School Swimming Scheme: Operational Guidelines Notionally Funded Schools

SCHOOL SWIMMING SCHEME
OPERATIONAL GUIDELINES FOR NOTIONALLY FUNDED SCHOOLS

Aquatic activities play a significant role in the lifestyle of many Australians. It is highly likely that individuals will be involved in some form of aquatic activity during their lifetime. If aquatic activities are to provide beneficial, enjoyable and safe experiences, it is essential that students are aware of the importance of water safety and equipped with the necessary skills for safety and survival.

The NSW Department of Education and Training’s School Swimming Scheme is a structured, statewide learn to swim program focusing on progressive achievement benchmarks, developing water confidence and providing students with basic skills in water safety and survival. The School Swimming Scheme has operated in schools for more than 50 years.

Students are eligible to attend until they are able to swim 25 metres in deep water, unaided, with confidence and style. The Scheme allows students from Years 2 - 6 in government primary schools to attend a 10 day intensive swimming and water safety program each year. Students from Schools with Specific Purposes and Intensive English centres are also entitled to participate in the School Swimming Scheme.

Depending on their circumstances and location, schools across New South Wales will access the Scheme in a variety of ways. The traditional operation in larger metropolitan areas utilises a centralised model where the School Sport Unit employs instructors and surrounding schools book the sessions and times required. Whilst this model is efficient and very effective, it is not convenient for a large number of schools in rural areas.

To accommodate the schools in rural NSW, the Department of Education and Training’s, School Swimming Scheme will arrange to provide funding support. This funding support will occur by either of the following methods. In most cases, funds will be paid directly as salaries to instructors engaged by the school in running the Scheme. In other circumstances schools may be granted a reimbursement of fees used to employ staff in the learn to swim scheme. In both scenarios funds will only be provided on a 1 instructor : 15 eligible student ratio. Funds will be allocated according to the School’s application and reconciled to the swimming statistics submitted at the completion of the Scheme.

These Operational Guidelines have been developed to support notionally funded schools in the organisation and participation in the School Swimming Scheme. It contains a number of proforma to support the implementation of the school’s program. The forms are provided and should be printed and used, as required.

The School Swimming Scheme is the largest and cheapest learn to swim program in

Australia

. Students gain tuition at no cost. In most situations the only costs are those of transport to and from the pool and pool entry. The NSW Department of Education and Training has been working closely with the NSW Department of Local Government, to encourage Local Government’s to subsidise the School Swimming Scheme. Any questions relating to entry costs at Council run pools should be sent directly to the local government agency concerned.

The following will need to be organised well in advance of the Scheme commencing:

Instruction in the School Swimming Scheme program can be provided by a combination of selected permanent classroom teachers, suitably qualified casual teachers, community members and/or pool staff.

Participating schools must provide a teacher for each group of 30 students, or part thereof, viz., 1 teacher : 30 students; 2 teachers : 45 students. The preferred model involving specialist staff in conjunction with teachers from the school will ensure no group need exceed 15. An additional teacher should be available for supervision of the pool deck and for students who leave their instructional group for any reason. For example: a group of sixty students is instructed by three specialist staff and one permanent member of staff creating a 1:15 ratio. The second member of staff acts as the supervising teacher.

Reduced instructor : student ratio will apply to Special Schools and to students with disabilities in regular schools. The involvement of class teachers with specialist staff should ensure that no group need exceed half the normal class size.

In circumstances where AUSTSWIM qualified (or equivalent) casual teachers are not available, community members or pool staff qualified as AUSTSWIM (or equivalent) instructors may be engaged to instruct under the supervision of teaching staff.

In preparation for the involvement of the school in a School Swimming Scheme, Principals should:

The school will be allocated and notified (in early Semester 2) a number of hours tuition i.e. 10hrs, 50hrs etc, based on the participant numbers forecast in the school's application form - current SSS Application Form.

Is the level of funding affected if the anticipated student numbers do not eventuate?

Yes. Some schools may find that the number of participants previously anticipated, has not eventuated or that enrolments have increased. In either case, it can reasonably be expected that the original funding level be adjusted to reflect the new participant numbers and/or teacher operations. The Tuition Allocation Table allows schools to recalculate the allocated hours should anticipated numbers change.

NOTE: 1 x 45 minute session equates to 1 hour’s pay with a total of 6 sessions daily

Fax claim form to the Regional Sport Organiser, (contact details) for endorsement. The Regional Sport Organiser will enter the account codes, sign and fax the form to Payroll Services for payment.

