Mountain Leader Observable Behaviours

This resource supports Mountain Training England providers delivering the Mountain Leader qualification. It provides benchmark descriptions of candidate behaviour we might associate with differing levels of competence.

The following examples should not be considered prescriptive or exhaustive. Examples offer benchmark standards of performance but do not define the only ways to demonstrate them. Given potential misunderstandings the following is intended for providers and course directors, only. Discussion with candidates during delivery is encouraged however.

Syllabus chapters (as found in the candidate handbook) are listed in the collapsible menu below. Expand each chapter to view syllabus competencies, alongside descriptions of the performance standards expected at assessment.

1. Leader responsibilities

1.1 Explain their general responsibilities to the group and, where appropriate, to parents/guardians, the organising authority, committee, or manager of the activity, other outdoor users and the general public.

Weak

Cannot explain the position of responsibility leaders have with the group and third parties.

Min. Standard

Recognises and can explain the responsibilities leaders have with the group and third parties.

Outstanding

Recognises and can explain the responsibilities leaders, the group and third parties have, their similarities and differences, and how they interconnect to ensure safe activity.

1.2 Explain their specific responsibilities to choose appropriate objectives, to complete detailed preparations and ensure that the group is adequately equipped and briefed for the activity.

Weak

Shows a dismissive or cavalier attitude when planning, briefing and delivering activities.
Is unable to undertake risk assessments for activities.

Min. Standard

Shows a diligent attitude and considered approach when planning, briefing and delivering activities.
Assesses risk both quantitatively and qualitatively to ensure safe activity.

Outstanding

Shows a precise attitude and meticulous approach when planning, briefing and delivering activities.
Shows a well-considered, realistic approach to risk assessment. Mitigates against a range of hazards.

1.3 Demonstrate an understanding of current legislation and the legal responsibilities that relate to the care of groups under their charge, including safeguarding issues specific to supervising young people and vulnerable adults.

Weak

Has a very limited understanding of current legislation and related responsibilities as a leader.
Does not know where to source reliable information if unsure.

Min. Standard

Shows a basic understanding of relevant legislation and related responsibilities as a leader.
Knows where to source reliable information if unsure.

Outstanding

Has a comprehensive understanding of relevant legislation and related responsibilities as a leader.

1.4 Demonstrate an awareness of the variety of barriers to participation, including mental and physical disability, ethnicity, fitness/health and be aware of the impact of various medical conditions.

Weak

Does not show an appreciation, understanding and/or desire to overcome various, common barriers to participation participants may have.

Min. Standard

Has an empathetic and positive attitude towards overcoming barriers to participation.
Has a basic understanding of common barriers and, where uncertain, where to access reliable sources of information.

Outstanding

Has a ‘can do’ attitude towards overcoming barriers to participation.
Shows a comprehensive understanding of common barriers and variations of each.

1.5 Be able to evaluate the experience and signpost towards further participation.

Weak

Unable to evaluate experiences and/or suggest appropriate ways to support further participation.

Min. Standard

Able to reflect on their own experiences and the experiences of the group. Highlights opportunities to support participation for the group as a whole.

Outstanding

Able to reflect on their own experience and the experiences of the group. Highlights opportunities to support participation for each group member.

1.6 Be able to supervise groups on unaccompanied sections of a walk or expedition.

Weak

Unaware of the significance, risk and increased duty of care associated with supervising unaccompanied groups.
Unaware of supervising strategies to ensure safety.

Min. Standard

Shows a good understanding of the significance and risk associated with supervising unaccompanied groups.
Describes and explains various effective supervising strategies to ensure safety.

Outstanding

Shows a comprehensive understanding of the significance and risk associated with supervising unaccompanied groups.
Describes and explains various effective supervising strategies to ensure safety and the pros and cons of each in arrange of environments.

2. Leadership and decision making

Situational

Weak

Ineffective monitoring of the group.
Shows limited situational awareness and how to adapt their approach.
Recognises the importance of adapting but unable to effectively do so.
Shows little awareness of the interaction between the needs of the group, environmental conditions and chosen activity.
Allows very limited group interaction.
Uncertain and/or unconfident in their approach to achieve appropriate positive outcomes.
Has a reasoned approach but cannot articulate it to the group.

Min. Standard

Monitors the group as a whole with periodic attention to the individual participant needs.
Shows good situational awareness. Reacts well to safety and task requirements.
Creates a comfortable learning environment for all.
Supports group interaction and participation.
Confident in their approach to achieve appropriate positive outcomes.
Explains the importance and context of the task to the group. Provides clear explanations.

Outstanding

Monitors group members and reacts instinctively to their individual physical and mental needs.
Shows excellent situational awareness. Ensures activities and the environment are constantly adjusted to maximise safe and enjoyable participation.
Creates and maintains a comfortable learning environment throughout.
Ensures all the group members are engaged and able to participate throughout.
Confident and assured in their chosen approach to achieve positive outcomes and can explain why they have chosen one approach over others.
Ensures participants are well informed and individually ‘buy in’ to decisions made.

Vision

Weak

Does not provide a positive and relatable role model participants seek to aspire to.
Is unable to articulate clear positive values to their group.
Poorly engaged and uninspiring in delivery.
Does not promote inclusive activity.

Min. Standard

Provides a positive and relatable role model participants could seek to aspire to when engaged in activities.
Articulates clear values when introducing the session, akin to Mountain Training’s own.
Engaging and inspiring when delivering to the group.
Promotes inclusive activity at all times.

Outstanding

Provides an exceptional role model, relatable to all in attendance to aspire to.
Remains true to their values, akin to Mountain Training’s own, throughout delivery and modifies their approach accordingly.
Subtly influences participant interactions to collectively ensure inclusivity.

Support

Weak

Shows little empathy with participants and/or interest in how best to support them to achieve positive outcomes.
Communicates with the group ineffectively; Participants are disengaged, uninterested or offended.
Does not modify their approach to cater for individual needs, differences, strengths and abilities.
Forces participation or uses negative and/or condescending language to influence performance.
Reacts erratically or aggressively in stressful situations or when challenged by the group.
Leads in a directive fashion, facilitating few independent learning opportunities.
Mistakes are commonly labelled ‘errors’ and handled in a negative, condescending manner.

Min. Standard

‘Listens well’ showing empathy and understanding of individual needs to achieve positive outcomes.
Communicates with the group well; Participants are engaged and enthused. Treats all participants with respect.
Modifies their approach to cater for individual needs, differences, strengths and abilities.
Uses praise to positively influence performance. Provides timely feedback to individuals during tasks.
Reacts calmly and reassuringly in stressful situations.
Leading is well balanced facilitating some independent learning opportunities.
Mistakes are handled in a positive, non-condescending manner.

