school swimming and water safety stage 2 let’s be water safe!

| School Sport Unit

app.education.nsw.gov.au/sport/

School swimming and water safety

Stage 2 – Let’s Be Water Safe!

At a time when student access to learn-to-swim lessons has been restricted, it is imperative that our students learn key water safety measures to

support their safety in, around and on water. A series of learning sequences with engaging animations and rich learning tasks has been created to

support schools in delivering multiple water safety messages. These messages teach students how to behave in aquatic environments and to be

responsible in, on and around water.

The school swimming and water safety unit of learning contains 5 learning sequences.

Learning sequence 1: How to stay safe in and around water

Learning sequence 2: Personal safety

Learning sequence 3: Aquatic settings

Learning sequence 4: Personal survival

Learning sequence 5: Rescue safely

Outcomes Key inquiry questions Content and skills

PD2-2 explains and uses strategies to develop

resilience and to make them feel comfortable and safe

PD2-6 describes how contextual factors are

interrelated and how they influence health, safety, wellbeing and participation in physical activity

How can I contribute to promote healthy, safe and active communities?

How can I take action to enhance my own and others’ health and safety?

Practise responses and strategies that promote personal safety in unsafe situations. (interpersonal)

Recognise and rehearse water safety strategies and skills, for example, entry and exit, check for underwater obstacles, never swim alone, look for safety signs (movement)

Research people and places that offer advice and support to them and to others and share this information with peers using ICT tools, for example, online collaboration tools, multimedia presentations (self-management)

© NSW Department of Education, Nov-21 1

What works best The school swimming and water safety unit of learning embeds themes of the ‘What works best’ document to support teachers in delivering quality

teaching and learning in a supportive.

Explicit teaching

Explicit teaching is when teachers clearly explain to students why they are learning something, how it connects to what they already know, what they

are expected to do, how to do it and what it looks like when they have succeeded. Students are given opportunities and time to check their understanding,

ask questions and receive clear, effective feedback about aspects of performance.

Explicit teaching is provided in this unit of learning when teachers:

prepare for explicit teaching by reading and following lesson plans, reviewing prior knowledge and balancing teacher-directed, teacher-guided and

student-directed learning.

explain, model and guide learning.

monitor student progress and check for understanding.

Effective Feedback

Effective feedback provides students with relevant, explicit, ongoing, constructive and actionable information about their performance against the

learning goals of the lesson. Feedback to a student about aspects of performance or understanding can be provided by a teacher, peer, or through self -

reflection.

During the school swimming and water safety unit of learning teachers deliver effective feedback in their teaching and learning by:

reflecting and communicating about the learning task with students.

encouraging students to self-assess and reflect on their learning.

Classroom management

Classroom management is a broad term for a range of practices and strategies used by teachers to build quality relationships with each of their students

and to foster a safe, positive and stimulating learning environment. The most effective classroom management approaches combine preventative and

responsive strategies to encourage on-task positive learning behaviours. When delivering the school swimming and water safety lessons, teachers can

use the lesson plans and resources to:

provide structure, predictability, and opportunities for active student participation in the classroom.

respond to disengagement and disruptive behaviours and support students to re-engage in learning.

https://app.education.nsw.gov.au/sport/File/5371


Further information and support with ‘What works best’ is available by following this link.

Differentiation When delivering swimming and water safety lessons it is important for teachers to consider the needs of all students.

EAL/D learners will require explicit English language support and scaffolding, informed by the EAL/D enhanced teaching and learning cycle and the

students phase on the EAL/D learning progression.

Strategies are required to achieve outcomes for Aboriginal students and increase knowledge and understanding of Aboriginal histories and culture.

Details can be found on the Aboriginal education and communities website.

Students with disability and additional learning and support needs will require learning adjustments to access syllabus outcomes and content on the

same basis as their peers.

High potential and gifted learners may benefit from extension and additional challenge. A differentiation adjustment tool can be found on the high

potential and gifted education website.


Designed to meet the needs of schools and students across NSW, a suite of aquatics education programs has been provided for delivery in the

local context. When accessing school swimming and water safety programs, schools have the choice of providing an intensive learn to swim and

water safety program across 10 lessons and/or an intensive water safety program across 5 lessons. Both practical opportunities are supported by

teaching resources available on the School Sport Unit website. Schools can deliver either of the practical components in a way that best suits school

organisation, including a:

centrally-organised program

school-organised program

program for students with a disability.

Further information on these programs, registration details and procedures can be viewed on the School swimming and water safety section of the

School Sport Unit website.

Professional learning The School Sport Unit offers The Royal Life Saving Society Australia (RLSSA) swim teacher accreditation professional learning workshop to develop

teachers’ skills and knowledge to effectively and safely teach swimming and water safety skills to school-aged children as part of a school-initiated

https://education.nsw.gov.au/about-us/educational-data/cese/publications/research-reports/what-works-best-2020-update

https://education.nsw.gov.au/teaching-and-learning/curriculum/literacy-and-numeracy/resources-for-schools/eald/enhanced-teaching-and-learning-cycle

https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-education/english-as-an-additional-language-or-dialect/planning-eald-support/english-language-proficiency

https://education.nsw.gov.au/teaching-and-learning/aec/aboriginal-education-in-nsw-public-schools

https://education.nsw.gov.au/teaching-and-learning/disability-learning-and-support/personalised-support-for-learning/adjustments-to-teaching-and-learning

https://education.nsw.gov.au/teaching-and-learning/high-potential-and-gifted-education

https://education.nsw.gov.au/teaching-and-learning/high-potential-and-gifted-education

https://app.education.nsw.gov.au/sport/

https://app.education.nsw.gov.au/sport/swimming-and-water-safety



intensive learn-to-swim program. Candidates who complete all components of the RLSSA swim teacher accreditation will be awarded an RLSSA

Swim Teacher License. The Swim Teacher License is a requirement for teachers instructing in school-initiated learn-to-swim programs to comply with

the departments sport safety guidelines for swimming and water safety.

https://app.education.nsw.gov.au/sport/page/1116?returnpageid=1114


Teaching and learning activities – Let’s Be Water Safe!

