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Lesson 7 - Advanced Rescue & Response

Lifesaving Skills and Water Rescue Competency

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Year 9

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Water Safety

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Big Question

How do you make split-second decisions that could save a life in an aquatic emergency?

Learning Objectives

Master the J-shape tow technique for unconscious casualties and demonstrate safe landing procedures
Assess water conditions and evaluate rescue priorities in emergency situations
Perform reach and wade rescue techniques safely with proper risk assessment

Key Outcomes

Students will perform a complete rescue sequence from water assessment to casualty landing
Students will demonstrate decision-making skills in prioritising multiple casualties
Students will evaluate personal and environmental risks before attempting rescues

Equipment & Resources Required

Swimming Pool

1 (minimum 20m x 10m with varying depths)

Ensure clear zones marked for different rescue scenarios, depth markers visible

Alternative: N/A - essential facility

CPR Mannequin

1 (poolside)

Pre-positioned around pool for scenario work, weighted appropriately for realism

Alternative: Students working in pairs as casualties (with clear safety protocols)

PE Equipment

2-3 stopwatches or pool pace clock

Positioned at multiple poolside locations for reach rescue practice

Alternative: Pool cleaning poles, throw ropes, buoyancy aids

Score Sheets

1 per student

Protected from water damage, clear criteria visible, pencils not pens

Alternative: Digital assessment on tablets/waterproof clipboards

Props

Various (depth markers, hazard indicators, weighted objects)

Waterproof props positioned to create realistic emergency scenarios

Alternative: Visual cards describing scenarios, laminated instruction sheets

Whistles

2-3 (for teacher and senior lifeguard)

Different whistle patterns pre-taught for emergency stop, attention, and resume

Alternative: Loud verbal commands, air horn for emergencies

Key Vocabulary

J-shape tow

A rescue technique where the rescuer approaches from behind the casualty in a curved 'J' path to avoid being grabbed, then tows them to safety

Water assessment

The process of evaluating water conditions, hazards, and risks before entering to perform a rescue

Reach rescue

A rescue technique performed from the poolside where you extend an object to a casualty without entering the water

Wade rescue

A rescue technique performed in shallow water where you can maintain footing whilst reaching or extending equipment to the casualty

Emergency response

The coordinated sequence of assessment, decision-making and action taken when faced with an aquatic emergency

Casualty landing

The technique of safely removing an unconscious or injured person from the water onto the poolside

Risk evaluation

The process of weighing potential dangers to the rescuer against the urgency of the rescue situation

Stand-off distance

The safe distance maintained between rescuer and casualty to prevent the rescuer being grabbed and pulled under

Surface diving

A technique to dive under the water surface to reach a submerged casualty or object

Rescue priorities

The order in which multiple casualties should be rescued based on immediate danger, age, ability, and accessibility

Skill Progression Pathway

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

Prior Learning

Basic swimming competence over 150m using multiple strokes
Understanding of lifesaving strokes (front crawl, breaststroke, sidestroke)
Experience with treading water and basic safety signals
Introduction to casualty towing and support techniques
Basic understanding of water safety principles

Current Skills

J-shape tow technique for unconscious casualties
Complete casualty landing procedure at poolside
Water condition and risk assessment before rescue
Reach and wade rescue techniques with safe stand-off distances
Emergency decision-making and rescue prioritisation
Surface diving for submerged casualties
Casualty turning techniques in water

Next Steps

Advanced lifesaving award qualifications
Multiple casualty rescue coordination
Use of specialist rescue equipment (throw bags, rescue tubes)
CPR and first aid integration with water rescue
Open water rescue adaptation of pool skills

