Haere Mai and Welcome!

This resource provides you with everything you need to

know about your Ranger Journey. You will learn how the
Ranger programme works and the Badges and Interest
Certificates you can complete. You will learn how to lead,
undertake volunteering and advocate for issues you are
passionate about. Remember you are a valuable member
of your Unit and have lots to offer, enjoy your time!

He waka eke noa

We’re all in this waka together

Discounts and Deals

GirlGuiding New Zealand occasionally offers Discounts
and Deals. More information about discounts and deals
can be found on our website.

Authors: GirlGuiding New Zealand volunteers, in association with GirlGuiding New Zealand.
No part of this publication may be reproduced or utilised in any form or by any means, electronic or
mechanical, including photocopying, recording or by any information storage, mailing or retrieval system,
without prior written permission of GirlGuiding New Zealand – Ngā Kōhine Whakamahiri o Aotearoa.
© Copyright 2015
4th Edition 2022
GirlGuiding New Zealand
Ngā Kōhine Whakamahiri o Aotearoa
P O Box 13 143, Christchurch,
New Zealand
ISBN No: 978-0-9876557-7-6
 Contents

What’s Rangers About? 1 Queen’s Guide Award 17

Your Uniform 2 12x12 Challenge – Year 3 19
OGM – ogm.girlguidingnz.org.nz 2 Interest Certificates 19
Equality, Diversity, and Inclusion 2 Red Leadership 19
Rangers in Leadership (RILs) 2 Red Community Action or Red Advocacy 20
Jamborees 3 Red Community Action 20
What’s Next? 3 Red Advocacy 20
Rangers Around the World 3 Gold Challenge 21
Your Ranger Journey 4 Gold Leadership 21
Gold Community Action 22
The Promise, Law and Motto 5
Gold Advocacy 22
The Ranger Programme 6
Gold Special Activity 23
Exploring Rangers 7 Queen’s Guide Retreat 26
Pathway Badge 9 12x12 Challenge 29
12x12 Challenge – Year 1 10 Leadership Options 32
Interest Certificates 10
Unit Leadership 34
Ranger Skills 11
Unit Camp Leadership 36
Outdoor Skills 12
Expedition Leadership 38
Peak Award 13 Exploration Leadership 40
12x12 Challenge – Year 2 14 Community Leadership 42
Interest Certificates 14 Volunteering & Advocacy 44
Green Leadership 15
Community Action 45
Green Community Action 16
Advocacy 45
Green Advocacy 16
Community Action vs Advocacy 46
Interest Certificates 47
Adventure Outdoors 49 Living Well 110
Indoor Camping 50 Fit & Healthy 111
Outdoor Camping 52 Healthy Me 112
Overnight Hiking 54 Heart, Body & Mind 114
Water Adventure 56 Making Time for Me 115
Discover The World 58 My Style 117
Global Citizen 59 Oi, Period! 118
Global Communication 61 Rangers with a Cause 120
Global Cuisine 63 Animal Welfare 121
Global Travel 64 First Aid 123
Eco World 66 Caring for Tamariki 124
Clean Green Aotearoa 67 Prepared and Ready 126
Creatures and Critters 69 Te Papa 129
Growing the Future 71 ANZAC 130
Embracing Responsibility 73 Kiwiana 132
Law and Order 74 My Whakapapa 134
Safety In My Community 76 Te Ao Māori 136
Social Issues 78 Women in New Zealand History 138
Surf Smart 2.0 80 Wairua 140
Explore and Try 83 Faith Through Food 141
[ME]dia AUpāho 84 Peace 143
Amuse Ourselves 85 Rainbow Connection 145
Hākinakina 86 Other Opportunities 147
My Kai 87
Commonwealth Award 148
Waihanga 88
Ranger Wings 150
Future Focus 89
The Duke of Edinburgh’s Hillary Award 150
Chef 101 90
The Ruth Herrick Ranger Scholarship 150
Future Skills 91
My Future 93 Planning the Next Journey 151
Reducing My Footprint 95 Connect 152
Great Outdoors 96 International Opportunities 153
Above and Beyond 97 Linking Guiding to Work 154
Explorer 99
Outdoor Chef 100
Venture Outdoors 102
Guiding Spirit 103
Be Seen Guiding 104
Guiding in Aotearoa 106
International Guiding 108
WAGGGS Initiatives 109
What’s Rangers About?
 What’s Rangers About?

A big welcome to you! Guiding has more than 10 million members in over 150 countries.
Our vision at GirlGuiding NZ is that all members are valued, inspired and empowered to
take action to change their world.
Rangers is for 12 ½ to 17 year olds. After Rangers, you can move to Connect and/or
become a Unit Leader.
You will have opportunities to extend your existing skills, explore new topics, make new
friends, and challenge yourself.

Your Uniform Equality, Diversity, and Inclusion

The Ranger badge tab is provided in your welcome GirlGuiding NZ is an inclusive organisation, and we
pack. The Ranger scarf and t-shirt are available to strive to ensure all members receive the same great
purchase from XCM. You can wear any navy shorts/ experience. We believe in creating safe environments
pants/skirts from your wardrobe. Many of the activities where all rangatahi feel an equal sense of belonging and
are held outside. Please ensure you wear covered shoes receive support to achieve their maximum potential.
appropriate for physical activities. You also need to bring
GirlGuiding NZ ensures Māori and Tauiwi members co-
seasonal outdoor clothing to all meetings, such as a
exist in a setting of mutual respect and responsibility,
raincoat, sun hat, or warm clothing as appropriate.
identifying with their own culture and growing their
understanding and experience of each other’s culture.

OGM – ogm.girlguidingnz.org.nz
Rangers in Leadership (RILs)
You will be able to track your progress using OGM. You
can use the link that was emailed to you, when you
Rangers in Leadership (RILs) are Rangers who work with
joined, to access this system. You will be able to update
a Pippin, Brownie, or Guide Unit on a regular basis. RILs
your personal details, provide the latest information
usually work on gaining the Unit Leadership Certificate.
about health-related conditions that might affect your
As a RIL, you will stay a member of your Ranger Unit.
participation in activities, check, and celebrate your
If your RIL commitments mean you can’t make Ranger
badge progress, see the term programme, offer to help,
activities on a regular basis, talk to your Ranger Leader
check, join or decline event attendance, any pay your
about the weeks you plan to be at Rangers and those
fees. If you have questions or concerns at any time,
you can’t. Your Ranger Leader will want to regularly
please talk to your Ranger Leader.
catch up with you to check your progress and help you
with any issues.
• You can be a RIL for Pippins and Brownies from
12 ½.
• You can be a RIL for Guides from 13 ½.

Back to Contents 2
 Jamborees Rangers Around the World
Jamborees are normally held every four years and run at As a Ranger, you are part of the World Association of Girl
the same time as the Guide Jamboree. Rangers from all Guides and Girl Scouts (WAGGGS).
around New Zealand and the world get together in one
WAGGGS has been a partner of the United Nations for
place to camp for around a week. There are lots of fun
over 60 years and often sends delegations to conferences
activities to do in and around the camp along with an
and events such as the UN Commission on the Status
offsite component.
of Women. They are also partnered with many other
nongovernmental organisations with similar values. This
means that even from our little corner of the world, you
What’s Next? are part of an organisation that actively works to make
our world a better place.
But wait! There’s another experience waiting for you
when you complete your Ranger Programme. You can Some Facts
begin a whole new adventure as a Connect member from WAGGGS is organised into five regions: Africa, Arab, Asia
the age of 16. It is exciting when you are able to move to Pacific, Europe, and Western Hemisphere.
the next stage of developing your skills! New Zealand is part of the Asia Pacific Region.
All member countries share the following:
• Left handshake – members of the Guide and Scout
family shake hands in a special way
• Motto – Be Prepared
• Guide Sign – the three fingers mean the three parts
of the Promise
• Good Turn – which Girl Guides and Girl Scouts are
encouraged to do for someone every day without
expecting praise or reward
• Patrol system – working together in small groups
• World Badge
• World Song – can be sung in English, French,
Spanish and Arabic
• World Flag
• Five World Centres – Sangam, India; Pax Lodge,
England; Our Chalet, Switzerland; Our Cabana,
Mexico; and Kusafiri, Africa Region
• World Thinking Day.

Back to Contents 3
Your Ranger Journey
Back to Contents 4
 The Promise, Law and Motto

The Guiding Promise, Law and Motto are a reminder of the underlying principles of
Guiding. Commitment to the Promise, Law and Motto means you will do your best
and be an example to others.

The Promise The Law

The Promise As a Guide, I will
I promise to do my best • be honest and trustworthy
• be friendly and cheerful
To be true to myself and develop my beliefs,
• be a good team member
To live by the Guide Law,
• be responsible for what I say and do
And take action for a better world. • respect and help other people
• use my time and abilities wisely
Te Kī Taurangi • face challenges and learn from experiences and
Kei te taurangi ahau kia mahi ki tāku e taea ai • care for the environment.
Kia pono ki ahau, ka whakahiato i āku e whakapono ai
Kia aro ki te ture o Kohine Whakamahiri
Ā, kia mahi i ngā mahi e pai ake ai te ao. The Motto
Be Prepared

He taonga nui te tūapoto

Caution is highly prized

Back to Contents 5
 The Ranger Programme

Exploring Rangers gives you the opportunity to find out what

Rangers is all about.
Exploring Rangers

The Pathway Badge provides you with the skills to fully

participate in all aspects of the Ranger Programme.
Pathway Badge
12x12 Challenge x3 Interest
Ranger Skills Outdoor Skills
– Year 1 Certificates

The Peak Award provides opportunities for you to develop

PEAK skills in a range of areas, including leadership, community

Peak Award action, and advocacy.

12x12 Challenge x3 Interest Green Green Community Green

– Year 2 Certificates Leadership Action Advocacy

In working towards the Queen’s Guide Award you will

extend leadership, teamwork, communication, life skills, and

Queen’s Guide Award experience the enjoyment and satisfaction of reaching goals.

12x12 Challenge x6 Interest Red Red Community Red

– Year 3 Certificates Leadership Action Advocacy

Queen’s Guide
Gold Challenge
Retreat

Back to Contents 6
Exploring Rangers
Back to Contents 7
 Exploring Rangers

Whether you have come from Guides or are new to Guiding,

Exploring Rangers gives you the opportunity to find out what
Rangers is all about. You will complete most of the activities just
by attending Unit Meetings. When you have completed Exploring
Rangers you will make or renew your Promise.

Complete all activities

1 Being a Ranger
Talk to older Rangers and your Leaders to learn how your Unit works. What are the roles and expectations as a
member of the Unit, and what makes your Unit a safe space for everyone?
2 Ranger Programme
Explore the structure of your Ranger programme, and how you belong to a world-wide organisation.
3 Promise and Law
Understand the Promise and Law, including the Guiding values that underpin them. At your next Ranger
meeting share how you have kept your Promise and Law over the past week.
4 Ranger V
Have a go at forming a ‘Ranger V’ and learn the significance of why Rangers make a V.
5 12x12 Challenge
Complete one activity towards your 12x12 Challenge.
6 Be Present
Participate regularly in Unit meetings over six weeks and take part in an activity that helps you get to know
others in the Unit.

Back to Contents 8
Pathway Badge
Back to Contents 9
 Pathway Badge

The Pathway Badge provides you with the skills to fully participate in
all aspects of the Ranger Programme. The skills you learn will make you
a valued member of any Unit team and will equip you with confidence
for a leadership experience.

You need to complete the following for your Pathway Badge:

12x12 Challenge x3 Interest Ranger Skills Outdoor Skills

– Year 1 Certificates

12x12 Challenge – Year 1

12x12 The 12x12 Challenge is an opportunity for you to try new activities, learn new things and HAVE FUN!
You will complete your 12x12 Challenge for the first year. Refer to the 12x12 Challenge section for
CHALLENGE full information.
Once completed, you will receive your 12x12 Challenge badge.

Interest Certificates
INTEREST The Interest certificates are designed to challenge you to extend your knowledge and skills in areas that
may be new to you.
Complete three Interest Certificates for your Pathway Badge. These must be from different areas
and are the first step in your journey to completing your Queen’s Guide Award. Refer to the Interest
Certificate section for full information.
Once you have completed three Interest Certificates, you will receive your IC3 badge.

Back to Contents 10
 Ranger Skills
At Rangers you will develop and lead your programme, with the support of your Ranger Leaders. Throughout your
Ranger journey you will problem-solve, accept new challenges, volunteer, advocate, gain knowledge and skills, have
fun, explore, and adventure into the outdoors and your community. We live in a digital world, so considering your
online presence and safety is part of Ranger Skills too.

Complete all activities

1 Communication
Play a communication game. Discuss the experience. What important skills did you learn about
communicating effectively?
2 Leadership Styles
Take part in an activity to explore your own style of leadership, and others’ styles of leadership. How does
your leadership style influence how you work with others?
3 Planning Your Programme
Find out how rangatahi-led and Unit planning works in your Unit. Take an active part in planning a term at
Rangers alongside other members of your Unit. Make sure you have the opportunity for a leadership role for a
short activity during the term.
4 Keeping Safe
Discuss ways that you will keep yourself and others safe when out and about with your Unit. If heading
outdoors, what will you need to consider if the weather conditions are hot, cold, windy or wet? How would
you respond to an emergency?
5 Organise a Social Outing
Plan and go out for a social activity with your Unit. Ensure everyone is included and feels part of the activity,
and check your outing is within a budget everyone agrees on.
6 What’s Advocacy?
Find out the WAGGGS definition of advocacy. Take part in activities to find out what ‘Educate’, ‘Speak Out’ and
‘Take Action’ mean. How is advocacy different to volunteering?
7 Volunteering
Complete two hours of volunteering. This can be with your Unit or individually.
8 Online Safety
Learn ways to keep yourself safe online. Consider privacy vs safety, what you may or may not choose to share
and why, and how to protect your personal information.

Back to Contents 11
 Outdoor Skills
Outdoor Skills prepares you for the camping and outdoor adventures that await. You will learn about packing
lightweight, cooking meals, caring for our environment, and keeping yourself safe in the outdoors.

Complete all activities

1 Ranger Kit List
Investigate what gear is required for an overnight lightweight camp, including suitable clothing and footwear
choices. Have a go at packing it all in a hiking pack.
2 Lightweight Cooking
Learn how to connect and safely use gas or another type of lightweight outdoor cooker. Show that you
know how to set up your cooking area safely and cook a lightweight meal. Learn how to make your water
safe to drink.
3 Being Sheltered
Set up a tarpaulin shelter to protect you from the sun or rain. Know what knots are helpful to use.
4 Leave No Trace
Learn how to wash dishes when lightweight camping. Demonstrate how you can reduce your packaging before
you leave home, and how to store your rubbish when camping.
5 Hygiene
Discuss how to maintain good personal hygiene on camp, including use of composting and long drop toilets.
6 Protecting our Environment
Minimise your impact when camping and understand biodiversity risks in the outdoors. Know ways to respect
Māori heritage and culture in the outdoors.
7 Tents
Learn how to pitch and strike a lightweight tent, and how to store and care for your tents. Stay overnight in
a lightweight tent.
8 Map Skills
Follow directions using a street or topographic map. What do you need to consider when walking with
a group?

Back to Contents 12
 PEAK

Peak Award
Back to Contents 13
 Peak Award

The Peak Award provides opportunities for you to further develop

skills in a range of areas, including leadership, community action,
and advocacy.
Before you can be awarded your Peak Award you need:
PEAK
• Pathway Badge

You need to complete the following for your Peak Award:

12x12 Challenge x3 Interest Green Green Community Green

– Year 2 Certificates Leadership Action Advocacy

12x12 Challenge – Year 2

12x12 The 12x12 Challenge is an opportunity for you to try new activities, learn new things and HAVE FUN!
You will complete your 12x12 Challenge for the second year. Refer to the 12x12 Challenge section for
CHALLENGE full information.
Completing your 12x12 Challenge for the second year means you can continue to wear the 12x12
Challenge badge.

Interest Certificates
INTEREST The Interest certificates are designed to challenge you to extend your knowledge and skills in areas that
may be new to you.
Complete three further Interest Certificates for your Peak Award. These must be from different areas to
those done for the Pathway Badge to continue working towards the requirements of your Queen’s Guide
Award. Refer to the Interest Certificate section for full information.
Once you have completed these three Interest Certificates, you will receive your IC6 badge.

Back to Contents 14
 Green Leadership
AD
ERSH Leadership is a personal journey. This badge will help you explore the six leadership mindsets to grow in
your leadership practice, skills, knowledge, and confidence. This badge is designed to be completed over
LE

IP

a period of time with your Unit.

Once completed, you will receive your Green Leadership badge.

Complete all activities

1 Developing Leadership Practice
The WAGGGS Leadership Model is based on six mindsets. Learn about the model, the six mindsets and what is
meant by leadership practice. Kōrero with your Unit about your findings.
2 Explore your Values
Develop your reflective mindset by taking part in an activity to decide what values are important to you, and
how you keep learning from your experiences. What qualities and skills will support your leadership practice?
3 Working with Others
Practise your collaborative mindset by working with others on a fun group challenge. Reflect on your role in
contributing and providing support to help the group work together. What actions can you take to support
participation and contribution from others when you are in a leadership role?
4 Problem Solving
Even with the best planning, sometimes ‘in the moment’ decision making is called for. Engage your creative
and critical thinking mindset to develop your problem solving skills for when those situations arise.
5 Gender Equality
Explore gender barriers in leadership contexts, such as school, Guiding, sports and politics. Make a personal
statement expressing how you will empower others to be conscious of gender barriers.
6 Leading and Connecting with Others
In Guiding you’ll have opportunities to lead younger age groups. Discuss what to consider when working with
younger age groups and how you will adapt your leadership practice. Put this into practice through planning
and running an activity for a group of Pippins, Brownies, or Guides.
7 Shared Leadership
Take on a shared leadership role alongside another Ranger within your Unit. Use this opportunity to build
connections with others, be an active listener, and work within a leadership team. Reflect on how you put the
leadership mindsets into practice.
8 First Aid Prepared
Learn basic first aid including what a primary assessment is, and how to treat hyper/hypothermia, shock,
bleeding, burns, stings, asthma, cuts and abrasions, sprains, and breaks.

Back to Contents 15
 Green Community Action
CO MMUNITY Community Action is volunteering; it’s about making a positive contribution or change. Green Community
Action will give you the opportunity to volunteer for your community and help your town, your country,
AC TION
or the world.
Once completed, you will receive your Green Community Action badge.

Complete one of the options

1 Volunteering
Undertake 15 hours of volunteering; this may be a single project, or it may be made up of several projects.
2 Bronze Level Service
Complete the Bronze Level Service Section of the Duke of Edinburgh’s Hillary Award.

Green Advocacy
O C AC Explore how you can educate yourself and refine your skills to speak out about issues that are important
DV
to you by working on an advocacy project.
A

Once completed, you will receive your Green Advocacy badge.

Complete all activities

1 Get Inspired
Find out about WAGGGS advocacy initiatives and what they are advocating for – can you identify the ways in
which the initiative shows the elements of ‘Educate’, ‘Speak Out’ and ‘Take Action’?
2 The Power of Words
Recognise how presentation skills help leaders and public speakers deliver their message. Have a go at fine
tuning your presentation skills to deliver effective messages.
3 Media Skills
Different forms of media are used to share and spread powerful messages. Use at least two different visual
effects to present your message to others.
4 Identify Community Issues
Brainstorm issues in your local community that you would like to change. Who are the decision makers that
you would speak out to? Rank your ideas and choose one to focus on. Think of ways you could educate and
take action for your top choice.
5 Educate
With your chosen advocacy topic put your skills into action. Educate yourself on your chosen issue and share
what you have learnt with others, either in person or online.
6 Speak Out
Reach out to a decision maker on your chosen issue. You could write a letter, create a petition or visit them.
7 Take Action
Take action by doing something to support and help bring about the change you are looking for. There is no
one way to do this; it could take the form of holding an event, volunteering, contributing, collection drive, or
creating a challenge.
8 Reflection
Reflect on what you have learned and celebrate your achievements.

Back to Contents 16
Queen’s Guide Award
Back to Contents 17
 Queen’s Guide Award

The Queen’s Guide Award is the highest award for members of

GirlGuiding NZ. In working towards this award, you will extend
leadership, teamwork, communication, life skills, and experience the
enjoyment and satisfaction of reaching goals.
Before you can be awarded your Queen’s Guide Award you need:
• Peak Award

You need to complete the following for your Queen’s Guide Award:

12x12 Challenge x6 Interest Red Red Community Red

– Year 3 Certificates Leadership Action Advocacy

Queen’s Guide
Gold Challenge Retreat

You have until your 17th birthday to complete all the requirements. If you think
that you will not be able to complete this award by then, you need to make sure
you apply for an extension to the completion date, at least two months before your
birthday. Your Ranger Leader will help you with this process. The form to apply for
an extension is under the Forms section on the Current Member Information page of
the GirlGuiding NZ website.

Back to Contents 18
 12x12 Challenge – Year 3
12x12 The 12x12 Challenge is an opportunity for you to try new activities, learn new things and HAVE FUN!
You will complete your 12x12 Challenge for the third year. Refer to the 12x12 Challenge section for
CHALLENGE full information.
Completing your 12x12 Challenge for the third year means you can continue to wear the 12x12
Challenge badge.

Interest Certificates
INTEREST The Interest certificates are designed to challenge you to extend your knowledge and skills in areas that
may be new to you.
Complete six further Interest Certificates for your Queen’s Guide Award. These must be from different
INTEREST areas to those done for the Pathway Badge and Peak Award. Once you have completed the six certificates
for your Queen’s Guide Award, you should have completed one from each of the twelve different areas.
Refer to the Interest Certificate section for full information.
Once you have completed three of these Interest Certificates, you will receive your IC9 badge; after
another three Interest Certificates, you will receive your IC12 badge.

Red Leadership
AD
ERSH Your Red Leadership Badge is your opportunity to further develop, extend and practise your leadership in
an area of your choosing. Refer to the Leadership section for more information.
LE

IP

Once completed, you will receive your Red Leadership badge.

Before you begin working on Red Leadership, you need:
• Green Leadership
• To be 15 years or older.

Complete one of the options

1 Unit Leadership
Unit Leadership develops the skills and knowledge you need to assist a Leader of GirlGuiding NZ’s younger
members: Pippins, Brownies or Guides.
2 Unit Camp Leadership
Unit Camp Leadership develops the skills and knowledge you need to assist a Leader of Pippins, Brownies, or
Guides on an overnight camp.
3 Expedition Leadership
Expedition Leadership develops the skills and knowledge you need to assist a Leader on an expedition from
Point A to Point B. Reaching your destination as efficiently as possible is the aim.
4 Exploration Leadership
Exploration Leadership develops the skills and knowledge you need to assist a Leader on an exploration with a
destination as your end result. Discovering and exploring along the way is the aim.
5 Community Leadership
The Community Leadership Certificate develops the skills and knowledge you need to assist the Leader of a
non-Guiding community group or particular activity.

Back to Contents 19
 Red Community Action or Red Advocacy
You need to complete EITHER the Red Community Action OR the Red Advocacy for your Queen’s Guide Award. You
do not need to complete both badges.

Red Community Action

CO MMUNITY Community Action is volunteering; it’s about making a positive contribution or change. Red
Community Action gives you the opportunity to complete further volunteering for your community.
AC TION Once completed, you will receive your Red Community Action badge.
Before you begin working on Red Community Action, you need:
• Green Community Action.

Complete one of the options

1 Volunteering
Undertake 20 hours of volunteering; this could be a single project or made up of several projects. Your
project may build on previous activities.
2 Silver Level Service
Complete the Silver Level Service Section of the Duke of Edinburgh’s Hillary Award.

Red Advocacy
O C AC In Red Advocacy you will further educate yourself and refine your skills to speak out about issues
DV
that are important to you by working on an advocacy project.
A

Once completed, you will receive your Red Advocacy badge.

Before you begin working on Red Advocacy, you need:
• Green Advocacy.

Complete all activities

1 Advocacy Organisations
Research at least three advocacy organisations in New Zealand. Find out what their aims are and how
active and prominent they are. Share your findings in an interesting way with your Unit.
2 Advocacy Project
Undertake a project for an advocacy group/organisation in your community, a GirlGuiding NZ advocacy
initiative, or choose an initiative particular to your local community.
Ensure your project identifies what you want to see change and plan your project to make or support
that change to happen. Your project must involve a minimum of 20 hours of related activity as you work
through each step of Educate, Speak Out and Take Action.
3 Evaluation
Evaluate your project with your Ranger Leader.
4 Celebration
Celebrate your achievement in a fun way and share the experience with your Unit.

Back to Contents 20
 Gold Challenge
The Gold Challenge provides you with an opportunity to continue to develop your skills in an area of your choosing.
Before you begin working on Gold Challenge, you need:
• Peak Award
• Be 15 years or older.