Learning sequence 1 - How to stay safe in and around water

Key safety messages

Learning intention: We are learning how to stay safe in, on and around water.

Success criteria: I understand how the key water safety messages below can help me stay safe in aquatic environments.

It’s fun being around water, however, it’s important that we make safe and sensible decisions.

Never swim alone. Always have an adult supervising around water.

I am responsible for the choices I make around water.

Never get in the water to rescue someone.

To ensure your safety, always check conditions in, on and around water.

Wear a life jacket on all watercraft, when rock-fishing and if you’re a weak swimmer.

Look at and follow the safety signs around aquatic settings. They’ll advise you what you should and shouldn’t do.

Be aware of dangers under the surface.

Think, don’t sink! Roll on your back. Float and relax.

Activity 1 – What is water safety?

Teacher notes

Explain to students that they are learning about water safety and how they can keep themselves and others safe in, on and around water.

Teachers should consider how best to create a supportive learning environment that enables students to feel safe, to learn and to ask questions. This is particularly important when discussing issues that may be deemed sensitive.

Discussion

Students respond to the following questions:

What is water safety?

Why is water safety important?

Who is responsible for our safety in, around and on water?

Reflection


Create a class display of student ideas on what water safety is, you may choose to create this on a piece of cardboard or collaboratively on Jam Board. This will be added to throughout the unit of learning.

Students reflect on their learning in this activity/lesson and consider how it contributes towards answering the essential question, “How can we keep ourselves and others safe in, on and around water?”

Activity 2 – What do I know about water safety?

Teacher notes

Remind students that they are learning about water safety and how they can keep themselves and others safe in, on and around water.

Display and read the assessment of learning What do You Know? handout to the class.

Explain to students that you would like to find out what they know about water safety.

Students complete the ‘before’ viewing components of the handout. (Some students may require scaffolding and modelling to complete the task.)

As a class, view the animation How to Stay Safe in and Around Water.

Discussion

After watching the animation, ask students:

What were the key water safety messages in the animation?

What did you learn from the animation?

Will the messages in the animation change how you behave in, on or around water?

Would you recommend this animation to your friends? Why or why not?

Remind students about the class display they created on what water safety is. Ask students if they would like to add anything to the display.

Reflection

Students reflect on their learning in this activity/lesson, and consider how it contributes towards answering the essential question, “How can we keep ourselves and others safe in, on and around water?”

Students complete the ‘after’-viewing components of the handout.

The following activities can be used to consolidate student understanding of the key water safety messages from the animation.

Teachers can use student responses from the assessment of learning What do You Know? handout to decide which activities best meet student learning needs.


https://bcove.video/2ZYzpwn


Activity 3 – Key water safety measures

Teacher notes

This activity can be used to consolidate and assess student understanding of the key water safety messages presented in the animation.

Students will need a copy of the How to Stay Safe handout for this activity.

Discussion

Ask students the following questions to prompt class discussion:

What are the key water safety measures we learnt about in the animation?

What would each message look like?

Can you think of a time when you have followed a water safety message?

Reflection

Students reflect on their learning by completing the How to Stay Safe handout. (Choose the handout best suited to student ability.)

Activity 4 – Water safety study

Teacher notes

This activity can be used to consolidate and assess student understanding of the key water safety messages presented in the animation.

Students will need a copy of the Water Safety Study handout for this activity.

Discussion


What water activities do you enjoy?

When and where do you participate in these activities?

What water safety measures are important for you to remember when participating in the activity?

Model for students how to complete the water safety study activity using the water safety message, never swim alone. Ask students:

What does this message mean?

What are the dangers of swimming alone?

What could happen if you did not follow this message?

Where do you need to follow this message?





Why is this message important?

How can you follow this water safety message?

Record student responses.

Group task

Divide students into 8 equal groups and assign a water safety message to each group.

As a group, students reflect on and discuss their own experiences with the message.

Students record thoughts, ideas and experiences on the Water Safety Study handout.

Students use the handout to create a presentation about their group’s key water safety message. This could be as a poster, Google Slides or a PowerPoint presentation.

Reflection

Students present their water safety message to their classmates.

Peer feedback can be given using 2 stars and a wish.

Activity 5 – Water safety choices

Teacher notes

Explain to students that they are learning the importance of making correct decisions to keep themselves and others safe in, on and around water.

Discussion

Choose a scenario from the Water Safety Choices handout to share with students. Use ‘think, pair and share’ to prompt student discussion:

What are your options?

What do you know about each option? (previous experiences, rules, equipment, signs)

What are the consequences of each option?

What is your decision?

How may this impact you and others?

Reflection

In pairs, students complete the Water Safety Choices handout.

Students share their responses.





Activity 6 – Can you spot the water safety messages?

Teacher notes

Reinforce that anyone attending an aquatic environment is always faced with important choices that can change day-to-day. It is important that students use the key water safety messages to help them make safe choices when in, around or on water.

Remind students of the 8 key water safety messages.

Discussion

Display the Can You Spot? handout on the IWB.