Outstanding

‘Reads’ participants well, showing genuine empathy and successfully ‘connects’ with all in attendance to achieve positive outcomes.
Able to adjust their communication style and demeanour to a range of participants. Uses humour appropriately to engage in a positive way.
Uses non-verbal communication effectively to positively influence performance.
Differentiates their approach to effectively engage with and inspire, all individuals in attendance. Holds the attention of all concerned throughout.
Evidences praise given with tangible examples which participants are able to relate to.
Independent learning opportunities are facilitated throughout and tailored to the individuals concerned.
Mistakes are celebrated as learning opportunities throughout.

Challenge

Weak

Does not engage with the group members when goal setting.
Goals set are instructor focussed or predetermined with little relation to the abilities and motivations of those present.
Goals set are unattainable or do not stretch those present.
Challenge is presented negatively.

Min. Standard

Engages with the group to set realistic and achievable goals.
Goals are centred on the needs of the participants, taking into account their abilities and motivations, to safely engage in the activity.
Goals set are measurable, achievable and extend those concerned.
Challenge is presented as an enjoyable opportunity to extend oneself.

Outstanding

Engages with each individual in a relatable manner to set appropriate goals.
Supports each individual taking ownership over their own goals. Remains aware of and supports each individual to achieve these.
Goals set aim to extend learning and motivate participants towards longer term participation.
Challenge is presented as an opportunity to extend oneself and actively support others doing so.

3. Planning and weather

3.1 Demonstrate an understanding of the scope of the Mountain Leader qualification and plan walks that lie within this terrain.

Weak

Does not understand and/or can explain the role, scope and terrain limits of the Mountain Leader.
Cannot recognise when operating on the fringe or beyond the scope.
Walks are planned without consideration to the scope.

Min. Standard

Clearly outlines and explains the role, scope and terrain limits of the Mountain Leader, and relate this understanding to ground underfoot.
Recognises when operating on the fringe or beyond the scope.
Walks planned are within the scope.

Outstanding

Clearly outlines and explains the role, scope and terrain limits of the Mountain Training walking scheme qualifications and how they relate to each other with consideration to ground underfoot.
Has a good understanding of when and how Mountain Leaders may find themselves operating on the fringe, or beyond the scope, and coping strategies to manage these situations should they occur.
Planned walks maximise the potential of terrain (within the scope) to undertake safe, fun mountain journeys.

3.2 Know where to find information to assist with the planning of walks.

Weak

Unaware of relevant literature and online resources to inform route planning.

Min. Standard

Aware of a range of relevant, current information sources to inform route planning.

Outstanding

Shows an excellent awareness of a range of current resources and the pros and cons of each.

3.3 Choose objectives appropriate to the experience, skills and motivation level of the group, the prevailing conditions and the leader’s own experience and ability.

Weak

Objectives chosen are poorly considered being too arduous, unsafe or uninspiring, for example.
Shows little/no consideration to the experience, skills and motivation level of groups, the prevailing conditions and the leader’s own experience and ability.

Min. Standard

Objectives chosen are well considered to give fun, safe and inspiring mountain experiences.
Can articulate how consideration might be given to the experience, skills and motivation level of the group, the prevailing conditions and the leader’s own experience and ability to inform the choice of objective.

Outstanding

A range of objectives are suggested each of which are selected to target specific individual participant needs.

3.4 Complete detailed preparations and ensure that the group is adequately equipped and briefed.

Weak

Disorganised in preparation and approach. Unable to equip and brief a group.

Min. Standard

Well prepared and able to effectively equip and brief a group.

Outstanding

Prepared for a range of eventualities. Able to effectively equip and brief a range of participants.

3.5 Build in flexibility when planning routes; respond to changing circumstances.

Weak

Inflexible. Unable to adjust routes planned due to changes in the group, environment and conditions.

Min. Standard

Flexible. Able to adjust routes planned due to changes in the group, environment and conditions.

Outstanding

Remains flexible throughout. Continually looking to vary routes planned to maximise safety and enjoyment.

3.6 Interpret and use reliable sources of weather information.

Weak

Unaware of where to source regional mountain weather information.
Unable to explain why key sources are relevant and reliable.
Able to source reliable information but unable to explain how it influences decision-making. Chooses inappropriate or unsafe objectives as a result.

Min. Standard

Source relevant regional mountain weather information.
Explains why sources chosen are relevant and reliable.
Explains how weather information influences decision-making. Makes good choices in this regard.

Outstanding

Consults a wide variety of relevant regional mountain weather information.
Explains the value of each source and why they would choose one over the other.
Makes well considered, sophisticated decisions in planning and during delivery to maximise safely and enjoyment.

3.7 Demonstrate an elementary understanding of weather maps and resulting weather conditions on the hill.

Weak

Lacks understanding of what weather maps show and how they might influence weather conditions on the hill.

Min. Standard

Has a basic understanding of what weather maps show inc. high and low pressure, temperature variations, wind speed and direction and likelihood of precipitation.
Interprets weather maps to make a broad forecast of regional mountain weather across the UK.

Outstanding

Has a sophisticated understanding of what weather maps show and their related features.
Understands how specific weather events can influence conditions on the hill.
Recognises how terrain influences the resulting weather on a micro scale.

3.8 Recognise weather developments associated with different air masses, major cloud forms, changes in wind direction and in atmospheric pressure.

Weak

Lacks understanding of how weather develops influenced by air masses, major cloud forms, changes in wind direction and in atmospheric pressure.

Min. Standard

Recognises the origin of air masses and their likely broad impact on mountain weather.
Identifies major cloud forms and their development, as an indicator of present and future mountain weather.
Aware of wind direction and its variation and how it impacts mountain weather.
Explains the impact of increasing and decreasing pressure on mountain weather.

Outstanding

Explains the nature of air masses and their likely impact on mountain weather.
Has a comprehensive understanding of varied cloud forms and their development, as an indicator of present and future mountain weather.
Aware of wind direction and its variation and how it impacts mountain weather on a macro and micro scale.
Has a good understanding of how increasing and decreasing pressure impacts mountain weather.

3.9 Recognise and continuously evaluate the effect of weather on route selection, equipment choice and activity.

Weak

Unable to modify the route, equipment choice and activity to account for changes in the weather.

Min. Standard

Modifies the route, equipment choice and activity to account for changes in the weather.
Recognises when the weather is deviating from the forecast, makes short term predictions of the likely impact and reacts accordingly.

Outstanding

Makes time sensitive refinements to the route, equipment choice and activity accounting for major and minor changes in the weather to maximise safety and enjoyment.