Complete one of the options

1 Gold Leadership
Gold Leadership further develops, extends, and gives you a chance to practise your leadership in an area of
your choosing.
2 Gold Community Action
Gold Community Action further builds on your volunteering with extended practical action in your community.
3 Gold Advocacy
Gold Advocacy will make you feel empowered to do more to create a better world for yourself, other people,
and your community.
4 Gold Special Activity
Gold Special Activity is a chance for you to work with new people, try something you’ve never done before, or
accomplish something that will extend and develop you as a person.

Gold Leadership

AD
ERSH You can complete the Gold Leadership as your Gold Challenge. It further develops, extends, and
gives you a chance to practise your leadership in an area of your choosing. See the Leadership
LE

IP

section for more information.

Once completed, you will receive your Gold Leadership badge.
Before you begin working on Gold Leadership, you need:
• Red Leadership.
Complete one of the options
1 Unit Leadership
Unit Leadership develops the skills and knowledge you need to assist a Leader of GirlGuiding NZ’s younger
members: Pippins, Brownies or Guides.
2 Unit Camp Leadership
Unit Camp Leadership develops the skills and knowledge you need to assist a Leader of Pippins, Brownies,
or Guides on an overnight camp.
3 Expedition Leadership
Expedition Leadership develops the skills and knowledge you need to assist a Leader on an expedition
from Point A to Point B. Reaching your destination as efficiently as possible is the aim.
4 Exploration Leadership
Exploration Leadership develops the skills and knowledge you need to assist a Leader on an exploration
with a destination as your end result. Discovering and exploring along the way is the aim.
5 Community Leadership
The Community Leadership Certificate develops the skills and knowledge you need to assist the Leader of
a non-Guiding community group or particular activity.

Back to Contents 21
 Gold Community Action
CO MMUNITY You can complete the Gold Community Action as your Gold Challenge. Community Action is
volunteering; it’s about making a positive contribution or change. It further builds on your
AC TION
volunteering with extended practical action in your community.
Once completed, you will receive your Gold Community Action badge.
Before you begin working on Gold Community Action, you need:
• Red Community Action.

Complete one of the options

1 Volunteering
Undertake 30 hours of volunteering. This may be made up of several projects or can be a single project,
either a new project or a continuation of an earlier project. The 30 hours is additional to the hours
completed in your Red Community Action.
2 Gold Level Service
Complete the Gold Level Service Section of the Duke of Edinburgh’s Hillary Award.

Gold Advocacy
O C AC You can complete the Gold Advocacy as your Gold Challenge. Having completed Red Advocacy,
DV
you will feel empowered to do more to create a better world for yourself, other people, and
A

your community.
You can utilise the WAGGGS Advocacy Toolkit resource to assist with your planning and preparation
or work closely with another community organisation for support and resources.
Once completed, you will receive your Gold Advocacy badge.
Before you begin working on Gold Advocacy, you need:
• Red Advocacy.

Complete all activities

1 Global Advocacy Organisations
Research at least four global advocacy organisations. What are their aims, what sort of presence do they
have in New Zealand, and how active are they? Choose one of these organisations and attend one of their
meetings or activities or join an online forum to actively support their work. Share your findings in an
interesting way with your Unit.
2 Advocacy Project
Undertake a project for your chosen organisation, or an advocacy group/organisation in your community.
Ensure your project identifies what you want to see change in and plan your project to make or support
that change to happen. Your project must involve a minimum of 25 hours of related activity as you work
through each step of Educate, Speak Out and Take Action.
3 Evaluation
Evaluate your project with your Ranger Leader.
4 Celebration
Celebrate your achievement beyond your Unit in a way that expands others awareness of your project
and the organisation you have supported.

Back to Contents 22
 Gold Special Activity
You can complete the Gold Special Activity as your Gold Challenge. It is a chance for
you to work with new people, try something you’ve never done before, or accomplish
something that will extend and develop you as a person.
Once completed, you will receive your Gold Special Activity badge.
Anything is possible! Here are some ideas:
• Complete the Commonwealth Award • Take part in an Outward Bound course
• Attend the Walsh Memorial Flying School • Go on a Spirit of New Zealand sailing experience
• Join a regional task force for planning and • Take part in a production or cultural festival
delivering a Guiding event • Attend an overseas Guiding event.
• Set a personal challenge that involves learning
new skills and applying them to a project
Complete all activities
1 Activity Choice
Choose an activity. Your chosen activity should be tailored to ensure it is a personal challenge, an
opportunity for you to extend yourself, and should not be something from your school curriculum. Before
undertaking the activity, you must identify the challenges and discuss with a Leader/Mentor how you will
achieve your activity.
2 Mentor or Supervisor
Choose a Mentor or Supervisor. Depending on your chosen activity, you may need a specialist Mentor;
this is someone with the necessary skills to guide, advise and support you. Talk about who this could be
with your Ranger Leader then ask your chosen person to be your Mentor (it cannot be your parent). If you
don’t need a specialist mentor, you can ask your Ranger Leader to supervise your Gold Special Activity
3 Activity Plan
Develop an activity plan with clear achievable goals that identifies the personal challenge. Explain
how you’ll fit it in with your other activities and demands on your time. List the resources (materials,
equipment, facilities) you have available or have arranged to use. Identify the planning, preparation and
action steps with a timeline. It will identify things like if any budget is required, permissions required,
fundraising, training, etc. Estimate how much time you’re asking your Ranger Leader/Mentor to give in
the way of meetings, phone calls, reviewing.
4 Personal Record
Keep a personal record of your Gold Special Activity so you can check in with your Ranger Leader/Mentor,
and to assist you in preparing what you will share with your Unit when you have completed your Gold
Special Activity.
5 Enjoyment
Enjoy the challenge you have chosen!
6 Evaluation
When your activity has been completed, it is time for you to evaluate your accomplishments. Use your
activity plan to help you reflect on your activity. Record your reflections in your Ranger Record Book.
Share your reflections with your Ranger Leader/Mentor for advice rather than approval; listen to their
thoughts and consider them. Remember to give your Ranger Record Book to your Ranger Leader/Mentor
for them to make a comment too.
7 Share Your Experience
Share your experience with your Unit or other Guiding group and what you gained by completing your
Gold Special Activity. It is up to you to decide how you want to do this.

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 Gold Special Activity Planning
Prerequisites
Completed my Peak Award Date
Turned 15 years old Date
My Idea
It needs to be a personal challenge that extends your horizons and should involve at least 20 hours of active involvement. It cannot be cross credited from
another part of the Ranger programme or be part of your school curriculum.

My idea for a Gold Special Activity is:

My Gold Special Activity involves: Working with new people
Trying something I’ve never done before
Accomplishing something that will extend and develop me as a
person
Being truly challenged
My Challenges
Discuss your challenges and how you will overcome these with your mentor. Your mentor cannot be your parent.

I have identified the following challenges:

How I will overcome these challenges:

My Challenges
Discuss your challenges and how you will overcome these with your mentor. Your mentor cannot be your parent.

My Activity Plan:

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 My Goals:

My Relevant Abilities and Limitations:

Resources I Will Need:

(Materials, equipment, facilities, etc and where to get
them)

Evaluation
Use your action plan to reflect on how you completed your activity, then share these with your mentor. Your activity is self-assessed so the final decision is yours.
Complete the Gold Special Activity section in your Ranger Record Book. This includes your reflective comments and comments from your mentor.

Share your experiences and what you gained by completing your Gold Special Activity with your Unit or other Guiding group.

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 Queen’s Guide Retreat
Participation in a Queen’s Guide Retreat is required for
the Queen’s Guide Award – there is no substitute for this.
Application to attend
Before you can attend the Queen’s Guide Retreat, Queen’s Guide Retreats are usually held four times per
you need: year across the country. The retreats usually start on a
• Peak Award Saturday morning and finish on a Sunday afternoon. You
• To be at least 15 ½ years old. are required to be at the Retreat for the entire time. To
save on travel costs, you are encouraged to attend the
Retreat closest to you, but you are able to apply for any
What to expect Retreat if another date or location fits in better with
other commitments.
The Queen’s Guide Retreat is a chance for you to have a The Retreat fee and travel costs are your responsibility.
truly memorable weekend! You’ll have an opportunity Any financial assistance towards the fee is advertised at
to work with other Rangers to demonstrate and further the time of any Retreat being advertised.
develop teamwork and leadership skills. It will also be a
The dates and locations of the forthcoming Retreats are
chance for personal growth, to have some fun and make
advertised on the Events calendar on the GirlGuiding
new life-time friends. There is a set of criteria which will
New Zealand website, along with details on how to
be covered in a number of different ways. You will be
apply. It is important that you take note of the closing
encouraged to have fun and enjoy yourself! You will need
date for applications and apply early to make sure you
to show qualities such as enthusiasm, helpfulness, caring,
are accepted for the Retreat you want to attend – some
a sense of humour and a willing spirit. It is not “just
Retreats do fill up more quickly than others and those
another Ranger camp”; the level of participation and
who fit the criteria will be accepted first. Once you have
engagement of each Ranger attending is observed and
been accepted for a Retreat, an acceptance email will be
a relevant comment about your participation is made in
sent to you with a list of things to take and information
your Ranger Record Book.
to help with travel arrangements. It is important that
you remember to take everything requested, including
appropriate uniform, and especially your up-to-date
Ranger Record Book so the Retreat Leaders can check it
and record their comments.

Completing the Queen’s Guide Award

Once everything is completed and signed off, there’s still
quite a bit to be done before you receive your Award.
These things can be done after your 17th birthday or
extension completion date.
Ranger
Unit Unit Leader Programme
Endorsement Endorsement Co-ordinator

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 Your Ranger Record Book

1 Letter to the Ranger Programme Co-ordinator

You need to write a letter to the Ranger Programme Co-ordinator to advise them you have completed your
Queen’s Guide Award. You should tell them what you think you have gained from completing the Award and
include any other relevant information, such as your plans for the future. You will send this letter with your
Ranger Record Book to the GirlGuiding NZ National Office.
2 Unit Endorsement
As you’ve progressed through your Queen’s Guide Award, your Ranger Leader(s) and other Rangers will have
encouraged and supported you. When you have completed all your work, share your achievements, highlights,
and challenges with your Unit. They will then complete the Unit Endorsement in your Ranger Record Book.
You’ll be able to see their endorsement once they have finished.
Your Unit will comment on your different attributes. Some of the things they may talk about are your:
• attendance and punctuality
• leadership skills and communication skills
• willingness to participate in Unit activities, accept new challenges and extend yourself
• uniform
• maturity
• time management and organisation
• commitment, perseverance, and effort
• support of younger Rangers in the Unit.
You may have many other talents and attributes they also want to comment on, and this is your Unit’s chance
to think about you as a Queen’s Guide candidate.
3 Ranger Leader’s Comments
Your Ranger Leader(s) will add a comment of their own on your performance as a Ranger and your suitability
to be a Queen’s Guide in your Ranger Record Book. Once all of these are complete, take copies or photos of
each page of your Ranger Record Book before you send it away. Send your Ranger Record Book and the letter
you have written to:
Events International Lead
National Office
PO Box 13143
Christchurch 8141
You also need to include a self-addressed envelope or a pre-paid courier bag so it can be returned to you after
the Ranger Programme Co-ordinator has signed it.
4 Returned
Once processed by National Office, your Ranger Record Book and letter are posted to the Ranger Programme
Co-ordinator. They will sign your Record Book and return it to you with a letter of congratulations.

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 Badge and Certificate Presentation Vice-Regal Reception
Upon completion of your Queen’s Guide Award, your When your completed Ranger Record Book has been
badge and certificate will be sent to your Ranger Leader, received at National Office and processed, you will
and they will organise a special presentation for you to be sent an email with a link for you to register your
receive your award. For Aotearoa Rangers, this could expression of interest for the Vice-Regal Reception
include your buddy Unit Leader presenting it to you. You you would like to attend. A vice-regal reception is
will receive a letter from the National Ranger Programme where Queen’s Guide recipients come together with
Co-ordinator acknowledging your achievement when the Governor General of New Zealand to acknowledge
they return your Ranger Record Book to you. their achievement.
Spaces are limited for these receptions so you should
reply as soon as you can to secure your place. Once
details are finalised with Government House an RSVP
will be sent to you. This isn’t the official invitation, this
will come from Government House directly. If spaces
are already full for the reception you want to attend,
you will be placed on the waitlist for the following
year’s Reception for that location, and advised of this,
or you may be offered a place at another location in
New Zealand.
Full instructions about where to be, what time, what
to bring, and what uniform you must wear will be sent
to you. Due to space restrictions at the venue, you are
usually only allowed two guests.

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 12x12

CHALLENGE

12x12 Challenge
Back to Contents 29
 12x12 Challenge
Challenge Goals
The 12x12 Challenge is an opportunity for you to try new activities, learn new things and HAVE FUN! It is a
requirement of the Pathway Badge, the Peak Award, and the Queen’s Guide Award. To earn the 12x12 Challenge
badge, you need to complete one activity for each of the twelve listed challenges during a twelve-month period,
starting from your joining date.
Each year, you complete twelve new challenges. You will have the opportunity to plan your challenges as part of your
Unit programme, and you may complete a challenge individually. Remember to share what you have done with others
and keep your Ranger Record Book up to date.

Planning and completing the challenges

Use the challenge description as a guide for the sort of activity you should try to do – think wide and be creative. If
you’re not sure whether you’re on the right track, discuss your ideas with your Ranger Leader or Rangers in your Unit.
The main thing is that it needs to be a challenge to you. Choose to do a different activity for each of the 12 challenges
every year. E.g. if your Diversity activity was JOTA/JOTI last year, you should not count that as your challenge for this
year (or next year).
This challenge is self-assessed! You decide whether you deserve to wear this badge. You will self-assess with the Unit
as part of the Unit programme evaluation and forward planning process and at the end of each calendar year. If this is
around your joining anniversary date, this is when you decide for yourself whether you feel you deserve to wear the
12x12 Challenge Badge for the coming year – and you need to be honest and be able to justify the tick-off.
Share and discuss your completed activities with your Unit and Ranger Leaders. If you have completed more than
one activity for any one challenge, decide on the one you feel was the most challenging or the one you gained the
most from. When you’ve made your decision, transfer the date of your chosen activities to your Ranger Record Book.
Your Ranger Leader can then present you with your badge and celebrate your achievement. If you’ve already been
presented with your badge in the previous year and have now re-earned it, you can give it back to your Ranger Leader
for re-presentation – remember to celebrate your achievement!
Note: your 12x12 challenges cannot be cross credited with activities from other areas of the programme.

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 Complete one activity for each of the twelve challenges during each twelve-month period you are a Ranger
1 Community Connection
Actively contribute to an advocacy or volunteering activity or initiative.
2 Diversity
Broaden your understanding of diversity in Aotearoa.
3 Global
Choose something to do that explores a country from around the globe.
4 Guiding Connection
Actively take part in an event/activity involving another Unit – either in person or virtually.
5 Hauora
Take time to explore and embrace your physical, mental, emotional, social and/or spiritual wellbeing.
6 Have Fun
Do something just for fun. Enjoy!
7 Innovation
Participate in an activity that fosters collaboration, critical thinking, and creativity.
8 Leadership
Take the lead in running an activity or teaching a new skill to others.
9 Out and About
Visit a place you or your Unit are interested in.
10 Outdoors
Take part in an outdoor activity.
11 Pūkenga
Challenge yourself to grow, develop, and expand your personal skills and knowledge.
12 WAGGGS
Undertake an activity that is either related to a current WAGGGS initiative or that increases your knowledge
about WAGGGS.

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 D ERSH
A

LE

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Leadership Options
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 Leadership Options
Your Red Leadership Badge is your opportunity to further develop, extend and practise your leadership in an area of
your choosing. You will complete a Leadership Option for your Queen’s Guide Award, but you can also complete a
second Leadership Option for your Gold Challenge.
Before you begin working on Red Leadership, you need:
• Green Leadership
• Be at least 15 years old before starting Section B.

Complete one of the Leadership Options

1 Unit Leadership
Leading in a Guiding Unit of Pippins, Brownies, or Guides with an adult Leader.
2 Unit Camp Leadership
Leading an overnight camp for Pippins, Brownies, or Guides.
3 Expedition Leadership
Expedition Leadership develops the skills and knowledge you need to assist a Leader on an expedition from
Point A to Point B. Reaching your destination as efficiently as possible is the aim.
4 Exploration Leadership
Exploration Leadership develops the skills and knowledge you need to assist a Leader on an exploration with a
destination as your end result. Discovering and exploring along the way is the aim.
5 Community Leadership
Leading a community group or activity.

The Unit Camp Leadership, Expedition Leadership, and Exploration Leadership are outdoor leadership options where
you must be shadowed by an adult with the appropriate qualification and experience. Your Ranger Leader will assist
you to find a suitably qualified adult before you begin planning.

Sharing Your Leadership Story

Upon completing your Red Leadership, share an account with your Ranger Leader or the person who mentored you.
This will include details of some of the highlights and achievements, what learning you have taken away from the
experience, outcome of your budget, and what you think could be done differently next time. You can share your
story as a written, oral, or visual presentation.

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 Unit Leadership
Unit Leadership aims to develop the skills and knowledge you need to assist a Leader of GirlGuiding NZ’s younger
members: Pippins, Brownies, or Guides.
Before you begin working on Unit Leadership, you need:
• Green Leadership
• Be at least 15 years old before starting Section B.

AD
ERSH
AD
ERSH When you have completed Unit Leadership you will be presented with the Red/Gold
Leadership Badge. This is a significant achievement, and the presentation should be a
LE

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IP

IP

special occasion.

Complete all activities

• Section A must be completed before undertaking Section B.
• To complete Unit Leadership you need to work with the leadership team of your chosen Unit and complete
all sections below; you may work on any part at any time, but it is recommended that you do Section A
(Training) as early as possible.

Section A – Get Ready, Get Set…

1 Orientation to Guiding
Complete the ‘Orientation to Guiding’ online GirlGuiding NZ module. This is an opportunity to extend
your skills and knowledge in leadership and prepare you for your role as a Ranger in Leadership (RIL). Your
Ranger Leader or Local Co-ordinator will assist you to register as a RIL and help you access the
online module.
Section B – Hands On
These are completed in the Unit you work with.
2 Unit Participation
Work with a Unit for at least two terms and participate in the term planning. Keep a record of what you
do and fill in the Unit Leadership Evaluation Form. Discuss your self-evaluation with your Ranger Leader.
Note: You cannot count this towards the Community Action hours needed for the Queen’s Guide Award.
3 Unit Activity
Assist with planning and and take part in a Unit activity away from your normal Unit meeting place.
Examples of this could be:
• meeting at a local park or reserve
• a visit to a different location e.g. a trip to the zoo, going to a swimming pool.
Read the relevant sections of Safety Requirements for Programme Activities to ensure your outing meets
the requirements for ratio of adults to rangatahi and transport. Work alongside the Unit Leader to make
sure you have understood the requirements correctly.
4 Ceremony
Take part in planning and running a ceremony, such as a Promise Ceremony, badge presentation or
Linking Ceremony.
5 Responsibility
Take responsibility to plan and run two Unit Meetings from the term programme and evaluate how they
went. You may wish to invite your Ranger Leader to visit during one of these meetings for the opportunity
to give feedback on your leadership.

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 6 Other Sections
Attend an activity with your Unit that involves one or more sections, e.g. joint Unit meeting with another
Unit, or a Local Team or Regional Hub event.
7 Unit Day-Camp
Working with a team and under the guidance of a Leader, plan and run a Unit day-camp. The day-camp
must include planned activities between 4-5 hours for Pippins and 6-8 hours for Brownies and Guides. It
may be part of an overnight camp for the Unit. An overnight camp can be counted towards your Indoor
Camping Interest Certificate. At least half of the day-camp must be outdoors. Where bad weather could
cause a safety risk, an alternative programme may be run – this should be identified in the Safety Action
Plan. You must take responsibility for at least one of the activities, including the completion of a Safety
Action Plan.

Becoming a Unit Leader

If you have completed the Unit Leadership Certificate, you can apply to be a Unit Leader from the age of 17*.
Your Ranger Leader can assist you with this.

* Note: You will not be considered an adult in relation to adult to rangatahi ratios until you are 18 years old.

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 Unit Camp Leadership
Unit Camp Leadership develops the skills and knowledge you need to assist a Leader of Pippins, Brownies, or
Guides on an overnight camp. This camp may be indoors or outdoors, as appropriate for the age group and
your training.
Before you begin working on Unit Camp Leadership, you need:
• Green Leadership
• Be at least 15 years old before starting Section B.

AD
ERSH
AD
ERSH When you have completed Unit Camp Leadership, you will be presented with the Red/
Gold Leadership Badge. This is a significant achievement, and the presentation should be
LE

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IP

IP

a special occasion.

Complete all activities

• Section A must be completed before undertaking Section B.

Section A – Get Ready, Get Set…

1 Camping Interest Certificate
Complete the relevant camping interest certificate for your chosen type of accommodation.
• Indoor Camping Interest Certificate – for an indoor camp for Pippins, Brownies, or Guides
• Outdoor Camping Interest Certificate – for an outdoor camp for Guides.
2 Assist at Camp
Assist at a Unit camp with the Unit you are working with. This camp can be counted towards your Indoor
or Outdoor Camping Interest Certificate. Ensure you know about the group of rangatahi you will be taking
to camp and find out from the rangatahi what they like to do and eat at camp.
Section B – Plan, Prepare, Lead
3 Safety Requirements
Read and make sure you understand the appropriate sections of Safety Requirements for Programme
Activities for adult to rangatahi ratio, and the type of camp you wish to take e.g. indoor or outdoor
camping, including the section on safety management. You may take up to six Pippins or up to eight
Brownies or Guides.
4 Timeline
Ask your RangerLeader to explain the required planning timeline for your Unit camp. The timeline starts
at least 8-10 weeks before the camp date, see the Ranger-Led Events Timeline. With the support of your
Ranger Leader, ask a Leader with the appropriate camping qualification and experience to be your Mentor
who attends the camp, plus a second adult, and set the camp date.
Plan your Unit camp for your group of Pippins, Brownies, or Guides.
The Leader of the group of rangatahi you are taking camping, or your Ranger Leader will create an event
for your Unit camp on OGM; they will inform you of what information is required for this step. When your
event is approved, you will be able to invite the rangatahi.
As part of your planning, you need to complete the following:
• Camp programme overview, including at least 80% outdoor activities and wet weather alternatives
• Menu and shopping list
• Budget and required payment per participant
• Participant kit list
• Group equipment list
• First aid kit content list.

Back to Contents 36
 Notes:
• The site or building and facilities must be approved by your Ranger Leader or your Mentor.
• Work with your Mentor regularly to discuss and present your planning. Use their experience to help
you plan the best possible camp for you and the participants attending your camp.
• Your Mentor must hold the appropriate qualification for your chosen type of camping.
• Up to two Rangers may be assessed on the same camp, provided they have shared planning and
responsibility equally.
5 Lead Camp
Lead your planned camp.
6 Reflection
After your camp, share an account of your experience with your Mentor and your Unit. You will need
to show your Mentor a post-activity budget and explain any significant variations between budget and
final expenditure.

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 Expedition Leadership
Expedition Leadership develops the skills and knowledge you need to assist a Leader on an expedition from Point
A to Point B. Reaching your destination as efficiently as possible is the primary objective.
Before you begin working on Expedition Leadership, you need:
• Green Leadership
• Be at least 15 years old before starting Section B.

AD
ERSH
AD
ERSH When you have completed Expedition Leadership, you will be presented with the Red/
Gold Leadership Badge. This is a significant achievement, and the presentation should be
LE

LE
IP

IP

a special occasion.

Complete all activities

• Section A must be completed before undertaking Section B.

Section A – Get Ready, Get Set…

1 Interest Certificate
Complete at least one of the following Interest Certificates, depending on your planned method of
transport or activity: Overnight Hiking or Water Adventure.
Section B – Plan, Prepare, Lead
2 Timeline
Ask your Ranger Leader to explain the required planning timeline for your expedition. The timeline
starts at least 8-10 weeks before the expedition date, see the Ranger-Led Events Timeline. With the
support of your Ranger Leader, ask a Leader with the appropriate qualification and experience to be your
Mentor who attends the camp, plus a second adult comfortable with your form of travel, and set the
expedition date.
3 Appropriate Training
Ensure that you and the members of your expedition group undertake training appropriate for what
you are planning to do. Because the skills and fitness levels required for various types of expedition
are so different, it is up to you to decide what is needed. Create a plan for the group to get fit for your
specific expedition and discuss it with your Mentor. It should include a three-month timeline and show
progression to the build-up to the expedition.
4 Safety Requirements
Read and make sure you understand the appropriate sections of Safety Requirements for Programme
Activities for the type of expedition, e.g. hiking, cycling, that you wish to undertake, including the section
on Safety Management.
5 Planning
Plan an expedition with a duration of at least two days and one night, using your chosen form of travel.
You should plan on travelling for at least 5-6 hours of purposeful effort per day. Your mentor can help you
with your planning if requested.
Your Ranger Leader will create an event for your expedition on OGM, they will inform you of what
information is required for this step. When your event is approved, you will be able to invite others.

