Lesson 12 - Swimming Skills Consolidation
Foundations & Water Confidence
•Year 2
•Swimming
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How can I swim confidently using all the skills I have learned?
Learning Objectives
- To consolidate swimming skills learnt throughout the unit
- To develop confidence and consistency in front and back swimming
- To demonstrate safe water entry and exit techniques
Key Outcomes
- Students will swim short distances on front and back with improved consistency
- Students will demonstrate confident movement in water on front and back
- Students will show mastery of water safety skills and pool entry/exit
Equipment & Resources Required
Stored at pool edge, easily accessible to students
Alternative: Pool noodles, arm bands for less confident swimmers
Distributed across pool floor before lesson begins
Alternative: Sinking toys, weighted objects safe for pool use
Ready for immediate use if students need confidence support
Alternative: Life jackets, foam belts for nervous swimmers
Available for differentiation and extra support activities
Alternative: Additional kickboards, foam supports
Key Vocabulary
Sliding smoothly through the water in a streamlined position
Body position that reduces drag through the water
Swimming on your back using alternating arm movements
Swimming on your front with alternating arm movements and flutter kick
Quick, alternating up and down leg movements
Floating with arms and legs spread wide like a star
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic water confidence and safety awareness
- Floating on front and back with support
- Basic kicking movements with kickboard
- Safe pool entry and exit techniques
Current Skills
- Consolidating front and back swimming strokes
- Improving consistency in kicking technique
- Developing confidence in deeper water movements
- Combining multiple swimming skills in sequences
Next Steps
- Developing stroke technique and breathing patterns
- Swimming longer distances with improved endurance
- Learning more complex water safety and rescue skills
- Introduction to different swimming strokes
Milestone Indicators
Key Teaching Points
- Emphasise safety first in all water activities and maintain constant supervision
- Focus on building confidence through progressive skill development rather than perfection
- Use positive reinforcement to celebrate effort and improvement over absolute performance
- Encourage peer support and teamwork to create a supportive learning environment
- Adapt activities immediately based on individual student needs and confidence levels
- Maintain warm, encouraging atmosphere to promote positive associations with swimming
- Ensure all students have opportunities to succeed regardless of their starting swimming ability
Common Misconceptions
- Students think they need to swim fast to swim well - emphasise control and technique over speed
- Belief that floating requires active effort - teach relaxation and natural buoyancy principles
- Assumption that kicking harder always means swimming faster - focus on efficient, hip-driven kicking
- Fear that going underwater is dangerous when supervised - build confidence through gradual progression
- Misconception that swimming is only for naturally talented students - stress that all can improve with practice
- Belief that perfect technique must be achieved immediately - emphasise gradual improvement and persistence
SEN Adaptations
ADHD
- Short activity bursts with clear transitions, immediate feedback, opportunities for leadership roles, movement breaks
dyspraxia
- Simplified movement patterns, additional time for skill development, step-by-step instruction breakdown, peer support
autism spectrum
- Clear routine structure, visual schedule cards, quiet zones available, predictable activity sequences
visual impairment
- Clear verbal instructions with tactile guidance, use of brightly coloured equipment, buddy system with sighted partner
hearing impairment
- Visual demonstrations and hand signals, written instruction cards, use of vibration signals for starts
physical disability
- Adapted entry/exit techniques, additional flotation support, modified swimming positions, equipment adaptations
Cross-Curricular Links
Maths
Counting lengths swum, measuring distances, timing activities, collecting and recording data on improvements
Science
Understanding forces in water, buoyancy and floating, breathing and circulation during exercise, water pressure effects
Geography
Water safety awareness for different environments, understanding different types of water bodies and swimming locations
PSHE
Personal safety and risk assessment, building resilience and confidence, teamwork and supporting others, celebrating personal achievements
Teacher Guidance
Positioning
Maintain position with clear sight lines to all students, move around pool edge to supervise different activities
Observation Focus
Watch for water confidence, stroke technique development, safety awareness, and peer interaction
Intervention Points
Step in immediately for safety concerns, provide technique guidance when students struggle, facilitate positive peer interactions
Demonstration Notes
Use clear, slow demonstrations for technique, emphasise safety procedures, model positive encouragement and sportsmanship
Verbal Cues
- •'Kick from your hips, not your knees!'
- •'Keep your body straight like an arrow!'
- •'Breathe naturally and stay relaxed!'
- •'Help your partner succeed!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Swimming pool with teaching area minimum 10m x 8m, depth appropriate for Year 2 students (0.8-1.2m)
Surface Check
Pool deck dry and non-slip, pool water clear with good visibility to bottom
Equipment Safety
Safety Checks
- •Check kickboards for cracks or sharp edges
- •Ensure diving discs are pool-safe materials
- •Verify flotation aids are in good condition
- •Check pool ladders and handrails are secure
Risk Management
Key Risks
- •Drowning - students in water deeper than standing depth
- •Slips and falls on wet pool deck
- •Collisions during active games and activities
- •Hypothermia from prolonged water exposure
Risk Mitigation
- •Constant visual supervision of all students in water
- •Ensure teaching area depth appropriate for all students
- •Maintain appropriate student-to-instructor ratios
- •Regular safety briefings and rule reminders
- •Immediate access to emergency equipment
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Monitor water entry and exit areas closely
- •Watch for signs of fatigue or distress
- •Ensure students follow pool rules consistently
Emergency Procedures
Stop activity immediately, assess situation, provide appropriate first aid, contact emergency services if required, follow school emergency protocols