The community member is to complete a Tax Declaration Form, and provide relevant bank details for payroll purposes, including name of their bank, account number (not a key card number), site location or BSB number (obtained by contacting the bank). A form for this purpose is provided by following this link.

Principal are to enter the school number and days/hours worked by the community member on the Relief Employee Claim form.

In situations where the employee can not be paid directly. Principals should write to the Regional Sport Organiser requesting reimbursement.

A Community Rate of $30 per hour will be used. This amount will be paid on the 1:15 ratio for non-swimmers.

The SSS State Manager upon review of the request will write to the school asking for a tax invoice for the appropriate amount.

The recommended instructor : student ratio is 1:15. All teachers who accompany students to the pool will be required to instruct and/or supervise a group of students.

In addition to providing staff to fulfil instructional requirements, schools should ensure that appropriate arrangements have been made for supervision of the pool deck and for students who leave their instructional group for any reason.

Reduced instructor : student ratios apply to Special Schools, students with disabilities in regular schools and classes from Intensive English Centres. The involvement of class teachers should ensure that no group need exceed half the normal class size.

The principal should assess the level and type of supervision which needs to be provided. Aspects which should be considered in this assessment are:

For students with disabilities, supervision requirements will vary and need to be assessed accordingly. Advice should be sought from those who contribute to the total education program for particular students, eg. parents, caregivers, teachers, teacher’s aids, school counsellors and health care professionals.

When epileptic students participate in swimming activities, there must be one additional supervisor, not necessarily a teacher, for each such child in the water. A teacher must always be responsible for the overall supervision of the group.

Principals must arrange swimming classes only for the number of students for which competent staff members are available. If teacher sickness occurs, the swimming classes must be reduced by the proportionate number of students unless another suitably qualified teacher is available. Under no circumstances is a group to be left unsupervised.

Appropriately qualified and/or experienced adults may be included in the supervision plan, provided that the principal is satisfied with their ability, qualifications, and bona fides and that there are sufficient teachers to maintain control of the activity and be responsible for supervision. Appropriate Child Protection measures would also need to be undertaken in this situation.

All teachers must be ready to render assistance in case of an emergency. It is desirable that all teachers are in swimming attire.

The teacher-in-charge of the program must arrange for all areas of the swimming facility to be supervised, including the changing facilities. If possible, provision should be made for a male and female teacher (or parent if only one teacher) to supervise the respective boy and girl dressing places.

Underwater swimming should be restricted to that required in structured programs and closely supervised.

Special supervision must be exercised over students entering the water and in the vicinity of any diving tower.

Staff should be aware that Departmental requirements in relation to child protection, including mandatory reporting, apply while they are supervising any type of school activity.

Procedures to deal with allegations of improper conduct of a sexual nature by a staff member against a student also apply. Refer to Revised Procedures for Reporting Concerns about Suspected Risk of Harm to Children and Young People (00/496 S.385)

Members of any external organisation involved in the activity should be made aware of these requirements.

In the context of sport and physical activity teachers are required to be with students on the field, in the pool, in the gymnasiums, in the change rooms and at a range of commitments out of school hours. The same rules and responsibilities apply in these circumstances as they do for the classroom.

The bona fides and qualifications of community members who offer educational services as part of an activity conducted under the auspices of the school should be carefully assessed by principals prior to it becoming a school-endorsed activity. Principals should sight the originals of qualifications and, depending on the circumstances, employ one or more of the following probity checks:

Teachers in charge of the learn to swim program should also refer to the next section: Physical Contact with Students: A Sensitive Issue. All teachers (including community members) should be issued with a copy.

Teachers have hundreds of interactions with students in their classes every day. Some of them include touch.

Child protection procedures are in place to ensure that the children and young people in our schools are protected from harm. While they have caused teachers to reflect on current practises, they are not intended to make more difficult the work of committed teachers going about their day to day business.

Child protection education involves teaching students how to recognise the difference between the touch that most people consider appropriate and touch that is inappropriate. Students are taught that an important aspect of managing their own lives is being able to say “no” to unwanted touch.

Agreements can be negotiated, based upon these needs, to ensure the safety and well being of students and to reduce the risk of teachers being
accused of inappropriate behaviour.

As a teacher instructing in a learn to swim program, you are in a special position when it comes to touch with students.

Appropriate touch will be part of a teacher’s repertoire of behaviours for managing students. A “hands-off” approach is out of the question for learn to swim teachers because of the need to support, demonstrate and assist students.

