Lesson 1 - Water Confidence and Pool Entry
Foundations & Water Confidence
•Year 2
•Swimming
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How can we move safely and confidently in water while keeping our feet on the pool floor?
Learning Objectives
- To develop confidence when entering and moving in the water
- To understand and follow pool safety rules and procedures
- To explore different ways of moving in shallow water
Key Outcomes
- Students will confidently enter and exit the pool using correct ladder technique
- Students will demonstrate various movement patterns while maintaining contact with the wall or pool floor
- Students will understand and follow basic pool safety rules
Equipment & Resources Required
Ensure water temperature is appropriate (29-30°C for beginners)
Alternative: Hydrotherapy pool or teaching pool
Check ladder is secure and non-slip
Alternative: Steps with handrails
Inflate to appropriate level, check for damage
Alternative: Arm bands or floating devices
Adjust for student size and swimming ability
Alternative: Foam noodles or kickboards
Positioned within easy reach of instructor
Alternative: Rescue pole, first aid kit
Key Vocabulary
The safe way to get into the pool by facing backwards and holding the handrails
The side of the swimming pool that we can hold onto for support
The part of the pool where you can stand with your feet on the bottom
The force that helps us float in water
Holding the pool edge securely with both hands for safety
Skill Progression Pathway
Understanding where pupils are coming from and where they're going
Prior Learning
- Basic understanding of following instructions
- Ability to listen and respond to teacher guidance
- Familiarity with changing clothes for physical activity
Current Skills
- Safe pool entry and exit techniques
- Moving confidently along the pool wall
- Basic water familiarisation and splashing
- Following pool safety rules
Next Steps
- Moving away from the wall with increasing confidence
- Basic floating with support
- Introduction to basic arm and leg movements
- Water confidence without holding the wall
Milestone Indicators
Key Teaching Points
- Safety is the absolute priority - establish and maintain clear safety rules throughout
- Build water confidence gradually - never force students beyond their comfort zone
- Demonstrate all techniques clearly before asking students to attempt them
- Maintain constant supervision and stay within immediate assistance range
- Use positive reinforcement to encourage even small steps of progress
- Adapt activities to individual comfort levels while maintaining group engagement
- Emphasise proper grip techniques and wall contact for security
Common Misconceptions
- Students may think they need to go underwater to be successful - emphasise staying upright
- Some may believe swimming requires moving away from wall immediately - stress wall support importance
- Students might think faster movement is better - emphasise slow, controlled movements
- Some may feel they must complete all activities - stress individual pace and comfort
- Students might think buoyancy aids are for 'weak' swimmers - present as helpful tools for everyone
SEN Adaptations
ADHD
- Use shorter activity bursts, provide clear structure and boundaries, offer additional praise and encouragement, ensure safety rules are repeated frequently
dyspraxia
- Break down movements into smaller steps, provide additional practice time, use clear demonstrations, offer physical guidance when needed
autism spectrum
- Establish clear routine and expectations, provide visual schedule of activities, allow extra time for transitions, offer quiet space if overwhelmed
visual impairment
- Use clear verbal descriptions of pool layout, provide tactile exploration of pool edge, use bright coloured equipment for visibility, ensure teacher voice guidance throughout
hearing impairment
- Use clear visual demonstrations, simple hand signals for instructions, ensure students can see teacher at all times, use written cards for key safety rules
physical disability
- Provide additional buoyancy aids, allow seated activities where appropriate, adapt entry/exit procedures as needed, focus on achievable movements
Cross-Curricular Links
English
Following verbal instructions, describing feelings and experiences, learning new vocabulary related to swimming and water safety
Maths
Counting steps on ladder, measuring splash distances, timing activities, recognising patterns in movement sequences
Science
Understanding water properties and buoyancy, body movement and coordination, floating and sinking concepts
PSHE
Personal safety awareness, building confidence and self-esteem, working cooperatively in groups, overcoming fears and challenges
Teacher Guidance
Positioning
Stay in water at shallow end for immediate assistance, position for clear view of all students, move along pool edge during wall activities
Observation Focus
Monitor water confidence levels, check safety compliance, watch for signs of distress or fatigue, observe technique development
Intervention Points
Step in if student shows panic or distress, provide additional support for nervous students, correct unsafe behaviour immediately
Demonstration Notes
Always demonstrate from student's perspective, show movements slowly and clearly, emphasise safety aspects of each technique, use positive body language to encourage confidence
Verbal Cues
- •'Hold the wall with both hands'
- •'Keep your feet on the floor'
- •'Move slowly and stay in control'
- •'You're doing great - take your time'
Safety Considerations
Space & Surface Requirements
Space Requirements
Swimming pool with shallow end suitable for standing (0.8-1.2m depth), adequate poolside space for activities
Surface Check
Non-slip surfaces around pool perimeter, clean pool bottom free from hazards, appropriate water clarity for supervision
Equipment Safety
Safety Checks
- •Pool ladder secure and in good condition
- •Buoyancy aids checked for damage and properly inflated
- •First aid equipment immediately accessible
- •Emergency procedures clearly displayed
Risk Management
Key Risks
- •Drowning or near-drowning incidents
- •Slips and falls on wet surfaces
- •Collision between students in water
- •Hypothermia from cold water
- •Panic or anxiety reactions to water
Risk Mitigation
- •Maintain constant visual supervision of all students
- •Ensure appropriate water temperature (29-30°C)
- •Keep class sizes small for better supervision
- •Use buoyancy aids for nervous students
- •Establish clear boundaries and safety rules
- •Have qualified lifeguard or assistant present
Supervision & Emergency Procedures
Supervision Points
- •Position for clear sight lines to all students
- •Maintain close proximity during entry/exit
- •Monitor students showing signs of distress or fatigue
- •Ensure no student is isolated or out of immediate help range
Emergency Procedures
Stop all activity immediately, signal for assistance, perform appropriate rescue techniques, provide first aid as needed, follow school emergency protocols