Milestone Indicators

Consistent J-shape approach without startling or injuring casualty

Maintaining casualty airway above water throughout tow

Landing casualty with minimal risk of injury

Accurate risk assessment leading to appropriate technique selection

Confident decision-making in time-pressured scenarios

Smooth transition between different rescue techniques

Key Teaching Points

Water assessment must ALWAYS precede water entry for rescue - this is non-negotiable for rescuer safety and models real emergency practice
The J-shape approach path prevents casualties grabbing rescuers - emphasise the curve from behind, not straight-line approach which allows grabbing
Casualty's face must remain above water throughout tow with zero tolerance for dipping - this is life or death in real scenarios
Reach rescue is safer than wade, wade is safer than swim - always choose the safest effective method, not the most impressive
Stand-off distance in wade rescue is arm length PLUS equipment length - getting grabbed puts two lives at risk, not one
Casualty landing uses leg drive not arm pull - demonstrate the physics of pushing down in water to lift up, protecting rescuer from injury
Rescue priorities: immediate danger first (face down/submerged), then young, then weak swimmers, then closest - justify every decision
Emergency decision-making requires assessment phase even under time pressure - 5 seconds of thinking prevents minutes of failed rescue
Support rescuer role is vital not passive - they monitor, assist landing, provide equipment, and call for help if needed
Confidence must be realistic not overestimated - recognising limits is mature and safe, overconfidence is dangerous in aquatic emergencies

Common Misconceptions

Misconception: 'The fastest rescue is the best rescue.' Reality: The safest rescue that successfully saves the casualty is best - speed without safety creates two casualties. Correction: Show scenarios where rushed rescue fails vs careful rescue succeeds.
Misconception: 'Swimming rescue shows better skill than reach rescue.' Reality: Choosing the appropriate method for the situation shows better judgement - unnecessary swimming rescue is poor decision-making. Correction: Emphasise rescue hierarchy and assess based on choice appropriateness.
Misconception: 'If I'm a strong swimmer, I can rescue anyone.' Reality: Casualty panic strength can overpower even excellent swimmers - technique and safety protocols matter more than swimming ability. Correction: Demonstrate how grab and pull can submerge even strong swimmers.
Misconception: 'Once the casualty is on the poolside, the rescue is complete.' Reality: Casualty must be secured and monitored, potentially needing first aid or medical assistance - rescue completion includes post-rescue care. Correction: Include 30-second securing phase in all practice.
Misconception: 'I should always save my friend first in a multiple casualty situation.' Reality: Rescue priorities are based on immediate danger, age, ability and access - personal relationships cannot override emergency protocols. Correction: Use scenarios where friend is lower priority and discuss the difficult but necessary decision.
Misconception: 'The J-shape is just about the path you swim.' Reality: J-shape approach also determines your positioning relative to casualty, your visibility to them, and their ability to grab you - it's a complete safety system. Correction: Demonstrate dangerous straight approach vs safe curved approach showing grab risk.
Misconception: 'If I'm scared, I shouldn't attempt the rescue.' Reality: Some fear is appropriate and increases caution - the decision should be based on competence and conditions, not fear alone. Managed fear improves safety. Correction: Discuss difference between sensible caution and paralysing fear, validating both.

SEN Adaptations

ADHD

Short, focused activity bursts (3-4 minutes) with clear start/end points. Frequent role changes maintaining engagement and novelty. Immediate specific feedback on performance. Use of visual timers showing time remaining in scenarios. Movement breaks built into lesson structure. Clear behavioural expectations with visual reminders (walking feet on poolside sign). High-interest scenarios with narrative elements maintaining attention.

dyspraxia

Breakdown of J-shape tow into smaller sequential steps practiced in isolation before combination. Larger, easier-to-grip rescue equipment (wide-diameter poles). Extended practice time for motor skill development. Visual pathway markers in water showing J-shape route. Simplified casualty landing technique: buddy-assisted lift instead of solo. Reduce number of scenarios attempted allowing deeper practice of fewer skills. Patient, repeated demonstrations with mirrored practice.

