1. Show that you have an intimate personal knowledge, gained through your own exploring and investigation, of the locality around your Group Headquarters or home, by marking the following on a street plan or map which must be submitted to the examiner:

EITHER

a) Chief government and municipal /village buildings.

b) The location of doctors, veterinary surgeons, dentists, hospital and ambulance.

c) Fire station, police station, service stations and public telephones.

d) Bus stops, railway station (s), and airport (if any), and the routes of buses and    trains to surrounding areas.

e) Main highways to neighbouring suburbs, cities, towns and villages.

 f) Schools, churches, synagogues, public parks, theatres, cinemas, museums, public conveniences and any building or place of local interest.

g) Your Group Headquarters, and the homes of your District Commissioner,

Group Scouters, Asst Troop Scouters and the Scouts in your Patrol (if they live in the area covered).

a) The houses, features and landmarks of an area of 5 kilometre radius from your village.

b) Details of paths, trees, crops and streams in this area.

c) Details of roads, main highways and tracks in this area.

d) Buildings which house people of authority in the vicinity.

NOTE: The area to be covered is a 5 kilometre radius from your Group HQ or home in the country; 3 kilometres in towns/ villages of up to 20 000 inhabitants; and 1 kilometre in towns/cities of over 20 000 inhabitants.

2. Complete one of these

a) Satisfy the examiner that you are able to guide strangers by day or night to any of the places mentioned in (1) above without reference to your street plan or map.

b) Produce evidence that you have thoroughly explored an area of at least 5 kilometre radius (not around your home or HQ) by submitting a log of your expedition.

NOTE: The logs submitted must give the distance covered and be accompanied, as tar as possible, by explanatory sketches, maps and photographs.

3. Using timetables where necessary, work out plans for travel by public transport to four different points in southern Africa chosen by the examiner.

1. Prepare detailed plans for three working models.

2. Build and paint any two of these models and demonstrate their possibilities in action.

Kits may not be used.

1. Prepare a safety notebook. Include:

a) Newspaper and other stories showing main kinds of accidents.

b) Similar materials showing 5 causes of accidents.

2. Show that you have a knowledge of the common causes of electrical accidents. Know the safety precautions to be taken in your home to prevent them. happening.

3. Using safety checklist approved by your examiner (or Parent) make an inspection of your home. Explain the hazards found, why they are hazards and how they can be or have been corrected. Show that you know the dangers of hazardous articles, eg:

a) oil lamps;

b) pressure stoves;

c) Flannelette, silk, nylon, etc.;

d) Christmas decorations;

e) Plastics;

f) Aerosols;

g) Inflammable liquids;

h) Liquified Petroleum Gas (LPG);

i) Focussing of the sun's rays.

4. Demonstrate a sound knowledge of the dangers of veld fires and the precautions necessary to prevent them when you are camping or hiking.

5. By applying in a practical manner, show a knowledge of the principles of safety first:

a) As a pedestrian

b) As a traveller by road, rail or on water

c) As an operator of potentially dangerous tools and machines such as those used in the home and school workshops (power lawnmowers, power tools, etc).

6. At 3 appropriate locations spend 3 hours observing and listing safe and unsafe practices at or near intersections by:

a) Motor vehicle drivers;

b) Pedestrians;

c) Bicycle riders;

d) Passengers (car, bus, train or aircraft)

Show this list to your examiner and describe, in the case of the unsafe practices, what the correct conduct should have been.

7. Make a plan for an accident/hazard prevention programme for the following outdoor situations: (a) camping and hiking; (b) storm and wind; (c) water activities Each plan should include an analysis of the possible hazards, any action proposed to minimise or correct the hazards and the reasons for the correction you propose.

1. Explain the meaning of genealogy and genealogical resources.

2. Make a pedigree chart of your family. Fill it in as far as you can at the beginning, and add additional names, dates and places to it as you obtain further information.

3. Show yourself as a child on a family group record form, and show one of your parents as a child on another family group record form.

4. Interview an older relative to obtain information about your family. This interview may be in person, by telephone, or by letter. Add any information obtained to your pedigree chart and family group records.

5. Obtain at least one genealogical document showing proof of some information on your pedigree chart or family group records. This document may be located in your home, an archive or library, etc.

6. Tell how you would evaluate genealogical information.

7. Do ONE of the following:

a) Do a time line for yourself or a close relative.

b) Keep a journal for six weeks, writing in it at least once weekly.

c) Write a short history of yourself or of a close relative.

8. Do ONE of the following:

a) Record the headstone inscriptions on a small farm cemetery.

b) With other Scouts, record the headstone inscriptions in a town cemetery.

c) Assist in recording a Complete Birth, Marriage or Death register at your local church.

9. Tell where you would find current information about genealogical records and research methods.