10040 JCR Program Training
Cadets and Junior Canadian Ranger Group Order (CJCR Gp O)
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1. Identification
Date of Issue: 2021-03-19
Date of Verification: n/a
Application: This order applies to DND/CAF personnel who provide support to the JCR Program.
Supersession:
- JCRATO 61-01, The Junior Canadian Rangers (JCR) Programme
- JCRATO 64-01, Training Programme
Approval Authority: This order is issued under the authority of the Comd CJCR.
Office of Primary Interest (OPI): DCOS Strat Plans
Enquiries: CJCR/CA HQ LO
2. Abbreviations
| Abbreviation | Complete Word or Phrase |
|---|---|
| AC | Adult Committee |
| CA | Canadian Army |
| CJCR | Cadets and Junior Canadian Rangers |
| CR | Canadian Ranger |
| CRPG | Canadian Ranger Patrol Group |
| ETS | Enhanced Training Session |
| JCR | Junior Canadian Ranger |
| LS | Learning Stage |
| PHASE | Promoting Healthy and Safe Experiences |
| VCDS | Vice Chief of Defence Staff |
3. Definitions
Adult Committee. An AC is formed to support a JCR Patrol in its home community. It is made up of Patrol leadership and community volunteers.
Enhanced training session. ETSs are activities outside of regular JCR training and are designed to complement the community-level program. ETSs often provide a chance for JCRs to travel away from home, and should include activities that JCRs could not participate to within their own patrols.
Experiential learning. The process of learning through experience and reflection – that is, by doing something and then considering or discussing what has been done, in order to enhance understanding and form connections.
Life skills. Skills which will help JCRs develop a healthy lifestyle, and become resilient, independent members of their community. Examples include nutrition, citizenship, physical activity, cooking, sewing, and personal hygiene.
Patrol Leader. The CR in charge of a JCR Patrol (usually a master corporal).
PHASE. The PHASE program is designed to help youth recognize unsafe relationships, situations and behaviours, and know what to do in a wide variety of circumstances, such as assault, harassment or abuse.
Ranger skills. Skills modelled on those of the CRs, such as marksmanship, navigation, drill and wilderness survival.
Traditional skills. Skills which are meaningful to the community, region or culture of the patrol, such as learning about local history, engaging in cultural activities, or practicing traditional methods of food provision.
4. Learning Opportunities in the JCR Program
4.1 The JCR Program values participation over performance. The goal is not for every JCR to demonstrate mastery of the same skills or concepts, but for youth to become stronger, more resilient individuals and for communities to thrive. JCR training is delivered in a variety of ways, in order to maintain interest and engage a wide range of learners. The logic model at Annex A provides a more detailed explanation of desired program outcomes.
4.2 JCR training opportunities should be appropriate to JCRs’ experience and understanding. Where feasible, JCRs should have a choice of activities from three LSs:
- LS 1 – Basic;
- LS 2 – Advanced; and
- LS 3 – Leader.
4.3 JCR training is delivered using the following method:
- direct learning through instruction, demonstration and practice as described in the Program and Training Guide;
- indirect learning through mentoring, peer interaction and role modeling; and
- experiential learning through activities, games, real-world application of skills and knowledge, and guided or individual reflection.
5. Safety
5.1 Safety of all program participants is paramount. Safe training will be achieved through:
- competent instruction;
- adherence to published training safety policies, guidelines and procedures; and
- active supervision.
6. Community-Level Training
6.1 For most JCR Patrols, community-level training takes place during the school year, between early September and late June. Some JCR Patrols train one evening a week, while others prefer a full day once a month.
6.2 Each JCR Patrol customizes the training year and the weekly or monthly schedule to fit the needs of the youth and community.
Life, Ranger and Traditional Skills
6.3 During regular training in the community, JCR Patrols must deliver a balance of life, traditional and Ranger skills. Skills that fall into more than one of these areas are ideal. For instance, hunting can be considered both a Ranger skill and a traditional skill when planned and conducted as such.
PHASE Program
6.4 The PHASE program is part of life skills training for JCRs. The program’s lessons and activities include a wide range of topics and lessons divided by age group, for younger and older JCRs. The PHASE program is designed to help youth recognize unsafe relationships, situations and behaviours, and know what to do in a wide variety of circumstances, such as assault, harassment or abuse.