It is an expected and a natural part of teaching swimming that teachers touch students in such situations demonstrating a range of skills, supporting and aiding students during practise etc. This is an important and necessary aspect of safe and effective teaching in the water.

The expectation is that the teaching of all these areas of the School Swimming Scheme program will continue in the professional manner in which they have always been taught by the vast majority of teachers.

The following guidelines provide a supportive environment for students and staff which is consistent and well understood and which models appropriate contact and behaviour.

In learn to swim programs the physical handling of a student to demonstrate a particular action or skill may seem quite reasonable, but we cannot assume that the student wants to be touched to be shown this particularaction or skill. What can we do?

Let students know why there is a need to demonstrate or support using a hands on method.

Explain what the touching will be and ask for volunteers, or ask students if they mind you demonstrating with them using a hands-on approach.

At the beginning of the program explain that the teaching of it will involve supporting students in the water and that this will be done by you.

Be explicit about where you will be touching, for example, around the waist or hips.

Be explicit about the fact that if students need “supporting” for safety reasons, you may have to touch them in a way that would normally be inappropriate, to ensure their safety.

Give the students verbal instructions at first. If they have difficulty, ask them if they would like you to show them how to do it. If they say no, listen to them and don’t do it. It is their choice.

Investigate ways of utilising new teaching methods that require less touching and/or use teaching resources in a way that removes the need for direct contact.

Let students know when you are coming in to give them the opportunity to cover up if they want to.

Accompanying teachers do have a duty of care, which means that you must supervise change rooms and not ignore them. Work out explicit instructions and keep to your own rules.

While the issue of a teacher of either sex supervising the change rooms of both sexes poses some difficulties, there are particular community sensitivities about male teachers supervising female students in change rooms. Some suggestions for dealing with this situation include:

Give explicit rules about what is expected of students behaviour in the change rooms.

Make sure that the students know that if there is an emergency you will need to enter the change room.

Choose two student representatives to report to you about any problems in the change rooms.

Call all the girls out if there is a disturbance. If, for some reason girls remain in the change room, seek a female teacher / accompaniment to go into the change room.

If there is an emergency, let them know you are coming in and give a warning to cover up before going in.

The Department expects you to teach in the professional manner that has always characterised good teaching.

Ask first before touching students. Students have the right to refuse to be touched, but do not have the right to opt out of an activity.

A good question to ask in deciding whether the touch is appropriate is: “Is it serving the needs of the student or the teacher?”

Appropriate touch can enrich human interaction, inappropriate touch can destroy it. Your good practice guidelines can lead to informed decisions that protect everybody’s rights. With this approach you will have support from the Department.

Teaching equipment

Teaching equipment should either make learning more enjoyable or provide students with a temporary physical boost that assists them to concentrate on and achieve a particular skill. For example, a toy can be useful in encouraging a hesitant student to immerse the face in an attempt to retrieve the toy. A kickboard, used correctly, enables the learner to maintain correct body position and breathe comfortably while a specific kick is learnt.

Students should not be allowed to develop a dependency on floatation aids such as back bubbles and arm wings. Where this equipment is used, skills should be practised with and without the aids.

If equipment is found to be faulty, it should be withdrawn from use and disposed of immediately.

The teacher-in-charge must ensure that appropriate rescue equipment, such as buoyancy and reaching aids, are readily available at the venue. Hoists for access to the pool may be required for some students with disabilities.

Regular inspections must be made to ensure that all safety equipment and teaching aids are in good condition. Teaching aids must be stored separately from chemical stores and plant rooms.

An appropriate communication system must be readily available to ensure that an ambulance or medical assistance can be summoned without delay in an emergency.

School or municipal swimming pools should be used where facilities are suitable and available for the purpose of the activity. That is, sufficient shallow water for the conduct of learn-to-swim programs. Schools are advised to check with the pool management regarding allocation of pool space.

The teacher-in-charge must ensure that where a municipal pool is not available, the alternative venue has been selected with consideration of the following:

The teacher-in-charge must ensure that all participants are briefed in water safety/swimming techniques applicable to the lesson, buddy safety system, appropriate communication signals, cooperative nature of the activity and safe working practice.

The supervising teacher must be aware of the location of all participants in their charge.

Because of the risks inherent in aquatic activities, the teacher-in-charge of the group must devise a suitable emergency procedure that will ensure access to emergency support without compromising the duty of care to the group or a casualty.