Back to Contents 38
 As part of your planning, complete the following:
• expedition programme, with map and details of your expedition, alternative plans, and details for
bad weather
• menu and shopping list
• budget and required payment per participant
• participant kit list
• first aid kit content list
• group equipment list.
Notes:
• Your party must consist of four to six (including yourself) Ranger-aged participants, your Mentor,
plus a second adult.
• You should spend a total of 16 hours over the two days including time taken for navigation and
route-finding, setting up and striking camp, cooking and other tasks related to the expedition.
• All equipment must be carried by your group.
• At least one substantial meal is to be prepared each day.
• Work with your Mentor regularly to discuss and present your planning. Use their experience to help
you plan the best possible expedition experience for you and your group.
• Your Mentor must hold the appropriate qualification for your chosen type of expedition.
• Up to two Rangers may be assessed on the same expedition, provided they have shared planning
and responsibility equally.
• The completion of this option can be credited to the Bronze Level Expedition for the Duke of
Edinburgh’s Hillary Award, provided you have registered for the Award Programme online.
6 Lead Expedition
Lead the planned expedition.
7 Reflection
After your expedition, share an account of your experience with your Mentor and your Unit. You will need
to show your Mentor a post-activity budget and explain any significant variations between budget and
final expenditure.

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 Exploration Leadership
Exploration Leadership develops the skills and knowledge you need to assist a Leader on an exploration with a
destination as your end result. Discovering and exploring along the way is the aim.
Before you begin working on Exploration Leadership, you need:
• Green Leadership
• Be at least 15 years old before starting Section B.

AD
ERSH
AD
ERSH When you have completed Exploration Leadership, you will be presented with the Red/
LE

LE
IP

IP

Gold Leadership Badge. This is a significant achievement, and the presentation should be
a special occasion.

Complete all activities

• Section A must be completed before undertaking Section B.

Section A – Get Ready, Get Set…

1 Interest Certificate
Complete at least one of these Interest Certificates, depending on your planned camping location: Indoor
Camping or Outdoor Camping.
Section B – Plan, Prepare, Lead
2 Planning Timeline
Ask your Ranger Leader to explain the required planning timeline for your expedition. The timeline starts
at least 8-10 weeks before the expedition date, see the Ranger-Led Events Timeline. With the support of
your Ranger Leader, ask a Leader with the appropriate qualification and experience to be your Mentor
who attends the camp, plus a second adult, and set the exploration date.
3 Appropriate Training
Ensure that you and the members of your exploration group undertake training appropriate for what you
are planning to do. Because the skills and fitness levels required for various types of explorations are so
different, it is up to you to decide what is needed. Create a plan for the group to get fit for your specific
exploration and discuss it with your Mentor.
4 Safety Requirements
Read and make sure you understand the appropriate sections of Safety Requirements for Programme
Activities for your exploration, e.g. foot, cycle, etc, that you wish to undertake, including the section on
Safety Management.
5 Planning
Plan an exploration with a duration of at least two days and one night. You should plan for at least six
hours of purposeful activity per day. Most of your time should be spent on exploring rather
than journeying.
Your Ranger Leader will create an event for your exploration on OGM, they will inform you of what
information is required for this step. When your event is approved, you will be able to invite others.

Back to Contents 40
 As part of your planning, complete the following:
• exploration programme overview, including an alternative programme in case of bad weather
• menu and shopping list
• budget and required payment per participant
• participant kit list
• group equipment list
• first aid kit content list.
Notes:
• Your party must consist of four to six (including yourself) Ranger-aged participants, your Mentor,
plus a second adult.
• You should spend a total of 16 hours over the two days including time taken for navigation, setting
up your camp/base, cooking and other tasks related to the exploration. An exploration means you
can set up a base camp at a campsite.
• Your exploration must have a clear objective, such as exploring local tourism, wildlife, forests and
parks, culture, history, or seashore.
• You may journey on foot or cycle or travel by public transport, bus, car or plane, or any combination
as appropriate.
• Equipment must be carried to your campsite by the group participants.
• At least one substantial meal is to be prepared each day.
• Work with your Mentor regularly to discuss and present your planning. Use their experience to help
you plan the best possible exploration experience for you and your group.
• Your Mentor must hold the appropriate qualification in your chosen type of exploration.
• Up to two Rangers may be assessed on the same exploration, provided they have shared planning
and responsibility equally.
6 Lead Exploration
Lead your exploration.
7 Reflection
After your exploration, share an account of your experience with your Mentor and your Unit. You need
to show your Mentor a post-activity budget and explain any significant variations between budget and
final expenditure.

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 Community Leadership
Community Leadership develops the skills and knowledge you need to assist the Leader of a non-Guiding
community group or particular activity. Examples include a Youth Group Leader, a leadership role for an
advocacy group, a member of your local Youth Council, or a mentor or leader for a community programme.
Before you begin working on Community Leadership, you need:
• Green Leadership
• Be at least 15 years old before starting Section B
• Any training necessary or required by the non-Guiding organisation to support you in your chosen activity
e.g. Youth leadership course, sports or referee training, mentorship training or similar.

Your practical involvement in the activity must

• be over a period of at least four months
• involve at two terms of practical leadership
(Equivalent of approx. two hours per week or eight hours per month).

AD
ERSH
AD
ERSH When you have completed Community Leadership, you will be presented with the Red/
Gold Leadership Badge. This is a significant achievement, and the presentation should be
LE

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IP

a special occasion.

Complete all activities

• Section A must be completed before undertaking Section B.

Section A – Get Ready, Get Set…

1 The Community Group
Ensure you know about the community group you will be working with. This could include:
• spending some time with the group to get to know them
• discussing with your adult Leader/Mentor the needs of the group and how you can support them
• finding out where you can get help and how to access any resources to support you in
your leadership.
2 Safety Requirements
Read and understand appropriate sections of Safety Requirements for Programme Activities and
GirlGuiding New Zealand Policies. This may include policies on communications, talking to the media,
fundraising and health and safety.
You will also need to be familiar with the rules and regulations for the Community Group you are leading,
as these will be different to GirlGuiding NZ.
3 Planning
Plan a programme and timeline to complete a practical community leadership activity/project.
Section B – Lead
4 Preparing and Leading
Practice your leadership role with your community group or organisation including:
• preparing and leading sessions for group members
• assessment, achievement or progress and evaluation of group members
• budgeting (if applicable).
Risk analysis and mitigation of risk for activities undertaken with the group, including the completion of a
Safety Action Plan or Risk Management Plan as required by your community organisation.

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 5 Reflection
Regular reflection and evaluation of your leadership progress with a nominated adult leader/Mentor.
What is going well? Is there anything that you could do differently or change to enhance your leadership?
6 Celebration
Celebrate your success and growth as a leader!

Notes:
• You must work with a Mentor or designated adult Leader within your chosen Community Group or
Organisation as you undertake your leadership role
• Hours undertaken for the Leadership Option do not count towards Community Action hours
• Remember to keep your Ranger Leader updated with your progress as you work on your Community
Leadership Option.

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Volunteering & Advocacy
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 Community Action
Community Action is about supporting others through about Community Action projects you can do – either
your actions. Community Action is Volunteering; it’s short-term or long-term. Community Action is different
about making a positive contribution or change in your to work experience (where you work for a business
community. Your community could include your town, for free to develop your skills) as the main purpose of
your country, or the world. Community Action is to support your community.
You are encouraged to plan and take part in Community
Action projects on a regular basis. Who are you going
to give your time to? You have the opportunity to think

Advocacy
Advocacy is about standing up for an issue you believe How do you influence people?
in to raise awareness and inspire others to take action. WAGGGS have also identified three key ways in which
GirlGuiding NZ focuses on issues that are relevant to and we can influence people and meet this definition
affect your generation. of advocacy.
The Ranger Advocacy Panel speaks out on issues on Educating
behalf of the organisation, to influence those who can Once you identify an issue, find out why the issue is
bring about change. The Ranger programme offers important, and how it is relevant to rangatahi. Start to
opportunities for you and your Unit to get involved in think about how the issue could be changed, and who
advocacy projects and bring about change in your local can make these changes. Share what you have learned
community, or on a larger scale. with others to gain support on the issue.
The WAGGGS definition of Advocacy is: “We influence Speaking Out
people to take decisions that will improve our lives and Once you have thought about a solution to the issue,
the lives of others”, and this is what GirlGuiding NZ bases think about how you will speak to people with the
advocacy on. power to create the change you need. Who you talk to
will depend on the solution you are trying to achieve. It
could be your school principal, student leaders, business
owners, local councils, mayor, members of parliament or
other interested and influential parties. It is important
when you speak out to these people that you share
your idea for a solution, as well as why it is important.
Speaking out is a very powerful tool and is essential to
achieving the definition of advocacy.
Taking Action
When you look at solutions to an issue, you may discover
that as well as speaking out, you can do something
yourself to help bring about change. Often this will be
some sort of volunteering, such as getting involved in
or starting a project. This might include fundraising or
supporting the work of another organisation. In taking
action, you may also have a chance to educate others at
the same time and spread the word about your issue.

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 Community Action vs Advocacy
Let’s look at the difference between Community Action and Advocacy:

Community Action Advocacy

Involves giving your time. It starts with a problem or issue.
Can be about taking action on a problem or issue. It involves attempting to solve an issue and involves a
longer period of time.
Helps now – could be short term, or a one-off.
You oversee organising the event and it will involve
You may be helping with something set up by someone
other people.
else or organising your own project.
It involves educating, speaking out, and taking action.
You make a change.

An advocacy project can carry on from a piece of Community Action. Let’s see how:

Issue Community Action An Advocacy project could look like:

Not enough green spaces in Planted flowers or trees as part of a Work with local city councillors to
the community. community planting day. start a public garden.
Homelessness Collect clothing or supplies for Create a collection drive, involve
the homeless. more people, and organise other
charitable groups to do their
own collection.
Graffiti Paint walls to cover up graffiti. Create a contest for kids to submit
art to cover up graffiti. Set up a
painting day with the winners.
Children in your local community are Run activities during the school Write to your local council about
bored during the holidays. holidays for children. building a Youth Centre.

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 INTEREST

Interest Certificates
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 Interest Certificates
The Interest certificates are designed to challenge you to extend your knowledge and skills in areas that may be
new to you. There are 12 different areas for you to explore. For every three certificates you complete from different
themes, you will be awarded an Interest Badge.

Adventure Outdoors Great Outdoors

Prepare to lead an adventure in the outdoors! Learn Get out there in the great outdoors, learn some new
the skills, plan with a group, go on an outdoor skills, explore some new places, and have fun!
experience with a group and evaluate how it went
and what you learned.
Guiding Spirit
Discover the World A look at Guiding in New Zealand and in the wider world
and your involvement as a member. Discover the history
Discover the experiences that await you in our wider and explore the future.
international world. Increase your knowledge and
awareness of other cultures.
Living Well
Eco World Expand your knowledge of fitness and wellbeing, and
experience activities that will help you to live a healthy
Connect with and care for your environment by exploring life. This is a chance for you to explore ways to take
a part of our world that is important to you. This is your better care of yourself, improve your self-esteem and
chance to make a difference and make the world a better self-confidence, and let go of stress.
place for generations to come.
Rangers with a Cause
Embracing Responsibility
Community involvement is a big part of being a Ranger
Learn about our society and how to become a and it requires special skills to be able to offer a level of
responsible citizen. action where it matters. Develop your skills to be ready
to volunteer in your community.
Explore and Try
Te Papa
Try new things, learn new skills. “Seize the dream –
realise your potential”. Discover heritage by looking into the past, our culture,
Guiding history, and your own family whakapapa!

Future Focus
Wairua
Develop key life skills you will need beyond Rangers.
This is a chance for you to prepare for adulthood and Explore, experience, and widen your view of faith and
everything it offers. personal values. This is an opportunity for you to reflect
on your own beliefs, ideals and values and equip yourself
with the tools to better understand the world we live in.

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 Adventure Outdoors
Prepare to lead an adventure in the outdoors! Learn the skills, plan with
a group, go on an outdoor experience with a group and evaluate how it
went and what you learned.

Certificates to choose from:

• Indoor Camping
• Outdoor Camping
• Overnight Hiking
• Water Adventure

Prerequisite:
• Pathway Badge.

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 Indoor Camping
Assist at an indoor camp and take an active role in some of the planning, preparation,
and delivery of the camp programme.
Note: this Interest Certificate can’t be modified, it needs to be completed as it is.
Before you begin working on this certificate, you need:
• Pathway Badge.

Complete all activities

1 Programme Planning
Brainstorm activities you could do at an indoor camp, then use these ideas to create a programme for an
overnight indoor camp. Consider what fun challenges you can do, how much rest you need, what camp duties
there are, and what to do if the weather is wet or cold. Understand the Ranger Led Events timeline and how
this relates to your camp. Learn about and understand the safety requirements listed in Safety Requirements
for Programme Activities.
2 What Will You Eat?
Create a menu for an overnight indoor camp. Consider your planned programme and activities and how much
energy these may require. Make a list of the food items you will need and create a budget. Are there any
dietary requirements for your participants that you need to consider?
3 Where Will You Go?
What should you look for when choosing a suitable venue for an indoor camp? Look at two or three potential
places you could hold your camp – consider the travel time, hire cost, security, accessibility, equipment on site,
and possible activities you could do at the venue. Once you have selected a venue, ensure you can find the
emergency exits, power mains, smoke alarms, fire extinguishers, and first aid kits. Make sure you know who to
contact if there is an issue with the venue while you are on camp.
4 Safety First
Brainstorm potential risks and hazards at the camp venue, with the camp activities you have chosen to do and
with cooking. Check Safety Requirements for Programme Activities to ensure you meet safety requirements for
the activities you have chosen to do.
5 In an Emergency
How would you respond to different emergencies that could happen while you are at camp? For example, an
earthquake, building fire, tsunami, someone getting lost, a medical event, or an accident. Help the participants
of your camp to create their own personal first aid kit to bring with them.
6 The Weather
Learn how to find, read, and interpret weather forecasts. How will a changing weather forecast impact
your camp? What will you do if the weather at your camp changes unexpectedly? How will this affect your
programme and activities? Learn what issues can arise from different weather conditions (e.g. heavy rain,
sudden cold, or a heatwave) and discuss how you might have to change and adapt your camp to the
weather conditions.
7 The Right Direction
Understand the directions you may need to give for any activities you are going to be doing. Do you need
to learn how to read maps, navigate a route with Google Maps, or give directions to others to arrive in a
particular place?

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 8 Gear
What gear will you need to take on your indoor camp? Make a kit list of personal gear, including the gear you
will need to run your programme activities, and for cooking. What gear might you need for an emergency?
Consider what options you might need to pack your gear into for your camp.
9 Campers
Learn about the different Guiding age groups and their needs. Make a list of things you may need to consider
when taking each age group to camp, such as home sickness, bedwetting, anxiety, and behaviour challenges,
and discuss how you might deal with these.
10 Ready – Set – Go
Take part in the overnight indoor camp that you have assisted with the planning and preparation for, under the
guidance of a suitably qualified and experienced adult.
11 Evaluate
After the indoor camp is over, review how it went with your Ranger Leader and the participants who went on
camp. What went well and what might you do differently next time? Were there any challenges and how did
you overcome these?

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 Outdoor Camping
Assist at an outdoor Unit camp and take an active role in some of the planning,
preparation and delivery of the camp programme.
Note: this Interest Certificate can’t be modified, it needs to be completed as it is.
Before you begin working on this certificate, you need:
• Pathway Badge.

Complete all activities

1 Programme Planning
Brainstorm activities you could do at an outdoor camp, then use these ideas to create a programme for an
overnight outdoor camp. Consider fun challenges you can do, how much rest you need, what camp duties
there are, and what to do if the weather is wet or cold. Understand the Ranger-Led Events Timeline and how
this relates to your camp. Learn about and understand the safety requirements listed in Safety Requirements
for Programme Activities.
2 What Will You Eat?
Create a menu for an overnight outdoor camp. Consider your planned programme and activities and how
much energy these may require. Make a list of the food items you will need and create a budget. Are there any
dietary requirements for your participants that you need to consider? What food safety requirements will you
need to think about, e.g. no fridge or freezer to keep food items cold?
3 Where Will You Go?
What should you look for when choosing a suitable venue for an outdoor camp? Look at two or three potential
places you could hold your camp – consider the travel time, hire cost, security, accessibility, equipment on site,
and possible activities you could do at the venue. What do you need to think about when choosing a location
to put your tents and set out your camp?
4 Safety First
Brainstorm potential risks and hazards at the camp venue, with the camp activities you have chosen to do and
with cooking. Check Safety Requirements for Programme Activities to ensure you meet safety requirements for
the activities you have chosen to do. Other considerations to discuss for an outdoor camp: how to set up for
hygiene/washing, how to keep waterways clean, and how to dispose of wastewater and rubbish.
5 In an Emergency
How would you respond to different emergencies that could happen while you are at camp? These could
include an earthquake, flooding, tsunami, someone getting lost, a medical event, or an accident. Help the
participants of your camp to create their own personal first aid kit to bring with them.
6 The Weather
Learn how to find, read, and interpret weather forecasts. How will a changing weather forecast impact
your camp? What will you do if the weather on your camp changes unexpectedly? How will this affect your
programme and activities? Learn what issues can arise from different weather conditions (e.g. heavy rain,
sudden cold, or a heatwave) and discuss how you might have to change and adapt your camp to the
weather conditions.
7 The Right Direction
Learn how to take a bearing off a topographical map using a compass and how to use GPS, as two methods
of finding the correct direction. Plan a simple walk using one of these tools that you could include as part of
your camp.

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 8 Gear
What gear will you need to take on your outdoor camp? Make a kit list of personal gear, including the gear you
will need to run your programme activities, and for cooking. What gear might you need for an emergency?
Consider what options you might need to pack your gear into for your camp.
9 Tents
Learn the different methods of keeping your tents safe in bad weather. Demonstrate how you will care for and
repair your tents at camp. Discuss correct storage of your tents after camp.
10 Ready – Set – Go
Take part in the overnight outdoor camp that you have assisted with the planning and preparation for, under
the guidance of a suitably qualified and experienced adult.
11 Evaluate
After your outdoor camp is over, review how it went with your Ranger Leader and the participants who went
on camp. What went well and what might you do differently next time? Were there any challenges and how
did you overcome these?

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 Overnight Hiking
Assist at an overnight hike and take an active role in some of the planning, preparation
and leading of the overnight hike.
Note: this Interest Certificate can’t be modified, it needs to be completed as it is.
Before you begin working on this certificate, you need:
• Pathway Badge.

Complete all activities

1 Programme Planning
Understand the Ranger-Led Events Timeline and how this relates to your overnight hike. Learn about and
understand the safety requirements listed in Safety Requirements for Programme Activities.
2 What Will You Eat?
Create a menu for an overnight hike. Consider how much energy your hike may require. Make a list of the
food items you will need and create a budget. Are there any dietary requirements for your participants that
you need to consider? What food safety requirements will you need to think about, e.g. no fridge or freezer to
keep food items cold?
3 Where Will You Go?
Research two or three potential hiking trails that you could go on. Consider the difficulty of the hike, the
terrain and the potential fitness level required for participants to complete it. Discuss etiquette when sharing
a hut or campsite with people you do not know. Demonstrate how to put up a fly or other lightweight shelter
and spend a night under it.
4 Safety First
Brainstorm potential risks and hazards while hiking and with cooking. Check Safety Requirements for
Programme Activities to ensure you meet safety requirements for the hike and any other activities you have
chosen to do. Other considerations to discuss for a hike: how to set up for hygiene/washing, how to keep
waterways clean and how to dispose of wastewater and rubbish. Find out about different toilets, such as long
drops, chemical toilets, and self-composting toilets, and discuss etiquette when using these. Discuss how to dig
a latrine. Research EPERB’s and PLB’s and take one with you.
5 In an Emergency
How would you respond to different emergencies that could happen while you are hiking? These could include
an earthquake, flooding, track washout, someone getting lost, a medical event, or an accident. Discuss how to
rig up an emergency shelter. Help the participants on your hike to create their own personal first aid kits.
6 The Weather
Learn how to find, read, and interpret weather forecasts. How will a changing weather forecast impact your
hike? What will you do if the weather on your hike changes unexpectedly? How will this affect your ability
to continue with the hike? Learn what issues can arise from different weather conditions (e.g. heavy rain,
sudden cold, or a heatwave) and discuss how you might have to change and adapt your tramp to the
weather conditions.
7 The Right Direction
Understand the directions you may need to take for your hike, including how to interpret various track
markers. Learn how to take a bearing off a topographical map using a compass and how to use GPS, as two
methods of finding the correct direction.

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 8 Gear
What gear will you need to take on your overnight hike? Make a kit list of personal gear including cooking gear
you will need. What gear might you need for an emergency? Consider hiking pack options. Show how to adjust
your pack and determine the maximum weight you should carry. Pack for a hike then go on a 30 minute walk
to test your pack.
9 Hiking Skills
Learn about different types of terrain. Explain how to use a map to estimate walking times over various terrain
types with and without a full pack. Learn about and practise river-crossing techniques when crossing a small
stream (less than knee deep) using a mutual support method.
10 Ready – Set – Go
Take part in the overnight hike that you have assisted with the planning and preparation for, under the
guidance of a suitably qualified and experienced adult.
11 Evaluate
After your overnight hike is over, review how it went with your Ranger Leader and the participants who went
on the hike. What went well and what might you do differently next time? Were there any challenges and how
did you overcome these?

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 Water Adventure
Assist at a water adventure and take an active role in some of the planning,
preparation and leading of the water adventure.
Note: this Interest Certificate can’t be modified, it needs to be completed as it is.
Before you begin working on this certificate, you need:
• Pathway Badge.

Complete all activities

1 Programme Planning
Brainstorm types of water adventures and locations, then plan a water adventure of at least six hours. You
will need to consider the fitness level of participants and the time of year for your chosen water activity.
Understand the Ranger-Led Events Timeline and how this relates to your water adventure. Learn about and
understand the safety requirements listed in Safety Requirements for Programme Activities.
2 What Will You Eat?
Create a menu for your water adventure. Consider how much energy your adventure may require. Make a list
of the food items you will need and create a budget. Are there any dietary requirements for your participants
that you need to consider? What food safety requirements will you need to think about, e.g. no fridge or
freezer to keep food items cold?
3 Where Will You Go?
Research two or three potential places based on the type of water adventure you wish to undertake e.g. lake,
river, sea.
4 Safety First
Brainstorm potential risks and hazards while undertaking your water adventure with the venue and with
cooking. Check Safety Requirements for Programme Activities to ensure you meet safety requirements for
the activities you have chosen to do. Demonstrate you can swim 50 metres and use survival techniques
such as H.E.L.P. and huddle. Show your knowledge of the personal clothing to be worn or carried for water
activities, and the personal and group safety equipment required. Depending on the water adventure chosen,
discuss safety considerations such as the minimum and maximum number of people per craft, rescue boats,
emergency signaling, and bad-weather alternatives.
5 In an Emergency
How would you respond to different emergencies that could happen while you are on your water adventure?
These could include an earthquake, flooding, tsunami, someone getting lost, a medical event, or an accident.
Know how to contact the Coastguard Service if applicable. Help the participants to create their own personal
first aid kit to bring with them.
6 The Weather
Learn how to find, read, and interpret weather forecasts, including marine forecasts if applicable. How
will a changing weather forecast impact your water adventure? What will you do if the weather changes
unexpectedly? How will this affect your ability to continue with the water activity? Learn what issues can arise
from different weather conditions (e.g. heavy rain, sudden cold, or a heatwave) and discuss how you might
have to change and adapt your plans to the weather conditions.
7 The Right Direction
Understand the directions you may need to take or give for your water adventure.

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 8 Gear
What gear will you need to take on your water adventure? Make a kit list of personal gear including cooking
gear you will need including water safety gear appropriate to the water adventure undertaken. What gear
might you need for an emergency? Consider what options you will need to pack your gear into for your
water adventure.
9 Watercraft Skills
Depending on your chosen water activity you may need to do some of the following:
• Demonstrate how to enter and exit a craft from a bank and from knee-deep water.
• Demonstrate your ability to handle your chosen watercraft in the water, including going forwards and
backwards, and how to stop in an emergency.
• Show how to use anchorages and moorings.
• Undertake a capsize drill in shallow water (including swimming to the shore) and in deep water (including
re-entering the craft).
10 Ready – Set – Go
Take part in the water adventure that you have assisted with the planning and preparation for, under the
guidance of a suitably qualified and experienced adult.
11 Evaluate
After your water adventure is over, review how it went with your Ranger Leader and the participants who
went on the water adventure. What went well and what might you do differently next time? Were there any
challenges and how did you overcome these?

