Water Safety Basics

Overview

Students begin a 6-lesson unit by learning why water safety matters and the simple behaviours that keep people safe around water. They practise recognising safe and unsafe choices using age-appropriate scenarios.

Learning intentions

• WALT: We are learning to explain why water safety is important.
• WALT: We are learning the key “safe behaviours” around water.
• WALT: We are learning to identify adults and actions that help us stay safe near water.

Success criteria

• I can tell you at least two reasons we need water safety.
• I can name three safe behaviours when I am near water.
• I can describe what to do if I see someone in danger near water (get help, don’t jump in).
• I can explain how rules help keep my body and others safe.

Curriculum links

• Health and wellbeing: Personal, social and community health (protecting health and safety).
• Safety: Identifying hazards and using simple safety strategies in familiar settings.
• Communication: Using respectful language to share ideas and follow safety instructions.
• Interacting respectfully: Working safely with others during group activities.

Lesson structure (60 minutes)

1. 0–5 min | Welcome + WALT

• Gather students and share the WALT statement: “We are learning to explain why water safety is important and practise safe behaviours around water.”
• Set a class goal for respectful listening during water safety discussions.

2. 5–12 min | Why water safety? (Think–Talk–Share)

• Ask: “Why can water be dangerous, even when it looks calm?”
• Students turn-and-talk, then share one idea. Teacher records “big reasons” on the board (for example: slips, unseen depth, strong currents, no swimming skills, water attracts children).

3. 12–20 min | Water safety rules (Teacher input + actions)

• Teach 4 simple, consistent behaviours suitable for Years 1–4:
• Stay with an adult (or in the designated safe area).
• Follow water rules (quiet feet near edges, no running).
• Ask for help / call out to an adult if something is wrong.
• Never enter water you can’t control; don’t go in to help—get an adult immediately.
• Students practise “safe body choices” with a quick action routine: stop, look, listen, and speak to an adult.

4. 20–33 min | Scenario sorting (Group activity)

• In small groups (3–4), students sort picture cards (or teacher-made cards) into:
• Safe around water
• Not safe around water
• Each group selects one “safe” card and one “not safe” card and explains why using sentence starters:
• “This is safe because…”
• “This is not safe because… We should…”
• Teacher circulates, prompting with questions rather than correcting immediately.

5. 33–40 min | Safety role-play: “Get help, don’t jump in”

• Teacher models a brief role-play: a child sees someone near water who needs help.
• Student pairs practise the script with support:
• “I need an adult.”
• “Please help me.”
• “We will get help now.”
• Emphasise: students should not attempt rescues or enter the water.

6. 40–52 min | Personal safety plan (Individual + sharing)

• Students create a simple “My Water Safety Plan” drawing or short writing:
• “When I am near water, I will… (two actions)”
• “If something goes wrong, I will… (one action)”
• Volunteers share one idea; classmates offer one “well done” plus a listening cue (for example, “I liked how you said…”).

7. 52–60 min | Quick check + closure

• Do a 5-question oral check using thumbs up/down or show-a-card method:
• “Stay with an adult near water?” (Yes)
• “Run near the edge?” (No)
• “Ask an adult for help?” (Yes)
• “Jump in to help without an adult?” (No)
• “Follow the rules for this area?” (Yes)
• Close by previewing the next lesson: recognising water hazards and safe places.

Resources

• Picture cards/scenario cards for “safe” and “not safe” behaviours (bath, pool edge, beach, creek, splash pad)
• Large class chart for “Why water safety matters” (teacher-recorded)
• Sentence starter strips for explanations
• Student “My Water Safety Plan” templates (drawing + 1–2 lines)
• Coloured paper or sorting mats (Safe / Not safe)
• Simple role-play props (e.g., water bottle, towel, pretend phone)
• Timer for group tasks
• Safety reminder visual (stop, look, listen, get an adult)
• Markers/crayons for Years 1–4

Assessment

• Observe and note students’ understanding during scenario sorting (safe reasoning, not just answers).
• Collect the “My Water Safety Plan” drawing/writing to check if students list at least two safe behaviours.
• Use the oral quick check at the end to identify common misconceptions (such as “jump in to help”).

Differentiation

• Support for early writers (Years 1–2): allow drawing only; offer sentence frames with word banks (adult, stop, ask, rules, help).
• Support for students needing language scaffolds: pre-teach 2–3 key terms using gestures (adult, help, safe, not safe).
• Extension for confident students (Years 3–4): ask “What could happen if someone does the unsafe choice?” and “How would you stop another child safely?”
• EAL/SEN supports: provide visuals for all instructions, repeat the WALT, use partner talk before whole-class responses, and accept spoken responses instead of written ones where needed.

Extension (optional)

• For advanced learners: create an extra “Safety Superhero” card with a short safety message (one sentence) and practise presenting it confidently to the class.