Lesson 3 - Water Confidence and Basic Floating
Water Confidence & Play Skills
•Year 1
•Swimming
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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
Distributed around teaching area perimeter before lesson
Alternative: Floating toys, foam noodles cut into pieces
Available poolside for students who need additional support
Alternative: Foam arm bands, inflatable arm bands
Keep poolside for students requiring extra buoyancy support
Alternative: Swimming noodle, kickboard for support
Key Vocabulary
To go under the water surface
The ability of objects to float in water
Moving water to create movement
Body position parallel to the water surface
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
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