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 Discover The World
Discover the experiences that await you in our wider international world.
Increase your knowledge and awareness of other cultures.

Certificates to choose from:

• Global Citizen
• Global Communication
• Global Cuisine
• Global Travel

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 Global Citizen
Find out how our daily lives are related to social, economic, and environmental issues,
from around the globe. Recognise ways you can be a global citizen.

Complete eight activities

1 Adoption
There are many countries where children are living in orphanages and celebrities have glamourised
intercountry adoption. Investigate whether it is better for children to be moved to a new country to live with
adoptive parents or for their families and communities to be given the support so children can stay in their
country of origin. Hold a debate with a team taking each side.
2 Are you a Global Citizen?
Design a passport for ‘Global Citizens’ that shows what it means to be a Global Citizen and what your
responsibilities as a Global Citizen are.
3 Global Issues
Brainstorm global issues that you have seen in the media, on social media, and heard people talking about.
Highlight the issues that mean the most to you. Design a sticker that could raise awareness of an issue.
4 Gun Control
Compare gun control rules and laws in New Zealand, the United States of America, and another country. Make
a visual representation of the gun-related deaths per year in each of the countries. Do you think these gun
control laws and deaths are connected? Discuss what changes you would make if you were the leader of each
of the countries and why.
5 In Your Shoes
Learn about refugees and why they may have needed to leave their homes. What organisations help refugees
settle in New Zealand and how? Follow the journey of a refugee who have had to relocate to a new country.
What is it like being in a refugee camp and adjusting to life in a new country? Put yourself in their shoes and
think about what you would find most challenging.
6 Indigenous Peoples Day
Celebrate Indigenous Peoples Day in your Unit. Select a variety of different countries and celebrate their
Indigenous Peoples. Share the social and cultural contributions they have made to their country.
7 One Planet
Choose an environmental issue such as climate change and pollution, or find photos showing how it affects
three different communities around the world. What can we do here in Aotearoa to help? Using the photos,
make a poster, collage, or piece of art to raise awareness of this issue.
8 Protesting War
Choose two different wars and find out about the people who protested them. How did they protest? Did they
achieve change? What current conflict would you protest and how would you do so peacefully?
9 Rainbow Rights
Consider how the rights of the Rainbow community are acknowledged or denied around the globe. Look
at how New Zealand stacks up against other countries in terms of our legislation and how we support the
Rainbow community.
10 Role Models and Influencers
Explore the lives of women from around the world who have been rulers, heroes in their countries, influential
in their field, Nobel Peace Prize winners, or who have made a significant contribution to our world in some
other way. Choose one woman whom you had not heard of and learn more about her to share with your Unit.

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 11 What Is Poverty?
Learn the meaning of ‘extreme poverty’ and find out how much money this is per day. Find out what you could
buy in New Zealand with that amount of money. Explore the causes of homelessness in your community and
around the world, and how it is related to poverty.
12 Women’s Rights
Did you know New Zealand was the first self-governing country to give adult women the right to vote? Find out
how we achieved this amazing feat. Look for examples in other countries where women do not have the same
rights as women in New Zealand and try to determine why this might be.
13 Own Choice
14 Own Choice

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 Global Communication
Learn phrases in different languages, explore what it would be like to be in a country
where you don’t understand the signs or what is being said, and meet people who do
not speak English as their first language.

Complete eight activities

1 Colloquialisms and Slang
Compare colloquialisms and slang used by people in different English-speaking countries. Challenge your Unit
to replace the common New Zealand slang you use with new words you have learnt.
2 Cultural Influencer
Choose a country you would love to visit where the first language is not English. Find out about the language,
culture, and places to see. Promote and encourage others to visit in a fun way, such as a promo video.
3 Getting to Know You
Communicate with someone who does not speak the same language as you. This could be someone who lives
in another country or in New Zealand. Share with your Unit how you communicated with each other. What was
the easiest form of communication?
4 Mealtime Phrases
Prepare a meal from another country. Learn some mealtime words and phrases in a language from that
country to use during the meal.
5 Meet and Greet
Choose a language that interests you and learn six phrases that would be useful when meeting a person who
speaks that language.
6 Music
Explore popular music from non-English speaking countries. Create a music video for a song in another
language or a playlist of songs in other languages. Share with your Unit.
7 Road Signs
View road signs from around the world. How do they communicate important information that visitors to the
country need to know? Choose an idea you want to communicate and make a sign without using words.
8 Sign Language
Visit or invite a speaker from an organisation advocating for the deaf and hearing-impaired community. Find
out about International Sign (IS) and how this differs from New Zealand Sign Language (NZSL). Learn some
useful signs.
9 Speak It
Study another language for at least one hour a week for three weeks. There are lots of options online, at the
library, and in your school. Teach a new phrase to another person or your Unit at the end of the three weeks.
10 Tour Guide
Imagine you are a tour guide and create a tour around your local area for someone from another country.
Where would you take them and what would you show them? Explain the cultural and practical differences in
areas like food and meal times, tipping, places of importance, and road rules.
11 Translator
Choose a language and some common phrases for that language. Find a range of translation apps, websites or
foreign language dictionaries and translate your common phrases. Create a matching game using your phrases
and translations, test other people to match them correctly.

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 12 Watch It, Learn It
Watch a foreign language television show or part of a movie without subtitles. Discuss what you thought
happened. Rewatch it again with subtitles. Were you correct?
13 Own Choice
14 Own Choice

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 Global Cuisine
Explore and try a variety of foods and discover the traditions behind these. The idea is
to try new food that you have never tasted before.

Complete eight activities

1 Are You a Foodie?
Watch different food vlogs and compare their styles. Create your own food vlog where you explore dishes from
another country; think of a catchy name. Record your vlog on a device and share it with your Unit.
2 Behind the Scenes
Visit or find a menu from a restaurant that serves food from another country. Create a list or word cloud of
the common ingredients used to prepare the food. Design your own restaurant and menu based on another
country’s cuisine.
3 Breakfast for Dinner
Have a ‘Breakfast for Dinner’ night in your Unit. Decide which country’s breakfast you will try and plan your
menu. Enjoy your breakfast and talk about what you notice, the flavours, the ingredients, and how they reflect
the country.
4 Cuisine Hunt
Become a food reviewer for your Unit! Explore the international restaurants in your area then write a review
about the foods you tried.
5 Eating Customs
Invite someone from a different culture to your Unit to explain the food, eating customs, and festivals from
their country. Sample some of the food from this culture and observe the appropriate eating customs.
6 Explore the Supermarkets
Visit a local supermarket or specialist grocery store, e.g. an Asian or Mediterranean supermarket. Check out
the number of foods that have been imported into New Zealand. Try to find at least three different things from
each of the five WAGGGS regions.
7 Fusion Challenge
Choose some ingredients from different countries, e.g. pasta from Italy, and spices from India, and combine
them together to create an interesting fusion dish.
8 Origin Stories
Pick a type of food or ingredient and research its history. For example, where did pasta originate?
9 Outdoor MasterChef
Run an international MasterChef night in the outdoors using lightweight gas cookers or on an open fire.
10 Same Ingredient, Different Name
Find five dishes from five different countries around the world for each of the following ingredients: chicken,
rice, potatoes, and sandwich bread. For example, Banh Mi is a sandwich consisting of a baguette filled with
meat, pickled vegetables, and chili peppers in Vietnam.
11 Sweet Ending
Host a dessert night in your Unit. Bring desserts from around the globe to share. Compare New Zealand
desserts with what is eaten in five other countries from different continents.
12 WAGGGS Asia Pacific
Cook and try a dish from one of the countries in the Asia Pacific Region of WAGGGS.
13 Own Choice
14 Own Choice

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 Global Travel
Plan an international trip. Learn about another country’s currency, culture, language,
and places to see.

Complete activity one, plus seven other activities

You will need to complete Activity 1 before the rest of the certificate.

1 Trip Planning (Compulsory)

Brainstorm a list of countries you want to visit. Choose a destination from your list and prepare an itinerary for
your trip, including when you are going, how long for, and the activities you will do there.
Learn some facts about the country/countries you are visiting.
2 Accommodation
Find out about the types of accommodation that are available in the country you are visiting. Consider the pros
and cons, such as cost, location, safety, comfort, and cleanliness.
3 Budget
Create a budget. Estimate the likely costs involved for your trip, including accommodation, food, transport,
sightseeing, departure taxes, and incidentals.
4 Culture
Try something you have not done before, such as cook a meal, attend a special event, or watch a movie or
television show from the country you have chosen. Learn some basic phrases that would be helpful if you were
visiting that country.
5 Currency
Learn about exchange rates and convert some prices from New Zealand dollars into the currency of the
country you are visiting. Convert the cost of some of the activities you have scheduled for your trip into
NZ dollars.
6 Current Requirements
Learn what health and safety requirements are in place for the country you are visiting, and for the travel to
get there. Find out if any vaccinations are required or recommended to have before you travel.
7 Documents
Find out about travel document requirements for the country you are visiting, such as visas, permits, and
anything else that may be useful. Learn how to apply for a passport.
8 Getting There
Mark your planned trip to the destination you have chosen on a map. Explore how you will get from your
house to your end destination, including any stopovers. What modes of transport will you need to take?
9 Keeping Healthy
Look for tips for staying fit and healthy while travelling overseas. Find out about the health problems
associated with long distance travel, such as DVT and jetlag, then learn and practise some exercises to avoid
these problems.
10 Keeping Safe
Think about how to keep yourself and your property safe while travelling. Include how to secure valuables such
as cash and technology, and documents such as passports, tickets, and credit cards. Look into different travel
insurance options and what they do and do not cover.

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 11 Packing
Consider the type of luggage you will take on your trip (e.g. suitcase, travel pack, hiking pack). Look into the
cost and where you can buy them from. Make a list of clothing and other items you would take with you on
your trip. Take into consideration the length of the trip and the time of year you are going. Find out about any
clothing requirements in that country, such as when visiting a religious place.
12 Professional Help
Visit a travel agency. Find out what services are offered and what information you can gather about the
country you are visiting.
13 Own Choice
14 Own Choice

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 Eco World
Connect with and care for your environment by exploring a part of our
world that is important to you. This is your chance to make a difference
and make the world a better place for generations to come.

Certificates to choose from:

• Clean Green Aotearoa
• Creatures and Critters
• Growing the Future

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 Clean Green Aotearoa
Aotearoa is famous as a clean, green country and visitors come for our fresh air and
stunning scenery. Explore how you can keep New Zealand clean and green for years
to come.

Complete eight activities

1 Biodiversity
What is biodiversity? Explore a local ecosystem and examine its biodiversity. Create your own mini ecosystem
using a glass bottle or jar, patches of moss, soil, and small rocks. Enjoy watching the moss grow over the years
to come!
2 Climate Change
How does climate change impact biodiversity? Learn about the greenhouse effect by placing two
thermometers side-by-side in a sunny spot. Put one inside a covered glass jar and leave the other outside.
Observe the temperatures after 30 minutes to see which is higher.
3 Fast Fashion
Do you know where your clothing comes from and whether it is made ethically? Find different ways you can
reduce clothing waste and learn how to remove stains and make simple repairs, so your clothing lasts longer.
Hold a clothing swap or upcycle an item of clothing you no longer wear.
4 Inspire the World
Hold a Unit competition for the best nature photographs. Share these with the public with messages of
encouragement to protect our taonga.
5 Keep New Zealand Beautiful
Organise a clean-up event in your local area. Plan an activity to make the clean-up fun, such as a scavenger
hunt or creative competition. You may wish to do this during Keep New Zealand Beautiful Clean Up Week.
6 Farm to Table
Consider what you have eaten in a day and how much of it was locally produced. Track a piece of produce from
farm to table, e.g. how is it transported from the farm to the supermarket? If you can, visit a local farmers
market to find out where their products came from.
7 Minimise It
What waste management initiatives are underway in your local area? Discuss how you could best dispose of
the packaging you have, and how you could encourage others to do the same. Visit a bulk bin/bulk buy pantry
or store, or research one online, to learn about ways of buying products with minimal packaging.
8 Pollution
Go for a walk and look for pollution in your area. Look at the air, the ground, and the water. Make a list of
suggestions for dealing with these problems. Take steps to make one of your suggestions an environmental
project for you or your Unit.
9 Renewable Energy
What is the difference between renewable energy and sustainable energy? Find out where New Zealand’s
energy comes from and how much is from renewable sources. Make your own solar panel or wind turbine.
10 Te Papa Atawhai
Explore how Māori view their relationship with the earth. What does kaitiakitanga mean? Why is it important
for Māori to sustain a connection with the earth and the environment? Research initiatives and programmes
building this connection.

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 11 Your Say
Brainstorm environmental issues you think are important to New Zealand and rank them based on priority.
Find out if any of them are being addressed and what impact is being made. If possible, meet with a local
councillor or your Member of Parliament to discuss these.
12 Zero Food Waste
Plan a menu of food with limited or no food waste OR plan and deliver a Zero Waste Challenge. Promote it and
run it with your family, friends and/or community.
13 Own Choice
14 Own Choice

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 Creatures and Critters
Investigate the creatures and critters in your own backyard, particularly those native
to Aotearoa.

Complete eight activities

1 Caught on Camera
Watch a documentary about wildlife. What are the difficulties involved in filming, and monitoring wildlife in
their natural environment? What are the possible risks to wildlife and their habitat? Try filming a creature or
critter without causing harm or damaging their habitat, don’t forget to include commentary like you hear in a
documentary. Share your film with your Unit.
2 Creature or Critter of the Year
Nominate a creature or critter of the year. Create a presentation ‘selling’ it to your Unit. Once each Ranger has
presented their bird, creature or critter, vote for a winner. Share the results in a creative way.
3 Endangered
Investigate and/or contact a national organisation that is campaigning for an endangered creature. Choose
an endangered creature and create a campaign to protect them. Your campaign could include posters, signs,
social media ads or an impactful speech.
4 Exploration
Visit a natural area, such as the bush, lake, wetland, river, or park. Identify and record the birds, animals,
insects, and plants you see or find signs of. Try to find signs of the environmental impact of species in the
natural area.
5 Finding Sanctuary
Find out about wildlife sanctuaries like Mana Island, Maungatautari, Tiritiri Matangi, and Zealandia. Visit a
wildlife sanctuary and discover the role sanctuaries play in protecting our endangered species and creating
biodiverse environments for them to thrive.
6 Night Hunt
Visit Predator Free 2050. Create a quiz, e.g. a Kahoot, based on the information you find. Go on a night hunt
with your Unit and list any threats to taonga species you hear. Brainstorm ideas to protect these taonga.
7 Overfishing
Research the limits for collecting kaimoana and catch sizes in your area. Participate in a building challenge in
your Unit. Create a contraption to catch a limited number of fish in a safe way, and using only the materials
your Leader provides you. Work to a time limit for an extra challenge!
8 Up Close
Find creatures and critters from an ecosystem to examine. If appropriate, use a magnifying glass or microscope
to study them more closely. Discuss what your study teaches you about the ecosystem they came from. Try
some scientific drawings of a creature or critter.
9 Wildlife Biologist
New Zealand has some incredible native insects. Become a wildlife biologist by making your own bug vacuum
to explore bug biodiversity in a nearby field or your back yard. Use a plastic container, drinking straws and
nylon stockings to make your vacuum. Report back to your Unit about the insects you found and how many.
10 Who Do You Call?
What do you do if you find an injured bird or a beached whale? Find out who you would call to get help.
Spend some time reading the Department of Conservation (DOC) website; list the ways they help conserve
our native species.

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 11 Working with Animals
Invite someone who works with animals, such as a veterinarian or wildlife officer, to talk on an aspect of animal
protection to your Unit or visit their workplace. Find out what qualifications are required to do their job.
12 Your Backyard
Make a bird feeder and record the birds that use it. Identify whether they are native or not. Research what
native birds eat and use these in your bird feeder, did you attract more native birds to your back yard?
13 Own Choice
14 Own Choice

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 Growing the Future
Growing the Future is an agriculture, horticulture and environment focused badge
where rangatahi learn about sustainability, innovations in farming and potential careers
in the land, food and fibre industries.

Note: this Interest Certificate can’t be modified, it needs to be completed as it is.

Complete activity one, plus seven other activities

1 Land, Food and Fibre Careers (Compulsory)
Learn about the types of jobs you can get working in the Land, Food and Fibre industries by watching people in
the Lincoln University #growfutures videos on YouTube talking about their careers, or by inviting a member of
the Lincoln Alumni to visit your unit to talk about what they have done since studying, and where their career
has taken them.
2 Traceability
Learn about the properties of wool, and what it is used for. Find out about traceable wool and how it can
be traced back to origin, and farm. Create a peggy square blanket or a New Zealand swap as a Unit for an
international Jamboree, or another Unit overseas.
3 Sustainable Farming
Learn about what farmers do to become sustainable, and how they look after the land by going on either a
real-life farm tour, a virtual farm tour, or jumping on a video call with a farmer. Get involved in something to
help rural or urban sustainability efforts, like tree planting, cleaning up a local waterway or volunteering at a
community garden.
4 Food Marketing
Visit a farmer’s market or speak to a local grower to learn about the supply chain of produce grown near you,
then choose a food to research the journey from paddock to plate and use it to create a meal.
5 Landscape Design
Design a community space according to brief that is communal, inclusive, and sustainable. Draw it or make it
out of cardboard, popsicle sticks and art materials, or recycled materials, and include information about why
you chose to design it in the way you have.
6 Pests and Predators
Learn about New Zealand’s Predator Free by 2050 goal, and how you can get involved. Choose a way that you
can help the cause like participating in the NZ Garden Bird survey, building a trap for pests, putting a trap in
your garden, or creating a lizard friendly garden.
7 Soil Science
Soil is not just dirt. Learn about what soil is, what it is made from, and what grows best in different soil types,
like grape vines in rocky, well-draining soil. Take part in an activity to learn about the pH balance of different
kinds of soils, by comparing soil from your backyard to that of other people in your Unit.
8 AgriTech
Research some agricultural apps and find out how they help farmers manage their livestock, and farms. Find
a free app on the App Store, or Google Play store that you can use to measure your carbon footprint and
compare results with someone else in your Unit.
9 Rōngoa Rākau
Research traditional Rōngoa Māori use of plants for medicine (Rōngoa rākau) e.g. kawakawa and manuka.
Make something using kawakawa, manuka honey or beeswax like candles, lip balm, body balm, or crayons.

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 10 Farming Innovations
Discover what makes New Zealand farmers so innovative, and creative, by watching an episode of Country
Calendar, listening to a podcast, e.g. Country Life via Radio New Zealand, or having a guest speaker come to
your Unit to talk about their farming methods. After their visit, or your viewing, do some research on the
people featured.
11 Proteins
New Zealand is an innovative country, developing new products for international markets to meet demands,
and reduce environmental impact. Find out about an innovative product like faux meat and compare it to
traditional forms of protein, like beef, to see how it stacks up environmentally and health-wise.
12 Growing
Take part in an activity to grow microgreens after learning what you need to help them grow well. Learn about
how micro-greens are used by visiting a grower, café, or restaurant that uses microgreens on their menu or by
watching a video about microgreens online.
13 Food Science
Learn about the science of creating a new food product, or a new variety of a fruit or vegetable for the market
including sensory taste trials. Participate in a sensory trial to challenge your five senses and see if it makes a
difference to your perception of the food.
14 Kaitiaki
Learn about land protection and guardianship, including what a rāhui is and why it may be used. Use this
to learn more about issues facing our native forests like Kauri dieback disease and myrtle rust. Prepare a
presentation for your Unit to share the information you learnt, and ways you can help.

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 Embracing Responsibility
Learn about our society and how to become a responsible citizen.

Certificates to choose from:

• Law and Order
• Safety in My Community
• Social Issues
• Surf Smart 2.0

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 Law and Order
Explore laws and situations that could affect you, your rights and responsibilities and
discover the consequences for your actions.

You may even be able to invite or speak with experts in the industry to help with this
Interest Certificate.

Complete eight activities

1 Analyse It
Learn about scientific methods used in criminal investigations, such as DNA testing, fingerprinting, hair analysis
and polygraph testing. Compare what you have discovered vs what you see on crime television shows. Have a
go at taking your fingerprints then analyse them against each other’s fingerprints.
2 Cyberbullying
What laws does New Zealand have to protect us from cyberbullying and what are the penalties if someone is
convicted? How you can protect yourself and others against cyberbullying? Come up with a list of at least ten
ways you can help everyone stay safe online.
3 I Wish I Hadn’t…
Breaking the law can have long term consequences for travel and employment. What could happen to you if
you were convicted of illegal activity as a teenager – consider drink driving, shoplifting, vandalism, or another
crime? Make a paper doll chain and write the crime on the first doll, then how it affects the person at various
ages on subsequent dolls.
4 Law Talk
Invite someone involved in either making laws – such as an MP or city council member – or in interpreting
laws – like a judge or a lawyer – or enforcing laws like a Police Officer or Corrections Officer – to come and talk
about their job and how it relates to Law and Order.
5 Make a Law
Decide on an important issue you would like to create a Law for. Create your law and use a mock courtroom
style meeting to ‘prosecute’ someone under your law. You will need a judge, lawyers, witnesses, and a
defendant.
6 My Privacy
As a Unit, brainstorm a list of categories of personal information like your birth date, your bank account
balance, social media passwords, and your medical history. Decide for each of the items on the list whether
you’d be happy to share this information with family, friends, strangers, or if you would rather keep it to
yourself. Did everyone in your Unit feel the same about all items on the list? What are the implications of
reading another person’s posted mail, their diary, or an email; or searching their room, or rubbish? What is
legal, or not, and why?
7 My Rights
What legal rights do you have as a teenager? Explore organisations that advocate for the rights of rangatahi.
Choose one right and make a slogan, poster, or video to explain it in simple words to others.
8 That’s Private
Explain the purpose of the Privacy Act and any legal implications. What is the role of the Privacy Commissioner
and how can you access their services? Explore privacy settings of the social media you and your friends use;
including how each of the settings affects who sees what you are posting or sharing. Create a Unit statement
on how you can respect each other’s privacy, then create a poster or banner to have in your hall with the
statement on.

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 9 The Impact of Crime
Make a series of skits or a short play with your Unit showing how a crime such as theft can impact the victim
and their family, the offender, the offender’s family, and the wider community. How is each person affected by
the crime?
10 The Law of the Road
Design an activity – such as a quiz – to help people learn the road code and share it with your Unit.
11 What is a Law?
Explore what a Law is, how they are made, and who has the final sign off. Watch a part of a parliamentary
debate about a proposed law or change to a law. What arguments were made for or against the law?
12 Who is Responsible?
Follow a story in the media about a crime committed by a young person. Debate whether or not parents
should be held responsible for crimes committed by their children, and who should face the penalties.
13 Own Choice
14 Own Choice

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 Safety In My Community
Explore different everyday situations and learn skills to help keep yourself safe and
others safe in your community.

Complete eight activities

1 Child Safety
Discover how a household with young children safeguards their home. Talk to or visit someone who has
children under the age of 5 to find out what they do in their house to make it safe for their children. Compare
this with a house without young children and note the differences.
2 Community Safety Check
Go for a walk around your community in daylight and repeat the same walk in the dark. Note down any safety
hazards (deep potholes, missing streetlamps) or areas where residents might feel unsafe. Write to your local
council telling them about the hazards.
3 Fire Safety
Investigate common household fire hazards and the benefits of smoke alarms. Make a fire escape plan for your
home and discuss it with your family. Invite someone from, or visit your local fire service.
4 Home Security
Learn ways to keep your home safe from burglary and invasion, including preventing strangers from entering
your home under false pretences. Ask a security company for tips or look online.
5 Information Lifesaver
Who speaks for you if you can’t speak for yourself in an emergency? Find out about products that give
information about people’s medical conditions, such as Medic Alert bracelets and necklaces. Learn about ICE
and enter some ICE details into your phone, or your parents phone.
6 My Neighbours
Why is it important to know your neighbours? As a Unit, create a plan to get to know your neighbours
(especially at home). You could bake some treats and use them to meet the people who live around you.
Remember to keep yourself safe while you are out.
7 Playing it Safe
Find out where children in your community can play safely and have fun. What playgrounds and parks are
available? Explore safety regulations associated with playgrounds. Visit local playgrounds and rate their
equipment/environment against the safety regulations you discovered.
8 Poisons
Brainstorm poison prevention strategies in the home. Put your ideas into action by inspecting your house to
see where potentially dangerous items are kept and suggest alternative places where appropriate. Look for
warnings on household chemicals, laundry products, medicines, and garden chemicals. Find out what to do in
the case of poisoning.
9 Safe In My Community
Find out about community groups that keep us all safe – this could include Neighbourhood Watch, Women’s
Refuge, Neighbourhood Night Patrols, or Victim Support. Do something special or fundraise for one of these
groups to say thanks for keeping us safe. You may be able to invite them to a Ranger meeting to hear about
what they do and say thank you in person.
10 Safety Gear
Explore personal, protective and safety gear – what can you get and what is it used for? Look into safety gear
for your safety at home, at school, at Rangers, in the bush, on a hike, or on the water.

