The Community Impact Award supports young people to make a meaningful difference to their community through sustained action over time. It can focus on a local, national, or international issue, and should be youth-led wherever possible. The award is structured in progressive stages, building in depth, responsibility and time commitment as young people move through the sections.

 

Squirrels and Beavers complete Stage 1, which introduces the idea of helping others. Activities are simple, practical, and discussion-based, usually completed over a short period (for example, around 4 hours over 3 months). Projects might include collecting for a local food bank, litter picking, making cards for a care home, or supporting an animal shelter. The focus is on understanding that they can help and reflecting in age-appropriate ways.

 

Cubs complete Stage 2, where they begin to explore issues in a little more depth and take part in more structured action over a longer period. This may involve planning elements themselves and understanding why their chosen issue matters. Examples could include ongoing environmental projects, awareness campaigns, or supporting local charities through repeated activities. Scouts complete Stage 3, which requires a greater level of ownership and sustained involvement.

 

Scouts should research their chosen issue, help plan the project, take regular action, and reflect on the impact made. This could include longer-term volunteering, community partnerships, environmental improvement projects or national campaigns.

 

Explorers complete Stage 4, demonstrating leadership and significant commitment over an extended period. They should identify and research a community need (local, national, or international), plan and deliver sustained action, involve others where possible, and evaluate the impact of their work. Projects may include partnership work with charities, leading awareness campaigns, coordinating volunteers or supporting international causes responsibly and ethically.

 

Across all sections, the key principles remain the same: identify a real need, plan meaningful action, take part over time (not as a one-off activity), reflect on what has been learned, and share the impact made. Evidence can include photos, simple logs, discussions, presentations or reflections appropriate to age. Leaders support the process by ensuring activities are safe, helping young people understand the impact of their actions, and confirming when the stage requirements have been met.