4. Hazards and emergency procedures

4.1 Demonstrate the ability to manage a group and individuals and ensure safe travel on steep ground.

Weak

Unconfident and/or unsafe when operating in ‘steep ground’.
Unable to choose and use effective and safe strategies to manage hazards in mountain terrain.

Min. Standard

Confident and safe when operating in ‘steep ground’.
Chooses and uses effective and safe strategies to manage hazards in mountain terrain.

Outstanding

‘At ease’ when operating in ‘steep ground’.
Instinctively anticipates and reacts to individual needs, ensuring the safety and wellbeing of the group when managing hazards in mountain terrain.

4.2 In an emergency or unplanned event, provide confidence or assistance using a rope.

Weak

Does not understand the appropriate use of the rope in the Mountain Leader context.
Is unable to choose an appropriate strategy to ensure safety using the rope. Uses a rope where other more efficient strategies would suffice.
Uses a rope unsafely or inefficiently.
Where using a belay, is unable to choose safe anchors in an efficient manner.
Does not manage the safety of the whole group when undertaking tasks.

Min. Standard

Understands and can explain the appropriate use of the rope in the Mountain Leader context.
Chooses an appropriate strategy to ensure safety using the rope.
Uses a rope safely and efficiently.
Where using a belay, anchors chosen are safe and selected in an efficient manner.
Manages the safety of the whole group when undertaking tasks.

Outstanding

Proactively chooses an appropriate strategy to ensure safety using the rope.
Able to use a range of rope techniques to ensure safety inc. direct and indirect belays, appropriate to the situation.
Highly efficient when constructing and using belays.
Shows excellent situational awareness ensuring safety of the whole group throughout.

4.3 Identify and appropriately manage environmental mountain hazards including loose rock, flooding and lightning. They should be able to deal with an unplanned or emergency situation where these hazards are encountered.

Weak

Unable to recognise key hazards in mountain terrain.
Shows a disproportionate or excessive response to environmental hazards.
Lacks knowledge of appropriate action and/or ability to manage hazards in the event of an unplanned or emergency situation.

Min. Standard

Recognises key hazards in mountain terrain.
Shows a proportionate response to environmental hazards.
Has knowledge of the appropriate action and able to manage hazards in the event of an unplanned or emergency situation.

Outstanding

Has a deep understanding of varied hazards in mountain terrain.
Has a measured and well considered response to environmental hazards.
Recognises appropriate action and management of hazards will vary depending on the group and situation. Able to act accordingly.

4.4 Recognise and manage water hazards (such as marshes, streams, and rivers), including the ability to:

4.4.1 Prepare and brief the group appropriately

4.4.2 Understand and explain the dangers and methods of avoidance.

4.4.3 Select suitable crossing points.

4.4.4 Select appropriate un-roped techniques to assist in crossing.

Weak

Does not understand how or why water hazards encountered are dangerous esp. in regard to the depth, speed, and features of moving water.
Shows a disregard for the risks present to self and the group when crossing water features.
Unable to manage unavoidable water hazards appropriately when encountered.

Min. Standard

Understands and can explain the nature of water hazards esp. regarding the depth, speed and features of moving water and seeks to avoid them where possible.
Shows a cautious attitude towards self and the group when crossing water features.
Manages unavoidable water hazards safely and effectively when encountered.

Outstanding

Has a deep understanding of water features.
Manages unavoidable water hazards safely, effectively and in a proportional manner when encountered.

4.5 Be able to select an appropriate first aid kit and additional group equipment suited to the environment and prevailing conditions.

Weak

First aid and additional equipment chosen is inappropriate or poorly considered.
Equipment chosen is not suited to the environment and/or prevailing conditions.

Min. Standard

First aid and additional equipment chosen is appropriate and well considered.
Explains why they would choose one item over another.

Outstanding

Each item of equipment is specifically chosen based on its necessity, usability and varied function in the environment.
Consideration has been given to how it might be deployed in varied mountain conditions and the limitations of its use.

4.6 Manage self and group in a variety of different weather conditions including heat, cold, rain and high wind.

Weak

Does not take steps to minimise discomfort in challenging conditions.
Allows themselves to get cold, wet or overheat.
Struggles to effectively communicate with their group in challenging weather.

Min. Standard

Manages self and the group well in differing weather conditions in mountain environments.
Reacts instinctively to their own and the group’s changing needs

Outstanding

Manages self and the group exceptionally well in differing challenging mountain weather conditions.
Reacts pre-emptively to the groups changing needs.

4.7 Describe how to deal with common injuries and medical problems in the mountains.

4.8 Explain the causes, symptoms, prevention and treatment of sunburn, dehydration, hypothermia, cold injuries and heat disorders.

Weak

Unaware of or unable to recognise common injuries and medical problems.

Min. Standard

Aware of and able to recognise and treat a range of common injuries and medical problems.

Outstanding

Has an in depth knowledge of and able to recognise and treat wide range a of common injuries and medical problems.

4.9 Take appropriate action to ensure the group and the casualty’s well-being in the event of an incident or accident including knowing how to get appropriate assistance.

Weak

Frantic or erratic.
Unable to ensure the safety and well-being of casualties and the group in varied terrain and conditions.
Unaware of how to access assistance in a range of hill and mountain environments.

Min. Standard

Remains calm.
Able to ensure the safety and well-being of casualties and the group in varied terrain and conditions.
Able to access assistance in a range of hill and mountain environments if required.

Outstanding

Remains calm and considered.
Aware of the changing safety and well-being needs of casualties and the group and reacts accordingly.
Understands and can explain how assistance may vary or be restricted in differing environments and conditions. Can cope with such eventualities.

4.10 Have a basic understanding of Mountain Rescue and how it is organised.

Weak

Has little understanding of Mountain Rescue’s role and operation.

Min. Standard

Understands and can explain how Mountain Rescue is organised and operates across the UK.

Outstanding

Understands and can explain how rescue services vary regionally across the UK in structure, approach and accessibility.

4.11 Ensure the casualty's safety until help arrives.

Weak

Unable to stabilise and care for casualties until help arrives.

Min. Standard

Using equipment available, able to effectively stabilise and care for casualties until help arrives.

Outstanding

Able to stabilise and care for casualties in a confident and empathetic manner until help arrives.

4.12 Demonstrate emergency bivouac skills.

Weak

Unaware of why emergency bivouac skills might be required or unable to demonstrate their use.

Min. Standard

Understands and can explain why emergency bivouac skills might be required. Able to demonstrate their use.

Outstanding

Demonstrates a good depth of understanding of varied equipment, approaches and why one strategy might be preferred over another.