autism spectrum

Structured visual schedule showing lesson sequence with timings. Quiet zone available poolside for sensory breaks if overwhelmed. Clear, literal instructions avoiding figurative language. Advance warning of scenario topics to reduce anxiety about unknowns. Consistent routine: same warm-up structure, same signal patterns. Social story prepared about rescue scenarios and expected behaviours. Option to work with familiar peers reducing social unpredictability.

visual impairment

Use brightly coloured rescue equipment for visibility (neon pool noodles, high-contrast mannequins). Provide verbal descriptions of all visual demonstrations with detailed spatial language. Buddy system with sighted peer for scenario navigation. Tactile exploration of hand positions on mannequin before water practice. Audio signals for rotation and emergency stops supplementing whistle.

hearing impairment

Visual demonstration of all skills with exaggerated clear movements. Underwater communication using agreed hand signals (thumbs up/down, stop sign). Written scenario cards with pictures supplementing verbal briefings. Vibrating watch or visual light signal for timing and rotations. Buddy positioned where they can see teacher for lip-reading and sign interpretation. Laminated visual instruction cards at each station.

physical disability

Modified rescue techniques: seated reach rescue from poolside for wheelchair users. Adapted towing using buoyancy aids for students with reduced arm strength. Cognitive role focus for students unable to perform physical rescues (decision-maker, assessor, scenario designer). Pool hoist for safe water entry if required. Reduce distance expectations for towing (5m instead of 8m). Partner-assisted casualty landing with two rescuers instead of one.

Cross-Curricular Links

English

Clear verbal communication during emergency situations. Following and giving precise instructions under pressure. Technical vocabulary acquisition and usage (J-shape tow, stand-off distance, water assessment). Report writing for incident documentation. Persuasive communication when justifying rescue decisions.

Maths

Distance estimation and calculation for rescue method selection (measuring metres). Time management during 4-minute scenario challenges. Ratio and proportion in assessing risk vs benefit. Angles of approach for J-shape path geometry. Statistical analysis of rescue success rates.

Science

Forces and motion during swimming and towing (drag, resistance, buoyancy). Cardiovascular system response to exercise during intensive rescue activities. Respiratory system function and breathing control under physical stress. Human biology: airway management and physiological response to submersion.

Geography

Water safety in different aquatic environments (pools, rivers, seas, lakes). Understanding of water depth, currents and environmental hazards. Map reading skills for location of emergency services and rescue equipment. Environmental awareness of water-based risks in different locations.

PSHE

Life-saving skills and civic responsibility. Risk assessment and decision-making in emergency situations. Building resilience and managing stress under pressure. Leadership and teamwork in crisis scenarios. Personal safety awareness around water. Empathy and care for others in vulnerable situations.

Teacher Guidance

Positioning

Position yourself with clear sightlines to all active areas during scenarios. During demonstrations, ensure all students have unobstructed view by checking sightlines from multiple student positions before starting. In water for skill introduction and initial practice to provide immediate support. On deck during scenario work for overview supervision and rapid intervention if needed.

Observation Focus

Watch for: 1) J-shape approach path showing clear curve not straight line, 2) Hand position on casualty jaw with head tilted back throughout tow, 3) Casualty face consistently above water with zero tolerance for dipping, 4) Reach rescue body position with weight back and stable base, 5) Wade rescue stand-off distance maintained (arm plus equipment length minimum), 6) Decision-making process showing assessment before action, 7) Signs of exhaustion in students (reduced technique quality, slower responses, breathlessness), 8) Team communication quality during scenarios.

Intervention Points

Intervene immediately if: casualty face goes underwater during tow (stop, reset, reinforce head position), student enters water without assessment (stop, discuss risk, restart with assessment), reach/wade rescue body position unsafe (stop before fall/grab occurs), lifting technique risks injury (stop, demonstrate correct method, supervised retry), exhaustion evident (remove from activity, rest period, possible lesson modification), genuine distress in student acting as casualty (stop scenario, check welfare, potentially switch roles).