Schools must take into account the dangers associated with overcrowding and the difficulties involved in providing organised programs of instruction when determining the total number of students attending swimming classes. Schools should check with the respective pool management regarding numbers.

Rules established by the facility controlling authorities regarding behaviour and hygiene must be adhered to.

Principals should refer to the memorandum to principals: Student Welfare: Protection from the Sun (97.152) which contains Guidelines to Assist In Implementing the Student Welfare Policy.

Where instruction occurs in outdoor pools students are to be instructed to use adequate sun protection, eg at least, an SPF15+, broad spectrum, water resistant sun screen applied regularly. Hats should be worn when not in the water.

Schools should arrange to have on hand additional supplies of sunscreen to ensure all students have access to protection.

Where outdoor facilities are used, parents and students should be advised to provide a fitted closely woven shirt for additional protection in the water. A lycra vest is ideal. The school is advised to check with pool management concerning the use of shirts in the water.

Schools should also consider conducting their program at a time outside peak radiation periods. Students should remain in the shade whenever it is possible.

The permission note “Message to Parents/Caregivers” should be prepared and forwarded to targeted groups well in advance of the commencement date to ensure effective organisation and confirmation of numbers.

Student details may be entered on the roll prior to the scheme commencing, or alternatively, prepared following lesson one where students are graded and assigned their respective instructional group. For example, all members of a Seahorse group (or 2 or 3 Seahorse groups) may be entered on the one roll.

Some schools will choose to utilise a promotion system during the ten lessons where students, on satisfactorily demonstrating the required skills, are promoted to the next group.

School Swimming Scheme roll books should be maintained as for any other roll marking procedure. Student achievements should be recorded on the roll.

To assist schools in completing the details required on the roll, an example is available in the Skills Check List.

Students are grouped on day 1 according to the competency and confidence with which they perform introductory freestyle, ie.freestyle with a reasonable stroke and with face in the water.

Teachers record the students’ face down swim / introductory freestyle / freestyle distance in the appropriate sections (in metres) in the class roll and Skills Check List. For example, the Goldfish group will swim 0-5 metres and Seahorse 6-10 metres etc.

To allow for more than one group of 15 children per skill level, sub groups may be formed according to pre-requisite skills. For example, there may be 45 students who are assessed as being at the GOLDFISH stage. The group of 45 may be further divided into three sub groups, Goldfish 1, 2 and 3, to reflect specific abilities (listed in the table below).

If there is some doubt concerning the skills of particular students and where to place them, allocate them to a lower level group. Students can always progress later.

Students are again assessed on day 9, using exactly the same testing procedure with the distance recorded on the class roll and Skills Check List. The completed skills are then transferred to the Certificate of Achievement.

Instructional groups - day 2 to day 10

Following the formation of the initial teaching groups on day 1, schools may choose to either:

The advantage of this process is that lesson plans do not need to cover too wide a range of activities and skills, but are tailored to the needs of each group.

On completion of the school’s School Swimming Scheme program, principals should forward the completed Scheme Analysis and Report to the Regional Sport Organiser.

Where a number of schools combine to operate one SSS program, the teacher in charge should ensure that each school’s results are recorded on the form (there are six spaces available) OR have each of them complete a separate Scheme Analysis and Report form indicating their students’ achievements.

Schools are encouraged to write a brief report concerning the conduct of the scheme. This provides valuable feedback to the Department’s School Sport Unit which has overall management of the Scheme.

Students attempting each stage (eg. Goldfish, Seahorse) are required to work through the skills associated with that particular stage. Following the successful completion of each skill, it is documented on the Skills Check List. Using the notation key (located on the certificate) this information is transferred to the certificate at the conclusion of the Scheme.

Skills achieved in the following stage(s) should be recorded if students are able to competently perform the particular skills. For example, a student in the Seahorse group (placed here because he/she cannot swim 10m) who is able to tread water 30 seconds and back scull up to 25 metres (skills in the Dolphin level) should have these skills recorded on their certificate. Their final “freestyle” result is recorded as (say) 7 metres Introductory Freestyle in the Seahorse section.

Once groups are stabilised, ensure that all the skills in the stages below that which the particular group is undertaking, are practised. For example, students in the Dolphin groups should be practising and be assessed on all skills in Seahorse and Goldfish sections, as well as the skills in Dolphin section.