Ask students:

What safe behaviours can you see?

What unsafe behaviours can you see?

Are there any objects that could be used to rescue someone safely?

Can you spot a rip current? How?

Where is the safest place to swim?

Are there any activities that require a life jacket?

Reflection

In pairs, students complete the Can You Spot? handout.

Students share their responses.

Activity 7 – Design a poster

Teacher notes

Explain to students that they are going to design and create a poster that persuades people to follow a key water safety message.


Persuasive techniques may include an eye-catching heading, slogans, pictures, facts or statistics, bold colours.

Discussion

Ask students:

What are some persuasive techniques that we could use in a poster?




What message are you going to make a poster for? Why did you choose this message?

Reflection

Students work in pairs to design a Water Safety Poster.

Students share their posters with their classmates.

Posters can be displayed in and around the school to share key water safety messages with other students.



Learning sequence 2 - Personal safety

Key safety messages

Learning intention: We are learning to make responsible choices to ensure our safety in, on and around water.

Success criteria: I can identify safe and responsible behaviours in aquatic environments by following the personal safety messages.

It’s fun being around water, however, it’s important we make safe and sensible decisions.

I am responsible for the choices I make around water.

Never swim alone.

Always have an adult supervising around water.

Activity 1 –Personal safety

Teacher notes

Explain to students that they are learning about water safety and how the key safety messages can keep them safe in, on and around water.


As a class, view the animation Personal Safety.

Discussion

After watching the animation ask students:

How can we define the word safety?

Do you have a responsibility to keep yourself safe around water? Why or why not?

What are some good and bad choices around water?

Why is it important to never swim alone?

What can you do to keep safe around water?

What can adults do to help children stay safe around water?

Reflection

Create a class display of the key messages from the animation. You may choose to create this on a piece of cardboard or collaboratively on Jam Board.

https://bcove.video/3wd8pVF


Display this in the classroom for students to refer to throughout the learning sequence.


Activity 2 – Personal safety messages

Teacher notes

This activity can be used to consolidate and assess student understanding of the key personal safety messages presented in the animation.

Students will need a copy of the Personal safety handout for this activity.

Display the poster or Jam Board created in the previous lesson of key water safety messages from the animation.

Discussion


What are the key water safety messages we learnt about in the animation?

What would each message look like?

Can you think of a time when you have followed a water safety message?

Reflection

Students reflect on their learning by completing the Personal Safety handout. (Younger students could illustrate examples and older students explain in written detail.)

Activity 3 – Safe supervision

Teacher notes

This lesson focuses on the importance of adults supervising children while in the water.

The Royal Lifesaving Society Australia recommends some level of supervision for all children under 15. This ranges from being in the water, within arm’s reach and actively supervising children aged 0 to 4 years, actively supervising from the water’s edge for those aged 5 to 10 years, and regularly checking up on those aged 11 to 14 years.

Students will participate in this activity using ‘think, pair and share’.

Students will need a copy of the Safe Supervision handout.





Discussion


What does it mean to supervise?

What might this look like?

Use ‘think, pair and share’ to discuss what is happening in each of the images on the Safe Supervision handout.

Encourage students to justify why they have coloured a picture to reflect safe supervision and why they did not colour others.

Reflection

Ask students to write on a small piece of paper a message they would like to tell their parents/carers about safe supervision. Collect these as an exit slip to assess student understanding of what safe supervision is.

Activity 4 – Never swim alone

Teacher notes

This lesson focuses on the importance of adults supervising children while in the water.

Active supervision means focusing all of your attention on your children all of the time, when they are in, on or around the water. Parents/carers need to be within arm’s reach, interacting with children and ready to enter the water in case of an emergency. When parents/carers are in or around water with their children, supervision should be ‘eyes on’ and ‘hands on’ at all times. Parents/carers are busy and often try to do many things at once to save time. However, multi-tasking can lead to distraction. Children can wander away unnoticed while parents/carers attend to other tasks such as answering the front door, reading an email or attending to dinner in the oven. (Royal Life Saving Society Australia)

Students will participate in this activity using ‘see, think and wonder’.

Students will need a copy of the Never Swim Alone handout. Teachers can choose whether to use the multiple scenarios’ handout or the individual scenario handouts.

Discussion

Ask students the following questions for each picture to promote discussion and thought:

What do you see in the picture?

What do you think could happen?

I wonder why it could happen?

Reflection


https://www.royallifesaving.com.au/about/campaigns-and-programs/keep-watch/keep-watch-actions



Students complete the handout activity in pairs.

Students may role-play the scenarios from the pictures to promote further discussion.

Activity 5 – Good and bad choices

Teacher notes

This lesson supports students in making safe decisions in, on and around water.

Clear space in your classroom and place a sign ‘good choices’ on one wall and another sign ‘bad choices’ on the wall opposite.

Have a copy of the Good and Bad Choices handout to read aloud and one for each student.

Discussion

Explain to students that you will be reading some statements aloud about water safety. After hearing each statement students must decide if it is a good choice or a bad choice. Students show their answer by moving to the corresponding sign in the room.

Read the statements out loud, one at a time. Pause and ask students to explain their choice when you think it is needed.

Reflection

Students complete the sorting activity on the Good and Bad Choices handout.

Activity 6 – Safe or unsafe behaviours?

Teacher notes

This lesson focuses on the importance of safe behaviour around water.

Students will need a copy of the Safe or Unsafe? handout.

Discussion

Ask students the following questions for each picture to promote discussion and thought:


What do you think is unsafe about the behaviour in the picture?

I wonder how they could change their behaviour to be safe?