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 11 Safety Out and About
What do you need to be aware of to keep yourself safe when you are out and about? Consider where you
live, the transport you use, street lighting, the shopping mall, and whether you live in a remote rural area or
in the middle of a city. As a Unit, discuss and compare the various rules your families have that you are
expected to follow when you go out. Discuss where to go to get help when you feel you are unsafe when you
are out and about.
12 Stay Safe
Take part in a personal safety workshop, self-defence course or workshop. Show your Unit one self-defence
skill you have learned.
13 Own Choice
14 Own Choice

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 Social Issues
Explore important issues that impact our society and you.

Complete eight activities

1 Autonomy
Learn what body autonomy means and why it is important that we are able to make decisions about our own
body. Design a t-shirt or hat that shows a positive message about body autonomy.
2 Be Real
Explore how people showcase their life on social media and the types of posts that people tend to share. Host
an exhibition to highlight the differences between real life and what has been curated for online platforms.
3 Consent
Learn what is and what is not consent, and how to ensure it is obtained. Practise asking for consent, saying
“no”, and responding to “no” respectfully. Discuss the importance of communication and trust in relationships.
4 Diet Culture
Diet culture prioritises body weight, shape, and size over health and well-being. It emphasises ‘good’ versus
‘bad’ foods, focuses on calorie restriction, and normalises self-deprecating talk. Learn three different exercises
you can do that will help your well-being rather than focus on your body image.
5 Different Wages
As a Unit examine the living wage, the minimum wage, and the youth rate. Create a budget for yourself based
on each type of wage. Think about expenses, activities, or entertainment you need to account for.
6 Digital Disconnect
In the 21st century we rely on being ‘connected’ daily. As a Unit, create a seven-day digital detox to reduce the
time you spend on your phone, tablet, tv, gaming, or other technology. The following week report back to your
Unit on how it went. What effects did you have from it? How did it make you feel?
7 Domestic Violence
Invite a speaker from a specialist organisation or an expert on the topic to talk to your Unit. Learn about the
prevalence of domestic violence in New Zealand, how abuse harms individuals, families, and communities, and
what you should do if you encounter domestic violence.
8 Equity
Define the difference between equity and equality. Identify inequities in New Zealand society. Choose one to
create a campaign about to raise awareness.
9 Give Nothing to Racism
What can you do to stop racism? With your Unit, work out a plan to follow if you encounter racism.
10 Healthy Relationships
Compare relationships between fictional characters and observe what a healthy relationship and an unhealthy
relationship looks like – this could be platonic or romantic. Share what a healthy relationship means through a
spoken word medium.
11 Mental Health
Make a collage or visual display of ways people can actively look after their mental health.
12 Support Services
Think about the types of issues rangatahi experience. Find out about local and national organisations that
support rangatahi who are experiencing these issues. Create and share a resource that includes information
about these services and what they offer.

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 13 Own Choice
14 Own Choice

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 Surf Smart 2.0
Find out about the tools that will help you stay safe and make thoughtful and balanced
decisions when you’re connected.

Note: this Interest Certificate can’t be modified, it needs to be completed as it is.

Complete one activity from sections 1-5, plus all section 6 activities
Section 1 – Discover
1 What it Means for Me
Explore different perspectives and experiences other people have in using the internet.
2 Best of the Web
Share online experiences.
3 Online Adventure
Learn to browse the internet safely.
4 Treasure Hunt
Create fun Girl Guiding and Girl Scouting games for your group.
5 Short or Long?
Practice getting your point across in a tweet.
6 Citizen Science
Contribute to science using technology and the internet.
7 Let’s Go E–shopping
Learn how to shop online safely and ethically.
Section 2 – Connect
1 What’s the Message
Explore how information and posts online can change when shared.
2 Super Spread
Explore how fast information spreads online.
3 Get Video Connected
Experience the connection and learn to keep safe during live video conferences.
4 Go Live!
Learn more about the ways you can live stream and how to keep safe.
5 Getting the Best out of Social Media
Explore social media’s impact on our lives and well-being.
6 Intergalactic Battle
Explore the positive and negative aspects of online video games.
7 Time Online
Learn what ‘screens’ are and how to handle screen time.
Section 3 – Protect
1 Perfect Password
Learn how to create strong passwords.
2 Someone to Guide Me
Understand how an updated security software protects the user.

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 3 Spamcast
Learn to recognize scam strategies that are used to access private information.
4 Share It or Keep It?
Know what information is safe to share online.
5 Who is it?
Understand that anyone can be hiding behind an online account and they don’t always want to be our friend.
6 Cyberbully
Learn what cyberbullying is and how to tackle it.
7 Stand Up to Sexual Harassment
Define sexual harassment, how it happens online and understand ways to protect yourself.
8 Spot the Ad
Understand how ads try to sell us products.
Section 4 – Respect
1 Digital Divides
Understand gender-based digital divides and rights restrictions.
2 Fact or Opinion?
Learn to tell facts from opinions as a way to fight misinformation.
3 Real or Fake?
Learn to spot misleading content and fake information.
4 Build a Theory
Learn to identify conspiracy theories.
5 Who Do You See?
Understand what a digital footprint and a digital impression is and how to keep it safe.
6 The Perfect Selfie
Understand that the image we see online sometimes is not real.
7 Have Some Cookies
Learn how cookies work to show us ads and sponsored posts.
Section 5 – Imagine
1 Helping Hand
Learn where to turn to for help when encountering an online problem.
2 Social Media Manager
Learn how to use social media for positive promotion.
3 A Positive Online Community
Make oneself a source of positivity on social media.
4 Better Together
Create a safer internet experience by bringing together the Girl Guides or Girls Scouts and their carers.
5 Create
Imagine a useful application.
6 Internet of Things (IOT)
Learn what the internet of things is and how it affects our lives.
7 Positive Relationships
Learn about the impact of pornography on relationships.

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 Section 6 – #BetheChangeOnline
1 Bringing the Change the WAGGGS Way
Understand what a changemaker does and explore the Girl Guiding and Scouting routes to social change.
2 #BeTheChangeOnline Project
Choose and do a project to bring change in your community.
3 My Generation Digital Promise
Create and take a digital citizen promise.

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 Explore and Try
Try new things, learn new skills. “Seize the dream – realise your
potential”.

Certificates to choose from:

• [ME]dia AUpāho
• Amuse Ourselves
• Hākinakina
• My Kai
• Waihanga

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 [ME]dia AUpāho
Use your critical analysis skills to discuss a variety of fascinating case studies to
investigate your own and others’ opinions about the media. This is followed up by
creating your own media.

Note: this Interest Certificate can’t be modified, it needs to be completed as it is.

Complete three activities

1 Film and Television
Learn about the power of the film industry to challenge or reinforce certain topics and stereotypes that we see
in society. Rangatahi will make their own short film on a topic they feel passionate about.
2 Influencers
Learn about the role and impact of influencers on social media platforms, both the power of positive
influencers and the potential risks of harmful influencers. Rangatahi will become influencers themselves and
have a go at creating positive and empowering posts.
3 Advertising
Learn how advertisements can be used for more than just making sales; they can effectively support important
campaigns and change society for the better. Rangatahi will make their own advertisement or advertising
campaign, in either static or video format.
4 News Media
Learn why newspapers and television news are an important source of information, and how they can protect
(or fail to protect) people from harmful messaging and stigma. Rangatahi will make their own piece of news
media on a topic or event they see as fun, interesting, or important.
5 Magazines
Learn about the value magazines have as a source of entertainment, yet how dangerous and manipulative they
can be. Rangatahi will create their own magazine spread on a topic they feel passionate about, a review that
interests them, or a story they wish to tell.
6 Podcasts
Learn how podcasts have become a popular source of entertainment, and how they play an important role in
raising awareness in the media. Rangatahi will make their own short podcast on a topic that interests them.
7 Social Media
Learn about what makes social media a powerful platform for spreading awareness, gaining support for
important causes, and creating positive change. Rangatahi will plan their own social media campaign for an
important cause, with a focus on how they will spread their message.

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 Amuse Ourselves
Have fun, challenge, and amuse yourself with a range of different games that will make
you move and laugh.

Complete eight activities

1 Battle
Setup a mini course with obstacles to hide behind and hold a water fight or Nerf war.
2 Board Silly
Challenge some friends or Unit members to a board game such as Pictionary, Trivial Pursuit, Othello, draughts,
chess, or backgammon.
3 Bullseye!
Play a target game such as tenpin bowling, darts, pool, indoor bowls, basketball shootouts or frisbee golf. Try
one that is new for you or challenge yourself to beat your best score.
4 Can You Taste It?
Get the trivia questions and weird food combinations ready! Answer questions about current events, pop-
culture, or each other correctly and you’re safe. If you get the answer wrong, you have to eat a weird food
combo that is under a cup! Combinations could include mustard with grape, ketchup and cracker, pickle with
mayo etc.
5 Circus Arts
Learn to juggle, be a clown, or perform magic. Entertain someone with what you have learned.
6 Dance Off
Choose at least three songs and have a dance off within your Unit. This could be done individually or in
small groups.
7 Escape Room
Escape Rooms are fun and entertaining. Hold one within your Unit. You could create your own, ask your Leader
to create one, or find one online.
8 Go Global
Learn to play three games from other countries, such as ‘Corre, Corre, la Guaraca’ (Chile), egg jousting
(Armenia), ‘Kongki Noli’ (South Korea), ‘Ounch Neech’ (Pakistan), ‘Pilolo’ (Ghana), or ‘Semut, Orang,
Gajah’ (Indonesia).
9 Scavenger Hunt
Hold a scavenger hunt within your community. Either find particular items or have a list that has many
possibilities that could be found.
10 Take it Outdoors
Make a list of your Unit’s favourite outdoor games, spend the evening playing them outside. Include a picnic
dinner as part of the fun. Have a Unit game of night time spotlight. Invite a younger Unit to join in if you can.
11 Video Game
Hold a video game night in your Unit. Play a game such as Minecraft and have a competition around building
your own buildings. Who builds the biggest, tallest, longest etc.
12 Whodunnit
Host a murder mystery evening in your Unit. There are scripts widely available online or create a dastardly
whodunnit of your own. Dress up and solve the mystery!
13 Own Choice
14 Own Choice

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 Hākinakina
This certificate gives you the opportunity to play a new sport, improve your skills in a
sport you already play, and enjoy yourself.

Complete eight activities

1 Ace!
Try a racquet sport such as tennis, badminton, or squash.
2 Disc-overy
Play a game of ultimate frisbee or a round of disc golf.
3 Eye on the Ball
Try a ball game that you have never tried before, e.g. lawn bowls, golf, volleyball, touch rugby, Kilikiti,
or lacrosse.
4 I Can Do It
Choose an Olympic sport and give it a go. You could have an Olympics-themed night with everybody
representing different countries and participating in each sport.
5 In the Pool
Make up your own aqua fitness class. Take turns being the instructor.
6 Invent Your Own
Create your own sport. Think about equipment, rules and where it can be played. Play it as a whole Unit or
challenge another Unit to play against you.
7 Let’s Get Physical
Take part in a physical event, challenge, or team. You could cycle, hike, play a sport or anything else that
involves movement, e.g. a hockey season or a fun run.
8 Martial Arts
Try a martial art such as judo, karate, tae kwon do, sumo, kickboxing, or hapkido.
9 Table Sport
Try a ‘table’ sport such as pool, billiards, snooker, or table tennis.
10 Water Sports
Have a go at a water activity, such as surfing, water-skiing, sailing, swimming, diving, water polo, or snorkelling.
11 Wheels, Wheels, Wheels
Learn skateboarding, roller skating or rollerblading skills. Practise your new skills at a skate park.
12 Yoga
Try yoga or another type of physical activity that is good for mental health.
13 Own Choice
14 Own Choice

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 My Kai
Have fun with food! Bake, cook, sauté, and eat mindfully.

Complete eight activities

1 Cooking
Attend a cooking class or participate in a mystery cooking challenge.
2 Crazy Food Facts
Make a list of the craziest food facts you can find. What was the craziest? Share the craziest with at least five
people – hopefully you wowed them or made them laugh!
3 Creative Lunch Box
Bento boxes are all the rage in the lunch world. Make the most creative Bento box you can use for lunch the
next day. Who was the most creative in your Unit?
4 Fancy Bits
Learn how to garnish a dish using dressing, fruit, vegetables, and flowers. Learn three new skills, such as
marzipan moulding, sugared flowers, praline, and crystallised fruit. Use what you have learned to decorate two
dishes, such as a gateau and a salad.
5 Food Stylist
Learn about food stylists and what they do. Compare foods you see in advertisements with the real thing.
Choose a food to style, photograph then share it with your Unit.
6 Fun with Food
Choose a theme, favourite colour, country, animal, or texture and celebrate it in your Unit. Each Ranger brings
a dish to match the theme.
7 Give It a Go
Make pasta, bread, or pizza dough with a combination of toppings you have never tried.
8 Is It Cake?
Find a cake design that you like and try to recreate it. Hold a competition to see who can decorate their cake as
closely to the original design as possible.
9 Mindful Eating
Learn about Mindful Eating. Try it using your favourite thing to eat.
10 Sauces
Hold a sauce fondue night with your Unit. Make at least three different types of sauce, such as cheese sauce,
mushroom sauce, hollandaise sauce, or caramel sauce.
11 Short or Flaky
Make a flaky pastry and short crust pastry from scratch. Turn your pastry into one savoury dish and one
sweet dish.
12 Taste Bud Challenge
Gather a variety of ingredients that challenge your taste buds. Set up a taste challenge in your Unit. See who
can guess the most tastes correctly.
13 Own Choice
14 Own Choice

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 Waihanga
Waihanga means to make, create, and develop. Here’s your chance to do all these
things and share your results.

Complete eight activities

1 Big, Bold, and Out There
Describe and draw a local monument or piece of sculpture, from both an historical and an artistic point
of view.
2 Click!
Take a series of photographs based around a theme of your choice. Share your portfolio with others, either
digitally or printed.
3 Different Art
Design outfits and enter a ‘wearable art’ competition, hold your own, or follow the World of Wearable Art
(WOW) competition. Discuss which outfit you think should have won and why.
4 Paint, Paint, Paint
Produce three paintings, using different types of paint, such as acrylic, oils, and watercolour.
5 Photography
Invite a local photographer to your Unit to talk about how to take a good photograph. Learn photography
terms, such as ISO, zoom lens, aperture, depth of field, underexposed, overexposed, SLR, and composition. Try
out what you learn and share your results.
6 Playing Up
Be an active member of the cast or crew for a dramatic or musical production season for a Gang Show, a school
production, or a local production, from auditions to the finale.
7 Production Time
In a group, plan and produce a movie and show it to a group not involved in the planning or production. Have a
clear objective for your movie. Review the finished production and discuss whether it fulfils its purpose.
8 Same, Same, Different
Using a scanned or digital photo, make three different pictures. Use the same basic photo and try adding or
removing objects or people.
9 Share a Smile
Make a ‘blown up’ or touch book for pre-school children and donate it to an early childhood centre or library.
10 The Art of Amigurumi
Take out your crochet needles and try the adorable art of Amigurumi. What will you choose to make?
11 “To be, or not to be…”
Compile a book of quotations that appeal to you and share these at Rangers. Perhaps you could read a ‘quote
of the week’?
12 Upcycling
Update or alter a piece of clothing, furniture, or jewellery to give it a new lease of life.
13 Own Choice
14 Own Choice

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 Future Focus
Develop key life skills you will need beyond Rangers. This is a chance for
you to prepare for adulthood and everything it offers.

Certificates to choose from:

• Chef 101
• Future Skills
• My Future
• Reducing My Footprint

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 Chef 101
Haven’t mastered the kitchen basics yet? Learn everything you need to know to start
your cooking journey.

Complete eight activities

1 Colour Me Vegetable
Vegetables come in all different colours and have different health benefits. Find out what these are and cook
one vegetable from three different colour groups.
2 Cookie Science
Using a basic cookie recipe, add each ingredient individually to see how they interact with each other and turn
into cookies. How does each ingredient affect the cookies flavour and texture?
3 Cracked
Learn how to test for fresh, old, and rotten eggs. Understand the importance of cooking eggs properly. Have a
go at cooking eggs three different ways.
4 Fresh, Frozen, Tinned, Dried?
Choose a fruit or vegetable that you can obtain fresh, frozen, tinned, and dried and try them all. Compare the
nutritional value and taste, then discuss your findings.
5 Gingerbread Construction
Build your own gingerbread construction whilst learning basic engineering principles. Once constructed,
decorate your gingerbread building.
6 Kitchen Safety
Find out about the hygiene rules, recommendations and regulations for commercial kitchens, restaurants, and
cafes. This should include hand hygiene, food handling, preparation, and storage.
7 Kitchen Tools
There are many different utensils and appliances that are used in the kitchen for food preparation and cooking.
Visit a shop or website to look at common and unusual utensils. Can you work out what they are used for?
Chop an onion using different kinds of knives and work out which one works the best.
8 Meat and Three Veg
What is the meaning of the statement ‘meat and three veg’? Cook a dish that uses an alternative to the ‘meat
and three veg’ concept. This could be vegetarian or vegan.
9 On A Budget
Create a nutritious main meal for a family, with a budget of $5 per person (e.g. a family of 4 would be $20).
10 Pataka Kai
Discover organisations in your community that collect food for re-distribution or to feed those in need. Carry
out a food drive or fundraiser for one of these organisations.
11 Sunday Roast
Help to prepare and cook a roast meal, including vegetables. Try to have everything ready at once, including
vegetables, gravy, and the meat or meat alternative of your choice.
12 Top It Off
Savoury and sweet foods can often be topped off with a flavoured butter, sauce, gravy, or jus. Explore what
these are and choose three to create for yourself.
13 Own Choice
14 Own Choice

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 Future Skills
Explore and develop your skills for the future.

Complete eight activities

1 Budget It
Set a savings goal and create a budget, and try sticking to it. Consider your current income (from pocket money
or a job) and any weekly expenses you may need to pay. Work out how much money you will need to save
each week and for how many weeks.
2 Clean It Up
Find out about different cleaning methods. Learn which fabrics should be dry cleaned and how much it costs.
What tips and tricks can you learn about stain removal? Spring clean your meeting space from top to bottom.
3 DIY is in our DNA
Attend a workshop or watch a video to learn how to use power tools correctly. Build something using three
new skills you have picked up.
4 Future Bedroom
Using magazines, a home decorating app, or paper and pens, design a room for “future you”. Think about your
style and what you will need in your space.
5 In My Backyard
Challenge yourself to learn and try three new skills for keeping your backyard looking great. You could mow a
lawn, prune a tree, learn to waterblast, or paint a fence.
6 Inside My Home
Challenge yourself to learn and try three new skills for inside home maintenance. You could fix a dripping tap,
reupholster a piece of furniture, clean an oven, or clean heat pump filters.
7 It’s My Money
Find out about the latest methods of banking. Brainstorm sensible and safe ways to keep your money safe,
especially if you make online purchases or do online banking. Explore the advantages and disadvantages
between debit and credit cards.
8 Make It Fit
Learn how to sew on a button, sew a hem, and alter a piece of clothing that is the wrong size. Hold a Unit
sewing bee to learn these skills.
9 Marie Kondo Your Space
Marie Kondo’s KonMari Method encourages decluttering. Watch an episode of her television show or read her
book, then declutter your bedroom, help someone else declutter, or help declutter your meeting space.
10 My Wheels
What do you need to look for when buying your first car? How will you make sure your car is safe and in good
condition? Have a look at used cars, find one you might like, and work out a potential budget, including the
ongoing costs to run and maintain your car.
11 Off the Grid
In an emergency, you may have no electricity for days and no water supply for several days. How would you
manage? Explore how you could boil water, cook food, go to the toilet, light your home, and stay warm.
Challenge yourself to a day without using electricity or plumbed water.

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 12 To Do List
There are lots of strategies to stay organised. Explore three methods such as bullet journaling, calendar or
organisation apps, or vision boards and try out one method for at least a week. Did it help you feel on top of
your to-do list?
13 Own Choice
14 Own Choice

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 My Future
What does the future hold for me? Have a look at some of the things that might be
useful for you now and when you’re living independently.

Complete eight activities

1 Am I Insured?
What is insurance? Learn about the different types of insurance, what they mean, how much they might
cost, and what you get out of it. You should look at: Life Insurance, House Insurance, Contents Insurance, Car
Insurance, Medical Insurance, Pet Insurance, Funeral Insurance and Travel Insurance.
2 Career Prospects
What might you be interested in doing when you leave school? List career options you are interested in, then
narrow it to three. Research the training or study involved and any other requirements. How much does it cost
and how much could you make once you’re qualified? Where could your career lead you in the future?
3 Employment Rights
What employment rights and protections are there for you as a teenager in part-time work? Consider
workplace conditions, work hours, employment agreements and where you can go for dispute resolutions.
Role play how you could approach your employer if you have an issue and what you can do if this doesn’t
resolve it.
4 Gap Year
Explore what you could do if you chose to take a Gap Year after finishing high school or university. Learn
about exciting opportunities to work or volunteer in New Zealand or overseas through Guiding or other
organisations. Share in a creative way where you would like to go and what you would like to do and present it
to your Unit.
5 Guiding Helps
Being a Queen’s Guide can often give you the edge in the workforce. Invite someone who has achieved their
Queen’s Guide Award to your Unit and discover how this helped them gain skills, knowledge and experience
for their chosen career or study.
6 I Wish I Had Known…
Interview five people about what they wish they knew before they started work. Share these at your Unit
meeting. Are there any common pieces of advice?
7 Investing My Money
What is investment? Are there different types of investments? Find the answers to these questions, then think
about how and if you’d like to invest your money in the future. Try an app or website that lets you practise
investing in the stock market.
8 Job Interviews
When applying for a job, you will most likely attend a job interview with a prospective employer. Make a list of
questions that might be asked and consider what your answers would be. Hold ‘mock’ job interviews in your
Unit to practise your answers.
9 My CV
A curriculum vitae, more commonly known as a CV, is an essential part of applying for work either now or in
the future. Learn what needs to go into a CV and create one of your own.

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 10 My House
Look at properties to buy in the city or town you imagine yourself living in. Will you live in a house, an
apartment or a lifestyle block? Will you rent or will you buy? Choose three properties that you like, then
compare them to decide which would be the best option. Consider how much will this cost you per week in
rent or mortgage payments and what you will get for this price.
11 Save or Spend
Find out about KiwiSaver, StudyLink interest-free loans, student allowances, and other entitlements for
students. Download at least three different budgeting apps and compare them to each other. Which would be
best to help you manage your money both now and in your future?
12 When I’m Older
Where do you see yourself and what do you see yourself doing in the future? Choose three ages, and write
down what your future self might be doing e.g. age 21, age 40, age 60. Present these in a way that you can
keep them.
13 Own Choice
14 Own Choice

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 Reducing My Footprint
Explore ways you can reduce, reuse, and recycle to have a positive impact on
our planet.

Complete eight activities

1 Get Creative
Create a meal or snack from leftovers, parts of a fruit/vegetable you’d normally throw out (e.g. broccoli stem),
or soft or bruised fruit and vegetables. E.g. turn bruised fruit into ice cream, greens past their best into cheesy
scones, or…
2 Home-made
Make an item of food that you would normally buy. You could make yoghurt, cheese, butter, or bread.
3 Hydroponics
Transform an empty bottle into a mini garden that only needs light, air, and water for seeds to grow.
4 My Carbon Footprint
What is a Carbon Footprint and how does this impact on the climate? Explore Carbon Footprint apps and use
an online calculator to estimate your own carbon footprint for a week.
5 Preserve Me
Have a go at preserving fruit or vegetables for a time when they are not in season.
6 One Little Thing
Big change starts with small things. What small thing can you change in your life to make a difference to the
planet? Do your small change for a month then share your success with your Unit.
7 Op Shop Bargain
Op Shops often have bargains galore. Visit your local Op Shop and see what treasure you can buy that you
would use. Take something that you no longer use and donate it to them.
8 Pay It Forward
Society as a whole works on goodwill, volunteers and people thinking about others. Do something for
someone else to pay it forward. You shouldn’t receive anything for doing this, and they shouldn’t know about
it before hand.
9 Survival Sheets
Help the Chip Packet Project by creating survival sheets out of old chip packets to donate to those who are
homeless. A chip packet can take 80 years to decompose, each survival sheet uses 44 chip packets, which is
3520 recycling years!
10 Take Climate Action
Everyone has a role to play in helping to protect our planet. Take part in a climate action initiative in your local
area to reduce CO2 impact.

11 Upcycle Me
Create new from old. Upcycle or repurpose a piece of second-hand furniture, an old piece of jewellery, an old
item of clothing, or something else. Share with your Unit what you started with and what you created.
12 Wrap and Label
Instead of buying wrapping paper, cards, and gift labels, make your own from recycled materials.
13 Own Choice
14 Own Choice

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 Great Outdoors
Get out there in the great outdoors, learn some new skills, explore some
new places, and have fun!

