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Lesson 5 - Advanced Rescue & CPR Skills

Lifesaving Skills and Water Rescue Competency

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Year 9

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Water Safety

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1h 7min

Big Question

How can understanding different casualty types and rescue techniques save lives in aquatic emergencies?

Learning Objectives

Identify and assess risks for four types of water casualties: unconscious, injured, weak swimmer, and non-swimmer
Demonstrate correct CPR sequence with 5 initial rescue breaths followed by 30:2 compression-to-breath cycles
Execute accurate rope rescue techniques over 10m distance with proper coiling and throwing form
Perform safe water entry using straddle dive technique while maintaining dry head position

Key Outcomes

Students will accurately categorise water casualties and select appropriate rescue responses
Students will perform CPR sequences to recognised lifesaving standards
Students will successfully throw rescue ropes with accuracy over 10m distance
Students will execute safe straddle dive entries for emergency response situations

Equipment & Resources Required

Swimming Pool

1 (full facility with deep and shallow areas)

Ensure pool temperature appropriate (28-30°C), clear visibility, lane ropes positioned for safety zones

Alternative: N/A - essential facility requirement

Ropes

6-8 (10m length each, floating type preferred)

Pre-coiled and positioned at throwing stations around pool edge, check for fraying or damage before use

Alternative: Standard throwing ropes if floating versions unavailable

CPR Mannequin

1 per 5 students (minimum 5 mannequins)

Positioned on pool deck mats with adequate space around each, face shields/barriers available for each student

Alternative: Shared rotation if fewer mannequins available, ensure hygiene wipes between users

Mats

7 large mats for CPR practice areas

Positioned away from pool edge for safety, non-slip surfaces, dried thoroughly before use

Alternative: Towels or poolside seating areas if mats unavailable

Markers

6-8 floating targets or markers

Positioned 10m from throwing stations, brightly coloured for visibility

Alternative: Floating kickboards, pool noodles, or marked positions on opposite side

Gum Shield

1 per student (30+)

Individual packs for each student, demonstrate correct placement before CPR practice

Alternative: Disposable CPR barrier devices

PE Equipment

1 set (rescue tube, throw bag, reaching pole)

Positioned at teaching station for instructor demonstrations and comparisons

Alternative: Visual aids or video demonstrations if equipment unavailable

Whistles

1 for instructor

Establish signal codes: 1 blast = attention, 2 blasts = stop activity, 3 blasts = emergency

Alternative: Voice commands with clear signals

First Aid Kit

1 (poolside location)

Checked before lesson, accessible location known to all staff, includes rescue breathing barrier

Alternative: N/A - essential safety requirement

Key Vocabulary

Casualty

A person who requires rescue assistance in a water emergency, categorised by their condition and capabilities

CPR (Cardiopulmonary Resuscitation)

Life-saving emergency procedure combining rescue breaths and chest compressions to maintain circulation and oxygenation when someone has stopped breathing

Rescue Breaths

Controlled breaths delivered to a casualty to provide oxygen when they cannot breathe independently

Chest Compressions

Rhythmic pressing on the chest to manually pump blood around the body during cardiac arrest

Straddle Dive

A controlled water entry technique with legs apart and arms extended, designed to keep the head above water for continuous casualty observation

Rope Rescue

A non-contact rescue method using a thrown rope to assist a casualty to safety from distance

Risk Assessment

The process of identifying potential dangers to casualty and rescuer, then deciding on the safest course of action

Weak Swimmer

A casualty who can swim but is struggling due to fatigue, cramp, or mild panic

Non-Swimmer

A casualty with no swimming ability, typically in vertical position with panicked movements

Recovery Position

A safe position for unconscious but breathing casualties that maintains an open airway

Skill Progression Pathway

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

Prior Learning

Basic swimming competence across multiple strokes for 100m+
Fundamental water safety awareness and personal survival skills
Introduction to rescue principles and reach/throw rescue concepts
Basic understanding of emergency response protocols

Current Skills

Advanced casualty recognition and risk assessment capabilities
CPR technique execution to lifesaving standards
Rope rescue proficiency including coiling, throwing and towing
Safe emergency water entry techniques
Critical decision-making under pressure in aquatic scenarios