Reflection

Students complete the handout activity in pairs.





Activity 7 – For better or worse?

Teacher notes

This lesson focuses on the importance of entering the water safely.

Students will need a copy of the For Better or Worse handout.

Use ‘think, pair and share’ in this activity to encourage deep thinking and discussion.

Discussion

Instruct students to colour in the pictures on the page. Encourage them to think about what is happening in each picture as they colour.

Ask students to talk with a partner about what could happen to Lani when she jumps in the water in picture 1 and 2.

As a class, encourage students to share their thoughts about the two pictures. Ask students: o Which picture is a safe way to enter the water? Why? o What is unsafe about the way Lani enters the water in picture 1? What could happen to Lani?

Reflection

Students complete For Better or Worse handout in pairs.

Activity 8 – Know your limits

Teacher notes

This is a self-reflection task for students. You may use this to form student water safety learning goals.

Students will need a copy of the Know Your Limits handout to complete this task.

Discussion

Begin by reminding students that we all learn in our own time and master skills as different stages.

Prompt class discussion by asking students:

What does ‘know your limits’ mean?

Why is it important to know your limits when in, on or around water?

Is what you can do now in the water the same as when you were younger? Why?

What can we do to build our skills, awareness and strength in the water? How can we achieve this safely?

How can where you grow up affect your swimming ability?





Reflection

Students complete the Know Your Limits handout.

Encourage students to write and share a swimming and water safety learning goal.

Activity 9 – Adequate supervision scenarios

Teacher notes

In this activity, students identify scenarios as representing adequate supervision or not. Students should be encouraged to justify their responses.

Students will need a copy of the Supervision Scenarios handout.

Students will create and act out their own scenario displaying adequate supervision.

Discussion

As a class, read through the scenarios on the handout one at a time.

After reading each scenario, ask students:

Is the supervision in this scenario adequate? Why or why not?

How could the supervision in this scenario be improved?

What would you do if you were involved in this scenario?

Reflection

Students complete the Supervision Scenarios handout.

Students form groups of 3 – 4 to write and act out their own scenario of adequate supervision.

Activity 10 – The role of lifeguards

Teacher notes

This activity involves students researching the role of lifeguards. The Role of Lifeguards handout can be used by students as scaffolding for the task.)

Students should be encouraged to present this information as a report or job profile with peers using ICT tools, for example, online collaboration tools, multimedia presentations.

Discussion






View What does it take to become a lifeguard? on the Royal Life Saving Society Australia webpage.

Prompt class discussion by asking students:

What do lifeguards do?

What do lifeguards wear?

What equipment do lifeguards need?

How do lifeguards help people?

Where might you see lifeguards?

When should you approach a lifeguard?

Inform students that their challenge is to create an information report or a job profile of a lifeguard using ICT tools.

Reflection

Students present their report or job profile to their peers.

Students give peer-to-peer feedback using 2 stars and a wish.

Activity 11 – Poster

Teacher notes

Explain to students that they are going to design and create a poster that persuades people to follow a key water safety message.


Persuasive techniques may include an eye-catching heading, slogans, pictures, facts or statistics, bold colours.

Discussion

Ask students:

What are some persuasive techniques that we could use in a poster?

What message are you going to promote on a poster? Why did you choose this message?

Reflection

Students work in pairs to design a Personal Safety Poster.



https://www.royallifesaving.com.au/training-development/careers-focus/what-does-it-take-to-become-a-lifeguard



Learning sequence 3 - Aquatic settings

Key safety messages

Learning intention: We are learning to behave safely in different aquatic settings.

Success criteria: I understand the aquatic settings safety messages and can use these to make safe choices.

Look at and follow the safety signs around aquatic settings. They’ll advise you what you should and shouldn’t do.

Be aware of dangers under the surface.

Never swim alone.

Activity 1 – Aquatic settings

Teacher notes

Explain to students that they are learning about water safety and how the key safety messages can keep them safe in and around water.


As a class view the animation Aquatic Settings.

Discussion

After watching the animation, ask students the following questions to prompt class discussion:

What is an aquatic setting?

Can you name some aquatic settings?

What dangers could be at these aquatic settings?

How can we be safe in each of these aquatic settings?

Reflection

Create a class display of the different aquatic settings, note possible hazards and one way to stay safe in each setting. You may choose to create this on a piece of cardboard or collaboratively on Jam Board.


https://bcove.video/3wc5Wuo



Activity 2 – Water safety study

Teacher notes

This activity involves students working in pairs to research an aquatic setting.

Aquatic settings include:

Lake

River

Billabong

Ocean/rock pools

Waterfall

Ocean

Home swimming pool

Public swimming pool

Dam

Creek

Prior to the lesson, write each aquatic setting on a small slip of paper and fold in half.

Students will need a copy of the Water Safety Study handout.

Place students in pairs using Height order challenge and give each pair one of the slips of paper with an aquatic setting written on it.

Students should be encouraged to record their research findings using the Water Safety Study handout and to then present their information using ICT tools, for example, online collaboration tools, Google Slides, Google Sites or another form of multimedia presentation.

Discussion

Explain to students that they will be working with their partner to research, gather, summarise and present information on the aquatic setting written on their slip of paper.

Ask students to locate an image of their aquatic environment. Ask students to discuss the following with their partner prior to beginning research:

In the image I see……

I think ……….

I know ………


https://vimeo.com/nswpsc/review/512904751/e592ca5829



I wonder ………

Reflection

Students present their research findings to their peers.

Students give peer-to-peer feedback using 2 stars and a wish.