4.13 Plan and follow ‘escape routes’, using appropriate navigational techniques, to nearby assistance.

Weak

Unable to plan safe and appropriate escape routes. Unable to follow routes planned to nearby assistance.

Min. Standard

Formulates rational plan of action and communicates this to the group
Considers available navigation tools, in given scenario, and explains reasoning behind their use.

Outstanding

Able to plan various escape routes and explain why each chosen would suit differing conditions and group needs.

4.14 Manage a group to perform a small-scale search for a missing person.

Weak

Unable to organise and/or conduct a small scale search.

Min. Standard

Able to organise and conduct a small scale search with consideration to attracting attention and managing ‘hasty’ and line searches.

Outstanding

Able to conduct a small scale search in an efficient and confident manner.
Demonstrates a good depth of understanding re. differing SAR techniques both conducted by leaders and Mountain Rescue.

4.15 Demonstrate improvised rescue techniques and describe their limitations.

Weak

Unaware of why improvised rescue techniques might be required or unable to demonstrate their use.

Min. Standard

Understands and can explain why improvised rescue techniques might be required. Able to demonstrate their use.

Outstanding

Demonstrates a good depth of understanding of varied equipment, approaches and why one strategy might be preferred over another.

5. Equipment

5.1 Demonstrate knowledge of personal and group equipment required for day walks considering the environment and prevailing weather conditions.

Weak

Shows little awareness or knowledge of key equipment for personal and group use.
Does not understand how or why personal and group equipment will differ.
Unable to explain how equipment might be adjusted depending on the environment and weather conditions.

Min. Standard

Has awareness and knowledge of key equipment for personal and group use, to likely include clothing, footwear, carrying, technical and emergency equipment.
Understands how and why personal and group equipment will differ.
Clearly explains how equipment might be adjusted depending on the environment and weather conditions.

Outstanding

Has a comprehensive understanding of key equipment for personal and group use and the pros and cons of each in differing environments and conditions. This may include specialist items e.g. trekking poles.
Able to explain their choices to participants to inform them in a simple, clear and logical manner.

5.2 Choose appropriate food and drink for day walks.

Weak

Does not manage themselves well.
Unable to function effectively due to inappropriate food and drink.

Min. Standard

Manages themselves and participants well. Functions effectively due to well chosen, adequate food and drink.
Able to inform others of the importance and value of appropriate food and drink.

Outstanding

Has good understanding of varied dietary options and how they impact on performance.
Able to explain this to participants in a simple, clear and logical manner.

5.3 Demonstrate an understanding of additional equipment required by a leader.

Weak

Chooses inappropriate, insufficient or excessive equipment.

Min. Standard

Selects appropriate and sufficient equipment.
Explains their choices well in a logical manner.

Outstanding

Has a comprehensive understanding of various additional equipment required by leaders.
Explains their choices in a sophisticated manner with reference to functionality, adaptability, compactness and weight.

5.4 Be able to pack equipment effectively for personal and group use.

Weak

Packing is ineffective, insecure, uncomfortable or potentially dangerous.

Min. Standard

Packs effectively and securely with consideration to comfort, accessibility of key items, waterproofing and injury avoidance.

Outstanding

Packing is well considered and secure with careful consideration to comfort, accessibility of key items, waterproofing and injury avoidance.

5.5 Demonstrate an understanding of the design and construction of equipment, including its material characteristics, care and maintenance.

Weak

Has little knowledge of the design and construction of equipment and how it might impact on its function in the mountain environment.
Has little understanding of the importance of care and maintenance to ensure it remains ‘fit for use’ and to prolong its longevity.

Min. Standard

Understands and can explain how the design and construction of equipment impact on its functionality in the mountain environment.
Can explain how an awareness of this informs their choices of key equipment.
Understands the importance of care and maintenance to ensure it is ‘fit for use’ and to prolong its longevity.

Outstanding

Has a good understanding of the design and construction of varied equipment, how it differs across different manufacturers and its likely performance in mountain environments.
Understands and can explain how specific care and maintenance will optimise performance and longevity.

6. Walking Skills

7. Navigation

7.1 Navigate using a variety of commonly used maps and understand the use of scales and symbols.

Weak

Unfamiliar with commonly used topographic maps.
Consistently makes navigation errors when using them to navigate across mountain terrain.
Unaware of the purpose of scale. Unable to measure distance accurately on various scaled maps and use it effectively to navigate across mountain terrain.
Unable to identify and interpret map symbols on commonly used maps.

Min. Standard

Familiar with a range of commonly used, topographic maps.
Uses them effectively and efficiently to navigate across mountain terrain, making few errors whilst doing so.
Measures distance accurately on various scaled maps and uses it to effectively navigate across mountain terrain.
Identifies and interprets map symbols on commonly used maps.

Outstanding

Familiar with a wide range of topographic maps. Able to describe the pros and cons of each and explain why they would choose one over another in a range of circumstances.
Uses them flawlessly to navigate across mountain terrain.
Highly efficient in measuring distance accurately on various scaled maps.
Comprehensively identifies and interprets symbols on maps.

7.2 Demonstrate an understanding how contours and other cartographic methods are used to represent relief and use them to effectively to navigate in the terrain. Be able to recognise topographical features in the landscape.

Weak

Unable to interpret contours on maps and describe how they represent relief in mountain terrain.
Unable to recognise macro and micro contour features in the landscape and relate them to the map. Unable to estimate relative height of features and relate them to the map.
Unable to use contour features to navigate in mountain terrain.

Min. Standard

Interprets contours on maps and describes how they represent relief in the terrain.
Recognises macro and micro contour features in the landscape and relates them to the map. Able to estimate the relative height of features and relate them to the map.
Uses contour features to navigate in mountain terrain, makes few errors whilst doing so.

Outstanding

Uses subtle micro and macro contour features alone to navigate flawlessly through complex mountain terrain.

7.3 Relate the map to the ground and vice versa. Recognise key features in the landscape and identify them on a map.

Weak

Unable to orientate and/or identify key features on commonly used maps.

Min. Standard

Orientates and identifies key features on commonly used maps. This may include named, human built and significant water and steep ground features.

Outstanding

Identifies all key features on a variety of commonly used maps.
Comments on the reliability of each feature and its usage to support the navigation strategy chosen.

7.4 Accurately navigate across country with map alone.

Weak

Unable to use the map alone to navigate efficiently when walking in good visibility in mountain terrain, makes repeated errors when doing so.
Is unable to recognise when error has occurred and/or use appropriate strategies to correct.
Dependant on other navigational aids other than the map, to navigate in mountain terrain.

