arranged in a Tic tac toe format. Each group was given a chance to pick a card and complete the stated PT. For my group, we completed PTs such as Buddha claps, running laps, star jumps, and burpees. Eventually we managed to beat the other group. There was also a section where both groups had to ‘fight’ for each other cards by playing scissors paper stone. The loser will then need to do jumping jacks as a forfeit. Even though the PT was tiring, we managed to complete together as a patrol and have fun together. Some of the things that I felt we could improve on was 报时ing louder as a patrol and do it more frequently. We should also cheer louder and 报时 more often without reminders from our seniors. However, there are things that we felt we did good and should continue doing such as working together and helping our year 1s when they were not sure of certain things. We also managed to 等人 especially the year 1s which I felt was good and we should keep this up in future. I look forward to more fun and interesting PT opportunities to better work on and improve on our cheering and 报时ing.
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In this station, Guides have to go through a table maze as a patrol. The patrol has to hold a 麻绳 at all times and travel as a patrol. They have to collect different post-it notes and answer the survival questions on them. This station allows juniors to be more familiar with survival skills and also teach them to leave no stones unturned.
Reflection from a Year 1 in P3:
Last Friday, on 22 July, we had station games during 集合. One of them included the table maze, which involved us crawling through joined tables while holding a 麻绳. Post-its were attached to the tables in the maze, and we had to collect them while crawling through. The post-its then asked us about survival skills, like why water was important, with the answer being that water prevents dehydration and was necessary for survival as all living things needed water to survive. This station game taught me about the importance of teamwork as we had to have good coordination to swiftly get through the maze and collect post-its at the same time. It also taught me more about survival skills, like how we should pitch a tent on flat ground where it is not too high up or low down and why we should not set up shelters under a lone tree. Throughout the activity, one hilarious moment that stood out to me was when our patrol thought we could simply exit the maze through the entrance after collecting all the post-its! Overall, the table maze survival skill station game was really enriching and valuable, as not only did it allow me to bond further with my patrol mates as we put our heads together to try and recall the survival skills, but also equipped me with helpful information.
Reflection from a Year 2 in P4:
During Friday’s 集合, we had a survival skills station, which was probably my favourite station. It took place in a dark classroom where the tables were arranged in a maze for our patrol to crawl through. We were connected by a 麻绳 and had to collect 5 post-its that were in the maze.
We went into the maze without planning the way first and looking at the big picture, which in hindsight was not smart. We ended up not knowing where the exit was as there were many open places in the maze and did not look at the path before. So the exit was not where we expected. I think we should have considered this beforehand and planned out the path first. I also think we needed better communication as we took a while to get all the post-its and got a bit tangled with the 麻绳 as well. After finally exiting the maze, we had not enough time to figure out the questions on the post-its as we took a lot of time finding the exit. I think we could have read up more on our Guide's notes so we can be more familiar with the survival skills and answer the questions faster. From the questions, I learned what to look out for when building a fire, and what plants are edible. In conclusion, we definitely could work on time management and planning in order to finish in time.
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In this station, Guides have to find post-it notes hidden around the classroom and decipher what the post-it notes mean. This station allows Guides too recap on their Guide’s knowledge and let the patrol bond when answering questions together.
On Friday, we did station games for a large part of 集合, we went through a total of 6 stations in total, but I will be focusing on the 6th station. For that station, we had to find 7 sticky notes and decipher whatever was written or drawn on them. However, the Year 2s were blindfolded and the Year 1s could not touch the sticky notes. We had to resort to dragging the Year 2s around the classroom to retrieve the sticky notes that we had found. Though leading the Year 2s to the sticky notes was not difficult, we were apprehensive of directly touching the Year 2s and dragging them around the classroom. Amongst all the challenges faced throughout the challenge, we feel that finding the sticky notes was the hardest part as a lot of them were hidden in weird places such as on top of the whiteboard. We found it slightly unfair as the Year 1s in our patrol are extremely short. Though we do admit it was pretty creative. We also felt that, honestly, we were not that well prepared for this 集合 and we could have read up more on the Guides Notes. If we had done so, maybe we could have contributed more to the solving of the challenges, and given better answers instead of giving random guesses and wasting time.
For Station 6, the station on the trekking signs, the station master informed us that the Year 2s would be blindfolded while the Year 1s had to search the classroom to find post-it notes with trekking signs on them. The Year 1s then had to lead us to the location of the post-it notes for us to pick them up. Following that, they needed to describe the appearance of the trekking signs in order for us to answer what we believed the trekking sign was. At first, we had slight difficulty understanding their descriptions, however, after they explained more of the details, we could finally recognise the trekking signs. One problem that we faced was remembering some of the trekking signs. For instance, one of the trekking signs on the post-it notes was 由此路前进, and because we had trouble remembering the whole phrase, we spent a longer time trying to recall it. An area of improvement that we felt we could have worked on was to read up more on the Guides Notes as it would have definitely helped us remember the trekking signs better and more easily. Nevertheless, station 6 provided us with plenty of excitement and laughter as we tried to navigate around the classroom without being able to see. All in all, we enjoyed ourselves immensely at station 6 and at the same time, it allowed us to recap on our trekking signs as well as improve communication among the Year 1s and Year 2s.
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Published by:
Yuanxin
54 届 Secretary
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