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Lesson 1 - Water Confidence and Entry Skills

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 feel safe and confident when we first enter the water?

Learning Objectives

To develop confidence when entering and moving in the water
To understand basic pool safety and water movement principles
To explore different ways of moving in shallow water

Key Outcomes

Students will safely enter and exit the pool using the ladder
Students will demonstrate confidence moving along the pool wall
Students will explore basic water movement using hands and feet

Equipment & Resources Required

Swimming Pool

1 (shallow end)

Ensure water temperature is appropriate (28-30°C for beginners)

Alternative: Teaching pool or shallow hydrotherapy pool

SAQ Ladders

1-2 access points

Check ladder is secure with non-slip surfaces

Alternative: Sloped entry or ramp if available

Visual Aids

1 per student if needed

Have various sizes available, check for damage

Alternative: Swim belts, arm discs, or confidence aids

Foam Noodles

5.5 for support

Available for students who need extra support

Alternative: Kickboards or floating aids

Key Vocabulary

Pool edge

The side of the swimming pool where you can hold on for safety

Ladder entry

The safe way to get into the pool using the steps

Hand-over-hand

Moving along the wall by placing one hand after the other

Shallow water

The part of the pool where you can stand with feet on the bottom

Splash

Making water move by hitting it with hands or feet

Skill Progression Pathway

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

Prior Learning

Students may have limited or no swimming experience
Basic understanding of following instructions and safety rules
Ability to walk and move confidently on land

Current Skills

Safe water entry and exit techniques
Basic water confidence and comfort
Simple water movement patterns
Understanding pool safety rules

Next Steps

Developing floating positions
Basic arm and leg actions
Moving independently in shallow water
Introduction to breathing techniques

Milestone Indicators

Enters water without hesitation

Moves confidently along the pool wall

Willingly puts face near water surface

Follows safety instructions consistently

Key Teaching Points

Always maintain constant visual supervision of all students in and around water
Establish and consistently reinforce pool safety rules from the very first lesson
Build confidence gradually - never force students beyond their comfort zone
Use positive language and celebrate small achievements to build water confidence
Ensure all activities remain within students' standing depth for maximum safety
Demonstrate all techniques clearly before asking students to attempt them
Be prepared to adapt activities based on individual student needs and confidence levels

Common Misconceptions

Students may think they need to put their whole face underwater immediately - reassure them this comes later
Some may believe they must be able to swim to enjoy water activities - emphasise that learning is gradual
Students might think the deeper end is scary - keep focus on shallow water fun and safety
Some may worry about getting water in their eyes - show them how to wipe face gently
Students may think they need to move quickly in water - emphasise slow, controlled movements

SEN Adaptations

ADHD

Short activity bursts, clear boundaries, regular positive feedback and encouragement

dyspraxia

Simplified movement patterns, extra time for coordination, step-by-step demonstrations

autism spectrum

Clear visual schedule of activities, quiet areas available, consistent routines and language

visual impairment

Clear verbal descriptions of pool layout, tactile exploration of pool edge, consistent positioning

hearing impairment

Visual demonstrations, clear hand signals, written safety rules displayed poolside

physical disability

Adapted entry methods, additional buoyancy aids, modified movement activities

Cross-Curricular Links

Maths

Counting splashes, measuring water depth, understanding numbers on depth markers

Science

Properties of water, floating and sinking, body temperature regulation

Geography

Understanding depth and surface area, spatial awareness in pool environment

PSHE

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

Teacher Guidance

Positioning

In shallow water during activities for immediate support, poolside during discussions for visibility

Observation Focus

Watch for signs of distress, confidence levels, technique development, and safety compliance

Intervention Points

Step in if students show distress, move to unsafe areas, or struggle with basic movements

Demonstration Notes

Always demonstrate from water level where students can clearly see, exaggerate key safety points, use positive body language to build confidence

Verbal Cues

•'Two hands on the wall at all times'
•'Feel your feet on the pool bottom'
•'Take your time, there's no rush'
•'Well done, you're being very safe'

Safety Considerations

Space & Surface Requirements

Space Requirements

Access to shallow swimming pool (1.0-1.2m depth maximum)

Surface Check

Pool water clear, appropriate temperature (28-30°C), no debris or hazards

Equipment Safety

Safety Checks

•Check ladder/steps are secure and have non-slip surfaces
•Ensure buoyancy aids are correctly fitted and undamaged
•Verify pool equipment is pool-appropriate and safe

Risk Management

Key Risks

•Drowning - even in shallow water
•Slips and falls on wet surfaces
•Panic or distress in water
•Collisions between students
•Hypothermia from cold water

Risk Mitigation

•Maintain constant supervision with qualified swimming instructor
•Keep all activities in shallow water where students can stand
•Establish clear boundaries and safety rules
•Have rescue equipment immediately available
•Monitor water temperature and student comfort
•Use appropriate student-to-teacher ratios

Supervision & Emergency Procedures

Supervision Points

•Teacher positioned for clear sight of all students at all times
•Never leave students unattended near or in water
•Additional adult support recommended for larger groups

Emergency Procedures

Stop activity immediately, secure all students, assess situation, initiate appropriate rescue/first aid, contact emergency services if required