Min. Standard

Uses the map alone to navigate efficiently using macro features in good visibility, makes few errors whilst doing so.
Demonstrates good map memory.
Recognises when error has occurred and use appropriate strategies to correct.

Outstanding

Uses various commonly used maps alone to navigate confidently and flawlessly, using macro and micro features.
Comfortable using the map alone in good and poor visibility. Advanced map memory skills are evident.

7.5 Be able to relocate efficiently in a range of situations. Provide six figure grid reference on doing so.

Weak

Unable to use map and compass alone to relocate.

Min. Standard

Uses map and compass alone to relocate in mountain terrain. Able to give a six figure grid reference on doing so.

Outstanding

Highly efficient and accurate when relocating in complex mountain terrain using map and compass alone. Able to give a six figure grid reference on doing so.

7.6 Measure distance accurately on a variety of maps and calculate how long it will take to get from one location to another.

Weak

Unable to precisely and efficiently measure distance on commonly used maps.
Unable to give a realistic estimate of time required to complete a journey section in varied mountain terrain.
Time estimates are significantly inaccurate when journey sections are undertaken.

Min. Standard

Precisely and efficiently measures distance on commonly used maps.
Gives a realistic estimate of time required to complete a journey section in varied mountain terrain.
Time estimates are accurate when journey sections are undertaken.

Outstanding

Distance measurements and timing estimations are accurate for short and long journey sections.
Time estimates are highly accurate when journey sections are undertaken in complex and challenging terrain.
Timing estimates are continually adjusted for varied conditions and the needs of the group.

7.7 Effectively measure distance travelled on the ground using appropriate techniques including accurate pacing and timing.

Weak

Unable to measure distance travelled on the ground using appropriate techniques in mountain terrain inc. pacing and timing. Makes repeated errors when doing so.

Min. Standard

Measures distance travelled on the ground using appropriate techniques in mountain terrain inc. accurate pacing and timing. This will likely include estimation in ascent and descent.

Outstanding

Highly accurate measuring distance travelled on the ground using appropriate techniques in complex mountain terrain inc. accurate pacing and timing.

7.8 Use a compass effectively to navigate in complex terrain.

Weak

Unable to set accurate bearings to indicate the direction of travel.
Unable to follow bearings; deviating from the bearing line, being inaccurate or inefficient in approach in the main.
Is unable to recognise when error has occurred and/or use strategies to correct.

Min. Standard

Sets accurate bearings to indicate direction of travel.
Follows bearings accurately and efficiently in mountain terrain in good and poor visibility, makes few errors whilst doing so.
Recognises when error has occurred and use appropriate strategies to correct.

Outstanding

Highly efficient in setting accurate bearings to indicate line of travel.
Uses the compass to identify linear features and slope orientation on the map. Able to use this information to inform location
Flawlessly follows bearings in complex terrain in good and poor visibility.

7.9 Navigate competently in poor visibility due to weather conditions or darkness.

Weak

Unable to navigate accurately and efficiently in poor visibility, makes repeated errors when doing so.
Is unable to recognise when error has occurred and/or use strategies to correct.

Min. Standard

Using appropriate techniques, navigates accurately and efficiently in poor visibility in mountain terrain, making few errors whilst doing so.
Recognises when error has occurred and use appropriate strategies to correct.

Outstanding

Flawlessly navigates in poor visibility in complex mountain terrain.

7.10 Explain and use the information given on maps with regard to rights of way and access to land.

Weak

Unaware of how maps indicate rights of way and access.

Min. Standard

Aware of how maps indicate rights of way and access using symbols, information and colouration.
Uses this information to inform route choice and approach.

Outstanding

Has a comprehensive understanding and confident application of access information given on maps.
Recognises the limitations of information given and reliable sources of information to refer to.

7.11 Describe the benefits and limitations of using handheld GPS devices.

Weak

Unaware of the benefits and limitations of GPS units and location device to navigate.

Min. Standard

Outlines and explains the benefits and limitations of GPS units and location devices to navigate.

Outstanding

Detailed understanding of the benefits and limitations of differing devices. Has up to date knowledge of each.
Able to use a GPS or location device to relocate and navigate in mountain terrain.

8. Expedition Skills

8.1 Select and appropriately use a variety of tents, sleeping bags, sleeping mats and other camping equipment.

Weak

Choice of camping equipment is inappropriate for mountain environments, ineffective for its intended use or poorly maintained.
Equipment is used inappropriately resulting in individuals being at risk, unnecessarily uncomfortable or unable to maintain their role as leader.

Min. Standard

Choice of camping equipment is appropriate for mountain environments, effective for its intended use and well maintained.
Equipment is used appropriately enabling individuals to remain safe, comfortable and able to maintain their role as leader.

Outstanding

Has a deep understanding of various types and designs of camping equipment and able to select and use items appropriate to participant needs in differing circumstances and conditions.
Has a good understanding of how to care and maintain camping equipment.

8.2 Select, pack and carry other personal and group equipment for an overnight camp.

Weak

Chooses, packs and carries insufficient, excessive or inappropriate personal and group equipment.
Is unable to recognise why doing so might negatively impact their effectiveness as a leader.

Min. Standard

Chooses, safely packs and carries sufficient personal and group equipment.
Explain why key items are essential.

Outstanding

Sophisticated in their choice of additional personal and group equipment.
Shows careful consideration to packing and carrying equipment. Able to explain their reasoning to participants.

8.3 Select food and drink and plan menus with consideration to nutritional values.

Weak

Selects insufficient or inadequate food and drink to sustain themselves and others.
Is unable to adjust choices depending on participant needs.
Unaware of why some foods might be more appropriate than others in differing circumstances.

Min. Standard

Selects sufficient and adequate food and drink to sustain themselves and others.
Able to adjust and explain choices depending on participant needs.

Outstanding

Has a comprehensive understanding of nutrition and differing food options to suit differing demands.
Able to adjust and explain choices in a sophisticated manner depending on the length and nature of journeys, weather conditions and participants.

8.4 Demonstrate an understanding of food hygiene considerations for food storage, preparation and cooking.

Weak

Operates in an unhygienic manner.
Is unable to explain to participants how to operate hygienically.

Min. Standard

Operates in a hygienic manner.
Able to explain to participants how to operate hygienically.

Outstanding

Has a comprehensive understanding of hygiene, it’s importance and strategies to maintain good health.

8.5 Select and safely use stoves and fuel.

Weak

Selects and uses inappropriate, unsafe or poorly maintained stoves.
Makes poor or unconsidered choices when selecting stoves for group use.
Gives little consideration to the usability and safety of fuel for group use.