Certificates to choose from:

• Above and Beyond
• Explorer
• Outdoor Chef
• Venture Outdoors

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 Above and Beyond
Explore our sky, weather, and the space beyond.

Complete eight activities

1 Be A Storyteller
Find out about two myths or legends associated with the formation of the sky, stars, or sun. Act out a myth,
legend, or create a mural – you choose!
2 Build It
Make a three-dimensional model of the solar system.
3 Careers
Look at the different types of careers in Astronomy and Meteorology. Choose two and explain what you would
have to do to become qualified in your chosen careers.
4 Lost In Space
Find out about six of the following: quasars, pulsars, novas, supernovas, black holes, dwarf stars, giant stars,
protostars, neutron stars, variable stars, cosmic clouds, or globular clusters. Observe sections of the night sky
where these objects are located or plan an activity to share your knowledge with others.
5 Nearest Neighbours
Discover which planet in our solar system has the conditions that are the closest to those on Earth. Find out
what special requirements and changes would be needed to make it suitable for humans to live there. Watch
a space movie and note all the equipment required to survive in space.
6 Night Watch
Visit a dark sky area, or go outside of the bright city lights, and watch the sky. Can you see any shooting stars
or satellites?
7 Out and About
Visit a museum that has an astronomical or meteorological display or watch a documentary on astronomy
or metrology.
8 Patterns In the Sky
Learn the appearance and names of the major cloud formations and what weather they are usually associated
with. Predict the weather each morning from the cloud formations. Have some fun spotting pictures in the
changing shapes.
9 Science Whizz
Carry out three astronomy or meteorology science experiments with your Unit.
10 Star Gazer
View the night sky and point out to someone at least four lesser-known constellations. Find out something
about each of them, such as how they got their name or who discovered them. Use the stars to find North or
South. Visit your local observatory if you have one.
11 Weather Forecasting
Learn the symbols on the weather maps and what they refer to. Find out how New Zealand uses weather
balloons and satellites in forecasting the weather. Be the TV weather person and make a presentation of
tomorrow’s weather to your Ranger Unit.

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 12 Weather It
Investigate the meaning of the terms La Nina, El Nino, tornado, hurricane, cyclone, and monsoon, and
how these phenomena affect daily life. Create a model or artwork showing the effect of one of these
weather events.
13 Own Choice
14 Own Choice

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 Explorer
Explore your neighbourhood through a range of transport, and activities like
orienteering, treasure hunting, and Scout’s Pace.

Complete eight activities

1 Going Places
Find out about and use different GPS devices, including a handheld GPS and apps. Discuss which ones are more
accurate and easier to use.
2 Got the Gear?
Visit a store specialising in outdoor equipment and clothing. Find the best footwear and clothing to wear while
exploring in different weather conditions and over different terrains.
3 Letterboxing & Geocaching
Discover the difference between letterboxing and geocaching, what equipment you need, and any safety
requirements. Have a go at one of them, then make your own cache or stamp for someone else to find.
4 Local Spaces
Take your Unit on an exploration. Log points of interest in your local community.
5 Local Taonga
Find the top three taonga in your area and visit them. Discuss what makes them taonga.
6 Mountain to Sea
Explore two or three different natural environments in New Zealand. Document the flora and fauna of these
landscapes in an artistic way.
7 Non-motorised Transport
Use a non-motorised form of transport to go on an exploration outdoors.
8 Orienteering
Test your map reading skills and give orienteering a go. This could be a local course, or you could create your
own course.
9 Public Transport
Explore a new area using public transport. This could be done like an Amazing Race.
10 Scout’s Pace
Prepare a map showing four different 3 km walks in your area. Complete one of the walks using Scout’s Pace.
Describe the advantages of Scout’s Pace over running or jogging.
11 Treasure Hunter
Use your skills and knowledge to plan and run an outdoor ‘treasure hunting’ activity or event for another Unit.
12 Voyaging
Early Māori explorers travelled great distances by waka. Learn about waka ama. Find out if you have a local
club you can visit to learn more.
13 Own Choice
14 Own Choice

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 Outdoor Chef
Take your chef skills outside. Learn how to dehydrate food, cook for a group, and
create yummy meals in the outdoors.

Complete eight activities

1 Camp Cook
Plan a menu for a one-night outdoor expedition for ten people. Include breakfast, lunch, and dinner plus
snacks for morning and afternoon tea. You will need to work out how much of each item you will need and
how you will be able to store it safely outdoors.
2 Compile It
Start a cookbook of outdoor recipes. It’s up to you how you record your recipes: you could make a book, write
a blog, or use Google Slides. As you try each one, write comments in your cookbook. Include at least two
recipes prepared using lightweight food such as milk powder, potato flakes, or dehydrated vegetables.
3 Dehydrated or Frozen
Dehydrate a main course for an evening meal. Rehydrate the meal and compare it with a commercially
available freeze-dried meal. Taste-test each meal and discuss the advantages and disadvantages of each in
terms of convenience, preparation, cost, and taste.
4 Edible Flowers
Look into different flowers that are edible. Go for a walk with your Unit and see if you can identify any of these
flowers. If you have permission to pick some, use them to decorate some baking.
5 Food Safety
Explore the safety precautions needed when cooking and storing food outdoors. Explain sensible ways to pack
and store food, how food hygiene can be maintained when there are no fridge/freezer facilities, and why food
and fuel are not stored together.
6 Hydrate Me
Discuss why it is important to keep hydrated, how the body loses salt, and why it needs to be replaced. Prepare
hot and cold drinks that are suitable for camping and hiking.
7 Mystery Challenge
Hold a cooking challenge with judges and prizes. Using a selection of mystery ingredients, cook a meal on a fire
or gas cookers.
8 Open Fire
Cook a three-course meal over an open fire for a group of four. Ensure you find out whether you need
permission to light a fire for the time of year.
9 Outdoor Appliances
Explore different outdoor cooking methods, such as stoves, cookers, outdoor ovens, Dutch ovens, hay boxes,
and barbecues. Compare their fuel usage, efficiency, and safety requirements. Cook a meal using a method you
have never used before.
10 Protein, Fats & Carbohydrates
When people are active outdoors, they need to eat more fats and carbohydrates. Make a chart, list, or display
of the foods you can think of that fit in these categories.
11 Solar Oven
Cook a pizza outside using a large pizza box which you will turn into a solar oven.

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 12 Take It to The Outdoors
Visit a food vendor at a local market or event or take charge of a fundraising sausage sizzle. Learn how to
maintain good food hygiene that will comply with the regulations.
13 Own Choice
14 Own Choice

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 Venture Outdoors
Head outdoors and experience a range of adventures.

Refer to Safety Requirements for Programme Activities to ensure you are completing
these activities in the safest way.

Complete eight activities

1 Dare Yourself
Go caving, white-water rafting, black water rafting, canyoning, river bugging, hot air ballooning, parasailing,
parapenting or skydiving, flying, gliding or hang gliding, or tandem parachute jumping.
2 Fishing
Go fishing, either from a boat, wharf, or the shore. Try different types of bait and see what you catch
with each.
3 Get Messy!
Take part in a mud or colour run.
4 In the Air
Design and fly a kite, dart, plane or another flying machine. See how far it goes.
5 In the Outdoors
Go for a bush walk, choosing something of interest to visit e.g. a waterfall, a view point, a famous tree...
6 In the Snow
Go on a snow adventure. Try skiing, snowboarding, tobogganing, tubing, slide down the hill on a plastic bag,
or an alpine hike.
7 On the Ice
Go ice-skating or play a game of ice hockey.
8 On the Land
Go orienteering, geocaching, go-karting, four-wheel driving, land yachting, or grass skiing.
9 On the Water
Go kayaking, rafting, water-skiing, boogie boarding, or scuba diving.
10 On Your Bike
Go exploring on a bike or go mountain biking.
11 Saddle Up
Go horse riding, groom, and care for the horse afterwards. Discuss safety.
12 Up High
Go abseiling or rock climbing, do a high ropes course or learn how to fly.
13 Own Choice
14 Own Choice

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 Guiding Spirit
A look at Guiding in New Zealand and in the wider world and your
involvement as a member. Discover the history and explore the future.

Certificates to choose from:

• Be Seen Guiding
• Guiding in Aotearoa
• International Guiding
• WAGGGS Initiatives

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 Be Seen Guiding
Promote Guiding to others, be seen in your uniform and give back to your community.

Complete eight activities

1 Be Friendly
Make friends with a Guide who is planning to come to Rangers and be their buddy for their Ranger Unit visits.
Plan a creative or fun linking ceremony for them to link to Rangers. Share your ideas with them and your
Ranger Leader, and hopefully carry out the ceremony.
OR
Compile “Welcome to Guiding” kits for new Pippins, Brownies, Guides or Rangers.
2 “Because of Guiding, I…”
Interview someone who has been, or is, involved in Guiding about how Guiding has provided them with the
skills and values they have today. Find out what they are doing to promote the value of Guiding to the wider
community.
3 Community Voice
Plan and carry out or participate in a volunteering project in your area. Try to involve local media for some
publicity about your project.
4 Friends Night
Hold a night where you invite your friends to join your Unit meeting. Run a range of activities that show what a
typical Unit meeting looks like.
5 Great Job!
Design a ‘Certificate of Thanks’ and present it to three people who you believe have done something special
for your community. Wear your uniform when you present the certificate.
6 Press Gallery
Study local newspapers (online or in print) over two weeks to see how many articles appear about community
organisations. Write an article for a local newspaper on a Guiding event, attach a suitable photo and submit it
for publication.
7 Promote Guiding
Share Guiding activities on social media, in a local or school newsletter or send them to to the GirlGuiding NZ
Facebook or Instagram to be shared.
8 Promote It
Set up a promotional display in your community or work at least two hours on a promotional stand organised
by your Team or Regional Hub for a community event. Discuss with your Unit how such events can make a
difference to public perceptions of Guiding.
9 Ranger Gear
Discuss or debate why we wear a Guiding t-shirt and whether we should have to. Consider if the uniform helps
us keep the Promise and Guiding values, and whether it is good public relations.
10 Share Guiding
Invite another youth group to join a camp or Unit meeting or join one of theirs. Do at least one activity out in
public with this group.
11 Take Guiding Outdoors
Help organise an outdoor event where Guiding is seen by the public, e.g. a conservation project, or
adventurous activity. Take photos and share your story via social media.

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 12 Your Story
Create a visual representation of your Ranger experiences that display the Guiding values and mission
statement. Share it with a person outside of Guiding.
13 Own Choice
14 Own Choice

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 Guiding in Aotearoa
Discover all things Guiding, including the history of our uniforms and where
Guiding began.

Complete eight activities

1 Back in Time
Plan and run a campfire and sing songs that were popular in Guiding in the past. Discuss how many of these
songs are still sung at campfires now. If possible, invite someone who was involved in Guiding at that time to
come along and help.
2 Badged
Invite someone who has a collection of Guiding badges from the past to come to a meeting and show their
collection. Ask questions to learn about the badges. Can you guess what some of the badges might have been
awarded for?
3 Former Fashions
Hold a fashion show of previous uniforms; ask your Leader about hiring them. Would you wear each of the
uniforms? Design a uniform that Rangers might wear in 20-30 years’ time.
4 GirlGuiding NZ
What is the history of GirlGuiding NZ? How does GirlGuiding NZ sit within WAGGGS?
5 How it Began
Find out about Lord and Lady Baden-Powell and their involvement in world Guiding and Scouting. Research
where the motto ‘Be Prepared’ came from. Make a banner with Be Prepared on it that you can display in your
meeting place.
6 Life of a Leader
Interview a Leader from another section. Find out about the time they put into their role, their reasons for
being a Leader and what qualifications they needed to be a Leader.
7 Local Knowledge
New Zealand is divided into Guiding Regional Hubs; find out how many there are and how they fit together.
Design a logo that could be used to describe your Regional Hub.
8 Now I’m Bigger
Interview someone who has just started in Pippins, Brownies, or Guides; find out what they hope to achieve
and do while in the section. Talk with a member of the same section who is nearly finished to find out what
they enjoyed most and what they are looking forward to in the next section. How does this compare to
members just starting and almost finishing Rangers?
9 Our History
Explore the history of the Ranger section and previous Ranger programmes. Discover when Rangers began,
who started it in New Zealand and why. Find out the other countries that had Rangers at that time. Find out
how Rangers can play a role in the decisions that are made within Guiding and compare this to what it was like
in the past. Share your findings in an interesting way with a Brownie or Guide Unit.
10 Promise in a Changing World
Investigate the changes in the GirlGuiding NZ Promise over the years and discuss why you think the changes
were made. Write your own version of the Promise and share with your Unit. How much does it differ from the
current GirlGuiding NZ Promise?
11 Staying Connected
Invite a member of Connect to your Unit to talk about staying connected after finishing Rangers.

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 12 Tech Savvy
Technology has changed Guiding. For example, during the COVID-19 lockdowns, Guiding went online. Choose a
current Ranger activity and plan it so it can be run online. Try it out, did it work?
13 Own Choice
14 Own Choice

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 International Guiding
Learn about Guiding around the world.

Complete eight activities

1 Badge Swap
Arrange a badge swap or postcard swap with a Ranger from a different part of the country or world.
2 Get the Map Out
Using a map of the world, identify the five World Centres and the five regions. Which of the regions does New
Zealand belong to? Where is our closest Guiding neighbour? Where is our closest World Centre?
3 Guiding Symbols
Find at least ten different symbols for Girl Guides and Girl Scouts around the world. Design your own symbol
representing Guiding in New Zealand.
4 International Advocacy
International Day of the Girl is an example of WAGGGS advocacy. Be a part of this campaign by choosing
activities from past years or by participating in your current year’s International Day of the Girl.
5 Our Neighbours
Imagine New Zealand has been chosen as the next World Centre. Prepare a proposal for WAGGGS suggesting
the best place in the country for the centre, include its name, a logo or crest and any other important
information you can think of.
6 Our Programmes
In partners or small groups, choose a country with a Guiding programme. Use the website of your chosen
country to research how their programme is the same or different to GirlGuiding NZ’s. Complete an activity
from that country’s programme with your Unit.
7 Pen Pals
Become pen pals with a Ranger in another country. You can apply for a Ranger pen pal here.
8 Virtual Holiday
Plan a Unit meeting with activities from another WAGGGS country. Dress up, eat food, learn a song, dance,
or craft.
9 WAGGGS World Centres
Split your Unit into 5 groups – assign each group a World Centre to research, present your findings back to the
wider group.
10 Website Sleuth
Spend some time exploring the WAGGGS website. Find one area of the website to investigate further, e.g.
WAGGGS resources about sustainability or advocacy. Do one of the activities from a resource with your Unit.
11 What’s In a Name
WAGGGS stands for the World Association of Girl Guides and Girl Scouts. Research the origins of Girl Guides
and Girl Scouts. Find out why the names are different and present your learning to your Unit.
12 World Thinking Day
Learn about World Thinking Day and plan and create an activity to celebrate it.
13 Own Choice
14 Own Choice

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 WAGGGS Initiatives
Take part in programmes developed by WAGGGS that impact on members world-wide.

Any programme initiatives developed by WAGGGS and implemented by GirlGuiding NZ may be credited as an interest
certificate under this path of the Ranger Programme. Rangers should complete eight different activities to complete
this as an Interest Certificate.

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 Living Well
Expand your knowledge of fitness and wellbeing, and experience
activities that will help you to live a healthy life. This is a chance for you
to explore ways to take better care of yourself, improve your self-esteem
and self-confidence, and let go of stress.

Certificates to choose from:

• Fit & Healthy
• Healthy Me
• Heart, Body & Mind
• Making Time for Me
• My Style
• Oi, Period!

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 Fit & Healthy
Learn ways to keep your body fit and healthy.

Complete eight activities

1 A Good Night’s sleep
Investigate how sleep affects your body’s performance, both in everyday life and in sporting activities. Using an
app or fitness watch, record your sleep and discuss how the quality of your sleep affected your day.
2 Everyday Fitness
Track your steps for a week. Try to achieve 10,000 steps per day. Who in your Unit completed the most steps in
the week?
3 Food is Energy
Learn about the importance of nutrition. Prepare a healthy snack for before and after exercise.
4 Gear Up
Explore the equipment involved in two different sports. Discuss how the equipment enhances performance
and limits injuries. Have a go at using the equipment.
5 Get Moving
Take part in an outdoor sporting event. Follow a training plan leading up to the event so you are ready for the
big day.
6 Group Fitness
Visit a community class or invite a fitness professional to your Unit to run a group fitness session. Try
something new, boxing, HIIT, Spin, Circuit Training, Dance, Zumba or anything else available in your community
or online.
7 How Fit?
Evaluate your fitness level by completing a fitness test. You may wish to invite a personal instructor or sports
person to help complete this.
8 If it Fits in Your Macros
Learn about the three main Macro Nutrients, their role within the body, and how they’re used for energy.
9 Recovery and Injury
Learn how to recover from a sports injury. If possible, invite a Physiotherapist to speak to your Unit about
protecting your muscles, joints and bones when exercising. On a large piece of paper, draw a life-sized version
of yourself and note down what you have learned next to each body part, e.g. knees, wrists, and feet.
10 Supplements
Explore the supplement market. What supplements are available and who are they marketed to? Review
protein powders, BCAAs, Amino Acids, or Collagen.
11 Use it Right
Learn how to use three items of exercise equipment safely and draw a diagram of the parts of the body which
benefit from each exercise.
12 Warm Up
Learn four warm-up and cooling down exercises for a particular activity or exercise routine.
13 Own Choice
14 Own Choice

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 Healthy Me
Learn ways to keep your mind and body healthy.

Complete eight activities

1 Be Informed
Identify the dangerous effects of alcohol consumption, smoking and drug-taking on the body. Invite a police
officer, health professional, or other professional (such as someone involved in SADD) to speak to your Unit.
Display what you have learned in a way that would be educational to others.
2 Beyond the Label
Visit a supermarket and compare the packaging, contents, and price of at least four products you consider
healthy. Read the nutrition label to see which of the products give the most energy, most protein, most carbs,
and most fats. Which has the least sodium and sugar?
3 Body for Life
Find out what is needed to maintain a healthy living pattern. Consider nutrition, physical fitness, mental health,
and personal health care.
4 Depression and Anxiety
Learn about the symptoms of depression and anxiety. Brainstorm what you could do to support a friend with
these symptoms. Research the support services available in your community and share your results, including
the phone numbers of where they could receive help from, in a creative way.
5 Hauora
What does health and wellbeing mean to you? Create your own model of health and wellbeing. You may be
inspired by other models like the food pyramid, Te Wheke, and Maslow’s Hierarchy of needs.
6 Healthy Food
Prepare a nutritional meal that includes all food groups and their suggested portions.
7 How Much Exercise Do I Need?
Create a weekly movement plan for yourself. Will it include 10 000 steps a day or is that not practical for your
lifestyle? Rather than feeling you should HAVE to do something and feeling guilty when you don’t achieve it,
think about realistic intentions you can set for yourself that will help you move often.
8 Hydration
Investigate how much water your body needs each day. Look at products other than water that contribute to
your hydration and what, if any, additional vitamins they can give you. Design a slogan that will remind you to
drink enough water each day.
9 Just Do It
Read a motivation book or listen to a podcast or audio book. Discuss in your Unit if it changed your thinking or
motivation levels.
10 Make Time
Take part in a time-management session or online course to learn how to plan the use of your time so that
there is a balance of activities.
11 Resolve it
Learn some tips for managing conflict, then roleplay conflict scenarios. Discuss ways you could have defused
the conflict.

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 12 Self-Care
When we’re feeling stressed or dealing with big emotions, it’s important to practise self-care. Brainstorm a list
of self-care tips for yourself. Put them into action for at least a week and record your thoughts in a journal.
13 Own Choice
14 Own Choice

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 Heart, Body & Mind
Fosters a sense of belonging through: exploring, appreciating and celebrating ourselves
and each other, understanding how bodies function, and developing skills and
confidence to interact with others.

Note: this Interest Certificate can’t be modified, it needs to be completed as it is.

Complete activity one and one other activity from section 1, three activities from
section 2, plus one activity from section 3 – six activities in total
Section 1 – Celebrating Uniqueness
1 All About Me Celebration (compulsory)
It’s time to celebrate! In your Unit, organise a night that is purely about celebrating you and all things unique
about you so that others can learn a bit more about you. This could include food, dressing up, games... in fact
anything!
2 What’s Out There?
Take part in an activity that builds a greater understanding of your community and what is on offer to people
of like minds and interests.
3 To Be or Not to Be
Explore what you think diversity, equity and inclusion mean, either as a whole Unit, or in smaller groups, and
explore how assumptions affect others.
4 The Power of Words
Unpack well known quotes to give them your own meaning and develop a visual image to pass the
message on.
Section 2 – Exploring Diversity
1 When Inclusion is not Inclusion, and Unconscious Bias
2 Stereotyping, Prejudice and Discrimination
3 Building Empathy Through Self-Reflection
Section 3 – A Difference I Can Make
1 Cultural Diversity
2 Physical Abilities
3 Mental Abilities
4 Age Diversity
5 Rainbow Community
6 Own Choice

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 Making Time for Me
Take some time for you away from the stress of school, sports, and life in general.

Complete eight activities

1 A Bit of Everything
As a Unit, choose a different topic each week for a minimum of three weeks to discuss or do. It could be an
interesting article someone has read, cook a fun recipe, or listen to a podcast someone recommended. Chat
and have fun!
2 Be Spoilt
Make your own pamper products like bath bombs, face masks, soaps and lotions. Hold a Pamper Night in your
Unit. Use the products you made, if appropriate, and bring along nail polish, hair accessories, and anything
else you need to pamper yourselves.
3 Five Ways to Wellbeing
The Mental Health Foundation has developed a list of five everyday actions you can take to improve your
wellbeing – Give, Keep Learning, Be Active, Take Notice, and Connect. With your Unit, brainstorm as many
ideas under each of these as you can and give some a go.
4 Having Fun
As a Unit agree to and plan a fun night in or a fun night out that suits.
5 Journalling
Personalise a notebook to make it into your journal. Write in your journal every day for a week for at least
five minutes. Include three things you’re grateful for each day, any challenges you faced, and how you
overcame them.
6 Learn a New Skill
Try something you haven’t done before; it could be knitting or indoor bowls. Report back to your Unit how it
went. Did you enjoy it? Will you do it again?
7 Meditation
Try a meditation app such as HeadSpace, Insight Timer, or Calm. Discuss if you enjoyed it and if you felt
relaxed afterwards.
8 Self-Talk
What does your inner voice tell you? Notice each time your self-talk is negative or positive. Record the most
common thoughts that pop into your mind. How can you reframe the negative thoughts? Create a visual
display of positive affirmations you can use when your inner voice becomes your inner critic.
9 Spark Joy
Do an activity that brings you joy. This could be going for a walk with friends, playing a fun game, sharing
a meal, watching a movie, or cooking a meal. Journal or share what you enjoy doing to relax and why it
helps you.
10 Stressed Out
Explore the various ways the body responds to stress. Investigate what happens to your body in the short term,
e.g. your breathing rate as well as long-term effects. Practise some methods of releasing stress from body.
11 Switch Off
Enjoy a night where all technology is turned off. Do some baking, play some board games, or have a disco.
Anything your Unit thinks is fun that doesn’t involve your phone (except for playing music).

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 12 Te Whare Tapa Whā
Challenge yourself to do something to strengthen each wall of your Te Whare Tapa Whā: taha tinana, taha
hinengaro, taha wairua, and taha whānau. Journal what you did in each area and how it made you feel. Did
you notice changes in each area of your whare?
13 Own Choice
14 Own Choice

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 My Style
Have fun exploring your personal style in different ways!

Complete eight activities

1 Accessorise!
Bring in different accessories like belts, scarves, costume jewellery etc. Can you make new looks by finding new
ways of wearing these accessories – e.g. a belt as a hairband or over a jumper?
2 Challenge Accepted
How many outfits can you make from 8-10 pieces of clothing? Add an extra challenge of creating outfits to
match a theme, e.g. a job interview.
3 Fashion Fusion
Choose two very different styles (e.g. punk and 1920s) and create an outfit using both styles. You can draw the
outfit, make it from newspaper – or even for real! It’s your choice.
4 Foundation Colour
Attend a make-up tutorial or watch one on YouTube. Practise applying makeup for different occasions, e.g. a
daytime look, a going out look, a costume party look etc.
5 Getting Crafty
Make an accessory. It could be anything from weaving a friendship bracelet to sewing a bag or making
a brooch.
6 Go Natural
Look at the ingredients in some of the products you are using and investigate what they all are. Make two
natural recipes for facial cleansers, masks, moisturisers, or hair conditioners. Discuss what they were like to use
and how they made your skin or hair feel.
7 Let Your Hair Down
Invite a hairdresser to your Unit or watch a hair tutorial on YouTube. Find out about hair care, styles, and
career possibilities as a hairdresser. Learn how to French braid, make a bun, fishtail or French roll. Try a hair
style on short and long hair.
8 Look Book
Make a look book using magazines or an app like Pinterest to find outfits, styles, or items you like.
9 Op shop Challenge
Can you buy a whole outfit for less than $10? Stage a fashion show of your new outfits.
10 The Price of Beauty
Explore some of the issues around the beauty industry – such as the potentially dangerous chemicals used in
nail salons or in makeup, or the dangers of tanning. Design a campaign to raise awareness around these.
11 This is Me!
Choose a positive word or phrase to describe your style and personalise a t-shirt, hat, or other item of clothing
with this word or phrase.
12 Skin Care
Invite a skin-care expert to your Unit or watch YouTube tutorials on how to care for your skin, including looking
at cleansers, toners, moisturisers, scrubs and masks. Design your own skin care regime.
13 Own Choice
14 Own Choice

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 Oi, Period!
Break the restrictive stigma surrounding periods and increase understanding and
confidence about your own body.