Activity 3 – Compare and contrast

Teacher notes

This activity can be used to consolidate student understanding of aquatic settings and build on the knowledge gained from the previous water safety study activity.

Student pairs will collaborate with another pair to compare the hazards and safety measures for their previously assigned aquatic setting.

Students will need a copy of the Compare and Contrast handout.

Form student groups of 4 by grouping 2 pairs.

Discussion

Explain to students that they will be working in groups of 4 to compare the hazards and ways to be safe at the aquatic setting they researched in the previous lesson.

Display the discussion questions below to guide group discussion amongst students:

What hazards may be present at your aquatic setting?

How can you stay safe at your aquatic setting?

How are the 2 aquatic settings similar?

How are the 2 aquatic settings different?

Reflection

Students complete the Compare and Contrast handout to reflect their group’s thoughts.

Students present the similarities and differences to their peers.

Activity 4 – Risks and tips

Teacher notes




Remind students that just because an aquatic setting looks safe, doesn’t mean that it is, and it is important to remember our key water safety

messages to stay safe in aquatic settings.

Explain to students that they are learning to identify potential hazards and to determine safety tips for each hazard.

Students will need a copy of the Risks and Tips handout.

Display Risks and Tips images of these aquatic settings on the IWB:

Lake

River

Billabong

Ocean pools

Waterfall

Ocean

Home swimming pool

Public swimming pool

Dam

Creek

Discussion

For each image, prompt class discussion by asking students:

What are some potential hazards in this setting?

How can we stay safe in this aquatic setting?

Reflection

Students complete the Risks and Tips handout.

Activity 5 – Aquatic scenarios

Teacher notes

Explain to students that they are learning to identify potential hazards in an aquatic setting and to decide on safety tips for each hazard.

Students will need a copy of the Aquatic Scenarios handout.






Discussion

Read each of the scenarios on the Aquatic Scenarios handout aloud to students.

After reading each scenario, pause and ask the following questions to prompt class discussion:

What are 2 potential hazards or risks?

Can you think of 2 ways to check if it is safe to swim?

Reflection

Students complete the Aquatic Scenarios handout

Activity 6 – Safe or unsafe at the pool?

Teacher notes

This lesson involves students looking at 2 images of a backyard pool to identify safe and unsafe supervision.

Display the images on the Safe or Unsafe at the Pool? handout on the IWB.

Discussion

As a class, view the colour images shown on the Safe or Unsafe at the Pool? handout.

Use I see, I think and I wonder to prompt student thinking and discussion:

What can you see in image 1?

What do you think could happen in image 1?

I wonder how swimming could be made safer for the children in image 1?

What can you see in image 2?

Do you think this aquatic setting is safe?

I wonder what makes this pool safer than the pool in image 1?

Reflection

Students work in pairs to list the safe and unsafe supervision shown in the images.

Ask students to share the safe and unsafe supervision they listed.

Activity 7 – Read the signs






Teacher notes

This lesson supports students in understanding the importance of reading signs when in aquatic settings. Students will view and discuss signs that

help keep swimmers safe in aquatic settings.

Students will need a copy of the Read the Signs handout.

Display the Read the Signs handout on the IWB when viewing and discussing them with students.

Discussion

As a class, view the signs shown on the Read the Signs handout.

Use I see, I think and I wonder to prompt student thinking and discussion about each sign:

What can you see on this sign?

What do you think the sign is telling people?

I wonder what the safety message of this sign is?

Reflection

Students work in pairs to complete the Read the Signs handout by matching the sign to the correct meaning.

As a class, mark the handout to give students immediate feedback on their responses.

Activity 8 – Memory/Snap game

Teacher notes

This activity allows students to consolidate their knowledge of the meaning of signs in aquatic settings.

The Memory/Snap game will need to be printed on cardboard.

Pair students using alphabet names and give each pair a copy of the Memory/Snap game.

Discussion

Explain to students they are consolidating their knowledge of reading and understanding signs in aquatic settings.

Revise the rules of Snap and Memory by asking class the questions below:

How do you play a game of Snap?

What is the aim of the game?






https://vimeo.com/nswpsc/review/512914089/5459cf1214


What rules do we need to be mindful of when playing Snap?

How do you play a game of Memory?

What is the aim of the game?

What rules do we need to be mindful of when playing Memory?

Reflection

Students play Memory/Snap game.

As a formative assessment strategy, teacher says the meaning of a sign and students need to hold up the corresponding sign. Teacher takes note of students who understand the meaning of signs and those who need further support in understanding meaning.

Activity 9 – How to spot a rip

Teacher notes

This activity supports students in understanding what a rip current is and how to identify rips in the ocean.

Inform students that rips are the number one hazard on Australian beaches. The best way to avoid a rip is to swim at a patrolled beach between the red and yellow flags.

Students will need a ballot paper from the Spot the Rip handout.

Spot the Rip images should be displayed on IWB.

Before discussing rips, students should be shown 5 images of beaches and asked to choose where they believe is the safest place to swim, by marking “A” or “B” on their ballot paper (pre-learning activity)

Discussion

View 'How to spot a rip'. (Adapted from ‘Rip Current Heroes’ documentary on the Rip Current Safety website. )

After viewing the video, ask students the following question to prompt class discussion and student thinking:

What are signs of a rip current? o Deeper and/or darker water o Fewer breaking waves o A rippled surface surrounded by smooth waters o Anything floating out to sea or foamy, discoloured, sandy, water flowing out beyond the waves

Display the beach images a second time on IWB and after viewing each image, students are given the opportunity to modify their choices on the ballot paper. As the image is displayed teachers may ask the students to consider:



https://youtu.be/KgJ8qlL2rOs

https://www.ripcurrentsafety.com/


Can you see any signs of a rip?

