Reflect on how we develop as people through celebrating our achievements.

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1 Develop your values This theme is based on the Personal Values octant of the Look Wider programme, through which girls have an opportunity to develop their beliefs and voice, and reflect on their achievements. Super STARs Reflect on how we develop as people through celebrating our achievements. Who is it for? All sections It will take minutes You will need Paper Pens STAR template (overleaf) Taster What to do Ask girls to think about any time when they learned a new skill, took on a challenge or felt proud of an achievement (for example, conquering a fear of heights, baking a cake for the first time or achieving a great result at school or work). Explain to them that they should be happy to share their situations (anonymously) with the unit. Draw or photocopy the STAR template on to a piece of paper. Each girl will need to copy this on to their own sheet of paper, and then fill it out using the following prompts. Situation: Set the scene for the moment where were you, when was it and who were you with? What was the challenge? Task: What did you need to do? Action: What did you do in response to the task? Result: How did the situation play out?

2 S T A R Example Situation: It was my friend s birthday and I wanted to surprise her with something special. Task: I decided to make a cake for her to enjoy on her birthday, but I had never baked anything before. Action: I secretly did some research to find out her favourite flavour of cake. Then I looked up a recipe online, bought the ingredients and asked my mum to help. Result: The cake didn t turn out quite as I had wanted it to, but my friend was completely surprised and loved it! She asked me how I knew carrot cake was her favourite! Once each girl has completed at least one STAR, ask them to scrunch up the paper into balls. Now the fun starts you re going to play Shooting STARs! Everyone should start throwing the paper balls at each other. If someone is hit with one, she should shout I VE GOT A SHOOTING STAR and the whole group stops to hear her read it out or explain what is on the piece of paper. Start the game again, and repeat until every STAR has been read out. As a group, reflect on the STAR moments that you have heard. Did you notice anything interesting? How could that skill, challenge or achievement help that person in the future? Which challenges would you like to take on, and why? Why is it important to reflect on times where we have worked through challenges?

3 Top tip Talk the girls through an example and work through the STAR task as a group. This will give girls an opportunity to ask any questions. Some girls will find reading and writing a challenge, and Leaders will need to make appropriate adaptions for this as necessary. Some may prefer to draw the situations, in a comic strip style, rather than write them down. Instead of throwing the stars, the girls might prefer to display them instead how could these achievements be shown at your meeting place or shared with parents and carers? Leaders may need to help girls to come up with their achievements perhaps your girls might instead prefer to focus on any challenge or task they ve completed and therefore achieved that week. For example, This week I learned how to tie my own shoelaces, which means I can now put my shoes on all by myself. Take it further Challenge the girls to think of any skills or further experiences they could learn or gain through your meetings is there anything else they want to achieve? You or they could plan an evening based on a topic or skill they would like to learn. For example, simple car mechanics ready for your driving lessons/test, or pioneering skills ready for your next camp. Are there any skills you could teach each other? You could even combine this activity with the Skills takeover! activity from the Take the Lead section. In your hands Develop an understanding of different charitable organisations and how these can change lives, as well as why different causes matter to different people. Who is it for? All sections It will take minutes You will need Factsheets about charities (overleaf) Pens Money cards (overleaf) Volunteer cards (overleaf) Challenger What to do Pick a handful of girls to come forward. Provide them with the fact sheets on different charities. The girls should then prepare a short speech no more than 1 minute long, which they ll give to the rest of the unit to persuade them that their charity is the most important. They should use the fact sheets provided, but can add their own information if they wish, though Leaders may need to help some girls with this. Give the rest of the girls the money and volunteer cards. The volunteer cards represent time that the girls would give to the charity by volunteering with them; the money cards represent how much they would be willing to donate. Vary the ratio of money to volunteer cards between the girls (for example, one girl has 500 and one volunteer card, but someone else might have four volunteer cards

4 and 200). Explain to the girls that they should consider what issues are most important to them before they donate their volunteer or money cards. Ask them to think about what they want to know about the charities, so that they can ask questions before they make a decision. Set the girls an amount of time in which to complete the activity and start the countdown. Make sure there is enough time for the girls promoting the charities to try and persuade people to give to their charity by explaining what it does and how it helps people. The promoters can choose whether they want to target people with more money or volunteer cards first. Encourage the girls promoting the charities to answer additional questions on how their money might be used and what volunteers might do. Ask the girls with the money/volunteer cards to give them away to their charities of choice. Once everything has been allocated, count up the totals to see which charity received the most money and volunteers. Discuss why this might be with the unit. For example, one charity might be more relatable for the girls due to personal circumstances, or one could be more prominent in current affairs so they may think it is more important at the time. Ask the girls why they decided to give to certain charities. What did they consider before making their decision? Did other peoples actions have an impact on the way they made decisions? Top tip Explain to the girls that giving to charitable organisations is a personal choice, sometimes linked to personal experiences or a passion or something completely random! Giving to charities doesn t mean giving just money: many people volunteer time, donate clothing or food, mentor or coach others, fundraise and so on. An alternative approach is for Leaders to ask the girls to set up stations or shops around the room featuring the different charities. Ask girls to go around the room and find out more about the charities. Take it further You could also ask the girls to suggest other charities they ve heard of as options, or give them some information about local charities. If you want to make this challenge more difficult, why not complete the Influencing others activity in the Take the lead theme first and then do the activity above. If you enjoyed the social action element of this activity, check out the activities in the Take action theme! Charity factsheets Amnesty International Amnesty International is the world s largest human rights organisation. It aims to protect men, women and children whenever their freedom, truth and justice are denied. It investigates cases where people have suffered injustice. It educates the public by bringing to light specific examples of injustice. The charity received the Nobel Peace Prize for its work.

5 Greenpeace Greenpeace is a campaigning organisation. It aims to defend the natural world by showing examples of where the environment has been abused. It wants to stop climate change, look after the oceans, protect forests and save the Arctic. It also wants to stop nuclear weapons. It s not funded by governments so relies on people to donate money. Oxfam Oxfam is a group of numerous organisations working together on one issue they believe that extreme poverty can be ended globally. Oxfam responds to emergency crises like the Nepal earthquake and the outbreak of the Ebola virus. Oxfam works around the world, including tackling poverty in the UK. Oxfam focuses on tackling the roots of poverty, including access to food and clean water, but also on educating people to give people a brighter future. WAGGGS The World Association of Girl Guides and Girl Scouts reaches 10 million girls and young women in 146 countries across five regions. Girlguiding is a member of WAGGGS. It supports girls and young women to develop their full potential as leaders and active citizens of the world. It encourages Girl Guides and Girl Scouts worldwide to learn about the issues affecting their communities and to speak out and take action. It has World Centres located in Mexico, Switzerland, India, Africa and the UK, which members can visit. UNICEF UNICEF aims to make sure that millions of children are safe from violence, disease, hunger, war and disaster. It works in over 190 countries across the world. It aims to ensure that more of the world s children are fed, vaccinated, educated and protected. It works in schools, hospitals and with local authorities in the UK. It also responds to disasters like the earthquake in Nepal and the war in Syria. Blue Cross for Pets Blue Cross for Pets finds new homes for abandoned or unwanted pets in the UK. It also promotes good welfare for pets and provides treatment for poorly animals when their owners can t afford treatment. It educates pet owners of the future by giving talks and offering advice, and also supports people struggling to cope with the loss of a much-loved pet. It cares for more than 40,000 pets every year but wants to help 70,000 animals a year by 2020.

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