Min. Standard

Selects and uses appropriate, safe and well maintained stoves.
Makes well considered, safe choices when selecting stoves for group use.
Gives consideration to the usability and safety of fuel, for group use.

Outstanding

Has a comprehensive understanding of the various stove and fuel options available.
Able to carefully select and explain why they might choose one over another for a range of participants, activities and weather conditions.

8.6 Manage fire risk when cooking with a group.

Weak

Shows a cavalier and/or unsafe attitude towards fire risk when cooking independently or with a group.
Shows little consideration or knowledge of effective management strategies to maintain safety when cooking with a group.

Min. Standard

Shows a diligent attitude and considered approach towards fire risk when cooking independently or with a group.
Shows consideration and knowledge of effective management strategies to maintain safety when cooking with a group.

Outstanding

Shows a precise attitude and meticulous approach towards fire risk when cooking independently or with a group.
Shows a sophisticated approach to risk assessment and management when cooking with a group.

8.7 Select and organise a camp area and individual tents within it (both valley bases and remote locations).

Weak

Chooses inappropriate camp areas with little consideration to the environment and weather conditions.
Location and ground chosen is unnecessarily exposed, uneven or waterlogged.
Has limited effective strategies to manage groups camping in challenging mountain weather conditions.
Does not understand how their choice of campsite might be impacted upon by legislation.

Min. Standard

Chooses appropriate camp areas with consideration to the environment and weather conditions.
Location and ground chosen is sheltered, even and dry.
Safely manages groups camping in challenging mountain weather conditions.
Understands how their choice of campsite might be impacted upon by legislation.

Outstanding

Able to explain how and why their choice of camp area might be impacted by changing weather conditions.
Able to manage groups in a safe, supportive and fun manner in challenging mountain weather conditions.
Has a detailed understanding of their rights and responsibilities in relation to wild camping.
Remains flexible and able to adjust their choices depending on how the situation evolves.

8.8 Identify and manage any camp area hazards.

Weak

Shows little awareness of common camp area hazards including environmental conditions, equipment use and failure.
Unable to avoid or manage common hazards in camp areas.

Min. Standard

Aware of common camp area hazards and how they might differ with a range of groups.
Able to avoid and manage common hazards in camp areas as they arise.

Outstanding

Aware of a range of campsite hazards and how they might evolve.
Able to avoid and manage a range of hazards whilst educating participants.

8.9 Manage camp hygiene.

Weak

Operates in an unhygienic manner.
Is unable to explain to participants how to operate hygienically.
Does not embrace differing needs respectfully, with particular attention to women’s health.

Min. Standard

Operates in a hygienic manner.
Able to explain to participants how and why to operate hygienically.
Embraces differing needs respectfully and proactively, with particular attention to women’s health.

Outstanding

Has a comprehensive understanding of hygiene, its importance and strategies to maintain good health.
Has good knowledge of differing needs and embraces them in a respectful and proactive manner with differing participants.

8.10 Manage a group when using different forms of accommodation – bunkhouses, bothies, public and wild campsites.

Weak

Unaware of how to use and manage different forms of accommodation safely with groups.
Is unaware of the importance of adhering to facility rules, key legislation, and etiquette to maintain continued access.

Min. Standard

Aware of how to use and manage different forms of accommodation safely with groups.
Aware of the importance of adhering to facility rules, key legislation, and etiquette to maintain continued access, with particular attention to ‘wild camping’.
Recognises the challenges using shared accommodation, particularly with minors, inc. mountain bothies. Has strategies to handle common situations that arise.

Outstanding

Able to use and manage various differing forms of accommodation safely with groups.
Has an excellent understanding of common facilities rules, key legislation, and etiquette to support continued access. Able to effectively inform participants of its importance.
Has an excellent understanding of ‘wild camping’; its legalities, potential conflicts and management strategies.

8.11 Demonstrate an understanding of planned bivouacking.

Weak

Is unaware of how to plan and undertake a planned bivouac in a safe and fun manner.

Min. Standard

Aware of how to plan and undertake a planned bivouac in a safe and fun manner.

Outstanding

Able to plan and undertake bivouacking in a safe and fun way with a range of groups. Understands the limitations and specific hazards associated with the activity.

8.12 Incorporate a minimum impact approach to camping.

Weak

Unaware of the importance of minimum impact camping. Acts in a selfish or negatively impactful manner when camping.

Min. Standard

Aware of the importance of minimum impact camping, with particular attention to ‘wild camping’.
Acts in considered, respectful and positively impactful manner when camping.

Outstanding

Is well informed and enthused regarding the role and responsibility of leaders supervising camping groups, especially in wild environments.
Able to inform a range of participants on good practice in a comprehensive and fun manner. Aware of sources of information to do this.

9. Teaching and learning skills

9.1 Demonstrate an ability to adapt the teaching style to meet group needs.

Weak

Is unappreciative of group learning needs and/or unaware of key weaknesses in performance.
Aware of group learning needs but unable to adapt teaching approach.
Unaware of how to structure effective teaching through varied approaches.
Is unduly authoritarian, repeats direction or ‘waffles’ for example, without consideration to how information is being received.

Min. Standard

Identifies group learning needs, checks understanding, and addresses weaknesses in performance in a positive manner.
Chooses approaches suited to the group as a whole.
Clear and concise in delivery. Uses appropriate language, tone, volume, body language and positioning.
Demonstrations support learning.

Outstanding

Acute awareness of individual participant’s learning needs.
Can identify broad and subtle weaknesses in performance and intervene appropriately to collaboratively address these in a positive and inspirational manner.
Able to select and use multiple approaches to develop learning tailored in the individual needs of a wide variety of participants.
Facilitates valuable peer to peer activity.
Able to recognise and communicate learning has been achieved in a relatable way.

9.2 Identify and use appropriate tasks to develop safe group activity.

Weak

Task-centred with little consideration to the group’s needs.
Introduces the task but is unable to facilitate learning.
Environment chosen is unsafe and/or un-conducive to participant learning.
Tasks chosen do not develop participant performance.
Can identify appropriate tasks but is unable to safely implement them.
Little opportunity for practice.

Min. Standard

Selects and calibrates activity to the needs and abilities of the group.
Environment chosen/created is safe and conducive to learning.
Tasks chosen are appropriate to develop the group as a whole. Tasks set are fun and engaging.
Tasks set give ample opportunity to practice.

Outstanding

Individual-focused activities.
Develops tasks to support individualised learning. Participants are mentally and practically engaged throughout.
The environment chosen is versatile and allows differentiation, catering to individual participant needs.
Has a repertoire of practical strategies to cater for all participant learning needs. Tasks are fun, engaging and progressive.
Tasks include highly varied practice.

