Each of the five development areas described here are known as the Areas of Personal Growth, and are

the found in the Purpose of Australian Scouting.

SOCIAL DEVELOPMENT
Social development refers to belonging to a group, ones relationships with others and understanding differences between people in small groups of peers or up to diverse larger
communities.
Educational Trails 6-7 year-old 8-10 year-old 11-14 year-old 15-17 year-old 18-25 year-old
Becoming Aware Is aware of oneself Encourages and shows Demonstrates consistently, Addresses personal Addresses bias and injustice
respect for oneself appropriate behaviour in strengths and weaknesses and practises and promotes
different situations equality among all people
Uses appropriate behaviour Considers ones influence Adheres to the rules of the Encourages the participation Lives according to ones
and impact on others group of all members, recognising legal and ethical
Agrees to and implements individuals strengths responsibilities
responsibilities within the
Carries out the duties
group
assigned
Interacting With Makes new friends and is Shows respect to others Is open to different opinions Demonstrates an inclusive Explores other ways of life
Others kind and caring and lifestyles approach to all and is able to and embraces diversity
recognise and challenge
prejudices and bias
Demonstrates a sense of fair Demonstrates an awareness Works effectively in small Assumes the role of leader Works as a part of a team,
play in games of the needs of others in the and large groups in various (mediator, tutor, mentor) in manages collective projects
group and undertakes set roles and tasks a group and serves actively in the
activities in teams local community,
influencing change
Developing Shares with others Is aware of other members Works with people of all Contributes to and Builds and maintains
Relationships and of the local community ages and develops support recognises the benefits of meaningful relationships
Networks networks wider networks within the local, regional and
global communities
Attempts to safely explore Shows an awareness of Addresses the requirements Promotes and addresses Interacts in an appropriate
the local community ones personal safety and for personal safety and personal safety and manner with members of
support support for themselves and protection issues for oneself diverse communities
others and other members who
may be at risk
PHYSICAL DEVELOPMENT
PHYSICAL DEVELOPMENT REFERS TO A PERSONS RELATIONSHIP WITH THEIR BODY. IT INCLUDES ACTIVE CARE FOR HEALTH, AS WELL AS THE PURSUIT OF
PHYSICAL SKILLS AND FITNESS.
Educational Trails 6-7 year-old
Being Healthy and Fit Makes an effort to follow
guidelines from adults to care
for ones body and develop
good habits
Explains why it is important
to eat healthy foods
Identifies the main organs of
the body
Being Adventurous Participates in new and active
activities
8-10 year-old 11-14 year-old
Judges the level of risk Respects ones body and that
involved in ones actions of others and understands
the importance of good
personal hygiene
Describes healthy anytime Demonstrates an
foods and sometimes understanding of food
foods nutrition and good food
choices
Describes the main illnesses Recognises the physical and
which could affect oneself, physiological changes which
their cause and prevention are happening in ones body
as it develops
Explains how the major
bodily systems function
Participates in, and helps Explains and demonstrates
plan a wide range of active the importance of exercise,
outdoor activities fitness and challenge in the
development of ones body
15-17 year-old 18-25 year-old
Understands good sexual Takes responsibility of
health and safe practises making good lifestyle
choices to ensure good
mental health
Outlines the effects of Takes responsibility of
drugs, self and substance making good lifestyle
abuse on the body choices to ensure good
physical health
Explains the difference
between healthy and
unhealthy drinking habits
Takes suitable measures Is aware of the biological
in case of sickness or processes which regulate
accident ones body, protects ones
health and accepts ones
physical capabilities
Incorporates Takes part in physical
adventurous, challenging expeditions and
and new physical adventurous activity that
activities into everyday challenge oneself physical
life and intellectually
Seeks to master and Consolidates outdoor skills
refine ones skill set and knowledge to lead
adventurous activities
Intellectual Development

INTELLECTUAL DEVELOPMENT REFERS TO MY ABILITY TO THINK, PLAN, INNOVATE, REVIEW AND USE INFORMATION IN NEW AND DIFFERENT CIRCUMSTANCES.