Where would be the safest place to swim? Why?

Reflection

After viewing and discussing the images, provide students with the opportunity to reflect on their learning. Display the Spot the Rip answers resource on the IWB.

Display the additional 6 ‘Master Rip Identifier’ images. For each image ask the students to identify the location of the rip. Students share their response by moving to the left of the classroom for location ‘A’ and to the right for location ‘B’.

Further information on rip currents can be found on the Rip Current Safety website.

Activity 10 – Staying safe around aquatic settings jingle

Teacher notes

Explain to students that jingles, songs and poems are an effective way to inform people of safety messages.

Students will need a copy of the Staying Safe Around Water handout to write their jingle or poem.

A range of songs and jingles can be listened to by visiting The Kids Alive do the Five website.

Discussion

Listen to the song Kids Alive do the Five.

To promote student thinking and discussion ask students:

What were the key messages in this song?

Did you enjoy listening to the song?

Is this an effective way to share water safety messages? Why or why not?

Did you hear any patterns, rhyme or poetic devices in this song?

Reflection

In groups of 4, students collaborate to write their own water safety jingle.

Students perform their jingles for their peers.




https://kidsalive.com.au/videos/kids-alive-teachers-hub/

https://kidsalive.com.au/videos/songs-teachers-hub/kids-alive-do-the-5/?wpvsopen=1


Learning sequence 4 - Personal survival

Key safety messages

Learning intention: We are learning key survival techniques.

Success criteria: I understand and can follow the personal survival safety messages.

To ensure your safety, always check conditions in, on and around water.

Wear a life jacket on all watercraft, when rock fishing and if you’re a weak swimmer.

Think, don’t sink! Roll on your back, float and relax.

Activity 1 – Personal survival

Teacher notes

Explain to students the 3 key safety messages for personal survival in, on and around water.


As a class, view the animation Personal Survival.

Discussion


What does survival mean?

Can you think of a time when you panicked in the water? What happened? How did you stay calm?

When should a life jacket be worn? How will it help you?

What should you do if you fall into the water without a life jacket?

Why is it important to stay calm?

How will floating help you?

Reflection

Create a class definition of the word survival. You may choose to create this on a piece of cardboard or collaboratively on Jam Board.


https://bcove.video/3wcDVDc



Activity 2 – Key safety messages

Teacher notes

This activity provides students with an opportunity to consolidate their understanding of the key safety messages from the animation:

Wear a life jacket.

Think, don’t sink! Roll on your back and float.

Call for help.

Options to save yourself.

Students will need a copy of the Personal Survival handout.

Discussion

Ask students the following questions to prompt class discussion and reflection:

When should you wear a life jacket? Why?

Can you float on your back? Why does this help us survive in water?

How can you call for help? Can you show me a way to call for help?

Why do we need to stay calm in the water?

What other ways can you look after your personal survival in the water?

Reflection

Students complete the Personal Survival handout.

Activity 3 – Sink or float?

Teacher notes

In this learning activity, students will test a range of natural and manufactured objects to see if they sink or float. This task allows students to identify objects that float and could help someone survive if they fell into water unexpectedly.

Set up a range of items around the room – some that float and some that sink.

Set up tubs of ankle-deep water in an appropriate place.

Students will also need a copy of the Sink or Float handout.





Discussion

Explain to students that floating objects can be used to help someone survive if they fall into water unexpectedly, for example, out of a boat or off some rocks. Today students will be testing which objects float and which objects sink.

Ask students to gather items from around the room.

Pose the question to students:

Which objects do you predict will float? Which will sink?

Can you group the objects to show your prediction?

How could a floating object help us to survive in water?

Reflection

Students work in groups to test their prediction of objects that sink or float.

Students record results on the Sink or Float handout.

Activity 4 – Design a life jacket

Teacher notes

In this activity, students will work in teams to design and make a life jacket with the aim of keeping a can of soup (or similar) afloat in a bucket of water for 1 minute.

This activity requires the following equipment:

straws

plastic bags

tape

balloons

egg cartons

glue

foam

pipe cleaners

rubber bands

corks

bubble wrap

foil

Set up buckets of water in an appropriate, supervised place.

After creating their life jackets, students will test if they work, and adjust as required.

Students will record their results on the Design a Life Jacket handout.




Discussion

Explain the challenge activity to students and the resources they have to use. Inform students that the can of soup represents the person. Ask students the following questions to promote discussion and critical and creative thoughts:

What is the purpose of a life jacket?

What do you think a life jacket is made of?

How could you use these materials to design and make a life jacket?

Will your design cover all of the can or some? Why?

Students are given time to design and make their life jacket. As students design, circulate, give feedback and ask questions to support group problem solving.

As students finish their life jacket building, invite one group at a time to the buckets to test their life jacket.

Ask the class the following questions to guide reflection:

Why do you think the soup can floats / sinks?

What materials did you use?

What other materials might have helped?

Did the can float horizontally? Vertically? What if the can were a person—how would it float?

Reflection

Students make changes to their design and test again.

Students complete the Design a Life Jacket handout.

Activity 5 – Agree or disagree

Teacher notes

This activity can be used to stimulate class discussion on life jackets. Act as a facilitator and provide students with feedback to guide their understanding of the importance of wearing life jackets when participating in certain aquatic activities in, on or around water.

Clear space in your classroom and place a sign ‘agree’ on one wall and another sign ‘disagree’ on the wall opposite.

