KLA : PDHPE Class : 2H Date : 16.2.

17 Time : 1:40

Syllabus outcome/s In this lesson the learners will:

SLS1.13 recognises that their safety depends on the environment and the Identify things needed to play safely, eg water safety
behaviour of themselves and others. uses reach and throw techniques to perform a water rescue
Identify things needed to play safely, eg water safety
uses reach and throw techniques to perform a water rescue
TEACHING AND LEARNING ACTIONS
ORIENTATION 7 minutes REFLECTION 2 minutes
Brainstorm with students on the floor, whilst writing on the whiteboard their ideas, of What are the three rules when you are going somewhere to swim?
places that they can swim.
Repeat the rules over and over. Try and get students to remember.
Start probing questions of what are some safe ways to swim.
Group Teacher
CONTENT TIME GUIDED DISCOVERY structure role ASSESSMENT RESOURCES
Here are the 3 rules to think about when you go to What? How? SMARTboard
10 mins swim on the SMARTboard. WC TD Identify things Questioning Whiteboard
Identify things 1. Go together take an adult with you needed to play and Books
needed to play 2. Stay afloat and wave to be seen safely, eg Observation Pencils
safely, eg water 3. Reach to rescue not risking your own water safety Rubbers
safety safety. Coloured pencils
Tell stories of water safety experiences and miss uses reach Observation
5mins one of the rules out. Students then identify what and throw
rule I have missed out. techniques to
perform a
Explain the two activities. water rescue

EXPLORATION including INDIVIDUALISING

Group 1 - Write the rules in their books and then Groups SD
draw pictures of them and colour them in.
20 mins
uses reach and Group 2 Role playing the three groups, using Groups TM
throw techniques reach and throw techniques to perform water
to perform a rescues.
water rescue

Hinde Mcleod, J & Reynolds, R. (2007) Quality Teaching for Quality Learning Thompson : Social Science Press
Different learning centres running at the same time helps
provide opportunities for different learning types - in this
case written and kinaesthetic, providing a lesson sequencing
that is engaging for learning. Relating to the AITSL standard
2.2.1, and the domain professional practice.