Water Confidence Skills

Overview

Students learn and practise safe, basic water skills: floating, treading water, and simple movement for confidence. They also begin to understand personal limits and choose safer actions in and around water.

Learning intentions

• WALT: recognise why being able to float and tread helps keep people safer in water.
• WALT: demonstrate safe entry and exit routines for the pool.
• WALT: practise floating and treading water using guided, age-appropriate movements.
• WALT: describe personal comfort levels and identify who to ask for help.

Success criteria

• I can follow pool safety rules (line up, listen, safe actions, use of buddy/teacher).
• I can show a basic float for a short time when prompted.
• I can practise treading water/taking small steps to stay near the surface.
• I can tell my teacher how I feel in the water and what I will do if I feel unsafe.

Curriculum links

• Students develop personal and social skills for staying healthy and safe in a range of settings, including water.
• Students learn about safety, risks and protective strategies to reduce harm.
• Students practise protective behaviours and communication strategies to seek help.

Lesson structure (60 minutes)

1. 0–5 min | Welcome and WALT Teacher states WALT and reviews the unit focus: water confidence and personal swimming ability. Students share one “water feeling” word (e.g. excited, nervous, okay).

2. 5–10 min | Safety talk and routine rehearsal (dry land) Quick rehearsal of: listening for signals, staying with the group, buddy system, using the edge/step safely, and safe exits. Teacher emphasises that students practise at their level and can stop and ask for help immediately.

3. 10–20 min | Confidence entry and body readiness In shallow water, students practise safe entry steps (hold rail/edge, one at a time, controlled movement). Breathing and face-in comfort is introduced using “breathe out bubbles” games (no forcing).

4. 20–35 min | Skill 1: Floating (guided practice) Teacher demonstrates a basic float (on front or back depending on confidence and ability). Students practise for short, success-focused bursts, using prompts such as “still body” and “look at a spot.” Support students use a pool noodle or teacher hand-on support; advanced students try longer holds and less support.

5. 35–45 min | Skill 2: Treading water or staying near the surface Students practise moving in place to stay afloat: small kicks/arm actions suitable for age. Teacher checks for safety positioning and encourages efficient, calm movements. Students who cannot stay up practise “safe standing + small kicks” near the surface while keeping within the guided area.

6. 45–55 min | Skill 3: Simple movement/strokes for confidence Students practise a basic, water-friendly action such as “reach and glide” or “kick and hold the edge,” then attempt short guided lengths with a teacher cue (e.g. “strong body, kick gently, look where you go”). Water confidence remains the goal; no competitive focus.

7. 55–60 min | Reflect and exit check Students line up for a safe exit and quick reflection: “I felt…, I can…, Next time I will…” Teacher collects an informal check of comfort level and whether any students need extra support next lesson.

Resources

• Pool access and teacher/buddy supervision plan for 25 students
• Lifejackets or float aids for designated students (only as needed and teacher-directed)
• Pool noodles, kickboards, and/or “float belts” (if available) for support
• Bright marker spots on the pool edge or floor for guided positioning
• Whistle/signal device and simple visual routine cards (optional)
• Dry towels and warm-up area for after-in-water regulation
• Clear class management tools: buddy groups, rosters, and headcount method
• First aid kit location known to staff (school protocol)
• A simple student reflection card or verbal prompt list

Assessment

• Observation checklist during floating and treading attempts (following safety rules, staying calm, ability to attempt the skill).
• Student self-report of comfort level and help-seeking behaviour (e.g. can they tell an adult if they feel unsafe).
• Brief teacher questioning: “What do you do if you feel worried?” and “Who helps you?” to confirm understanding of protective behaviours.

Differentiation

• Support (beginner/anxious students): offer float aids, shorter practice bursts, hand-on cues, extra time in the shallowest area, and step-by-step verbal prompts.
• Support (SEN/additional needs): use predictable routines, visual signals, and a “stop and ask” cue card; seat or regroup options on pool edge for regulation.
• Extension (advanced/confident swimmers): longer duration floats, less reliance on aids, add gentle coordinated movements for short distances, and challenge them to demonstrate “safe exit” independently.
• EAL: model vocabulary through actions (float, tread, safe, help), use simple sentence stems (“I can…”, “I need help when…”), and allow responses by pointing or demonstrating.

Assessment alignment note for teachers (quick reminder)

Teacher observation and student reflection address the health focus of water safety: risk awareness, protective actions, and communication for help, alongside developing practical skills that build water confidence.