Lesson 5 - Submerging and Confidence Building
Water Confidence & Play Skills
•Year 1
•Swimming
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How can we feel confident and safe when putting our whole body underwater?
Learning Objectives
- To develop confidence when submerging underwater
- To practise controlled entry and exit from water
- To understand safety techniques for breath control underwater
Key Outcomes
- Students will confidently submerge their whole body underwater
- Students will demonstrate controlled breathing techniques
- Students will show improved water confidence through varied submersion activities
Equipment & Resources Required
Place around pool edge for easy access during partner work
Alternative: Foam tubes, kickboards for support
Available for students needing extra buoyancy support
Alternative: Water wings, foam supports
For students requiring additional floating support
Alternative: Foam supports, kickboards
Key Vocabulary
To go completely underwater so your whole body is below the surface
Breathing out slowly through mouth or nose while underwater to release air
The side or rim of the swimming pool used for support and exit
Taking a good breath before going underwater and holding it safely
Body position with arms and legs spread wide like points of a star
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic water entry techniques
- Face wetting and bubble blowing
- Holding breath for short periods
- Basic floating with support
Current Skills
- Full body submersion with confidence
- Controlled breathing techniques
- Partner cooperation in water activities
- Safe pool entry and exit methods
Next Steps
- Opening eyes underwater
- Retrieving objects from pool floor
- Combining submersion with forward movement
- Independent underwater exploration
Milestone Indicators
Key Teaching Points
- Always take a big breath before going underwater - demonstrate and remind consistently
- Progress gradually from face-in-water to full submersion - never rush the progression
- Maintain wall contact until confident - independence comes with practice
- Keep making bubbles underwater - this prevents water entering nose/mouth
- Support partners and celebrate everyone's efforts - cooperation builds confidence
- Use pool edge safely for entry and exit - proper technique prevents injury
- Stay calm and controlled in all underwater movements - panic leads to accidents
Common Misconceptions
- Thinking you need to hold your breath completely underwater - actually should blow bubbles gently
- Believing you must open eyes underwater immediately - this can come later with confidence
- Rushing to surface quickly after submersion - controlled ascent is safer and calmer
- Fearing that going underwater is dangerous - with proper technique and supervision it builds confidence
- Thinking deeper water is more dangerous than shallow - actually need appropriate depth for safe submersion
SEN Adaptations
ADHD
- Short activity bursts, clear boundaries, immediate positive feedback, movement opportunities built in
dyspraxia
- Additional practice time, simplified instructions, increased buoyancy support, focus on gross motor movements
autism spectrum
- Clear routine structure, visual schedule of activities, quiet area available if needed, consistent instructor positioning
visual impairment
- Use verbal cues extensively, physical guidance for pool edge location, buddy system with sighted partner
hearing impairment
- Visual demonstrations emphasised, hand signals for instructions, written instruction cards available
physical disability
- Buoyancy aids available, modified entry/exit techniques, alternative activities for limited mobility
Cross-Curricular Links
Maths
Counting during breath-holding, measuring time underwater, spatial awareness under/over concepts
Science
Understanding how lungs work, why we need air to breathe, properties of water and buoyancy
Music
Rhythm and timing in Head Shoulders Knees and Toes song, listening skills for instructions
PSHE
Building confidence, overcoming fears, cooperation and helping others, personal safety awareness
Teacher Guidance
Positioning
In pool with students, positioned for maximum visibility of all participants, near pool edge for emergency access
Observation Focus
Watch for confidence levels, proper breathing techniques, safe movement patterns, and effective cooperation
Intervention Points
Step in if student shows panic, technique breakdown, unsafe behaviour, or needs individual encouragement
Demonstration Notes
All demonstrations performed in water at student level, exaggerated movements for clarity, safety emphasised in every demo
Verbal Cues
- •'Big breath first!'
- •'Slow and steady!'
- •'Keep making bubbles!'
- •'Hold your partner's hand if needed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Swimming pool with shallow area suitable for standing (maximum 1.2m depth for Year 1)
Surface Check
Pool floor non-slip, clear of debris, appropriate temperature maintained
Equipment Safety
Safety Checks
- •Noodles checked for cracks or sharp edges
- •Buoyancy aids properly fitted if used
- •All equipment easily accessible around pool perimeter
Risk Management
Key Risks
- •Drowning or near-drowning incidents
- •Panic during submersion activities
- •Slips on wet pool edges
- •Collisions during partner activities
Risk Mitigation
- •Constant supervision with qualified swimming instructor
- •Gradual progression from supported to independent submersion
- •Clear boundaries established for all movement activities
- •Emergency equipment readily available
- •Adult:student ratios maintained as per local guidelines
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Maintain proximity to less confident swimmers
- •Monitor for signs of fatigue or distress
- •Ensure assistant positioned strategically if available
Emergency Procedures
Immediate pool evacuation procedures known, emergency contact systems tested, first aid equipment accessible, staff CPR certified