Educational 6-7 year-old 8-10 year-old 11-14 year-old 15-17 year-old 18-25 year-old
Trails
Acquiring new Shows an interest Expresses interest when doing new Actively seeks new Actively pursues personal Engages in qualifications/
information and responds to and unknown experiences experiences to develop development opportunities training to assist personal
activities ones skills and interest and shares information, development, education and
presented areas knowledge and skills with or employment
others
Showing Shares stories and Discusses possible solutions to Demonstrates an ability to Actively participates and Identifies and responds
Initiative experiences that situations, stories or problems analyse a situation from seeks innovative solutions to creatively to current issues
are relevant different perspectives and challenges by using a range and performs with great
applies problem solving of sources to effectively dexterity in diverse situations,
techniques, using a range of evaluate, implement and demonstrating capacity for
evidence before making a review a project thought, innovation,
decision or judgement adventure and
resourcefulness
Being Adaptable Participates in Provides helpful suggestions to solve Responds to changing Demonstrates flexibility and Reviews and revises major
activities when problems circumstances and offers adaptability with activities. projects in the light of new
plans are changed suggestions regarding evidence, and involving
contingencies stakeholders and support
and expertise outside of the
project team
Planning and Identifies personal Demonstrates a commitment to Develops an appropriate Successfully undertakes long, Critiques long, medium and
Reviewing interests and learning and reflect about new things plan which includes what to medium and short term short term planning
abilities do when a plan doesnt planning
Can discuss an activity after it has As a routine, applies the Plan-
work
Contributes ideas been held using the Plan Do Critically reflects on the Plan- Do -Review to all aspects of
on activities Review cycle Implements the Plan Do Do-, Review cycle for a life
Review cycle project
Character Development

CHARACTER DEVELOPMENT REFERS TO THE PURSUIT OF PERSONAL BEST. IT INCLUDES POSITIVE ATTITUDE, RESPONSIBILITY, RESPECT AND MAKING AN
EFFORT BEYOND WHAT BENEFITS THE SELF.

Educational Trails 6-7 year-old
Developing Identity Is cheerful
Attempts to do ones best
Showing Autonomy Accepts duties cheerfully
Demonstrating Generally fulfils the task one
Commitment undertakes
8-10 year-old 11-14 year-old
Identifies ones main Reviews personal behaviour
strengths and limitations and can accept and evaluate
and does ones best criticism
Recognises the need to do Reviews personal behaviour
ones best regarding doing ones best
Addresses and overcomes Makes and implements
difficulties cheerfully decisions which demonstrate
a consistent approach in
choosing ones direction in
life
Shows consistent efforts to Takes responsibility for ones
fulfil tasks own use of time and personal
development, including
setting goals for ones
personal life
15-17 year-old 18-25 year-old
Projects current abilities Does ones best and
and limitations into the critically reflects on self and
impact of ones adult life lifestyle, with a view to
improve and value oneself
Challenges and monitors Critically reflects on ones
performance to do ones performance
best
Expresses ones own Demonstrates a critical
views assertively, and awareness of the world, is
takes action where one able to make personal
identifies an injustice choices, accepts the
consequences, and
respects the opinions of
others
Actively reviews and Monitors personal lifestyle
pursues the achievement and plans effectively for
of personal goals in life social and work activities
Is considered a role model
to others
Emotional Development