9.3 Demonstrate an understanding of the reasons for evaluating a session and success of the outcome.

Weak

Does not engage with or understand the value of task review.
Lacks any questioning or review when completing group tasks.

Min. Standard

Understands the importance of review to support participant learning.
Reviews tasks and sessions as a group in an interactive and positive way.
Able to review their own performance and identify strengths and weaknesses of the session.

Outstanding

Conducts critical analysis and careful observation to inform review.
Reviews are individual-centred. Creates specific opportunities to further learning.
Reviews foster and support independent and autonomous learning.

10. Access, conservation and the environment

10.1 Inspire and enthuse their groups in mountainous terrain in the United Kingdom and Ireland and expand their personal knowledge, appreciation, and understanding of mountain environments.

Weak

Unable to convey an interest in the environment.
Lacks enthusiasm for and knowledge of the environment.
Unable to name or identify any common plants and animals in the terrain.
Shows little or no knowledge of the landscape origin.

Min. Standard

Has an ability to engage others about nature and the environment.
Passes on basic environmental knowledge with enthusiasm with an aim to inspire and promote learning.
Identifies common plants and animals in the terrain.
Demonstrates a basic level of environmental understanding when describing landscapes, habitats, plants and animals.
Shares their appreciation of the natural world in an encouraging and supportive way.

Outstanding

Shares environmental information in an inspiring and enthusiastic manner.
Holds the audiences’ attention and interest whilst using anecdotes and stories to describe aspects of the environment around them.
Shows an interest in other’s interests and supports their own long-term learning.
Demonstrates a comprehensive understanding of the relationships between plants and animals in the environment and is able to describe how they interact with each other.
Uses a range of strategies to illustrate and explain aspects of nature to connect the audience with the landscape.

10.2 Demonstrate knowledge of permissive access agreements, rights of way and access legislation such as CRoW Act 2000 and Land Reform (Scotland) Act 2003 and the importance of being aware of, and adhering to, access restrictions where relevant.

Weak

Little or no awareness of key legislation and its importance to the leader.
Does not understand the potential types of agreements in place and their importance.
Unable to source key access information for specific terrain. Unable to use access information to inform decision-making.

Min. Standard

Has a good understanding of key legislation and its importance to the leader.
Understands the potential types of agreements in place and their importance.
Sources key access information for specific terrain. Uses access information to inform decision-making.

Outstanding

Has a comprehensive understanding of key legislation and its importance to the leader.
Able to explain what ‘open access’ land is under the CRoW act and how it differs to Land Reform.
Has an in-depth knowledge of access agreements and how rights can be removed on a temporary and permanent basis.
Sources key access information across all UK walking environments. Able to use access information to inform decision-making in a sophisticated manner.

10.3 Explain how to obtain information about access to mountainous terrain and know how, and to whom, access issues are reported.

Weak

Little or no awareness of different sources of access information.
Believes access is largely unrestricted, without constraint.
Does not understand how to report issues if they occur.

Min. Standard

Has a good understanding of different sources of access information.
Accesses current, applicable information from a reliable source.
Has a basic understanding of the legal position when accessing terrain.
Understands how access issues are effectively reported.

Outstanding

Has a comprehensive understanding of different sources of access information.
Accesses current, applicable information and forms a judgement of its reliability dependant on the source.
Understands how and why information is communicated by key landowners in different ways.
Understands how access issues are effectively reported and resolved.

10.4 Explain relevant campaigns and codes of good practice such as Countryside Code, Scottish Outdoor Access Code and Leave No Trace, and acknowledge one’s responsibility to minimise impact and promote sustainable use of the outdoors.

Weak

Little or no awareness of relevant campaigns and codes of good practice in existence.
Does not show any awareness of who is engaged in key initiatives.
Does not know where to find this information or how best to communicate its importance to others.
Does not demonstrate an understanding of how campaigns and codes can be used effectively to engage with different groups.

Min. Standard

Understands relevant campaigns and codes of good practice in existence. Understands how and why key bodies use these initiatives and their desired outcomes.
Shows good practice of these codes through their own attitudes.
Knows where to find this information and how best to communicate its importance to others.

Outstanding

Shows an in-depth knowledge of various campaigns and codes in existence and their desired outcomes. Understands how and why key bodies use these initiatives to communicate with different groups.
Can explain how campaigns and codes have been effective in minimising impact and promoting sustainable use of the outdoors, with examples.
Understands and can explain the challenges communicating key messages in a changing world and the role of leaders in doing so.

10.5 Demonstrate knowledge of land management in mountainous terrain and the long-term effects of the human pressures created by its multiple uses.

Weak

Shows a lack of awareness of the major UK landowners.
Unable to recognise differing land uses in the terrain.
Lacks an understanding of the responsibilities landowners have regarding public access.
Unaware of the potential issues that can arise from differing land uses.

Min. Standard

Shows a general knowledge and understanding of the major landowners in the UK.
Describes and explains how land can have differing uses using topical examples.
Can explain the responsibilities of landowners and statutory bodies regarding access.
Shows a basic awareness of the issues that can arise and can illustrate using examples.

Outstanding

Shows in-depth knowledge of the various types of landowners in the UK.
Shows in-depth knowledge of different land uses across the UK and their impact on the environment using topical examples.
Demonstrates a comprehensive understanding of the responsibilities of landowners and statutory bodies have regarding access.
Shows an appreciation and comprehensive understanding of the issues that can arise, illustrated using examples.

10.6 Demonstrate knowledge of relevant conservation legislation as well as the nature of specially designated areas and limitations on their use. Leaders should also show an appreciation for the challenge and complexity of conservation in mountainous terrain.

Weak

Little or no awareness of relevant legislation.
Little or no awareness of key designations; their purpose or importance.
Struggles to explain how access legislation is implemented across the UK.
No understanding of how good practice and relations supports continued concessional access.

Min. Standard

Shows a basic understanding of relevant legislation and where to find information about it.
Understands and can explain the purpose of key designations with particular reference to protecting endangered species.
Shows a basic understanding of how access legislation is implemented across the UK.
Understands the importance of good practice and relations to support continued concessional access.

Outstanding

Shows a comprehensive understanding of relevant legislation and current sources of information.
Understands and can explain the purpose of key designations with particular reference to protecting endangered species using current examples.
Shows a comprehensive understanding of how access legislation is implemented across the UK.
Understands and can explain the importance of good practice and relations to support continued concessional access using current examples.

11. Background knowledge

Observable Behaviours — Mountain Leader (PDF)

Back to Mountain Leader provider info

1.1 Explain their general responsibilities to the group and, where appropriate, to parents/guardians, the organising authority, committee, or manager of the activity, other outdoor users and the general public.