Next Steps

Advanced lifesaving qualifications and certification pathways
Integration of multiple rescue techniques in complex scenarios
First aid qualification building on CPR foundations
Leadership roles in water safety education and peer training

Milestone Indicators

Confident identification and categorisation of all casualty types within 5 seconds

CPR performed at correct rate (100-120 compressions/minute) with appropriate depth

Rope rescue accuracy achieving 80%+ success rate at 10m distance

Straddle dive executed with head remaining dry and controlled entry

Key Teaching Points

Rescuer safety is always the first priority - never compromise your own safety as this creates two casualties instead of one; assess risks to yourself before attempting any rescue
CPR sequence is 5 initial rescue breaths (to oxygenate system), then continuous cycles of 30 chest compressions to 2 rescue breaths - this ratio is evidence-based for optimal survival outcomes
Compression depth must be 5-6cm (approximately 1/3 chest depth) to generate adequate blood circulation; rate must be 100-120 per minute for effectiveness - rhythm like 'Stayin' Alive' song
The four casualty types require different rescue approaches: unconscious (most urgent), injured (can communicate), weak swimmer (high grab risk), non-swimmer (highest danger to rescuer)
Rope rescue keeps both rescuer and casualty safe by maintaining distance; coiling must be perfect with no twists or rope will tangle on release making rescue fail
Straddle dive entry keeps head dry and above water allowing continuous visual contact with casualty - losing sight could mean losing a life; body position is more upright stride than diving arc
Weak swimmers and non-swimmers are most dangerous to approach directly due to panic grabbing reflex - their survival instinct overrides rational thought and they will climb on rescuer pushing them under

Common Misconceptions

MISCONCEPTION: 'You should always jump in to save someone' - CORRECTION: Direct water rescue is last resort; use equipment first (throw rope, push float) to avoid both of you becoming casualties
MISCONCEPTION: 'Unconscious casualties are most dangerous to rescue' - CORRECTION: Unconscious is most URGENT but non-swimmers/weak swimmers are most DANGEROUS to rescuer due to panic grabbing
MISCONCEPTION: 'CPR compressions should be gentle to avoid hurting the person' - CORRECTION: Compressions must be 5-6cm deep to work; person is already in cardiac arrest so firm compressions are essential, broken ribs heal but death doesn't
MISCONCEPTION: 'Any rope throwing technique will work' - CORRECTION: Rope must be coiled without twists for successful throw; poor coiling guarantees tangles and rescue failure regardless of throwing strength
MISCONCEPTION: 'You should dive underwater to reach a casualty faster' - CORRECTION: Straddle dive keeps head up maintaining visual contact; losing sight of casualty even for seconds could mean losing them
MISCONCEPTION: 'The 30:2 ratio doesn't matter, just do some compressions and breaths' - CORRECTION: 30:2 ratio is evidence-based for optimal outcomes; random numbers reduce effectiveness and could reduce survival chances
MISCONCEPTION: 'If someone can swim a bit they'll be fine' - CORRECTION: Weak swimmers can rapidly deteriorate to non-swimmers through fatigue and panic; early intervention prevents escalation

SEN Adaptations

ADHD

Break skills into short focused tasks (2-3 minute practice bursts with clear end point), provide immediate specific feedback for motivation, use active demonstrations keeping student engaged as assistant, allow movement between stations more frequently than others if needed, create checklist for each skill allowing student to tick off completion, use competition elements to maintain engagement (beat your last score), provide fidget tools during deck-based teaching, pair with calm partner for scenario work, give responsibility roles (equipment monitor, timer) to channel energy positively.

dyspraxia

Simplify CPR to focus on one element at a time (master compressions before adding breaths), use larger targets for rope throwing (1m diameter instead of small ring), reduce throwing distance initially (5m) building to 10m as coordination improves, provide additional practice time and repetition for straddle dive, break down each skill into smaller micro-steps with exaggerated demonstrations, allow use of flotation aid for swimming if balance affected, provide written/visual step-by-step guides to refer to during practice, celebrate effort and improvement over absolute performance, reduce speed of relay or allow double time for completion.