Students will need a copy of the Agree or Disagree handout.

Discussion




Explain to students that you will be reading some statements aloud about life jackets. After hearing the statement, students must decide if they agree or disagree. Students show their answer by moving to the corresponding sign in the room.

Read the statements out loud one at a time. Pause and ask a student to explain their choice for each statement. If a student’s justification requires clarification, use this to prompt class discussion.

Reflection

Students complete the Agree or Disagree handout.

Activity 6 – Think, don’t sink! Roll on your back and float

Teacher notes

This activity provides students with an opportunity to reflect on situations that may cause people to panic in the water. Students will focus on the steps they should take if they ever find themselves in an unsafe situation in water.

Discussion

Ask students the following questions to guide class discussion:

Can you think of a situation that may cause someone to panic in water? Provide examples if necessary (falling into water, getting tired, getting stuck in weeds, strong currents or rips, being in a boat that tips over, cold water, being pushed into the water or swimming out too far).

What did the personal survival animation teach us to do in an unsafe water situation?

Provide students with feedback.

Explain to students that if they ever find themselves feeling fearful or in a hazardous situation in water, it is very important that they do not panic. Display, read and explain the steps students should take if they are in an unsafe situation.

Stay calm

Think

Float on your back

Call for help

Swim to safety.

Explain to students that they are going to design and create a Think, Don’t Sink Poster to advertise the key message of Think, don’t sink! Roll on your back and float.

Ask students:

What are some persuasive techniques that you could use in a poster?




Reflection

Students work in pairs to design a poster.



Activity 7 – Scenarios

Teacher notes

In this activity, students will work collaboratively in pairs to read a scenario and decide what actions they would take.

Students will participate in a gallery walk to give and receive peer-to-peer feedback.

Students will need a copy of the Scenarios handout.

Discussion

In pairs, students read and discuss scenarios presented on the Scenarios handout.

Students decide and record what the possible danger in each scenario is and what Ryder should do.

Reflection

Students reflect on their own and others’ work by participating in a gallery walk:

students’ work is displayed gallery-style around the room

students circulate, view, and comment on their peers’ work using post-it notes

students review the comments on their own work and ask clarifying questions if necessary

students revise their work using peer feedback.

Activity 8 – How to get out of a rip current

Teacher notes

This activity supports students in understanding how to survive being caught in a rip current at the beach.

Inform students that rips are the number one hazard on Australian beaches. Students will focus on the steps they should take if they are caught in a rip.

Students will need an Escape the Grip of a Rip handout.

https://education.nsw.gov.au/teaching-and-learning/school-learning-environments-and-change/contemporary-learning-and-teaching-from-home/learning-from-home--teaching-strategies/gallery-walk





Discussion

View 'How to survive a rip current' on the Surf Lifesaving New South Wales website..

For a more detailed account of surviving rips view 'How to escape a rip'. (Adapted from ‘Rip Current Heroes’ documentary on the Rip Current Safety website. )

After viewing the video, ask students the following question to prompt class discussion and student thinking:

What are your options if caught in a rip current? o Stay calm o Float, raise your arm o Call for help o Float with the current, do not swim against it o When the rip slows, float or swim toward the breaking waves o Waves can assist you back to the beach

Reflection

After viewing and discussing actions to survive being caught in a rip, students draw, label and mark with arrows on the Escape the Grip of a Rip handout the actions they would take to escape the grip of a rip. Further information on rip currents can be found on Rip Current Safety website

https://youtu.be/5QhxxXGPlJU

https://www.surflifesaving.com.au/rip-currents

https://youtu.be/Ug2TMPKGrvc






Learning sequence 5 – Rescue safely

Key safety messages

Learning intention: We are learning how to keep ourselves safe in an aquatic rescue.

Success criteria: I can explain and understand the importance of the key water safety messages to rescue safely.

Never get into the water to rescue someone.

Never put yourself in danger to rescue someone else.

Call for help as soon as you can.

When someone is in trouble in the water, it is always best to help by calling out, reaching or throwing something to help them stay afloat.

Stay with the person until help arrives.

Activity 1 – Rescue safely

Teacher notes

Explain to students the key safety messages to rescue safely.


As a class view the animation Rescue Safely.

Discussion


What does the word rescue mean?

Why should we not go into the water to rescue someone?

What items could be used to rescue someone. How?

If there are no items to use in a rescue, how could you use your voice?

What are the similarities and differences between a ‘reach’ and ‘throw’ rescue.

Can you think of some potential dangers when rescuing someone?

Why is it important to never put yourself in danger to rescue someone else?

How can we be safe if we need to rescue someone?

After a rescue has been performed, who should be called?

https://bcove.video/3mFJSp2


Reflection

Create a class definition of the word rescue. You may choose to create this on a piece of cardboard or collaboratively on Jam Board.



Activity 2 – Y-Chart

Teacher notes

This activity provides students with an opportunity to reflect on the knowledge gained from the Rescue Safely animation.

Students will need a copy of the Y-chart Someone Needs Rescuing handout.

Discussion

Prompt student thinking and discussion, by asking students:

When someone needs rescuing, what might it: o look like? (splashing or subtle sinking, wide-eyes, climbing ladder arm action, bouncing off the bottom, lying on the bottom of the pool) o sound like? (screaming or quiet call for help, no sound/silent) o feel like? (terrifying, overwhelming, confusing)

Reflection

Students record their thoughts on the Y-Chart Someone Needs Rescuing handout.

Students share responses with their peers.

Activity 3 – What could you use?

Teacher notes

This activity supports students to consolidate their understanding of the ‘reach’ and ‘throw’ rescue.

