Teacher resource - skills to be achieved at the pool or safe water space

 

1. Float and signal for help with and without a flotation aid

Understanding the use of a floatation aid and understanding how to call for help.

ASSESSMENT CRITERIA

• Student can be assessed as ‘achieved’ when the student has demonstrated the ability to float confidently with and without a floatation aid.

• Student should be involved in picking an appropriate floatation aid, and these can be unconventional (e.g. chilly bin).

• Signalling for help requires one arm raised above the head and a call for help.

2. Do a reach rescue and a throw rescue with a buddy

Students should reassure the person in trouble. Understand that the person attempting rescue is always on land and keeps a safe distance from the person in difficulty. Be able to select and throw a variety of items that can be used as flotation or reaching and towing aids.

ASSESSMENT CRITERIA

• Student is assessed as ‘achieved’ when the student can recognise a situation that requires a rescue and has performed both a reach rescue and a throw rescue.

• Students are assessed as ‘not yet achieved’ if they have learnt only one.

• It is important to emphasise at this age level (Years 1 – 8) dry rescues only.

• Students should not put themselves in danger by attempting to enter the water.

3. Perform this sequence: correctly fit a lifejacket, do a step entry into deep water, float in the H.E.L.P. position, then with a couple of buddies or a group form a huddle, return to edge and get out

Students should be able to put on and take off a lifejacket and understand the importance of a lifejacket fitting correctly.

Understand the purpose of the H.E.L.P. position (Heat Escape Lessening Position) and huddle and be able to perform both.This encourages team work and communication.

ASSESSMENT CRITERIA

• Student is assessed as ‘achieved’ when full sequence can be performed.

• Students are assessed as ‘not yet achieved’ if they are learning individual skills.

• This is an example of what the student should be able to perform on their own when they are ready to choose their sequence of five skills.