Demonstration Notes

Demonstrate: All new techniques before student practice. For J-shape tow, use mannequin not student for first demonstration to show full technique without safety concerns. Exaggerate the curved path so it's clearly visible from all viewing angles. Demonstrate common mistakes deliberately (announce: 'This is what NOT to do...') then correct version. For casualty landing, slow down the lift phase to show hand positions and weight transfer clearly. Repeat demonstrations when technique errors widespread across group. Use student demonstration of good technique to reinforce learning: 'Watch how Emma maintains that J-shape curve - perfect example.'

Verbal Cues

•'Curve your path like drawing a J in the water - around and up from behind!'
•'Head back! Keep their face to the sky throughout the tow!'
•'Weight back! If you're leaning forward, you're going in!'
•'Stand-off distance! Arm length PLUS the equipment length!'
•'Five-second assessment first! What can you see? What are the risks?'
•'Safest method first! Can you reach? Then reach! Can you wade? Then wade!'
•'Lift with legs not arms! Push down in the water, don't pull up!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Minimum 20m x 10m swimming pool with depth range 1m to 2m. Depth markers clearly visible at 0.5m intervals around pool perimeter. Minimum 2m clear space around entire pool edge free from obstacles.

Surface Check

Pool water tested within last 2 hours - pH 7.2-7.6, chlorine 1-3ppm, clarity minimum 15m visibility, temperature 27-29°C for extended activity. Pool surrounds dry and slip-resistant. No standing water on deck areas.

Equipment Safety

Safety Checks

•All rescue mannequins checked for tears, leaks or defects before use - weighted appropriately and buoyancy realistic
•Rescue poles and equipment inspected for cracks, sharp edges or loose components
•Assessment clipboards and papers secured to prevent water damage and slipping hazards
•Pool noodles and floats checked for structural integrity, no bites or tears
•Emergency equipment (reaching pole, rescue ring, first aid kit) positioned poolside and accessible

Risk Management

Key Risks

•Drowning risk during rescue practice if students misjudge own ability or water conditions
•Collision injuries between students during multi-person scenarios
•Musculoskeletal injury to rescuer during casualty landing if lifting technique incorrect
•Exhaustion leading to genuine distress during intensive rescue practice
•Panic response if student acting as casualty experiences genuine fear
•Slips and falls on wet poolside particularly during scenario rotations

Risk Mitigation

•Qualified lifeguard on duty separate from teaching staff, positioned with full pool visibility
•Maximum student-to-staff ratio of 12:1 for rescue training activities
•Clear emergency stop signal (three sharp whistles) understood by all and tested before activity
•Students screened for swimming competence - minimum 100m swim required before rescue training
•Students acting as casualties briefed to signal immediately if experiencing genuine distress
•Mandatory rest periods between high-intensity scenarios to prevent exhaustion
•Controlled walking pace enforced on poolside at all times with verbal reminders
•Depth-appropriate activities: wade rescue only practiced in water maximum 1.2m where all students can stand
•Progressive skill building: reach before wade before swim rescue methodology

Supervision & Emergency Procedures

Supervision Points

•Primary teacher positioned centrally with 360-degree pool visibility during scenarios
•Teaching assistant or second supervisor positioned at opposite end creating cross-supervision
•Qualified lifeguard elevated position (if available) or strategic poolside location for rapid response
•During scenario rotations, all activity pauses and students accounted for before resuming
•High-risk activities (casualty landing, multiple rescues) receive direct 1:1 supervision for first attempts
•Teacher in water for demonstration and initial practice, on deck for scenario supervision

Emergency Procedures

Three-whistle emergency stop: all students immediately exit water to nearest point and sit on poolside. Teacher accounts for all students verbally. Lifeguard responds to any casualty. First aid administered if required with appropriate first aider (minimum Emergency First Aid at Work qualified). Serious incidents: pool cleared, emergency services called via office, casualty monitored continuously, parents contacted. All incidents logged in school accident book within 24 hours. Near-miss incidents reviewed to modify future delivery.