Lifesaving Skills and Water Rescue Competency
•Year 9
•Water Safety
•Ensure shallow end (1.0-1.2m depth) accessible for chin tow practice, deep end (1.8m+) for treading water
Alternative: Leisure pool with shallow areas suitable for rescue practice
Mark out practice zones for different activities, create clear boundaries for rescue practice areas
Alternative: Floating marker buoys, pool noodles as boundaries
Available poolside for students who need confidence support during initial treading water practice
Alternative: Pool noodles, kickboards, pull buoys
For advanced students to practice rescue approach without partner dependency
Alternative: Dive bricks, weighted pool toys
Visible from pool for timing treading water challenges and stroke assessments
Alternative: Waterproof stopwatches, digital display timer
Poolside for illustrating safety signals and technique points during instruction
Alternative: Laminated safety signal cards, visual demonstration posters
A swimming stroke performed on the back using sculling arm movements to maintain position whilst keeping vision on a casualty
Small figure-of-eight movements with the hands beside the hips to propel backwards whilst on the back
A rescue technique where the rescuer supports the casualty's chin whilst swimming on their side to safety
Front crawl stroke performed with the head above water to maintain visual contact with casualty or surroundings
Maintaining an upright position in the water using minimal leg and arm movements to conserve energy
Using the minimum amount of physical effort to maintain position or movement in water to preserve stamina
Internationally recognised hand and arm signals used to communicate status and needs in water environments
The person requiring rescue or assistance in a water emergency situation
Understanding where pupils are coming from and where they're going
Instructional language - giving clear commands and explanations during peer teaching. Listening skills - following complex multi-step instructions for rescue techniques. Descriptive language - articulating how techniques feel and what to focus on. Discussion and debate - reflecting on rescue priorities and decision-making. Technical vocabulary - learning and using specialist lifesaving terminology accurately. Sequencing - describing rescue procedures in logical order during reflection.
Buoyancy and density principles - why some positions keep you afloat more effectively. Forces in water - resistance, drag, propulsion during swimming strokes. Human body systems - cardiovascular response to exercise, how muscles work during swimming. Respiratory system - breathing control and oxygen/carbon dioxide exchange during extended physical activity. Physics of sculling - action and reaction forces creating movement. Temperature regulation - why bodies cool faster in water and importance of warmth post-swimming.
Water safety in different environments - pool vs lake vs ocean, understanding environmental hazards. Currents and tides - how water moves and affects swimming/rescue. Mapping and direction - navigating whilst sculling backwards, spatial awareness in rescue approach. Climate and water temperature - how location affects survival time in water. Environmental factors affecting rescue difficulty - wind, waves, visibility.
Time calculations - stroke rates, duration challenges, rest intervals. Distance measurement - metres swum for different activities. Ratio and proportion - relationship between energy expenditure and duration in treading water. Percentages - success rates, improvement calculations from baseline assessment. Angles - body position degrees for optimal efficiency (e.g., vertical treading water = 90° to surface). Data handling - comparing personal performance across lesson, charting improvement over unit.
Responsibility - understanding when you should/shouldn't attempt rescue, knowing your limits. Risk assessment - evaluating situations before acting, personal safety prioritization. Teamwork and cooperation - essential during partner rescue practice. Trust building - casualty must trust rescuer during chin tow. Resilience and perseverance - pushing through 2-minute treading water challenge. Leadership - supporting less confident peers, teaching skills to others. Emotional regulation - managing fear or anxiety in challenging survival situations. Communication skills - verbal reassurance during rescue, giving constructive feedback to peers.
During instruction: Position on pool deck with back to wall for clear view of all students. During skill practice: Either on pool deck at mid-point or in water amongst students (if qualified and appropriate). During deep water activities: Pool deck position with full visibility of all students and direct sightline to lifeguard. During reflection: In water as part of circle to create inclusive discussion environment. Never turn away from students when they are in water - rotate body to maintain visual contact.
Warm-up: Swimming ability assessment - note confident vs struggling swimmers for differentiation. Skill development: Technique quality - sculling hand position, head-up front crawl leg drive, chin tow support position. Rescue practice: Safety of both rescuer and casualty - airway clear, controlled movements, appropriate support. Treading water: Energy efficiency - minimal movement, calm breathing, vertical position. Throughout: Fatigue signs - laboured breathing, technique deterioration, reduced participation. Always: Distress indicators - panic, sinking, thrashing, facial distress.
Immediate intervention required if: Any student shows genuine distress or panic - stop activity, provide support. Unsafe practice observed during chin tow - incorrect positioning risking submersion. Excessive fatigue during treading water - technique failing, breathing laboured. Collision risk between students - poor spacing or awareness. Equipment misuse creating safety hazard. Student attempting skill beyond their demonstrated capability. Gradual intervention for: Technique errors reducing effectiveness but not causing danger. Students needing encouragement to persist with challenging skills. Partner pairs not cooperating effectively - reassign if needed.
Lifesaving backstroke: Demonstrate in water showing exaggerated hand position at hips, clear figure-of-eight motion visible above water briefly then underwater, maintain completely flat body position. Head-up front crawl: Show powerful leg kick creating white water, chin at surface with eyes clearly looking forward, explain breathing technique whilst demonstrating. Chin tow: Use assistant or confident student, show complete sequence slowly with verbal explanation at each stage, demonstrate incorrect version first to show what NOT to do, then perfect technique. Treading water: Show contrast between inefficient (frantic) and efficient (calm) versions, demonstrate both leg techniques (cycling and breaststroke) for student choice. Safety signals: Exaggerate each signal for clarity, show from multiple angles, explain context clearly for each one.
25-metre swimming pool minimum. Shallow end 1.0-1.2m depth for chin tow practice. Deep end minimum 1.8m depth for treading water challenges. Clear pool layout with visible depth markers. Adequate deck space for lesson instruction and demonstrations.
Pool water clarity sufficient for bottom visibility (lifeguard requirement). Pool deck dry and non-slip - address any wet patches immediately. Steps/ladders secure and clear of obstruction. Lane ropes properly tensioned and secured. No loose equipment in water during activities.
Immediate stop on whistle signal. Nearest capable adult enters water for emergency support. Lifeguard initiates rescue protocol if required. Emergency alarm activation for serious incidents. All students cleared from pool if emergency occurs. First aid kit and emergency equipment accessible poolside. Emergency contact information for all students available. Incident reporting procedures followed for any safety concerns or near-misses.
Sign up free to access 3 complete units per month, unlimited activity library, and your personal locker.