For all skills where correct technique is demonstrated but specified time or distance is not achieved during assessment, mark as [L]. You may also indicate time or distance that is achieved eg. [L, 12m]. [L] may also indicate that skills are not yet correctly performed, streamlined or coordinated.

Some students will achieve skills in higher stages. Assess them according to level of performance required and record on the Skill Testing Sheet.

‘Benchmark’ Certificates
Used for all students achieving a minimum of one skill in the Goldfish section.

Used for any students who have not achieved a minimum of one skill in the Goldfish section. This certificate allows for more comments than the benchmark certificate. The ‘Bubble’ certificate cites the skills of the Goldfish section as being the achievement benchmarks that the student should be striving toward.

IEC Certificates
A ‘Benchmark’ Certificate without cartoon images. This certificate is used for high school students enrolled at Intensive English Centres.

Water Safety section should be appropriately marked for all students who attend the program.

If water safety instruction is programmed to occur on one day, rather than integrated into each lesson, and the student is absent on this day, mark as appropriate.

When all skills are marked in the relevant boxes, rule a neat diagonal line through the unmarked boxes. This should ensure that unauthorised information cannot be recorded.

Print the name of the instructor and write the date of the second last day of the scheme in the spaces provided. Write any positive comments you feel would be helpful.

1	Assess freestyle Day 1; establish and record groups
2	Record freestyle distance on Skill Check List and Class Roll
3	Progressively record all skills achieved on the Skills Check List
4	Record Day 9 freestyle distance on class roll and Skill Check List
5	Record skills on Certificate of Achievement
6	Collate school statistics (all groups) and record on Scheme Analysis and Report form
7	Forward Scheme Analysis and Report and Reconciliation to Area Sport Officer

Students are grouped on day 1 according to the competency and confidence with which they perform introductory freestyle, ie.freestyle with a reasonable stroke and with face in the water. Teachers record the students’ face down swim / introductory freestyle / freestyle distance in the appropriate sections (in metres) of the class roll and Skills Check List. For example, the Goldfish group will swim 1-5 metres and Seahorse 6-10 metres etc.

Students are again assessed on day 9, using exactly the same testing procedure withthe distance recorded on the class roll and Skills Check List. The completed skills are then transferred to the Certificate of Achievement.

THE PROGRAM

To assist schools in the overall planning of the ten day program,a daily organisation and planning summary is provided by following this link.

LESSON PLANNING

Lessons are conducted for 45 minutes each day for ten days. All segments of the lesson must be planned thoroughly in order to ensure a safe, enjoyable and efficient program.

The waterproof lesson notes have been sent to schools and can be borrowed by contacting your Regional Sport Organiser and have been developed specifically for the School Swimming Scheme. Alternative lesson plans should also be prepared for varying conditions such as inclement weather when teaching outdoors, disruptive pupils, insufficient equipment, or a class that learns rapidly.

An overall structure that could be a basis for most lessons might include, firstly, a revision of the most recently learnt skills, then a short period of teaching appropriate skill progressions and, finally an enjoyable game involving all students practising their new skills. A more detailed breakdown of a typical lesson might contain:

an introduction

a lesson theme

games both for fun and to teach water skills

activities that revise skills already learnt

games that encourage practice of both learnt and new skills

basic water safety activities

DO I INSTRUCT IN OR OUT OF THE WATER?

This matter is governed by one question: how many students can the teacher/instructor see at any given moment? The answer HAS to be ‘all of them’. If the teacher when standing in shallow water can safely observe the entire class at all times, then this may be considered permissible. However to be in the water at the same level as the students, so that only a few of them can be seen, is considered an unsafe practice. It is beneficial for instructors of Goldfish 1 to be in the water.

SKILL ASSESSMENT

Testing is an integral part of any program and may be formal, informal or ongoing. The testing and evaluation requirements should, as far as it is possible, be integrated into the program rather than allowed to direct it. Ongoing assessment allows time to teach new skills and also to determine whether the students are learning the skills thoroughly and developing at their own pace. After a student performs a skill with confidence several times, it can be ‘passed’ by the teacher. With these methods, each student advances at his or her pace and is not placed under too much pressure to pass.

Formal testing has benefits for certain students, especially those working at a higher skill or award level. The teacher knowing their students, is best placed to determine what is best for them to develop successfully.

Whenever possible, learners should be assessed in groups rather than individually. A group or subgroup can be asked to demonstrate a particular skill together, repeating it several times until the teacher has observed each individual. This system can avoid cold and boredom for those waiting assessment, and allows for further practice and refinement of skill.