autism spectrum

Provide visual schedule showing lesson sequence with timings at start of lesson, give advance warning before transitions ('in 2 minutes we move to rope stations'), establish consistent routine for each activity (demo-practice-feedback pattern), create quiet observation zone if student needs break from group activity, use concrete language avoiding idioms ('throw the rope to the target' not 'aim for the bullseye'), provide clear visual rubrics for success criteria, allow use of ear defenders if pool echo causes sensory overload, offer alternative to role-play scenarios if pretending distress causes anxiety (could be equipment manager or timer instead).

visual impairment

Provide tactile CPR mannequins with raised landmarks for hand positioning, verbal descriptions of all demonstrations with detailed spatial instructions ('rope is at 10 o'clock position'), buddy system with sighted partner for pool navigation, bright coloured ropes and high-contrast targets for throwing practice, allow student to touch/feel instructor's correct technique demonstration, verbal confirmation of successful skill execution ('your rope landed 1m from target'), audio signals for timing (beep every second for compression rate).

hearing impairment

Ensure student can see instructor's face for lip-reading during all instructions, provide written instruction cards for CPR sequence and casualty types, use visual demonstrations extensively rather than verbal explanation, establish clear visual signals for emergency stops (raised hand, light flash), assign buddy to tap shoulder for attention/signals, provide laminated checklist cards for skill practice steps, use whiteboard to write key teaching points and feedback, demonstrate rope throwing and straddle dive from multiple angles ensuring visual clarity.

physical disability

Adapt CPR practice: allow seated position on chair for compressions if floor kneeling not possible, reduce compression count (15 instead of 30) if stamina limited, focus on technique quality over endurance. Rope rescue: use lighter rope or shorter distance (5-7m) if strength limited, allow two-handed throwing if needed, demonstrate rope pulling from seated position. Water entry: practice from seated edge entry or assisted entry if straddle dive not accessible, focus on safe entry principles applicable to their capabilities. Provide pool hoist access if needed, allow use of flotation aids for swimming elements, modify relay by substituting alternative tasks at same skill level.

Cross-Curricular Links

English

Communication skills: giving clear verbal instructions to casualties during rescue, providing constructive peer feedback using specific vocabulary, explaining decision-making rationale using technical terminology. Listening skills: following complex multi-step CPR instructions, responding appropriately to instructor corrections, understanding scenario descriptions. Vocabulary development: learning and using technical rescue terms accurately (CPR, rescue breaths, compressions, casualty types, straddle dive). Persuasive speaking: explaining why rescuer safety must be prioritised, teaching techniques to others convincingly.

Maths

Measuring and calculating: rope throwing distances (10m), compression rates (100-120 per minute as ratio calculations), timing cycles (30 compressions:2 breaths ratios), depth measurements (5-6cm compression depth). Data handling: recording accuracy percentages for rope throws, creating graphs of improvement over practice attempts. Angles: analysing throwing trajectories, understanding 45-degree optimal angle for maximum distance. Problem-solving: calculating how long CPR can be maintained (compressions per minute × minutes = total compressions).

Science

Human biology: understanding circulatory system and why CPR works (manual pumping of heart, oxygenation of blood), respiratory system (why rescue breaths provide oxygen, lung capacity), effects of exercise on heart rate and recovery during cool-down. Physics: forces in water entries (gravity, water resistance, displacement), trajectory analysis for rope throwing (arc, force, distance relationship), buoyancy principles in different casualty positions. Anatomy: locating correct hand position on sternum for compressions, understanding rib cage structure and compression safety.

Drama

Role-play skills: acting as different casualty types realistically but safely, responding authentically to rescue scenarios. Emotional expression: showing appropriate responses as casualty (fear, relief) and rescuer (calm, confidence), developing empathy through experiencing both roles. Communication: projecting voice clearly for rescue commands, using body language to convey urgency or reassurance, understanding impact of tone on panicked individuals.

Geography

Spatial awareness: understanding water zones (shallow/deep), positioning for optimal throwing distance and accuracy, mapping movement patterns in relay courses. Environmental understanding: water safety in different locations (pools, beaches, rivers), how environment affects rescue difficulty (currents, temperature, visibility). Risk assessment: analysing environmental factors in rescue scenarios, understanding how geography impacts casualty types and rescue methods available.