EMOTIONAL DEVELOPMENT REFERS TO THE NEED FOR UNDERSTANDING OF ONES OWN EMOTIONS AND OTHERS. IT INCLUDES AWARENESS OF HOW A PERSON
IS FEELING, EXPRESSING EMOTIONS IN A POSITIVE MANNER, AND RESPECTING THE EMOTIONAL NEEDS OF OTHERS.
Educational Trails 6-7 year-old 8-10 year-old 11-14 year-old 15-17 year-old 18-25 year-old
Being Emotionally Begins to understand ones Demonstrates awareness of Learns to manage ones own Controls ones emotions Manages the range of ones
Aware own feelings and those of ones feelings and how emotions and when and maintains a positive emotions in different
others these will impact on others responding to other people self-concept situations, including the
ability to engage when
outside of ones comfort
zone
Recognises when others
need emotional support
and offer suitable
assistance
Expressing Ones Identifies different feelings Expresses own feelings Manages ones feelings in Controls and expresses Maintains an inner state of
Feelings and is sharing about these without hurting other appropriate ways and talking ones feelings freedom, equilibrium and
peoples and talks about about this to others appropriately and emotional maturity
this knowing when and who I
Gives and receives
can talk to about these
constructive feedback and
know when to ask for
assistance
Showing Respect Adapts to relationships Respects other people who Considers other people by Accepts respects and Behaves assertively and
within the small group and its may be different, is respecting and accepting understands that others affectionately to other
members accepting of them and is them, and their point of view may have feelings and people without showing
aware of their feelings opinions which are inhibition or aggression
different to theirs
Demonstrates awareness
Recognises and supports of mental health issues, and
where possible and understands how to
appropriate, others who support those in need.
have specific needs
Spiritual Development
SPIRITUAL DEVELOPMENT REFERS TO THE DEVELOPMENT OF A PERSONS BELIEFS REGARDING THEIR PURPOSE IN LIFE, CONNECTION TO OTHERS, PLACE IN
THE WORLD AROUND THEM, WHILE RESPECTING THE SPIRITUAL CHOICES OF OTHERS.
Educational Trails 6-7 year-old
Appreciating the world
around me
Exploring beliefs
Know if my parents have
a belief system
Stopping for reflection
Appreciate that the
Promise and Law should
play a part in guiding my
life
8-10 year-old 11-14 year-old
Understanding that people Beginning to explore
have different beliefs and different religions and belief
expressing thanks to others systems, developing a sense
of connection to others, and
taking time to stop and
reflect
Experience religious Understand how common
belief systems through religious beliefs can be
family and community applied in daily life
activities Understand non-religious
Experience non- conceptions of the
religious belief meaning of life and how
systems through these can be applied in
family and community daily life
activities Question my feelings and
Know that there are beliefs regarding my
many ways that I may purpose in life
choose to find
meaning in my life
Know the Promise and Explain how my spiritual
Law, be able to beliefs, the Promise and
express in basic terms Law guide my actions and
what they mean to understand the
me, and know that my importance of
15-17 year-old 18-25 year-old
Forming my own beliefs Being able to express
about my purpose in life, beliefs about my purpose,
and improving my sense respecting those of others,
of connection to others and understanding how my
and the world beliefs influence my
actions
Understand how Engage in informed
different religions discussion on the role
of religions in society
shape an individuals
worldview and the Engage in informed
implications this has discussion on the role
on society of non-religious
systems of spiritual
Understand how
belief in society
different non-
religious beliefs shape Continue to explore
an individuals and express my
worldview and the spirituality and
implications this has understand how this
on society influences my life
Possess a developing
conception of my
own spirituality
Express how my Express the reasons I
have arrived at my
spiritual beliefs guide
current spiritual beliefs
my actions in
particular contexts and how these
combine with the
 Know that I am part of spiritual beliefs are surrounding myself with and how they have Scout Promise and
something bigger than influenced by my positive influences developed over time. Law to guide me
myself family and community Understand how my Express examples of through my adult life
Know that there are spiritual beliefs guide my when I have not lived Articulate my plan for
right and wrong ways actions up to my spiritual further developing and
of doing things and I Have an understanding of beliefs and explain adhering to my
should use my spiritual how I am connected with how I can improve in spiritual beliefs in the
beliefs to guide my others and the world future future
actions Express my beliefs Lead younger
Appreciate that I am about my individuals in gaining
connected with others connections with their own
and the world others and place in understanding of their
the world connection with others
and place in the world,
and reflect upon how
my understanding of
this informs my
actions
Respect for others
Know that others may Know something of Experience spiritual belief Experience spiritual Contribute to a culture
the beliefs of my peers systems, religious or belief systems in a of understanding and
have different beliefs to
me about life Know something of otherwise, other than my deep way and explain respect towards
the social and cultural own spiritual beliefs religious and spiritual
Know that others have
different social and
backgrounds of my Experience cultures other systems other than beliefs that are
peers than my own my own to others different from my own
cultural backgrounds to
me Know something of Explain the value of Experience societies Contribute to a culture
the societies and diversity in my different to the one I of understanding and
Know that my
cultures in my community am living in and show respect towards
community has many
community respect for those societies and cultures
different people in it
differences that are different from
Participate in inter- my own
faith or non-faith Contribute to a culture
spiritual community of mutual
events understanding and
respect in a
multicultural
community
Being thankful
Appreciate the Experience and Explore beautiful places Consider the impact Care for the natural
appreciate some of the and reflect on natures of a deteriorating beauty of the world
complexity and
worlds beauty magnificence, and know natural environment through my actions
awe-inspiring nature
of the natural and Express thanks to my that it is worth preserving on those around me Articulate how the
human worlds family and other Understand my cultural Understand the relationships I have
people in my life for and spiritual heritage, and importance of shape my life and
Identify the people
the things they do for how these have shaped acceptance and express thanks to
that are most
me my life forgiveness in those who support me
important in my life
Be thankful for the Understand that others maintaining the Provide a
Know that many
many opportunities may not have the same relationships I have disadvantaged group
opportunities are
available to me that have been, are opportunities as I have Be thankful for the with opportunities for
and will be available to had opportunities I have development and
throughout my life
me had and start to help growth
those who may not
have the same
opportunities