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Lesson 3 - Water Confidence and Basic Floating

Water Confidence & Play Skills

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Year 1

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Swimming

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35 min

Big Question

How can we move through water safely and confidently?

Learning Objectives

To develop confidence when travelling in the water
To begin to develop floating techniques
To explore different ways of moving in water

Key Outcomes

Students will demonstrate various water travel methods
Students will show increased confidence moving away from the pool edge
Students will begin to understand floating principles

Equipment & Resources Required

Softballs

Distributed around teaching area perimeter before lesson

Alternative: Floating toys, foam noodles cut into pieces

Arm Discs

Class set (optional)

Available poolside for students who need additional support

Alternative: Foam arm bands, inflatable arm bands

Tag Belts

1-2 (optional)

Keep poolside for students requiring extra buoyancy support

Alternative: Swimming noodle, kickboard for support

Key Vocabulary

Submerge

To go under the water surface

Buoyancy

The ability of objects to float in water

Water displacement

Moving water to create movement

Horizontal position

Body position parallel to the water surface

Regaining feet

Getting back to standing position in water

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic pool safety awareness
Experience of water play activities
Understanding of following instructions in water

Current Skills

Safe pool entry and exit techniques
Water confidence through movement games
Beginning floating positions
Basic water displacement understanding

Next Steps

Controlled floating without support
Basic swimming arm movements
Coordinated breathing techniques
More complex water travel patterns

Milestone Indicators

Enters pool confidently without hesitation

Moves away from wall without panic

Demonstrates multiple ways of travelling in water

Shows beginning understanding of buoyancy

Key Teaching Points

Water safety is paramount - maintain constant supervision
Build confidence gradually from supported to independent movement
Use positive reinforcement to encourage risk-taking in safe environment
Connect all activities to real swimming skills being developed
Emphasise fun while learning essential water survival skills
Adapt activities to individual comfort levels and abilities
Model calm, confident behaviour in water environment

Common Misconceptions

Students may think they need to hold breath when shoulders submerge - teach normal breathing
Some believe water will not support them - demonstrate with floating objects first
May think faster movement is better - emphasise control over speed
Could assume all objects float - use this as learning opportunity about density
Might believe they need to touch bottom constantly - build confidence gradually away from support

SEN Adaptations

ADHD

Frequent activity changes, clear boundaries marked in pool, regular positive feedback and redirection

dyspraxia

Simplified movement patterns, additional practice time, buddy support for complex activities

autism spectrum

Clear visual schedule of activities, quiet area available if overwhelmed, consistent routine and instructions

visual impairment

Use brightly coloured floating objects, provide clear verbal descriptions of all movements, buddy system for safety

hearing impairment

Use visual demonstrations, hand signals for directions, written instruction cards poolside

physical disability

Adapted pool entry using hoist if needed, additional flotation aids, modified exit techniques

Cross-Curricular Links

Maths

Counting floating objects collected, spatial awareness, directional language (forwards, backwards, sideways)

Science

Forces and motion - water displacement, buoyancy, floating and sinking properties

Geography

Understanding water environments, comparing different types of water bodies

PSHE

Building confidence, overcoming fears, supporting others, following safety rules

Teacher Guidance

Positioning

Stay poolside with clear view of all students, positioned to assist with entry/exit

Observation Focus

Monitor confidence levels, water safety awareness, and skill progression

Intervention Points

Step in if students show signs of panic or unsafe behaviour

Demonstration Notes

Always demonstrate from pool edge or shallow water, emphasise safety aspects of each skill

Verbal Cues

•'Keep both hands on the wall for safety!'
•'Move like sea creatures - smooth and controlled!'
•'Use the water to help you, don't fight against it!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Shallow teaching pool area, maximum depth 1 metre, minimum 15m x 10m area

Surface Check

Non-slip pool bottom, clear of any debris, appropriate water temperature (29-31°C)

Equipment Safety

Safety Checks

•All foam balls checked for damage before use
•Swim aids inspected for proper inflation
•Pool ladder secure and in good condition

Risk Management

Key Risks

•Slipping on wet pool edge
•Panic when moving away from wall support
•Collision between students during free movement
•Hypothermia from prolonged water exposure

Risk Mitigation

•Clear rules about pool area movement
•Constant visual supervision of all students
•Staged progression from supported to independent movement
•Regular checks on student comfort and warmth

Supervision & Emergency Procedures

Supervision Points

•Position for clear sight of all students at all times
•Stay within immediate reach during pool entry/exit
•Monitor closely during independent movement activities

Emergency Procedures

Stop activity immediately, assess situation, provide appropriate assistance, follow school emergency protocols