Lesson 4 - Water Confidence & Submersion
Water Confidence & Play Skills
•Year 1
•Swimming
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How can we safely explore underwater breathing and moving in different ways?
Learning Objectives
- To develop confidence to submerge in the water safely
- To practice regaining feet after submersion
- To explore different breathing techniques in water
Key Outcomes
- Students will demonstrate safe water entry and exit techniques
- Students will show increased confidence when submerging in shallow water
- Students will practice controlled breathing techniques for water activities
Equipment & Resources Required
Water depth approximately waist to chest height for students
Alternative: Shallow end of main pool
Check ladder is secure and non-slip
Alternative: Pool edge steps
Keep poolside for students who need additional support
Alternative: Float bands or armbands
Available for students requiring extra buoyancy support
Alternative: Float jacket or kickboard
Key Vocabulary
To go under the water surface completely or partially
Getting back to a standing position from floating or submerged position
Exhaling air through mouth or nose when face is in water
Body position with knees pulled up toward chest
Body lying flat, parallel to water surface
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic water confidence from previous lessons
- Understanding of pool safety rules
- Experience with pool entry via ladder
Current Skills
- Controlled submersion techniques
- Breathing control in water
- Body position awareness in water
Next Steps
- Extended underwater breathing
- Basic floating positions
- Introduction to propulsive movements
Milestone Indicators
Key Teaching Points
- Safety is always the priority - maintain wall contact during submersion activities
- Progressive skill development - each student advances at their own pace
- Positive reinforcement builds water confidence more than technique correction
- Breathing control is fundamental - always emphasise blowing bubbles underwater
- Individual differences in confidence should be celebrated, not compared
- Pool entry and exit techniques are as important as water skills
- Games provide natural opportunities to apply new skills in enjoyable contexts
Common Misconceptions
- All students should achieve the same skill level in one lesson - actually, individual progression varies significantly
- Holding breath underwater is safer - actually, continuous gentle exhalation prevents water inhalation
- Students need to be pushed to overcome fears - actually, gentle encouragement and choice build lasting confidence
- Swimming aids prevent skill development - actually, they can provide necessary confidence for some students
- Water games are just for fun - actually, they provide essential skill application in enjoyable contexts
SEN Adaptations
ADHD
- Break activities into shorter segments, provide frequent positive feedback, allow movement breaks
autism spectrum
- Provide clear activity sequence, allow extra time for transitions, offer quiet spaces if overwhelmed
anxiety disorders
- Allow gradual progression, never force participation, provide constant reassurance and support
visual impairment
- Provide clear verbal descriptions of all activities, use tactile guidance for hand positions, ensure safe buddy system
hearing impairment
- Use visual demonstrations, clear hand signals for instructions, written activity cards if needed
physical disability
- Adapt entry/exit methods, provide additional flotation support, modify activities for individual physical capabilities
Cross-Curricular Links
English
Following instructions, describing experiences, learning new vocabulary
Maths
Counting breaths, timing submersion, measuring pool distances
Science
Understanding floating, sinking, and buoyancy principles; air pressure and breathing
PSHE
Building courage and resilience, supporting others, overcoming fears
Teacher Guidance
Positioning
Move around pool perimeter maintaining visual contact with all students, ready to enter water if needed
Observation Focus
Watch for signs of panic, confidence levels, skill progression, and safety awareness
Intervention Points
Step in if students show distress, unsafe behaviour, or need individual support
Demonstration Notes
Always demonstrate with calm confidence, show techniques multiple times, emphasise safety aspects
Verbal Cues
- •'Take your time, there's no rush'
- •'Remember to blow bubbles'
- •'Keep holding the wall for safety'
- •'You're doing brilliantly!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Teaching pool area with water depth waist to chest height for students
Surface Check
Non-slip pool surfaces, clear pool water, appropriate temperature
Equipment Safety
Safety Checks
- •Pool ladder secure and stable for safe entry/exit
- •Optional flotation aids checked for proper inflation and condition
- •Pool edges clear of obstacles and slippery items
Risk Management
Key Risks
- •Submersion panic or water inhalation
- •Slips during pool entry/exit
- •Collision with pool walls or other students
- •Loss of footing during activities
Risk Mitigation
- •Constant visual supervision with immediate intervention capability
- •Progressive skill building from basic to advanced submersion
- •Wall contact maintained during all submersion activities
- •Clear, repeated safety instructions for pool entry/exit
Supervision & Emergency Procedures
Supervision Points
- •Position for visibility of all students at all times
- •Ready to provide immediate physical support if needed
- •Monitor individual stress levels and confidence
Emergency Procedures
Stop activity immediately, assist student to safety, provide appropriate first aid, ensure other students remain calm and safe