Teacher Guide Aquatic Learning Aquatic learning progressions The diagram below illustrates the process of best practice teaching around aquatic learning. Aquatic skill learning usually starts in the warm, shallow and still water of a swimming pool. Dry land practice can also be valuable. Once the fundamental skills are mastered the skills need to be transferred to a range of controlled environments before moving to open water. This process of transfer can be started in the swimming pool by making waves and currents, see ‘Making Moving Water’ Guide. A confident swimmer in a pool may not be confident in the rough waters of a river or the sea. Skill learning needs to be supported by classroom learning. This extends knowledge, understanding and thinking for safety in a range of environments. It also helps to develop sound attitudes and values that influence the behaviour of self and others. AQUATIC LEARNING PROGRESSIONS

L I F E L O N G L E A R N I N G

Recreational Activities In, on, under and through water

Integrated Aquatic Programme (IAP) Supporting teachers and teaching

Surfing Diving Waka Fishing Boating

E O T C L I N K S

Transfer Aquatic Learning to a range

of controlled environments in school/community pools - Moving water - in swimming pools, waves, whirlpools - Calm water – in a lake, river, sea, water hole,

Aquatic Learning Skills

- water confidence, survival and stroke development in safe water - fundamental recreational techniques introduced Knowledge, understanding, attitudes, values and critical thinking influencing - behaviour in, on, under and through water - in a range of aquatic environments Meeting students needs The National Curriculum (NZ Curriculum 2007, Te Marautanga o Aotearoa 2008) - supporting teaching

and learning; School Policies, NAGS and NEGS ©WaterSafe Auckland 2008  www.watersafe.org.nz

A good aquatics programme will develop a range of aquatic skills supported by the necessary knowledge and critical thinking to develop safe lifelong participation for self and others. So -

What does an aquatically educated person look like? Environment – urban, rural, inland water, coastal water, in, on, under and around water

Fun

Knowledge & Understanding

Conditions -tides, rips, possible hazard identification, risks, key messages, hypothermia, personal limits, safety and emergencies, supervision, laws and regulations, community services, using the correct equipment

Laughter, confidence, improved well being

An aquatically educated person has fun …

Water competence, swimming strokes, survival skills, for self and others, transference of skills, continually refining and acquiring skills

Swimming Boating Fishing Diving Can rescue others

Thinking

Critical decision making, safety versus risk awareness, constant awareness, understanding of consequences, calculated action

Attitudes & Values

Skills

Participation

Act responsibly be safe in a range of activities, environments and conditions

….while respecting the water, valuing the safety of self and others when in a range of environments

Experience

Practise in safe controlled environments, transition to open, varied environments, lifelong learning and awareness of others, assess capability at start of activity

Respect the power of water, values safe activity, considers others, cautious & responsible, values experience, knowledge and skill Support for learning – parents, teachers, community organisations, clubs and legislation

©WaterSafe Auckland 2008  www.watersafe.org.nz