Lesson 3 - Water Confidence and Basic Floating
Foundations & Water Confidence
•Year 2
•Swimming
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How can we move through water safely and confidently without holding on?
Learning Objectives
- To develop confidence when travelling in the water independently
- To begin to develop basic floating techniques and body position
- To understand how water movement can help us travel and move objects
Key Outcomes
- Students will demonstrate confident movement through water without wall support
- Students will show emerging floating skills with improved body position
- Students will apply water displacement principles to move objects
Equipment & Resources Required
Scattered around teaching area edge for easy access
Alternative: Pool noodles, floating toys, kickboards
Available for students needing additional buoyancy support
Alternative: Pool noodles, water wings
For students requiring extra support during independent movement
Alternative: Pool noodles around waist
Key Vocabulary
To rest or move on the surface of water without sinking
The force that helps objects stay up in water
To go under the water surface
Body position lying flat like lying in bed
Moving water to create movement or make objects move
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Students can enter and exit the pool safely
- Students are comfortable with water around their body
- Basic understanding of water safety rules
Current Skills
- Developing independent water travel
- Introduction to floating concepts
- Building confidence away from pool edge
Next Steps
- Extended floating and gliding
- Introduction to basic swimming strokes
- Deeper water confidence
Milestone Indicators
Key Teaching Points
- Water confidence builds through gradual, supported progression
- Independent movement develops from secure anchor point practice
- Floating concepts introduced through supported body position work
- Water displacement demonstrates scientific principles practically
- Safety awareness is paramount throughout all activities
- Individual progress varies significantly - celebrate all achievements
- Positive water experiences create foundation for future swimming development
Common Misconceptions
- Students may think they need to touch objects to move them - reinforce water displacement concept
- Belief that floating requires constant movement - teach relaxation and stillness
- Fear that letting go of wall means immediate sinking - build confidence gradually
- Thinking faster movements are better in water - emphasise control and smoothness
- Assumption that all students progress at same rate - individualise expectations
SEN Adaptations
ADHD
- Shorter activity bursts, clear boundaries, frequent position changes, immediate feedback
autism spectrum
- Clear visual schedule, consistent routines, quiet area available, predictable activity structure
visual impairment
- Use brightly coloured equipment, clear verbal descriptions of all activities, tactile guidance for pool edge location
hearing impairment
- Visual demonstrations emphasised, hand signals established, written instructions on waterproof board
physical disability
- Adapted entry/exit methods, additional flotation support, modified movement expectations
Cross-Curricular Links
Maths
Directional language, spatial awareness, counting and collecting, measuring distances
Science
Forces and motion, floating and sinking, water displacement principles, cause and effect
Geography
Water environments, safety around water, understanding currents and water movement
PSHE
Personal safety, building confidence, overcoming fears, supporting others
Teacher Guidance
Positioning
In water with students, positioned for maximum visibility and quick access to all areas
Observation Focus
Monitor confidence levels, technique development, and safety awareness continuously
Intervention Points
Step in immediately if student shows distress, unsafe behaviour, or significant loss of confidence
Demonstration Notes
Always demonstrate from students' perspective, exaggerate key movements for clarity, maintain safety protocols during demos
Verbal Cues
- •'Big steps for balance!'
- •'Hold on tight to your anchor!'
- •'Push the water, not the object!'
- •'Smooth and controlled movements!'
Safety Considerations
Space & Surface Requirements
Space Requirements
Swimming pool with shallow teaching area (depth 0.8-1.2m), secure pool edge access
Surface Check
Clean, non-slip pool deck, clear water visibility, appropriate water temperature (28-30°C)
Equipment Safety
Safety Checks
- •All flotation devices checked for damage and appropriate sizing
- •Foam balls inspected for cleanliness and integrity
- •Pool equipment stored safely away from walkways
Risk Management
Key Risks
- •Drowning or submersion incidents
- •Slips and falls on wet surfaces
- •Collisions between students during movement
- •Panic or loss of confidence in water
- •Hypothermia from prolonged exposure
Risk Mitigation
- •Qualified swimming instructor supervision at all times
- •Maximum teacher-to-student ratio of 1:8 maintained
- •Clear water depth boundaries established and enforced
- •Emergency equipment readily accessible
- •Regular headcounts throughout lesson
Supervision & Emergency Procedures
Supervision Points
- •Position for maximum visibility of all students
- •Maintain close proximity during independent activities
- •Use whistle signals for immediate attention
- •Constant scanning of water area
Emergency Procedures
Immediate pool evacuation whistle signal, rescue equipment accessible, first aid qualified staff present, emergency action plan displayed