Detailed Overview

PRE COURSE online resources and reading

  • A Safe Environment Part One
  • A Safe Environment Part Two
  • About KS 1+2 Requirements.
  • Self Rescue – Food for thought
  • Desktop Task: 8 Foundation Skills


  • To identify Key aspects of and consider current national recommendations and guidance for creating and organising a safe and effective ‘aquatic’ learning environment:
    • To understand the roles, responsibilities and relationships between all people involved in the delivery of swimming lessons.
    • Be able to apply safe ‘good practice’ to teaching and learning in the aquatic learning environment.
  • Reflect on and think about own personal experiences as a swimmer or learner or teacher of swimming.
  • Identify or confirm the PE Curriculum requirements for Swimming and Water Safety
  • Explore current guidance statements and consider the importance of swimming in the curriculum
  • Understand that there is flexibility in how the requirements are delivered and assessed
  • Compare a range of outcomes and consider priorities for your setting.
  • Use the principles of ‘readiness’ to identify and order key stages or steps in the beginner’s learn to swim journey


  • Session One (Learning to Swim)
  • Session Two (Self Rescue and Water Safety
  • Session Three (Introducing swimming strokes)  
  • Practical Pool session- time to be agreed. Also, Observation and/or assisting at Swimschool 4-5pm.                                       


  1. To understand and be able explain the influence of key scientific aspects of the aquatic environment on learning to swim.
  2. To understand that there are ‘pre-requisites’, foundation or core aquatic skills in which need to be acquired and established for successful participation in a wide range of aquatic activities…and there are no shortcuts That future success and participation is more likely when the ‘core’ or foundation skills are introduced progressively – when learners are ‘ready’. (See Physical Literacy frameworks)
  3. To identify the Foundation, Fundamental or Core Aquatic Skills; compare and develop them with SMART objectives for Safe Self Rescue
  4. To understand the key underpinning skills and the essential components and practices for introducing, developing, and improving swimming strokes.
  5. To understand how swimming can make a contribution to wider, inclusive outcomes for National Curriculum PE and Whole School Policies
  6. To develop a model for the planning, preparing and delivery of swimming lessons to meet the requirements of the National Curriculum and the needs of all pupils.

Assessment of knowledge and understanding of key underpinning concepts and practices specifically involved in teaching swimming is through oral questioning, active listening and observation of learners’ achievements during practical tasks and activities throughout the training. Delegates are invited to complete online evaluations.

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