Note: this Interest Certificate can’t be modified, it needs to be completed as it is.

Complete eight activities from any section, one must be a community action
Section 1 – Breaking the Stigma
1 Public Figures
What sort of things should we talk about openly, and what should stay private? What have you heard about
periods and how did you find it out? Take part in a group discussion to share your ideas and feelings.
2 By any Other Name
Talk about the words used to describe periods, then try out some activities to practise using positive language.
3 Menstruation Myth Busters
Did you know that the Ancient Romans thought that menstruating women were dark witches? Explore the
myths surrounding periods and menstruation with a quiz game.
4 Period Pride
Join other WAGGGS members by making a period bracelet as a symbol to show your support for ending period
stigma and that periods are not something that we need to hide.
5 Community Action
Spread the messages of period positivity with people outside of GirlGuiding NZ. This could be at school or
somewhere else. Think about the best way to share these messages.
Section 2 – The Practical Stuff
6 The Menstrual Cycle
Learn about the menstrual cycle and make up a resource to explain it simply to a younger Ranger or Guide.
Donate the resource you have created to a local group, organisation or person that will be able to use it.
7 Time of the Month
Figure out what a ‘regular’ period is, if regularity matters, and what sorts of things can affect it. Investigate
period calendars and tracking apps to keep on top of what is normal for you.
8 Take Care
There may be times in your menstrual cycle when your hormones affect the way you feel, and you need to
take extra care of yourself. Find out some tips on how to do this and make or do something to help you feel
your best.
9 Pick a Product
There are lots of different types of period products out there. The ones that you choose to use are completely
up to you! Find out about the different options so that you can choose the ones that make you feel most
comfortable and confident.
10 Sustainable Choices
Not all period products are created equal when it comes to their impact on the environment or our bodies.
Find out about sustainable options and visit a supermarket or online store to see which ones are available in
your area.
11 Reusable Options
Some people choose to use reusable cups, cloth pads or period underwear when they are menstruating. Make
a reusable pad to see what these are like.

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 12 Ready for Anything
Make a period preparation pack to keep in a school bag or anywhere else that it may be needed. Keep the pack
for yourself or donate it to somebody else who needs one.
13 The Next Big Thing
Invent a new product to help people with periods. It doesn’t have to be something that collects blood, but it
could be. Create a marketing strategy for your product and pitch it to your Unit.
14 Periods with Problems
For some people, periods come with problems. Explore some of the conditions that can affect the menstrual
cycle e.g. endometriosis, menorrhagia or polycystic ovary syndrome. Find out what the symptoms of each of
these are and where to go to get help.
15 Great Outdoor Periods
Learn something that all Guides should know – how to manage your period and dispose of period products
when you are camping or tramping. Make something to help you handle your period outdoors.
16 Scenarios and Scenes
Share ideas for what to do in a range of period-related situations. Be the experts of your own panel discussion
or get dramatic and act out your answers.
17 Community Action
Choose one initiative related to period products to help people or the environment. Your Leader has a list of
ideas or you can come up with one of your own.
Section 3 – A World of Periods
18 Period Poverty
Period poverty is a problem affecting the lives of many people in New Zealand and around the world. Find out
more about the period poverty cycle and how you can use your voice to help break it.
19 Period of Time
Period products have changed a lot over time. Investigate the ways people managed their periods in the past.
If you can, talk to women from older generations who may remember using some of these former products.
Is there anything that is still used today? Have any of these options come back into fashion? Look into the
invention of modern products that we have available to us now.
20 Waiwhero
Learn about traditional Māori views and tikanga surrounding periods. Explore how menstruation was
celebrated in the past, what has changed and why. Share ideas for how we can move back toward te aō Māori
attitudes of periods.
21 Perspectives
Research how periods are viewed in a country, culture or religion of your choosing. Look into any traditions or
rituals that they may have around periods. Find out how periods impact the people in this country.
22 Sisters Helping Sisters
All over the world, Girl Guides are working to make the world a better place for people with periods.
Read their stories and do something to help share their messages or further their causes, because rangatahi
support rangatahi.
23 Sustainable Development Goals
Find out about the Sustainable Development Goals (SDG). What are they and how is New Zealand involved
with them? Choose one SDG and discuss how it relates to period poverty.
24 Community Action
Choose one initiative to help reduce period poverty in New Zealand or internationally. Your Leader has a list of
ideas or you can come up with one of your own.

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 Rangers with a Cause
Community involvement is a big part of being a Ranger and it requires
special skills to be able to offer a level of action where it matters. Develop
your skills to be ready to volunteer in your community.

Certificates to choose from:

• Animal Welfare
• Caring for Tamariki
• First Aid
• Prepared and Ready

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 Animal Welfare
Discover and explore animal welfare in New Zealand and how New Zealand as a
country protects itself and its animal populations.

Complete eight activities

1 Animals in Research
How is animal research regulated in New Zealand and what organisations may require animal use in
experimental testing? Make a short video advocating for no animal testing.
2 Behind Bars
Visit a wildlife park or zoo. Discover what is involved in running it and how they are contributing to the
conservation of endangered species, such as advocacy, breeding programmes, and research.
3 Disaster for Animals
Find out about initiatives and organisations that help people protect their animals during and after a natural
disaster. Fundraise for one of these organisations.
4 Ethical Or Not
Is racing animals ethical or not? Investigate the legal requirements, the types of races and the venues where
these races take place. Create an advertisement for or against animal racing.
5 Factory Farming
Explore differences between free range farming and cage farming, with a particular focus on hens and pigs.
What does this mean for the animals? How does New Zealand measure up against the rest of the world with
its animal practices?
6 My Forever Home
Find out about rehoming animals, what needs to happen and how? Visit a SPCA or local Rescue Centre. Is there
a way you could assist their cause?
7 Nutrition
Analyse ingredients on pet food packaging. How do various brands compare? What is the difference between
pet foods for different aged pets or those with certain conditions? Explore different recipes to create your own
home-made pet food and have a go at making some.
8 Old MacDonald
Explore positive farming practices that contribute to animal welfare. Visit a farm or lifestyle block to see these
in action.
9 Pet Rules
Different areas have different rules about what you can and can’t do for pet ownership. Check out your local
rules – how many domestic animals are you allowed on your property? How much does it cost to register a dog
with your local Council? Is your dog or cat required to be micro-chipped? Are you allowed to own chickens?
What else can you find out about owning an animal in your area? Share in a creative way the main points to
show your understanding of what you can and can’t do.
10 Saying Goodbye
What are the options for pets who have passed on in New Zealand? Think about how you would like to honour
a pet who has died, create a goodbye ceremony for them, and design something to remember them by. This
could be a stone, plaque, cross, etc.
11 Speak Out
Find a project or campaign in New Zealand that advocates for animals. Do something to raise awareness of
your chosen project/campaign. You may even be able to do some volunteering for them.

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 12 Wildlife Protection
Explore laws and treaties to prevent trade in wildlife and find out who benefits from the sale of wildlife and
wildlife products. Research which wildlife products are banned and assess how effective the law is in protecting
rare and endangered species. Find New Zealand examples of wildlife smuggling and choose a way to share
what you have learned with your Unit.
13 Own Choice
14 Own Choice

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 Caring for Tamariki
Explore what’s needed to care for younger children in a fun and safe environment.

Note: In New Zealand, to be solely responsible for the care of a child without an adult
present you must be at least 14 years of age.

Complete eight activities

1 Bedtime
Learn about safe sleeping practices for children of different ages. With help, bath a baby, toddler, or young
child. Get them ready for bed, including getting them dressed and reading a bedtime story.
2 Career Choices
Find out about career choices for working with babies, toddlers, and young children. What qualifications are
needed? What legislation covers working with children in New Zealand? Visit an Early Childhood Centre or
invite an Early Childhood Teacher to your Unit, to learn how they are run and how they look after the children.
3 Child Development
Choose one stage of a child’s development such as baby, toddler, pre-schooler, child, or adolescent. Explore
what this age group needs for physical, emotional, intellectual, and social development.
4 Different Abilities
Discover organisations that work to support children with differing abilities. What are their aims? How do they
support the children and families? Promote their cause in a suitable way.
5 Games, Games, Games
Find games that would be fun for tamariki to play at the following ages and stages: 18 months old, 5 years old
and 10 years old. Play the games in your Unit to test their suitability and if you can, play them with children at
these ages.
6 Food, Food, Food!
Discuss safety issues related to babies, toddlers, and young children’s eating. For example, foods that are
unsafe to eat at different ages and stages. Find out about the healthy food pyramid and make a healthy snack
for a young child or try making home-made baby food.
7 Hazards at Home
Identify potential hazards that a young child could encounter in your home or garden. How could you reduce
the risk? Play a hazards game to support this.
8 I Don’t Feel Well
Make a list of some common childhood illnesses, their signs, symptoms, and how to treat them. Learn how to
treat a cut, a graze, a burn, and a scald so you could treat these injuries.
9 It’s an Emergency
Learn how to do CPR for a baby and a child and what to do if a baby or child is choking. Practise so you are
confident in performing them. Know how to get help in an emergency.
10 Keeping Tamariki Safe
Explore New Zealand regulations around keeping children safe, such as car seat requirements. Visually
compare the different car seats available and why they are all different. Find out about the role of Oranga
Tamariki and know what to do if you are worried that a child is at risk of harm.

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 11 The Day’s Routine
Imagine you are looking after a baby, toddler, or young child. How might their daily routine be different
to yours? Choose one of these age groups and create a typical schedule for their day, include some age-
appropriate activities to entertain them.
12 Toys, Toys, Toys
Choose two different toys and compare their educational value. What is the aim of the toy and how does it
relate to the child’s development? What is the toy trying to achieve? Design a new toy for a target age group,
considering the safety of small parts.
13 Own Choice
14 Own Choice

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 First Aid
Complete a first aid course or certificate through a recognised provider, then put your
skills into practice.

Note: this Interest Certificate can’t be modified, it needs to be completed as it is.

Complete all activities

1 Get Qualified
Obtain a basic First Aid qualification from a recognised organisation, such as St John New Zealand, New
Zealand Red Cross, or New Zealand Mountain Safety Council.
2 Safety Rules
Create a game or activity to play with others in your Unit, based on the relevant sections of GirlGuiding
New Zealand’s Safety Requirements for Programme Activities particularly the Safety Management, Managing
and Reporting Risk, First Aid Equipment, SunSmart Policy, Emergency Procedures, and Incident or Near
Miss Reporting.
3 I Can Help
Volunteer for at least two hours as a first aider at a Guiding event. For your event, explain how you would
request outside medical assistance if needed, any geographical considerations, and whether the venue has
phone service.
4 Putting it into Practice
Volunteer as a patient for a first aid exercise with a community organisation.
OR
Organise and run first aid scenario activities with a Guiding Unit.

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 Prepared and Ready
Build disaster resilience and emergency preparedness for yourself, your whānau, and
the wider community, learn how to keep yourself and others safe and how to reduce
the impact of, and be prepared for, emergencies in your community.

Note: this Interest Certificate can’t be modified, it needs to be completed as it is.

Complete five activities from section 1, and complete four activities from section 2
Section 1
1 Know Your Hazards
Discover what the most common hazards are in your area and raise awareness of the impact of these
hazards in your community. Share your knowledge by making posters, pamphlets, videos or creative social
media posts (for platforms like Facebook, Instagram and/or TikTok) to help others in your community to get
Prepared and Ready. Then, play an emergency scenario game to practise key drills for emergencies (Drop,
Cover, Hold OR Get Down, Get Low, Get Out) to learn about the immediate responses you will need to have
to a sudden event or emergency.
2 Reduction
Find out how to reduce the risk of emergencies before they happen by choosing one of these exercises:
• Hazard Awareness – Using an online resource provided by your local Council, or government agency,
find out about the likely hazards in your area (school, home, Ranger meeting place).
• Make a Mask – Know why you might need a mask in an emergency event (e.g. pandemic, eruption,
earthquake or biological event) and how to make one yourself. Discuss other temporary measures you
could use if you didn’t have a mask in that situation.
• Fill a Sandbag – Demonstrate how to make a sandbag that you could use in a flood, using materials that
you have available.
• Vaccines – Learn about why vaccines are an important part of managing risk from disease on a national
and global level. Discuss examples of vaccines created throughout history and how they have changed
the risks of contracting disease, and the spread of pandemics.
3 Readiness
Choose two of these activities that will help you to survive without modern conveniences like power in an
emergency, through learning how to store food and water and making an emergency toilet.
• Grab Bag – Test your memory, and preparedness by playing the grab bag game to check that you know
what you need to take with you in an emergency. Play it in the dark to extend the challenge.
• Mystery Box – Make a meal from ingredients you have available, to show that you can survive on limited
non perishable supplies in the event of an emergency. Learn about the practicalities of storing, cooking
and using food.
• Make a Plan – Decide on an evacuation plan for your meeting space. Consider your exit points,
and meeting place. Take this home and share it with your family to make a plan at home in case of
emergency.
• Emergency Toilet – Know how to make and use an emergency toilet. Understand why it might not be safe
or possible to use toilets and bathrooms following, or during an emergency.
• Water Storage – Take part in an activity to learn how to clean bottles for water storage, and then share
this information in a way that others can follow and understand. Learn about why water storage is an
important piece of information to know about in terms of safety.
• Driving Safety – Gain skill in understanding when it is and isn’t safe to drive and what you can do to
reduce your risk when driving, especially as a new driver. Create a supplies box for your car with supplies
you could need in an emergency.

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 4 Response
Take part in one of the following communication activities to understand the importance of getting the correct
information before, during and after an emergency has happened.
• Radio Station – Go on an outing to learn more about what broadcasters do during and following an
emergency to keep the public up to date with accurate information.
• Broken Telephone – Take part in an activity to learn about how quickly correct information can be
misheard, and miscommunicated. Learn how to identify ‘fake news’ and what new sources are reliable
and trustworthy.
• Alerts – Research the different ways emergency information is communicated to the public on a national,
and local level. Decide where you would get your information from e.g sirens, text message alerts, social
media posts from official agencies, television coverage.
5 Recovery
Find out what international aid agencies and organisations do to aid recovery, and the importance of
disaster resilience, and mindfulness in supporting yourself and others. Try ‘mindfulness’ and one more of
these activities:
• Mindfulness – Share a quiet moment of relaxation, either in a meditative reflection as a group, or by
listening to a mindfulness podcast episode or recording. Discuss how mindfulness can aid with mental
recovery during, or after an emergency.
• Share Stories – Research stories of an emergency response in another country and take note of the
response to it. Discuss the international support and response.
• Search and Rescue – Learn how countries come together in the wake of an emergency to provide
support, like Land Search and Rescue workers from Japan who came to help after the Christchurch
earthquake in 2011.
• International Organisations – Gain understanding of the role of international aid organisations, and the
support they offer in the response to and recovery from emergencies. Learn about the volunteers that
take on roles in their communities.
Section 2
6 Documentary
Watch a documentary or movie that is about a disaster or emergency. Did the characters use the 4Rs of
emergency management? Discuss if the film is realistic.
7 Get Involved
Learn about the role that first responders, and trained people in your community take on during an emergency,
by talking to them about their experiences.
8 Teach a Message
Use a game, craft activity or STEM experiment to teach a younger unit something about how to be Prepared
and Ready for an emergency. Think about what is appropriate for that age level.
9 Kotahitanga
Share your knowledge with others by holding a kotahitanga community resilience workshop for your
parents, and other members of your Ranger network to teach them about emergency management. Include
information like:
• What to pack in a grab bag
• What to pack in a first aid kit
• What sorts of emergencies are likely to happen in your area
• What people can do to look after themselves in an emergency.
10 Board Game
Design a board game to teach other people how to reduce their risk of being affected by emergencies.

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 11 Social Post
Make a video or a post for a social media platform like Facebook, Instagram or TikTok to share a key message
about one of the 4Rs.
12 Māori Gods
Learn about the myths and legends of Te Ao Maori in relation to disasters and create an artistic display that
features the Maori Gods of the earth, land and sea.
• Papatūānuku, the earth mother
• Ranginui, the sky father
• Tāne-mahuta, the god of forests and birds
• Tangaroa, the god of the sea and fish
• Tāwhirimātea, the god of storms and violent weather
• Rūaumoko, the god of volcanoes, earthquakes and seasons.
13 Off the Grid
Have an ‘off the grid’ survival meeting or camp to practise coping without power, and modern conveniences.
14 Two-Way Radio
Learn how to operate a two-way radio to communicate with others during an emergency by inviting an expert
to your meeting.
15 Support Recovery
Do something helpful to support people who are recovering from an emergency.
If you are working on this badge while there is a current national or international emergency recovery taking
place that rangatahi are aware of, encourage rangatahi to learn more about it and find a way to help. This
may include donating books, raising awareness, collecting money or food, or writing letters of support etc. as
relevant to the needs of the people affected.

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 Te Papa

Discover heritage by looking into the past, our culture, Guiding history,
and your own family whakapapa!

Certificates to choose from:

• ANZAC
• Kiwiana
• My Whakapapa
• Te Ao Māori
• Women in New Zealand History

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 ANZAC
This badge encourages an understanding of ANZAC Day and includes activities
that celebrate and honour the soldiers that fought in world wars and help with
understanding issues around war and peace.

Note: this Interest Certificate can’t be modified, it needs to be completed as it is.

Complete activity one, plus seven other activities

1 Service (Compulsory)
Attend an ANZAC Day service on 25 April, wearing Ranger uniform, or another type of ANZAC service.
2 Biscuits
Make ANZAC biscuits after finding out how these were named.
3 Wreath
Make a wreath to place at the memorial or cenotaph on ANZAC Day.
4 How the Girl Guides Won the War
Find some interesting information to you from ‘How the Girl Guides won the war’. Share what you have
discovered in a creative way.
5 Skills
Make a list of things that Guides could assist with. Try your hand at a skill people your age would have done to
assist the war efforts. For example, knotting camouflage nets, knitting, rag rugs.
6 Rations
In New Zealand, food items such as butter, sugar, tea, and meat were rationed to allow enough supplies to be
sent overseas to feed the soldiers. Pick a wartime recipe to try with your Unit.
7 National Army Museum
Explore the National Army Museum website. You could read someone’s story on the ‘Voices of the Past’ page
or have a look at some photos on the ‘Recollect’ page.
8 GIS Team
Have you got what it takes to be part of the Guide International Service (GIS) team? Take part in some activities
to learn the skills required to be in the GIS.
9 Peace Crane
Make a peace crane display. Find the meaning and original behind the peace crane.
10 Wartime Music
Listen to some wartime music – what do you think of it? Is it different from the music you like to listen to? Can
you dance to it?
11 Memorials
Visit and learn about a local war memorial or cenotaph.
12 RSA
Do some community action (service) for your local community, if you can support community action initiatives
with a RSA.
13 After the War – Women as Builders of Peace
Even today all around the world, women are doing ground-breaking work for justice, peace and security in
war torn and conflict ravaged countries. Explore and present the role women play in contributing to world
peace building.

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 14 Women in War
Find out how women were involved with the war effort. How are women involved now, here, and overseas?
15 Careers
Discover careers for women in the armed forces.
16 Own Choice
17 Own Choice

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 Kiwiana
Enjoy all things Kiwi!

Complete eight activities

1 A Taste of Kiwi
Taste some well known Kiwi snacks. Try and create one of these items from scratch so that it looks and tastes
the same. Have a competition to see who is closest.
2 Bzzzzz
Buzzy bees are a classic toy in Aotearoa that have been around since the 1930s. Have a go at making your
own buzzy bee from Lego, Playdough, or Fimo etc. Read a Buzzy Bee story to learn about other classic toys
from the books.
3 Edmonds Cookbook
Why is the Edmonds Cookbook considered iconic in New Zealand? Compare the content and layout between
various issues, finding the oldest book you can. Choose a classic recipe to bake.
4 Great NZ Roadie
Plan a road trip for you, some friends, your family, or your Ranger Unit. Include where you will go, what
accommodation you can stay in, what activities you can do, what you need to take with you, what and where
you can eat, and how much the roadie will cost. If possible, go on your roadie!
5 Kiwi Icons
Some things are unique to a country and become icons that symbolise who we are. Discover top icons that
make us Kiwi and define who we are on the world stage. What can you find out about them? List your top five.
6 Kiwiana Art
Look at some pieces of art from Aotearoa. Through art we capture and celebrate our culture and landmarks,
our native flora and fauna, our beaches, and Te Āo Māori. Create your own piece of Kiwiana art.
7 On Display
Many New Zealand towns have large objects that symbolise their town or local area. Find out what some of
these are and visit them either virtually or in person if you have one in your town/city. Design an icon for your
own town, city, or area.
8 Pounamu
Pounamu can represent ancestors, connection with the natural world, or attributes such as strength,
prosperity, love, and harmony. It is a precious and powerful stone. Look into some of the most popular designs
for pounamu then design your own pendant or necklace that would carry special meaning to you.
9 She’ll Be Right!
The words we use as New Zealanders become part of our culture and make us stand out from the international
crowd. Write down classic kiwi sayings. Can you find out the meaning of each one?
10 Swap Meet
Swap meets are popular in New Zealand, you can sell or trade anything from car parts to antiques. Run a swap
meet in your Unit, with a theme, e.g. houseplants. If you can, visit a Swap Meet in your area.
11 That’s Entertainment!
Watch clips of New Zealand game shows, soap operas, and other genres from the past. What’s the oldest show
you found? Replicate one of the shows, film it and show it to your Unit. You’ll need to think about costumes
and props that are similar to the era.
12 The Pav
Find out about the origins of the famous New Zealand Pavlova. Bake and decorate your own pavlova.

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 13 Own Choice
14 Own Choice

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 My Whakapapa
Discover your own traditions, stories, and connections and what is important to you
and your whānau.

Complete eight activities

1 Be A Historian
Genealogists have many sources of information available to them for research such as parish records, census
returns, libraries, and archives. Use one of these sources to find something out about your family.
2 Guess Who?
Ask everyone in the Unit to bring a photo of themselves in as a baby and hold a baby photo guessing game to
see if you can pick who is who.
3 In My House
Compare your home today with a home 50 or 100 years ago. Discover items that are similar but different today
that homes also had back then. Visit a historic house or Museum to see these things for real.
4 In My Town
Discover if there are any exciting or interesting things about the heritage or history of the town or place you
live in. Find photos of your town from the past and take a photo from the same viewpoint. Share them and
discuss how your town has changed.
5 My Taonga
Share a taonga that has been passed down through your whānau or a taonga you would like to pass on to
relatives one day.
6 Pepeha/Mihi
Write or memorise your pepeha or mihi. Present it to your Unit. You could share it verbally or find an artistic
way to present it, e.g. a mural showing your awa and maunga.
7 Prove Who You Are
Find out what New Zealand, or your country of birth, needed to know about you when you were born. Learn
how a birth gets registered, how to open a bank account, what an IRD number is, how to change your name or
gender, and how to get a passport.
8 Preserving My Heritage
What is a time capsule? Create a time capsule to capture your teenage self. Seal it and store it safely away to
be opened in 10 years’ time (or longer!).
9 Whakapapa
Explore and create a whānau/iwi/hapū/ tree for yourself or relate your whakapapa to a group of people. How
many generations back can you go?
10 What’s Important?
Talk with older family members to find out what’s important to you and your family. Explore things like family
traditions and celebrations, special names for family members, special places you visit etc. Create a game to
learn the different traditions families have from within your Unit.
11 When You Were Young
Hold a disco appropriate for the year you were born, or the year your parents were born. Only play music and
wear clothes that were popular in that year.

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 12 Where I Came From
Find out which country, or countries, your ancestors came from. Investigate interesting facts about them
such as why they decided to come to New Zealand, how they got here, what year they arrived, where they
first settled, what jobs they did and any other interesting facts. Mark on a world map the different cities and
countries your Unit has a connection to.
13 Own Choice
14 Own Choice

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 Te Ao Māori
Explore Māori language, culture and history and increase your awareness of the unique
place of Māori heritage in Aotearoa.

