Lesson 12 - Swimming Skills Consolidation
Water Confidence & Play Skills
•Year 1
•Swimming
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How can we bring together all our swimming skills to move confidently in the water?
Learning Objectives
- To consolidate swimming skills learnt throughout the unit
- To develop confidence and consistency in front and back swimming
- To demonstrate improved water confidence and safety awareness
Key Outcomes
- Students will demonstrate consolidated swimming skills with improved technique
- Students will show increased confidence when moving on front and back in water
- Students will apply safety skills when entering and exiting the pool
Equipment & Resources Required
Distributed around pool edge for easy access
Alternative: Foam noodles, swimming belts
Placed at shallow end for retrieval activities
Alternative: Sinking toys, weighted objects
Ready for students requiring flotation support
Alternative: Swimming aids, life jackets
Available for alternative flotation support
Alternative: Kickboards, swimming rings
Key Vocabulary
Sliding smoothly through the water after pushing off from the wall
Moving legs up and down to propel yourself through the water
Staying on the surface of the water without sinking
Floating position with arms and legs spread wide like a starfish
Going under the water surface
Body position that moves smoothly through water
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic water entry techniques
- Holding onto pool wall with confidence
- Basic floating positions
- Simple kicking movements with support
Current Skills
- Consolidating front and back swimming movements
- Independent kicking with kickboard
- Rolling between front and back positions
- Swimming short distances independently
Next Steps
- Developing arm stroke technique
- Increasing swimming distances
- Improving breathing technique
- Building endurance and stamina
Milestone Indicators
Key Teaching Points
- Maintain constant supervision and safety awareness throughout
- Build on previous lessons' skills while introducing new challenges
- Focus on individual progress rather than comparison with others
- Use positive reinforcement to build water confidence
- Ensure all students experience success at their appropriate level
- Emphasise proper technique over speed or distance
- Create supportive environment where students encourage each other
Common Misconceptions
- Thinking that kicking should come from knees rather than hips
- Believing that swimming fast is more important than good technique
- Assuming that struggling swimmers should avoid deep water activities
- Thinking that floating requires constant movement to stay up
- Believing that all students should progress at the same rate
- Assuming that water confidence cannot be developed through practice
SEN Adaptations
ADHD
- Shorter activity segments, clear boundaries marked, regular positive feedback, movement breaks incorporated naturally
dyspraxia
- Simplified movement patterns, extra practice time, larger equipment, reduced complexity in skill sequences, additional physical support
autism spectrum
- Clear visual schedule of activities, consistent routines, quiet areas available, warning before transitions or changes
visual impairment
- Use bright coloured equipment, provide verbal descriptions of all activities, buddy system with sighted partner, tactile markers around pool edge
hearing impairment
- Visual demonstrations essential, hand signals for communication, written instructions available, vibration signals for attention
physical disability
- Adapted pool entry methods, additional flotation support, modified swimming techniques, specialist equipment where needed
Cross-Curricular Links
Maths
Counting swimming strokes, measuring distances swum, timing floating activities, calculating items collected in games
Science
Understanding buoyancy and floating, water resistance and movement, breathing and oxygen needs, body systems during exercise
Geography
Understanding water safety in different environments, map skills for pool layout, directions and spatial awareness in water
PSHE
Building self-confidence and resilience, supporting others and teamwork, overcoming fears and challenges, celebrating personal achievements
Teacher Guidance
Positioning
Position yourself where you can see all students at all times, move around pool edge to maintain visibility, stay close to water for immediate assistance
Observation Focus
Monitor water confidence levels, watch for signs of fatigue or distress, assess swimming technique development, note safety awareness
Intervention Points
Step in immediately if student shows signs of panic or distress, provide additional support for struggling swimmers, ensure safe spacing between students
Demonstration Notes
Always demonstrate from outside pool first, enter water only when safe to do so, use clear, exaggerated movements, ensure all students can see demonstration
Verbal Cues
- •'Kick from your hips, not your knees!'
- •'Keep your body straight like an arrow!'
- •'Breathe slowly and stay relaxed!'
- •'Well done! You're getting stronger!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Swimming pool with designated teaching area, minimum depth appropriate for year group, clear pool perimeter
Surface Check
Pool deck checked for slip hazards, appropriate non-slip surfaces around pool edge, emergency equipment accessible
Equipment Safety
Safety Checks
- •All flotation devices checked for damage and properly inflated
- •Diving discs confirmed as appropriate weight and size
- •Kickboards inspected for cracks or rough edges
- •Emergency rescue equipment positioned and accessible
Risk Management
Key Risks
- •Drowning or near-drowning incidents
- •Slips and falls on wet surfaces
- •Collisions between students in water
- •Panic or distress in water
Risk Mitigation
- •Constant direct supervision of all students in water
- •Appropriate student-to-teacher ratios maintained
- •Emergency action plan rehearsed and accessible
- •Students' swimming ability assessed before deep water activities
Supervision & Emergency Procedures
Supervision Points
- •Teacher positioned for maximum visibility of all students
- •Additional adult supervision for non-swimmers
- •Clear sight lines maintained throughout lesson
- •Emergency whistle and rescue equipment immediately accessible
Emergency Procedures
Stop all activity immediately, assess situation, provide appropriate rescue/first aid, follow school emergency protocols, contact emergency services if required