A ‘throw’ rescue involves students quickly finding something that floats, then stand up tall, aim for just in front of the person and throw.

When performing a ‘reach’ rescue, students should lie down, lock themselves in and reach.

Students will need a copy of the What Could You Use? handout. (2 pages, table and items)





Discussion

Remind students about the animation, where they learnt never to go into the water to rescue someone. Instead, they should they should use the ‘reach’ or’ throw’ rescue method rather than entering the water.

Ask students to demonstrate what a ‘reach’ rescue looks like and what a ‘throw’ rescue looks like.

Reflection

Students complete the sorting activity on What Could You Use? handout.

Ask students to share their responses and discuss where each should be placed to give students immediate feedback.

Activity 4 – Rescue scavenger hunt

Teacher notes

Explain to students that their goal is to find items that could be used in a safe water rescue. Students can search for items around the school.

Students place the collected items in a central location, for example, at the front of the room, on the basketball court.

Students will need a copy of the Scavenger Hunt handout.

Discussion

Allow students time to view the collected items. Ask students:

What items would be best for a ‘reach’ rescue? Why

What items would be best for a ‘throw’ rescue? Why

Reflection

Students sort and record items on the Scavenger Hunt handout.

Activity 5 – Underarm and overarm throw rescue

Teacher notes

In this activity students practise a ‘throw’ rescue using bean bags.

In an activity space that is ready for students to set up, have 8 hoops, chalk and different equipment to throw (ball, ring, floats, rope, kickboard, noodle or the ‘SSWS dry rescues kit’)..





Students need to be explicitly shown how to perform and overarm and underarm throw. Use steps shown on Throw Rescues handout to model each type of throw.

Activity

Explain to students that today they are practising a ‘throw’ rescue by learning how to perform an underarm and overarm throw. Explicitly model an overarm and underarm throw.

Ask students to stand and perform the steps for an overarm throw to a peer (without a bean bag). Peers give feedback using 2 stars and a wish. Students swap roles and then repeat for an underarm throw.

Use Linky Bear to form student groups of 4.

Students draw a throwing line with chalk.

Using a metre ruler or tape measure, students measure and place hoops 4 - 6 metres from throwing line.

Students take it in turns to practise an overarm throw using selected items. Once thrown, students run to collect the item, return it to next person in line and join end of the line.

Repeat using an underarm throw.

Use verbal feedback to support students performing underarm and overarm throws.

Reflection

Students reflect on the success of throwing each item into the hoop. As a group, student sort items best thrown with an underarm or overarm throw.

Activity 6 –What could you use to rescue your friend?

Teacher notes

This activity supports students to consolidate their understanding of the ‘reach’ and ‘throw’ rescue.

A ‘throw’ rescue involves students quickly finding something that floats, then stand up tall, aim for just in front of the person and throw.

When performing a ‘reach’ rescue, students should lie down, lock themselves in and reach.

Discussion/Activity (which?)

Display the What Could You Use to Rescue Your Friend? handout on the IWB when viewing and discussing with students.

Remind students that in the animation, they learnt never to go into the water to rescue someone. Instead, they should use the ‘reach’ and ‘throw’ rescue method.


https://vimeo.com/nswpsc/review/512907712/bab3fe7be9



Ask students the following questions based on the image:


What do you think could happen?

I wonder how it could happen?

Reflection

Students pair up to role-play rescue scenarios from the picture. (Students can use items from the ‘SSWS dry rescues kit’)

Students complete the What Could You Use to Rescue Your Friend? handout.

Activity 7 – Scenarios

Teacher notes

In this activity, students will work collaboratively in pairs to read a scenario and decide which actions to take.

Students will participate in a gallery walk to give and receive peer-to-peer feedback.

Students will need a copy of the Rescue Scenarios handout.

Discussion

Complete the below scenario as a whole class. Read the scenario to students and after each question, use think, pair and share to allow students to say what they think the person should do.

A 12-year-old child is playing alone in the rockpools when he slips off the rocks and into the water. He is struggling to stay afloat. An adult, sitting on the sand with her family, sees the child. She rushes over and thinks about jumping into the water to save the child.

Ask students: should she jump in?

She decides it is not safe to jump into the water and starts looking around for something she can use to reach the child or throw to the child. She finds a stick and tries to reach the stick out to the child. The stick is not long enough. She thinks about getting into the water, holding onto the rocks and holding the stick from there.

Ask students: is this safe?

In the meantime, her friend brings over a beach ball they have found on the beach. She grabs the ball and throws it out to the child. The child reaches and grabs the ball and uses it to float with.

Ask students: what should she do now?


https://education.nsw.gov.au/teaching-and-learning/school-learning-environments-and-change/contemporary-learning-and-teaching-from-home/learning-from-home--teaching-strategies/gallery-walk



She encourages the child to hold onto the ball and kick back into shore.

Ask students: what should she do now?

Reflection

Students work in pairs to respond to the scenarios on the Rescue Scenarios handout.

Students reflect on their own and others’ responses by participating in a gallery walk:

students’ work is displayed gallery-style around the room.

students circulate, view, and comment on their peers’ work using post-it notes.

students review the comments on their own work and ask clarifying questions if necessary.

students revise their decisions using peer feedback.

Acknowledgements:

The NSW Department of Education would like to thank Professor Rob Brander of the University of New South Wales, Jason Markland, Steve Kudzius and Erin Kudzius for their valued contribution to this project.

For more information on rips and to view the whole documentary please visit Rip Current Safety website.


http://ripcurrentsafety.com/

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