6.5 JCR Patrols will deliver eight PHASE lessons per year: four to JCRs aged 12–15, and four to JCRs aged 15–18, so that each JCR receives four lessons each year. JCR Patrols can select topics based on the needs and interests of their JCRs, and additional lessons may be taught as necessary.
Field Training Exercises
6.6 Yearly training may include two three-day field training exercises to allow JCRs the opportunity to learn, practice and apply their skills.
7. Enhanced Training Sessions
7.1 ETSs may occur locally or outside of the JCR Patrol or JCR’s home community, at any time throughout the year. ETSs should include program-related training or experiences that are not normally available to the JCRs. The activities should offer JCRs a chance to meet new people and learn about different cultures and communities.
7.2 ETS can be conducted by one or more JCR Patrols or by one or more CRPGs. CRPGs may organize CRPG-level or national-level ETSs. In the case of national-level ETS, an event is hosted by a different CRPG each year, for JCRs from across various CRPGs. For instance, responsibility for hosting the National Leader ETS rotates between the CRPGs, with the event taking place in a different part of Canada each summer. Examples of ETSs include:
- a weekend ATV safety course;
- travelling as a group to a different province or territory;
- a CRPG-level marksmanship competition;
- a National Marksmanship Championship; or
- an individual JCR representing the JCR Program at the National Remembrance Day Ceremony in Ottawa, Ontario.
CRPG-level Summer ETS
7.3 CRPG-level summer ETSs are generally a week in length, depending on the age and skill level of the participants and the nature of the activities.
7.4 CRPG-level summer ETSs are offered at the basic, advanced and leader levels:
- Basic – Basic ETSs create a positive experience for youth (during what is most likely their first time away from home) and allow JCRs to engage in activities they would be unable to do in their home communities.
- Advanced – Advanced ETSs build on the experiences and knowledge of the basic level, and introduce elements of leadership.
- Leader – Leader ETSs focus on mentoring, task procedure and practical leadership opportunities, and is intended to prepare JCRs to be leaders at their home patrols and staff JCR at future ETSs.
7.5 The level of the summer ETS a JCR is selected for is based on their age and experience in the JCR Program. JCRs may attend the same level of ETS more than once.
Staff JCRs at an ETS
7.6 Experienced JCRs are employed as staff JCRs at an ETS in instructional, supervisory or administrative roles. This allows them to share their skills and experience as role models to other JCRs, and to gain valuable work experience.
7.7 The prerequisites to become a staff JCR are as follows:
- the JCR must have attended an advanced-level ETS;
- the JCR must be recommended by their local AC or Patrol Leader, and authorized by the CRPG; and
- the JCR must be 16 years old on or before their first day as a staff JCR.
8. Responsibility for Training
8.1 The following are responsibilities associated with the delivery of ETSs:
| The … | is responsible for … |
|---|---|
| Comd CJCR |
|
| CA (Divs/CRPGs) |
|
| ACs or communities |
|
9. Continuous Improvement
9.1 The collection of feedback and observations on training activities are critical inputs to the continuous improvement cycle. Initiatives may include the Lesson Learned process, surveys to gauge participant satisfaction and / or more purposeful evaluation to measure program outcomes. Regardless of the type of activity (eg, community level training or ETS), CA stakeholders are encouraged to implement continuous improvement initiatives. They should also be prepared both to share their findings with CJCR and work collaboratively on related VCDS / CJCR initiatives where appropriate. All stakeholders are encouraged to utilize the logic model at Annex A when developing continuous improvement initiatives.
10. Publication
Frequency of Publication
10.1 Annual or more frequent review and updates, as required.
Errors/Omissions or Suggestions
10.2 Users of this document are encouraged to identify any errors, omissions or suggested orders to the attention of CJCR/CA HQ LO.
11. References
Source References
- CDS Directive: Canadian Armed Forces Command and Control of the Canadian Cadet Organizations and the Cadet Organizations Administration and Training Service Reserve Force Sub-Component, dated 2 February 2018
Related References
- A-CR-JCR-100/PT-001, Junior Canadian Rangers Program and Training Guide
12. Annexes
Annex A
Logic Model for Community Training Outcomes
Annex B
National Marksmanship Championship
Annex C
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