Note: this Interest Certificate can’t be modified, it needs to be completed as it is.

Complete eight activities, at least one from each part

Part One
1 Waiata
Learn a waiata with your Unit and teach it to someone else. Perform using actions if there are some that
accompany the waiata.
2 Whakataukī
Learn a whakataukī or poem with your Unit and teach it to someone else. Recite your whakataukī to more than
one person, sharing what it means and why you chose it.
3 Haere Mai
Learn how to welcome and farewell people in Te Reo Māori. Use it to welcome and farewell each other to and
from your Unit meetings for at least a term.
4 Pepeha
Learn and recite a pepeha to introduce yourself to a group of people. Make an artwork or a model to represent
your pepeha. If you are already confident using your pepeha, look for ways you can extend this knowledge.
5 Te Wiki o Te Reo Māori
Participate in and do an activity to celebrate and promote Te Wiki o te Reo Māori.
6 Tākaro
Play a game in Te Reo Māori that uses commands, directions, numbers, colours, objects or actions.
7 Tinana
Learn some key words to describe yourself, your body and your feelings.
Part Two
8 Māori Games
Play a traditional Māori game such as tītītōrea, tī rākau, tākaro-a-ringa, poi, mau rākau, mā whero or ki-o-rahi.
9 Pōwhiri
Make connections with your local marae and plan a visit. Learn about protocols when visiting a marae, what to
expect and what your role will be.
10 Marae
Invite someone to share their experience and knowledge of the traditions and practices of your local marae
and choose one of the following traditional cultural activities to complete.
11 Wharenui
Learn about the history of your local wharenui including the history and meaning of the carvings, and the
tipuna of the iwi.
12 Local Māori History
Visit a place with local history to Māori, like a pā site, maunga, awa or place of historical and archaeological
significance. Learn about the name of the place, its meaning, and history.

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 13 Hauora
Participate in an activity to learn about the concept of hauora, where taha tinana (physical well-being), taha
hinengaro (mental and emotional well-being), taha whanau (social well-being) and taha wairua (spiritual well-
being) all contribute to the overall wellbeing and health of a person.
Part Three
14 Matariki-Puanga
Participate in a Matariki festival or event to learn about Matariki, its meaning and relevance in Te Ao Māori.
15 Maramataka
Learn about maramataka, and what it is used for. Participate in an activity to learn more about maramataka
and use it to plan an activity with your Unit after learning about ‘high energy’ compared to ‘low energy’ days.
16 Kai
Prepare food to share to celebrate Matariki with your whānau community, and with other invited Units.
17 Manu Tukutuku
Learn about why kites are an important symbol and part of Matariki. Make manu tukutuku using traditional or
modern methods and materials and fly these at your Matariki whānau celebration evening or event.
18 Whetū
Participate in a star activity, learn to use a star finding app or use an online night sky map so that you can find
Matariki in the sky when the time is right.
Part Four
19 Waka
Learn about a traditional form of transport to Māori, the waka. Find out what they were made from, how big
they were and the names of some waka important to the iwi of Aotearoa. Make your own version of a waka
using natural materials.
20 Hauhake
Find out about some traditional crops eaten or grown by Māori, learn about how and where they grow, how
they are cooked or preserved, and try one out in a recipe.
21 Te Tiriti o Waitangi
The Treaty of Waitangi, Te Tiriti o Waitangi, is often called Aotearoa’s founding document. Learn about the
place the treaty was signed, and what happens there every year on February 6. Find out why we have a
public holiday, and what are we celebrating and use your performance skills to act out key moments and key
people involved.
22 Rongoā
Traditional Māori medicine practices, rongoā rākau and rongoā Māori, are still practised today. Learn about
how common native plants and trees can be used to treat burns, wounds and insect stings. Make your own
natural health treatment using rōngoa rākau methods, or go on a native plant treasure hunt.

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 Women in New Zealand History
Be inspired by great women of our past!

Complete eight activities

1 Flower Power
What is the significance of the white camellia? Find out about Women’s Refuge or another organisation
advocating for women in New Zealand, and the key issues that face women in New Zealand today. Make your
own paper camellia flowers to signify your understanding of the importance of these flowers.
2 Gender Bias
Make a visual display showing advertisements involving women from past to present. Discuss how women
being depicted in advertising has changed over time. Then, make a collage showing advertisements involving
men from past to present. Compare and contrast your collages for similarities and differences.
3 Going for Gold
Explore how New Zealand women’s participation and achievement in sport has changed over the past 100
years. Compare a present-day athlete with one from the past. Play a traditional women’s sport under the
original rules and conditions.
4 Making a Difference
Complete a matching game to learn about different influential and pioneering women from New Zealand’s
past. Choose one of the Woman of Influence who paved the way for others and made a difference for women,
and present to your Unit further information about them in an interesting way.
5 Pioneer Women
Set the scene and try two activities that women did in the early 1900s. You could bake bread or make butter
from scratch, learn to spin wool, use natural dyes, or chop and split wood.
6 Rainbow Advocate
Investigate influential Rainbow Advocates in New Zealand history. Choose how you would like to share
the information with others. Hold a Pride event in your Unit where you can celebrate the influencers you
have chosen.
7 RIP
Visit a cemetery and find the grave of the oldest woman buried there. Find out what life was like for women
during the time she was alive.
8 The Vote
Who was Kate Sheppard? What did she do that was so important for the women of New Zealand? How did this
place New Zealand ahead of all other countries on the international stage? Choose an issue important to you
and hold your own voting session within your Unit.
9 Wahine Māori
Choose an influential wahine from Māori history. Create a portrait in a style of your choice,
e.g. pastel, charcoal, or paint. Prepare a short biography about your chosen wahine, including why they are
considered influential.
10 Wahine on the Marae
Talk to a woman who is knowledgeable about women on the marae. Discuss the traditional roles for women
and how those roles are changing.

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 11 Women of My Time
The role of women in society has changed over time. Talk to two or three women of different ages to compare
their experiences of how their life as women has changed across their lifetime. Things to consider might
include clothes they wore, roles in the home, paid or unpaid employment, motherhood…
12 Women of the Future
Where do you see women of New Zealand heading? What pressures have there been and continue to be in
society for women? How does social media influence the decisions you make as a young woman of
New Zealand?
13 Own Choice
14 Own Choice

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 Wairua
Explore, experience, and widen your view of faith and personal values.
This is an opportunity for you to reflect on your own beliefs, ideals and
values and equip yourself with the tools to better understand the world
we live in.

Certificates to choose from:

• Faith Through Food
• Peace
• Rainbow Connection

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 Faith Through Food
Discover foods and ceremonies that have evolved from various world religions.

Complete eight activities

1 Buddhism and Vegetarianism
Find out about the five ethical teachings that guide Buddhist food. Make a dish following lacto-vegetarian
principles.
2 Celebrating Diwali (Deepavali)
Research or talk to someone about the Diwali festival celebrated by Hindu, Jain and Sikh religions. Hold a
Diwali celebration: tell the story, make traditional decorations, and make and serve food traditional to Diwali.
3 Christianity & Easter
What is the significance of Easter in the Christian tradition, and how do hot cross buns fit into the celebration.
Make some hot cross buns.
4 Create your Own
Religions use food to come together to celebrate, keep traditions alive, and remember stories from history.
Create and run your own traditional food celebration within your Unit to celebrate your own traditions.
Host a campfire, share a meal, host a morning tea to thank your Ranger Leaders, or anything that brings
people together.
5 Eating Out or Dining In
Visit a restaurant where food is prepared to meet certain religious beliefs, such as a Hare Krishna Café or a
Middle Eastern restaurant. Ask the restaurant what preparation is necessary to meet the religious beliefs. Buy
and try some of the food they sell.
6 Judaism
What is the Jewish concept of Kosher? Discover foods that meet these requirements. Make a meal, following
kosher requirements as much as possible.
7 Lent in the Christian Tradition
Find out about Lent in the Christian calendar and how the date is decided. What is Shrove Tuesday and what
was its purpose? Make pancakes and have pancake races.
8 Ramadan in Islam Tradition
What and when is Ramadan in the Islamic calendar? How are the dates decided, and what is expected of
followers during Ramadan? Hold an Eid celebratory meal with traditional foods as would be held to mark the
end of Ramadan.
9 Religious Stories in Art
Stained glass windows were used in places of worship to tell stories of faith. Either visit a place of worship or
other building with stained glass windows, or find some photographs of these windows, and follow one of the
stories. Create your own work of art by making stained glass window biscuits.
10 Saying Thanks
Meals in many religions include giving thanks for or blessing of food. Find examples in four religions and when
they are used.
11 Taking Part
Find an international food festival in your area. Visit with your Unit and try some food that you have not tried
before. Research the traditions associated with that food.

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 12 Tapu and Noa
Explore the concepts of tapu and noa in Te Āo Māori. Investigate tikanga relating to food, and tapu and noa.
Create a resource for yourselves and visitors to your Unit, showing the meanings of tapu and noa, and how you
respect tikanga around food.
13 Own Choice
14 Own Choice

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 Peace
Find out about New Zealand’s role in peacekeeping and its relevance in the past and
today. Discover ways to promote peace through WAGGGS and similar organisations.

Complete eight activities

1 Celebrating Peace
Plan and hold a celebration of peace. Observe a moment of silence, light candles, make origami doves and
share peace poems or quotes.
2 Get Involved
Choose a group promoting peace, such as Amnesty International, the Red Cross or the Women’s International
League for Peace and Freedom [WILPF]. Contribute to one of their projects. You could donate time, goods, or
raise funds.
3 International Day of Peace
International Day of Peace was created by the United Nations in 1981 to encourage people around the world
to remember how they can promote peace and is celebrated on 21 September each year. Create a play to
show the different ways you can practise the values of the International Day of Peace in your life.
4 Keeping the Peace
Investigate recent peacekeeping missions involving New Zealanders travelling to war-torn countries. Research
one such mission and discuss the value of the mission, and whether you would support future similar missions
to other areas of conflict.
5 Meaning of Peace
Look at different definitions of peace and have a discussion about what peace means to you. Create a game to
teach others about the meaning of peace.
6 Peace Symbols
There are several symbols of Peace used around the world. Find examples of the most common and either
recreate one in a creative way or invent your own that shows what peace means to you. A peace symbol of
found materials in nature could be one example.
7 Peace Flight
Find out about “Sadako and the Thousand Paper Cranes” and learn how cranes became a symbol for peace.
Learn how to make an origami peace crane and make a display about peace.
8 Peaceful Music
Listen to a song or a piece of music with the theme of peace. Create your own piece of music or song that
reflects what peace means to you.
9 Speak Out
Investigate a WAGGGS initiative to campaign and promote peace. Complete a relevant challenge with
your Unit.
10 Tell Me About It
Speak to a war veteran or watch a video of a war veteran sharing their story. Find out their views on war and
peace, and whether their views have changed because of their experiences. Share their views and experiences
in a creative way.
11 The Winner Is
What is the Nobel Peace Prize? Who have been past recipients? Read recent media reports and list the people
working internationally for world peace who you think would be worthy recipients of the award. Conduct a poll
in your Unit to find who you think is the most deserving recipient.

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 12 What is Peace?
Use paper hearts or doves to create a Peace bunting for your Unit. On each heart or dove, write what peace
means to you. Join your shapes together with string or wool and hang around the room. Spend some time,
quietly walking around the room reading what each other wrote.
13 Own Choice
14 Own Choice

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 Rainbow Connection
Learn about Rainbow communities, and how you can provide support and advocate for
queer, gender diverse, takatāpui, and intersex rangatahi.

Thank you to our Leaders and Te Ngākau Kahukura for their valuable input and support
of this Interest Certificate. Ngā mihi nui.

Complete activity one, plus seven other activities

1 Rainbow Community (Compulsory)
Find out who is included in Rainbow communities and what the rainbow stands for. Learn the difference
between sexual orientation, gender identity and sex characteristics. Explore the term takatāpui and learn how
rainbow identities look for Māori.
2 Being a Rainbow Ally
Discover what support is in the community for rangatahi to help them safely explore their identity and provide
support to come out as part of rainbow communities. Think about or discuss how you could support a friend in
a situation like this.
3 Book Club or Movie Night
Make a list of books or films by Rainbow creators, or that include main characters with Rainbow identities. Run
a Book Club style hui where each member of your Unit either takes turns sharing the books they have read or
films they have watched. Alternatively, you could all read the same book or watch some films together. Make
a list of questions you could all kōrero about, e.g. does the main character face any obstacles or celebrations,
how do the characters change over the course of the book/film, who are the allies in the story?
4 Gender Expression
Visit a clothing store that sells both women’s and men’s clothing, or look at online stores or in catalogues.
Do the clothing sections support traditional ideas of gender expression? Design a gender-neutral clothing store
or lookbook.
5 Language
There are a range of words and names used to talk about rainbow people’s’ identities and experiences. The
most important thing is not to learn a list of terms, but to listen, connect and ask respectful questions about
the language they are using. As a Unit, kōrero about the importance of using gender language respectfully (like
pronouns) and how else gender shows up in the ways we use our language.
6 My Pride
Celebrate your Unit and who you are as individuals. Wear whatever you feel most comfortable in. Reflect
and engage in kōrero about your personal identities, how do you show your own identity, how does your
identity reflect your personal values? Create a piece of artwork or a visual display expressing yourself and
group identities.
7 Pride Event
Assist with the promotion of a Pride event in your local community. Attend with your Unit or individually.
8 Rainbow Action
Explore different ways you could support a local Rainbow organisation and choose one to complete.
9 Rainbow Champion
Research someone from Rainbow Communities in Aotearoa who has made a positive difference. Create a
profile of them (social media post, a video, a poster, or a booklet). Share it with your Unit.

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 10 Rainbow History
Learn about the history of Rainbow communities in New Zealand and the impacts of the prejudice that has
been experienced. This could include homophobic legislation, the HIV and AIDS crisis, the legalisation of
same-sex marriage, and advocacy and legislative changes that relate to the rights and lives of trans and
intersex persons.
11 Safe Space
Rainbow young people are more than four times as likely to experience bullying at school than their
peers, seriously impacting their mental health. In your Unit, discuss and implement ways that you can be
understanding, respectful, and supportive.
12 The Rainbow Flag
Did you know that there are more than 20 different Pride Flags? Find out about the range of flags that
represent Rainbow Communities and what they stand for.
13 Own Choice
14 Own Choice

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Other Opportunities
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 Commonwealth Award
M
O N WE The Commonwealth Award was introduced in 1984 at the Commonwealth Chief Commissioners’
AL
CO M

Conference and is open to senior section members in all Commonwealth countries.

TH

AW
ARD

Complete the three compulsory challenges, plus two optional challenges.

Compulsory Challenges
1 History of Guiding
a. Be able to talk about Guiding from its beginning at the Crystal Palace Rally in 1909, including the
development of World Guiding.
b. Know how Guiding developed in your own country.
c. Understand the basic aims and principles of Guiding.
2 Knowledge of The Commonwealth
a. Know something about the development of the Commonwealth of Nations.
b. Be able to talk knowledgeably about a Commonwealth country other than your own.
Your knowledge should include:
• a little about the cultures and religions of the country
• a day in the life of its people
• how Guiding began and how it has developed.
c. Do something practical in relation to the country of your choice. For example, you could correspond with
someone, prepare a typical meal, produce a scrapbook, learn a craft or make a collection of stamps.
3 Community Action
Carry out service within the community. This should cover a total of at least 20 hours over a minimum period
of three months, and within a maximum period of six months. Explain why you have chosen this particular
form of service.
Optional Challenges
4 Health
a. Know what health services are available in your own country. Find out what immunisation is required
for entry into two other Commonwealth countries in an area of the world other than your own. This
information should be correct at the time you are doing the challenge.
b. Explain how nutrition and sanitation can affect the health of your family.
5 Environment
a. Study in detail one of the following in your country: environmental pollution, water supplies, forestry,
conservation, soil erosion, sustainable resources.
b. Find out about environmental issues in another Commonwealth country and investigate how that
country is addressing them.
6 Cultural Heritage
a. Know about the cultural heritage of your own country on two of these subjects: art, music (vocal or
instrumental), dress, literature, poetry, dance, craft. Produce a collection of items, such as pictures,
programmes, instruments or books, for your chosen subjects. Be able to demonstrate or perform an item
from one of your choices.
b. Discuss three religions, denominations or faiths found in your country with a group of your peers.

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 7 Fit for Life/Out of Doors
Complete either a or b
a. Take part in or learn about a physical activity (sport or skill) new to you. Explain the benefits of regular
physical activity for young women.
b. Participate in a camp of not less than two nights on two occasions within three years.
8 Public Speaking and Debating
Complete either a or b
a. Give a talk to a group of your peers on any subject you choose, which should last not less than
five minutes.
b. Take part in an organised debate as the principal speaker for or against the motion.
9 Creative Writing
Write a short story or a poem about life in your own country, or tell a legend from your cultural heritage.
10 Citizenship
a. Describe your own system of government and that of a different country in the Commonwealth.
b. Demonstrate knowledge of how your country is prepared for disaster. This could include flooding,
hurricanes, forest fires and other natural disasters. Find out which agencies in your country are
responsible for dealing with natural disasters.
11 Investigation
Complete either a or b
a. Investigate the public education and nature conservation programmes of an institution such as a
national park, wildlife sanctuary, zoo or botanical garden. How does this fit in with the United Nations
Environment Programme?
b. Talk to your Unit about architectural developments in your town or area over a specific period. Take
them to visit at least two historical buildings or monuments you have investigated.
Some challenges can be done by discussion in the Unit, some will require a more formal presentation and others
will be accomplished simply by doing the activity. The challenges requiring presentation could be done for others in
Guiding through drama, a presentation, in an interactive format or similar.

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 Ranger Wings
Anybody can learn to fly at any age! Learn the skills and when you turn 16, you
can take your first solo flight.
Rangers can learn to fly through an aero club, flying school or by attending the
annual Walsh Memorial Scout Flying School.
To gain the Ranger Wings, you need to complete a satisfactory solo flight in a glider or powered aircraft. This could
also be used for your Gold Challenge.
Walsh Memorial Scout Flying School
Learn to fly before you can drive! This experience for older Rangers (age 16-19) is a two weeklong training camp held
every year in Matamata. Run by Scouts New Zealand, it is also equally open to Rangers. The school has run annually
since 1967 and provides the highest quality aviation training for budding young pilots. During the two weeks you will
learn skills in flying, navigation, meteorology, and air traffic control, while also taking part in traditional Guiding and
Scouting camp activities. Most students at the school complete their first solo flight!

The Duke of Edinburgh’s Hillary Award

The Duke of Edinburgh’s Hillary Award is a worldwide, non-competitive activity programme for young people aged
14-25 and is designed to give you the training and experience you will need for leadership in the outdoors.
Learn the skills, plan with a group, go on an outdoor experience with a group, and evaluate how it all went and what
you learnt. Whether it’s walking through bush or climbing a mountain, the outdoors has opportunities for everyone.
Components of the Ranger Programme can be credited into The Duke of Edinburgh’s Hillary Award, assuming you
meet the prerequisites.
Prerequisites
• Enrol for the Duke of Edinburgh’s Hillary Award Programme and receive your record book. You can start the
bronze award the year you turn 14.
• No components completed prior to enrolment into the Award programme can be credited.
• Ensure the criterion of both programmes is covered for any components you wish to count for both.
Your Ranger Leader can access up to date information on what can be cross credited to the Duke of Edinburgh’s Hillary
Award on OGM.

The Ruth Herrick Ranger Scholarship

This scholarship is offered annually and can be applied for by any Ranger who has completed their Peak Award. The
closing date for applications is 31 July. Application forms are available on the GirlGuiding NZ website.
The scholarship enables or helps the holder to attend a course, event, or training in New Zealand or overseas that will
extend their experience or horizons.

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Planning the Next Journey
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 Connect
Connect is a personal development programme for 16-35 year-olds. Travel, volunteer, learn new skills and stay in
touch as you work towards valuable qualifications in a fun and supportive rangatahi-led environment.
Members of Connect can choose from a wide range of unique and exciting opportunities, including international
experiences, volunteering within GirlGuiding NZ as a mentor or Leader, learning new skills, staying in touch, having
fun, and working towards valuable qualifications.
Connect offers an exciting and flexible programme with a huge variety of challenges and opportunities for
personal development.
We know that for young women aged 16-25 these years are some of the busiest and most fast-moving times in your
life. Lives take on ever-changing phases – study, travel, career, and much more. With that in mind, we’ve developed
different types of involvement and made it simple for you to choose and move between them. They are:
• Network (an alumnae group 16-35)
• StayConnected (a chance for those who are keen to help but can’t commit to regular leadership 16-25)
• ExpandedHorizons (a programme for young Leaders aged 16-25).
Network
Network offers you a chance to stay in touch with GirlGuiding NZ through our alumnae for 16-35 year-olds. Through
this network, you will receive invitations to attend or help at events, participate in taskforces, or help with local
initiatives. Plus, you will receive the latest information and news.
StayConnected
The StayConnected programme offers a range of activities and challenges and motivates members to try out new
things – it could be learning a language, playing a musical instrument, running a marathon, camping in the wild or
volunteering overseas.
It is flexible and participants can take their chosen activities as far as they wish, from starting out to gaining a
qualification that is recognised outside Guiding. You will be able to earn badges and grow your skills.
ExpandedHorizons
The ExpandedHorizons programme works towards the GirlGuiding NZ Leadership Award (for Young Leaders). This
programme is designed to help support Young Leaders working within GirlGuiding NZ to continue to enhance their
leadership skills. To participate in this programme, you will be a Leader within GirlGuiding NZ aged 16 – 25.

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 International Opportunities
Guiding can offer you plenty of opportunities to travel overseas. There are jamborees, sessions at the world centres,
youth events and more. Full details about upcoming international events are on the GirlGuiding NZ website, including
dates, how to apply and closing date for applications. Applications for international events close well before the actual
event, so you need to ensure your application is submitted early.
Young Leaders can represent GirlGuiding NZ at international seminars and events, camps such as jamborees, and the
Helen Storrow and Juliette Low seminars. Sometimes applications have a short lead time, so watch out for them and
take action if you want to be considered.
Don’t be put off going to an international event because of the costs. You can apply for grants and do fundraising to
offset the cost, and sometimes it is easier to get the funding when you have been accepted for an event.
Volunteers at WAGGGS World Centres
Young women between 18 and 25 years can apply for volunteer positions at one of the world centres in England,
Switzerland, India, or Mexico. The positions are usually for three months or more and board and lodging are provided.
Applications and information are on the world centre’s website.

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 Linking Guiding to Work
How your Guiding experience can strengthen your CV
When you start applying for jobs, whether it is a part-time, voluntary, or full-time temporary or permanent job – you
will need to write a CV. The activities and roles you do at GirlGuiding NZ will look fantastic on your CV. Remember
though that Guiding has its own ‘Guide-speak’ so you will have to write it in a way that makes sense to someone who
doesn’t belong to Guiding.
Things that would look great:
• A subheading called ‘Volunteer Work’. It alerts the prospective employer that you are prepared to give up your
time, energy, and expertise to help others for something you believe in.
• A subheading called ‘Skills/Interests/Hobbies’. You will want to include leadership and teamwork skills, personal
development, and achievements (such as awards), as well as participation in volunteering and advocacy
projects.
• A subheading called ‘Personal Statement’. Put in phrases such as: excellent communicator, motivated and able
to work unsupervised, organised, reliable, and trustworthy, adaptable and a good team player, confident and
capable team Leader.
• Explain some awards such as: Queen’s Guide Award – I have completed the Queen’s Guide Award, the highest
award attainable for members of GirlGuiding NZ. It takes four years to complete, requires community action and
advocacy work, completion of 12 challenges, a personal challenge, and leadership tasks.

Sample CV
Employment History
Assistant Leader I am a trained young adult Leader, Volunteer, working with members aged 9-13 years.
As a Leader I have gained effective organisation and communication skills. I also gained
GirlGuiding NZ
valuable work experience as part of the planning team which organised a jamboree
2019 – present
in 2018.
Personal Statement I have been involved with GirlGuiding NZ, first as a Guide, and later as a Young Adult
Leader. I enjoy the responsibility of working with young people in an organisation
dedicated to education and adventure. I’m an excellent communicator, motivated and
able to work unsupervised.
Volunteer Work I helped in a Pippin Unit from 24/2/17 – 30/12/19.
Our Ranger Unit adopted a local park and helped weed and get rid of litter for
two years.
Skills, Interests, Hobbies Developed teamwork and leadership skills while attending Rangers.
Achieved my Queen’s Guide Award* and Gold Community Action**.
Helped organise the ‘Stop the Violence’ campaign with my Ranger Unit.
*This is a four-year award with Rangers that includes volunteering and advocacy work,
completion of 12 challenges, a personal challenge, and leadership tasks.
** Gold Community Action required me to complete 30 hours of volunteering in
my community.

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