1.2 Explain their specific responsibilities to choose appropriate objectives, to complete detailed preparations and ensure that the group is adequately equipped and briefed for the activity.

1.3 Demonstrate an understanding of current legislation and the legal responsibilities that relate to the care of groups under their charge, including safeguarding issues specific to supervising young people and vulnerable adults.

1.4 Demonstrate an awareness of the variety of barriers to participation, including mental and physical disability, ethnicity, fitness/health and be aware of the impact of various medical conditions.

1.5 Be able to evaluate the experience and signpost towards further participation.

1.6 Be able to supervise groups on unaccompanied sections of a walk or expedition.

Situational

Vision

Support

Challenge

3.1 Demonstrate an understanding of the scope of the Mountain Leader qualification and plan walks that lie within this terrain.

3.2 Know where to find information to assist with the planning of walks.

3.3 Choose objectives appropriate to the experience, skills and motivation level of the group, the prevailing conditions and the leader’s own experience and ability.

3.4 Complete detailed preparations and ensure that the group is adequately equipped and briefed.

3.5 Build in flexibility when planning routes; respond to changing circumstances.

3.6 Interpret and use reliable sources of weather information.

3.7 Demonstrate an elementary understanding of weather maps and resulting weather conditions on the hill.

3.8 Recognise weather developments associated with different air masses, major cloud forms, changes in wind direction and in atmospheric pressure.

3.9 Recognise and continuously evaluate the effect of weather on route selection, equipment choice and activity.

4.1 Demonstrate the ability to manage a group and individuals and ensure safe travel on steep ground.

4.2 In an emergency or unplanned event, provide confidence or assistance using a rope.

4.3 Identify and appropriately manage environmental mountain hazards including loose rock, flooding and lightning. They should be able to deal with an unplanned or emergency situation where these hazards are encountered.

4.4 Recognise and manage water hazards (such as marshes, streams, and rivers), including the ability to:

4.5 Be able to select an appropriate first aid kit and additional group equipment suited to the environment and prevailing conditions.

4.6 Manage self and group in a variety of different weather conditions including heat, cold, rain and high wind.

4.7 Describe how to deal with common injuries and medical problems in the mountains.

4.8 Explain the causes, symptoms, prevention and treatment of sunburn, dehydration, hypothermia, cold injuries and heat disorders.

4.9 Take appropriate action to ensure the group and the casualty’s well-being in the event of an incident or accident including knowing how to get appropriate assistance.

4.10 Have a basic understanding of Mountain Rescue and how it is organised.

4.11 Ensure the casualty's safety until help arrives.

4.12 Demonstrate emergency bivouac skills.

4.13 Plan and follow ‘escape routes’, using appropriate navigational techniques, to nearby assistance.

4.14 Manage a group to perform a small-scale search for a missing person.

4.15 Demonstrate improvised rescue techniques and describe their limitations.

5.1 Demonstrate knowledge of personal and group equipment required for day walks considering the environment and prevailing weather conditions.

5.2 Choose appropriate food and drink for day walks.

5.3 Demonstrate an understanding of additional equipment required by a leader.

5.4 Be able to pack equipment effectively for personal and group use.

5.5 Demonstrate an understanding of the design and construction of equipment, including its material characteristics, care and maintenance.

6.1 Demonstrate good practice with regard to individual walking skills: pace, rhythm, foot placement, conservation of energy, balance, and coordination.

7.1 Navigate using a variety of commonly used maps and understand the use of scales and symbols.

7.2 Demonstrate an understanding how contours and other cartographic methods are used to represent relief and use them to effectively to navigate in the terrain. Be able to recognise topographical features in the landscape.

7.3 Relate the map to the ground and vice versa. Recognise key features in the landscape and identify them on a map.

7.4 Accurately navigate across country with map alone.

7.5 Be able to relocate efficiently in a range of situations. Provide six figure grid reference on doing so.

7.6 Measure distance accurately on a variety of maps and calculate how long it will take to get from one location to another.

7.7 Effectively measure distance travelled on the ground using appropriate techniques including accurate pacing and timing.

7.8 Use a compass effectively to navigate in complex terrain.

7.9 Navigate competently in poor visibility due to weather conditions or darkness.

7.10 Explain and use the information given on maps with regard to rights of way and access to land.

7.11 Describe the benefits and limitations of using handheld GPS devices.

8.1 Select and appropriately use a variety of tents, sleeping bags, sleeping mats and other camping equipment.

8.2 Select, pack and carry other personal and group equipment for an overnight camp.

8.3 Select food and drink and plan menus with consideration to nutritional values.

8.4 Demonstrate an understanding of food hygiene considerations for food storage, preparation and cooking.

8.5 Select and safely use stoves and fuel.

8.6 Manage fire risk when cooking with a group.

8.7 Select and organise a camp area and individual tents within it (both valley bases and remote locations).

8.8 Identify and manage any camp area hazards.

8.9 Manage camp hygiene.

8.10 Manage a group when using different forms of accommodation – bunkhouses, bothies, public and wild campsites.

8.11 Demonstrate an understanding of planned bivouacking.

8.12 Incorporate a minimum impact approach to camping.

9.1 Demonstrate an ability to adapt the teaching style to meet group needs.

9.2 Identify and use appropriate tasks to develop safe group activity.

9.3 Demonstrate an understanding of the reasons for evaluating a session and success of the outcome.

10.1 Inspire and enthuse their groups in mountainous terrain in the United Kingdom and Ireland and expand their personal knowledge, appreciation, and understanding of mountain environments.

10.2 Demonstrate knowledge of permissive access agreements, rights of way and access legislation such as CRoW Act 2000 and Land Reform (Scotland) Act 2003 and the importance of being aware of, and adhering to, access restrictions where relevant.

10.3 Explain how to obtain information about access to mountainous terrain and know how, and to whom, access issues are reported.

10.4 Explain relevant campaigns and codes of good practice such as Countryside Code, Scottish Outdoor Access Code and Leave No Trace, and acknowledge one’s responsibility to minimise impact and promote sustainable use of the outdoors.

10.5 Demonstrate knowledge of land management in mountainous terrain and the long-term effects of the human pressures created by its multiple uses.

10.6 Demonstrate knowledge of relevant conservation legislation as well as the nature of specially designated areas and limitations on their use. Leaders should also show an appreciation for the challenge and complexity of conservation in mountainous terrain.

11.1 Explain the role and ethos of Mountain Training and its schemes, the mountaineering councils and walking clubs. Demonstrate an awareness of the history, traditions and ethics of recreational mountain walking in the UK and Ireland.