PSHE

Life skills: developing genuine life-saving abilities with real-world application, understanding responsibility to help others safely, consent and boundaries in rescue scenarios (not putting self at risk). Emotional regulation: managing stress and decision-making under pressure, staying calm in emergencies, supporting distressed individuals through verbal reassurance. Leadership: taking charge in scenario work, organising rescue efforts, teaching peers. Resilience: persisting through skill development challenges, accepting and learning from failed attempts, maintaining technique quality when fatigued.

Teacher Guidance

Positioning

Position at pool edge corner during swimming warm-up for maximum visibility of all lanes. Stand at open end of semi-circle during deck-based teaching for clear sight lines to all students. Circulate between CPR stations maintaining awareness of whole group, spending 30-45 seconds at each station. Stand beside rope throwing areas with lateral view of all lanes during throwing practice. Mobile positioning during game application - moving to observe different groups while maintaining whole-area awareness.

Observation Focus

Warm-up: Monitor breathing patterns, stroke efficiency, signs of fatigue or distress. Casualty identification: Watch engagement levels, accuracy of responses, understanding demonstrated through explanations. CPR practice: Focus on hand position (centre chest), compression depth (5-6cm visual check), rate (use timer/count), rescue breath technique (chest rise confirmation), hygiene compliance (face shield use). Rope rescue: Check coiling quality (no twists), throwing stance (sideways), accuracy (distance to target), towing technique (stable position). Scenarios: Observe decision-making speed, rescue method appropriateness, communication quality, safety awareness. Throughout: Monitor for fatigue, unsafe behaviour, students needing additional support, engagement levels.

Intervention Points

Immediate intervention: Any unsafe water entry, student showing distress/exhaustion, incorrect CPR technique causing potential injury (excessive depth), rope entanglement, collision risk. Technique correction: Approach student showing incorrect form, stop their practice, re-demonstrate correct technique, watch their next attempt, provide specific feedback. Group intervention: If multiple students showing same error, stop whole group, re-teach concept/skill to all, check understanding before resuming. Safety intervention: Use emergency stop signal for immediate dangers, address issue, re-establish safety expectations before continuing. Positive intervention: Highlight excellent technique for others to observe, use as teaching example, celebrate progress publicly.

Demonstration Notes

CPR demonstration: Use exaggerated clear movements, verbalize each step while performing, position mannequin so all students can see, demonstrate incorrect technique briefly then show correct method for contrast, invite student with good technique to demonstrate for peers. Rope rescue: Demonstrate coiling at slow speed emphasising flat rope, show throwing motion in stages (stance-backswing-release-follow-through), throw rope at full speed then freeze in follow-through position for students to observe, repeat demonstration from different angles if needed. Straddle dive: Demonstrate from poolside where all students can see, use exaggerated leg straddle and head position, freeze in air if possible or show slow-motion version from pool deck, highlight common mistakes by showing them briefly ('this is wrong because...') then correct version. Casualty types: Use assistant to demonstrate realistic positions, point out specific features while position is held, show transitions between types to highlight differences, ensure demonstrations are clearly practice not real distress.

Verbal Cues

•CPR practice: 'Say: Centre of chest, hands stacked, arms straight, push down 5-6cm, let it come all the way back up, keep that rhythm: 1-and-2-and-3-and...'
•Rescue breaths: 'Say: Head back, chin up, pinch the nose, seal your mouth completely, breathe steadily, watch for chest rise - there it is!'
•Rope throwing: 'Say: Sideways stance, coils loose in left hand, smooth swing back, follow through to your target, watch where it lands'
•Straddle dive: 'Say: Big step out, legs wide apart, arms for balance, head back looking forward, enter with your legs not your head'
•Casualty identification: 'Say: Look at body position, check for movement, listen for breathing sounds, assess if they can communicate, now identify the type'
•Safety reminders: 'Say: Check your surroundings, is it safe for you first, don't become a casualty yourself, use equipment when possible'
•Encouragement: 'Say: That's exactly the right depth, your technique is spot-on, you've really improved, that decision shows great thinking'
•Corrections: 'Say: Stop, watch again, head needs to tilt further back, try once more with that focus, much better - that's what we need'

Safety Considerations

Space & Surface Requirements

Space Requirements

Swimming pool facility with both shallow (0.8-1.2m) and deep (1.8m+ minimum for straddle dive practice) areas. Pool deck minimum 2m width around perimeter for CPR practice and rope throwing stations. Clear visibility to pool bottom essential for supervision. Designated teaching areas for deck-based learning separated from water activity zones.

