IOL Course Outline

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Detailed Course Outline

Day One am                units 1, 5 & 6

Sharp tools (IOL BCC unit1)
Knife law and good practise for use and storage for sharp edged cutting tools.Introduce the knife and demonstrate safe passing, holding and storing of Mora knife.  
Activity.  Tent peg from hazel stick introducing cutting techniques with saw and knife, including cross cut with baton, bird’s mouth and splitting with knife and baton and wedge.  Make feather sticks.  Cover knife techniques; chicken wing, pairing, always working away.  
Bow saw use and storage. If time permits splitting with axe.
 
Knife law (Worksheet).  Introduce and highlight the key Acts of Parliament that affect knife users and carriers.  “Public place”.  Strengths and weaknesses of certain knives: steels, bevels, tangs, folding.
Short sharpening demonstration or discussion.  Use of materials over lunchtime.
Lunch ½ hour.
 
Day one pm
Shelter building (IOL BCC unit5)
Need for shelter!  Heat; cold; wet; wind; insects; animals.  (20 minutes)
Considerations for siting, canopy, stream bed, animal tracks, environmental considerations.  Topography, where on the hill?  Door position.  Wind direction.  Materials for structure, thatching and bedding.  H & S. Gloves.  Locking of “Y’s” and ridge poles.  
Environmental issues.  “Leave no trace” policyToilet.  H & S.  Good practise.  Cat hole.  
Activity.  Have group build a quick lean-to shelter and discuss positioning. Topography, turbulence, then structure and thatching.  
Then build a shelter demonstrating locking the ridge pole, top and bottom, types and styles of thatching (2 hours) Discuss time involved.
 
Late pm.  Tree ID and uses.(IOL BCC unit6)
“At least 12 species of commonly occurring native trees (exact species not necessary) eg. pine, spruces, oaks. “ Bushcraft uses of common trees including; hardness, flexibility and strengths.  Suitability for: fuel, utensils, shelters, weaving, carving, cordage, food resource (5 foods).Activity.  Tree ID exercise/walk with resource materials (1hour) 
 
 
Day Two                      units 2 & 3
 
Fire.(IOL BCC unit2) whole day
Ignition sources.  Tinder’s, natural and man-made.  Fire lays, uses and appropriate fuel.  “Leave no trace policy.”  Fire by friction (bow drill) coached at intervals throughout the day. (5hrs)Ignition sources:   flint and steel, fire steel, matches, electrical, chemical, solar, compression.  Advantages and disadvantages of each method” “know 3 from”.Natural tinder sources:  inner bark, outer bark, seed heads, fungi, grass, bracken, resins.  Preparation and use of tinder.  Environmental considerations.  “selection… explain their use”. Man-made tinder: wax paper, candle, gel, rubber, firelighters, hexamine.  Considerations as above.Fuel.  Gathering, selecting types/uses.  
Activity.  Have students demonstrate lighting a small fire and “maintain long enough to boil ½ a mug of water”.  Discuss size, lays, materials, environmental impact.  (30 min)Discuss H & S issues, measures and hazards siting (tree roots, wind, spreading, underground).“Leave no trace”.  Techniques to avoid impact, including soil sterilisation.  
Activity. Demonstration/discussion of wet weather lay/materials “aliens v feathers”.  Demonstrate use of tinder bundle (“grapefruit”) and charcloth, flint and steel and coal extenders.  (30 min)
Activity.  Practise igniting tinder bundle with these methods (30 min).
 
Before lunch:Introduce bow drill. (unit 3)  Demonstrate through to fire.  Discuss:  components and types of materials and their advantages/qualities.  
Lunch  (1/2 hour)
Discuss H & S and group use of bow drill and tinder bundle. 
Activity 1  Using our kit (or own if brought) coaching of bow drill technique (muscle memory not success!)  (repeat throughout the day in 30 min sessions).Discuss component materials.
Activity 2 (Remind H & S issues) Group to collect and prepare components: bow, drill, bearing block, ash pan.  
(interspersed throughout the afternoon as time permits).
Throughout the afternoon bow drill practise and coaching to be regularly interspaced with refreshments, discussions, and foraging for components. 
 
 
Day Three                   units 4, 7, 8 & 9
Natural navigation.  Water purification.  Log book and Cordage. Days order weather dependent.
 
Logbook. (IOL BCC unit9)
Display log book examples and discuss methods of evidencing (30 minutes).“Assessment for the Bushcraft Competency Certificate requires a completed Bushcraft Competency Logbook demonstrating 120 quality hours of bushcraft experience along with supporting evidence.  This should be a mix of guided learning, self-learning, reflective practise, teaching, mentoring.” 
 
Natural navigation (IOL BCC unit 7)
Demonstrate the use of a sun/shadow stick and from it determine direction.  Discuss: accuracy, curve, duration, time of day.  Discussion. By use of resource materials, demonstrate the use of heavenly bodies to discern direction including: Polaris by “plough”, Cassiopeia.  Moon by crescent, shadow and movement.  Discuss and demonstrate finding the sun on a hazy day.  Use an analogue watch to discern south by hour hand position.  Discuss tree growth and mosses and rusts etc. to discern direction.Activity.  By means of a walk through woodland rides and open vistas group will attempt to guess/discern direction by tree growth ((20 minutes) 2 hours overall the walk may be included in the water purification activity).    
 
Cordage (IOL BCC unit 8) (Worksheet)
Activity.  Discuss fibre resources as part of a nettle/bramble harvesting walk (10 minutes).Demonstrate/activity    The preparation and processing of nettle or bramble, and willow if available.  Have student copy each stage.  Deliver as an activity.Discuss sources of fibre.  “name 3 plants or trees that can provide fibres suitable for making strong cordage and be able to describe how to extract and process the fibres from 2 of these.”  (20 minutes).Plaiting.  
Activity/demonstration of 2 ply plait on any available fibre, including the feeding in of new materials to increase length.  “show an example of cordage made by the candidate.” (for assessment: 2 or 3 examples of different materials and perform technique for introducing new materials) (20 minutes). 
 
Water (Unit 4) 
Worksheet.Sources and indicators.  
Discussion (10 minutes tied in with a walk).  Indicators.  Topography.  Vegetation.  Animal activity.Sources:  transpiration, dew, trees, stills, rivers, lakes and ditches.“know at least 4 different indicators of water “know at least 5 different sources of water and be able to comment on the advantages/disadvantages of each.”  
Activity.  Dig a gypsy well, collect water, filter through material eg. mill bank bag or other resource and further process by constructing and maintaining a small fire to boil the filtered water.  
Safely dismantle and apply “leave no trace” (1 ½ hours).
Discuss contaminants.  Microorganisms: protozoa (Giardia Lamblia and cryptosporidium).  Bacteria (E.coli, Cholera, Campylobacter, Salmonella, (human and animal waste)).  Viruses (hepatitis A and E, Norwalk, Rotav virus, polio virus).  Pollutants, manmade and natural.  Discuss purification methods including: boiling, filtration, chemical, micropumps and stilling.