Always test from the poolside, not in the water. The child must be confident enough to attempt each skill without assistance.

As students progress through the skill levels, the depth of water increases. This ensures that skills performed confidently in shallow water are also performed confidently in deep water.

EVALUATION

Evaluation is essential in any successful program. Teachers should evaluate the lessons, each student, the program and their teaching performance.

ADDITIONAL SUPPORTIVE STRATEGIES

Principals of schools participating in the School Swimming Scheme should consider it as a school-based scheme and are encouraged to provide their students with follow-up instruction from within school resources. The major advantage of a school based scheme is the provision of follow-up swimming sessions.

It is generally acknowledged that the impact of the intensive course is limited without follow-up instruction and practice. Schools choosing not to participate in the Scheme are encouraged to provide alternate opportunities for their students to participate in learn to swim programs.

Principals in regular schools with students with disabilities are encouraged to include these students in the Scheme.

SPECIAL FEATURE

The Royal Life Saving Society-Australia offers to teachers and students a comprehensive range of courses and programs for water safety, swimming, survival, life guarding and resuscitation. Of particular interest to all schools will be the very successful Swim and Survive program. Each program enables students to gain awards for performing simulated rescues and demonstrating various survival swimming techniques.

Schools are encouraged to contact the Society to seek advice, obtain resources or arrange a Swim and Survive program.

Available RLSS resources can be accessed by following this link.

WATERSAFETY AND SURVIVAL SKILLS

The School Swimming Scheme focuses on elementary swimming and incorporates the teaching of water safety and survival skills.

The following information will serve as a basis for water safety instruction as part of the School Swimming Scheme. Schools may choose to incorporate instruction in each of the ten lessons, every second lesson or as a full lesson. Rescues can be included as a tabloid activity or separately within each lesson. It is recommended that some time be allocated to practising throwing flotation aids and towing with a rope.

The information below should be planned to suit the age and water experience of the group of students being instructed.

Introducing the activity

Teachers should introduce the subject by emphasising the importance of water safety in the aquatic education of every student.

Explain that the difference between water safety and survival is that water safety deals with recognition and prevention, while survival encompasses strategies and skills employed in an emergency.

Water safety education

Discuss what is meant by water safety.

Define water safety education: water safety education is primarily concerned with the prevention of drowning.

By using the skills learnt in the program and by acknowledging the importance of self-preservation, a person should be able to avoid life-threatening situations.

Hazards of aquatic environments

Explain the dangers in the following environments:

the home

public swimming pools

rivers, lakes and dams

the sea.

Aquatic activities

Explain that there are a number of aquatic recreational activities that involve some measure of danger, including fishing and boating.

Personal survival

Emphasise that swimmers should enter the water only when they have ascertained that there is no risk of injury.

Entering the water

Describe the following most common entries:

wade in

slide in

stride

dive

wearing a personal floatation device (PFD)

fall in.

Signalling for help

Explain that:

the internationally recognised distress signal is one arm raised above the head

the best position for supporting the body while one arm is raised is the back float, sculling with one hand, legs kicking gently.

Survival skills

Describe the following survival skills:

floating

sculling

underwater skills

treading water and survival swimming

PFDs (personal floatation device - life jacket)

exits.

Goldfish 1:	0 metres – feet still on ground, not floating or swimming
Goldfish 2:	1-2 metres - face down swim, or prone float/glide (5 secs)
Goldfish 3:	3-5 metres - face down swim with over water recovery, and/or prone float/glide and back float/glide (5 secs)

Seahorse 1:	6-8 metres - well coordinated face down swim with over water recovery with an attempt to breathe.
Seahorse 2:	8-10metres - must take a breath and continue swimming in a coordinated style. Developing confidence in deep water.

Dolphin 1:	11-15 metres - developing side breathing (head rolls rather than lifts). Confident in deep water.
Dolphin 2:	15-20 metres - developing side breathing (head rolls rather than lifts). Confident in deep water. Stroke is to be more fluid and streamlined (15-20m).

	= success
7M	= success with a distance recorded where maximum distance is not achieved
L	= learning (skills have been introduced but not achieved)
—	= not assessed (skills that have not been introduced)

The following will need to be organised well in advance of the Scheme commencing:

Teaching equipment

SEAHORSE– benchmarks and groupings Chest High Water

Instructional groups - day 2 to day 10

Hazards of aquatic environments

SEAHORSE– benchmarks and groupings
Chest High Water