Surface Check

Pool deck inspected for slip hazards before lesson - any standing water removed with squeegee. Pool water clarity checked - bottom of deep end must be clearly visible. Pool water temperature appropriate for extended activity (28-30°C optimal). Non-slip mats positioned for CPR practice areas, checked for secure placement. No damaged pool tiles or sharp edges near entry/exit points.

Equipment Safety

Safety Checks

•CPR mannequins inspected for damage, cleaned and sanitized before lesson with approved disinfectant
•Face shields checked - individually packaged, adequate quantity (one per student), demonstrated for correct hygienic use
•Rescue ropes inspected for fraying, damage, or weak points before use - any compromised ropes removed from service
•Floating targets secured appropriately, not posing entanglement risk
•Pool safety equipment checked and accessible: reaching pole, rescue tube, shepherd's crook, first aid kit
•Emergency communication system (phone/alarm) tested and accessible

Risk Management

Key Risks

•Drowning risk during swimming activities especially in deep water during straddle dive practice
•Head/spinal injury from incorrect water entry technique or collision with pool bottom
•Slip and fall injuries on wet pool deck during transitions between activities
•Exhaustion from intensive CPR practice leading to reduced safety awareness
•Disease transmission during CPR practice if hygiene protocols not followed
•Rope entanglement during throwing practice or rescue scenarios
•Overcrowding in pool during multi-person activities creating collision risk
•Psychological distress from rescue scenario work if students have previous trauma

Risk Mitigation

•Minimum 1.8m depth verified before any straddle dive entries - shallow water entries strictly prohibited
•Swimming competence verified during warm-up before allowing deep water rescue scenario work
•Maximum 4-5 students per lane during swimming activities to prevent overcrowding and collision
•Straddle dive landing zones kept completely clear - no swimmers in area before entry
•CPR practice conducted entirely on pool deck, never on wet surfaces or near pool edge
•Individual face shields mandatory for all CPR practice, hand sanitizer used before and after contact
•Rope throwing stations positioned with clear lanes, no cross-throwing, students behind throwing line when others active
•Safety assistant or lifeguard present throughout lesson with rescue equipment immediately accessible
•Students briefed on emergency stop signal (3 whistles) and practiced at lesson start
•Fatigue monitoring - regular breaks offered, any students showing exhaustion rested immediately
•Psychological safety - students informed scenarios are practice not real, option to observe if distressed
•Buddy system for water work - students aware of partner's location, report any concerns immediately

Supervision & Emergency Procedures

Supervision Points

•Primary instructor positioned with clear sight line to all students throughout lesson
•During water activities: instructor poolside, elevated position if available, scanning whole area every 10 seconds
•During CPR practice: circulate between stations, check technique and hygiene compliance, monitor fatigue
•During rope throwing: position to see all throwing lanes, watch for rope entanglement or unsafe throwing technique
•Safety assistant monitors specific higher-risk activities: deep water entries, first attempts at skills, students requiring additional support
•Regular head counts during transitions - before entering water, after exiting, at activity changes
•Higher supervision ratio for extension challenges or complex scenarios - additional staff if needed
•Never leave pool area unattended - if instructor must leave, qualified replacement takes position or all students exit water

Emergency Procedures

Emergency stop signal (3 sharp whistle blasts) - all students freeze, look at instructor, follow immediate instructions. Distressed swimmer: Throw rescue aid immediately (rescue tube/rope), call for assistance, enter water for rescue only if safe and trained. Injured student: Stop all activity, assess injury, administer first aid as trained, call emergency services if serious (head injury, suspected fracture, unconsciousness), complete accident report. Lost consciousness: Remove from water if safe, commence CPR if not breathing, call 999 immediately, continue CPR until emergency services arrive or casualty recovers. Pool evacuation: All students exit via nearest safe point, assemble at designated area, head count, await instructions. Major incident: Emergency services called, first aid administered, senior staff notified, pool area secured.