Red Cross Swim Kids Program

The Red Cross swim kids program is one of many safety and instructional programs offered to Canadians through the Red Cross. The Red Cross is most famous for its first aid and CPR courses and first aid re-certification classes. This page will focus solely on the Red Cross Swim Kids program and provide a overview and detailed lesson plan for the course.

RED CROSS SWIM KIDS
7 hours (1.5 hours class; 5.5 hours pool)
Definition: A 10-level program designed to provide solid and manageable skill progressions from one level to the
next.
OBJECTIVES
1. Demonstrate the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment.
2. Teach the content item and identify the performance criteria for each level of the Red Cross Swim Kids program.
3. Identify effective teaching strategies to meet the needs of the children’s age group characteristics.
4. Identify the program support materials and use for the Red Cross Swim Kids program.
Evaluation Criteria
-Demonstrates ability to plan activities appropriate for the age group and level of Red Cross Swim Kids program
-Demonstrates the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment
-Identifies how to teach the content item and identifies the performance criteria for each level of the Red Cross Swim Kids program
-Identifies effective teaching strategies to meet the needs of the children’s age group characteristics
-Identifies the program support materials and use for the Red Cross Swim Kids program
Dry Portion (1.5 Hours):
Formations and Placement

Objectives:
Demonstrates ability to plan activities appropriate for the age group and level of Red Cross Swim Kids program

Materials: Flipchart, felts

Time: 30 minutes

Activity:
Put candidates into four groups. Place four pool floor plans around the room and designate one per group. Each group is given a level and a skill within that level. They must find an area of the pool in which they will teach that skill including the formation they will use and where they will place the instructor. Each group rotates through the posters. They then switch activities and repeat the process. Candidates are encouraged to challenge themselves to use different formations each time. Lead the candidates through a discussion of which formations were successful and which weren’t.

The Four Activities that the candidates will cycle through are as follows:

1. Swim Kids 2
2. Swim Kids 4
3. Swim Kids 6
4. Swim Kids 8
Progressions
Objectives:
-Demonstrate the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment.
-Teach the content item and identify the performance criteria for each level of the Red Cross Swim Kids program.
-Identify the program support materials and use for the Red Cross Swim Kids program.
Materials: Red Cross Swim Kids Worksheets, Flipchart, Felts

Time: 30 minutes

Activity: Divide candidates into small groups. Provide each group with a copy of the
worksheets for the Red Cross Swim Kids Program. Assign each group a skill (either swimming or water
safety skill) to follow the progression through the program. Each group will identify the progression steps
including the evaluation criteria of the progression. Present these findings to the class. Allow for ten minutes for group time and five minutes per presentation.
Communication (Empathy):

Objective:
Identify effective teaching strategies to meet the needs of the children’s age group characteristics.

Materials: Cue Cards with instructor and learner elements, flipchart, felts

Time: 30 minutes

Activity: Have each candidate choose a partner. Designate one partner “instructor” and the other “learner”. Give all the instructors a cue card with a communication element (e.g. towering teacher) and give the learners a cue card with a feeling (e.g. frustrated). Ask the instructors to assign a skill to the learners (e.g. draw a picture of a horse) and allow the instructors and the learners to interact. Post a flipchart with the word “feeling” on one column and the word “empathy” on the other. Brainstorm for ways of showing empathy toward learners. ** You might need to define the word “empathy”! See Empathy task cards – communication in Appendix D

Definition of Empathy: understanding and entering into another’s feelings

Wet Portion (5.5 hours):
Activity: Footsteps

Objective:
-Demonstrate the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment.
-Teach the content item and identify the performance criteria for each level of the Red Cross Swim Kids program.

Materials: Laminated papers with major progressions and minor progression in the swim kids program

Time: 1 Hour

Activity: With all the students in the water take out a mat and place the laminated forms of all the major progressions (can be in the shape of a foot) on a mat, out of order. Have the students place the progression in the right order. Have the students then demo all the progressions one by one. Discuss the importance of doing the progressions in order and discuss what would happen if you were to skip a progression and how the next progression would go.

Separate the class into the number of groups of major progressions. Give each group a mat and have them put the smaller progressions to that large progression in order. Give them approximately 5 minutes to place the progressions in order. After that give them 5 minutes to prepare a 10 minute presentation on those progressions, as they describe them and demonstrate them to the class. Leave time for questions, comments and concerns after each group presents. The progressions can be taught with one presenter if class has lower level of participants.

Activity: Teaching Experience.

Objective:
-Demonstrate the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment.

Materials: Laminated papers with formation, drill and scenario.

Time: 1 Hour

Activity (wet): Give out a laminated sheet with a formation, drill and scenario for each student. They each need to teach the remainder of the class. The class gets a scenario laminated paper which the instructor must cater to (instructor will not know). Allow for time after each instructor for comments, criticism, questions and concerns. Make sure you do this in the order of progressions and use a variety of formations.

Student Criteria can involve the following
-Attention deficit child
-extremely young class, immature
-older, mature class
-crying student
-abusive student
-student does not want to do anything
-angry student.
-no English student.

Ask students for input after each presentation.

Activity: Major Strokes

Objective:
-Demonstrate the ability to apply the Red Cross Swim Kids program progressions in a peer teaching environment.
-Teach the content item and identify the performance criteria for each level of the Red Cross Swim Kids program.

Materials: Laminated form with stroke errors

Time: 1.5 Hour

Activity (wet): Divide the class into four groups. Give each group a major stroke. Give them each ten minutes to prepare to teach the class, using the appropriate formations, atleast 5 drills for that stroke. They must also identify how they can correct the stroke errors that were handed to them. They must explain what drill can be used to correct that error. They each receive 10 minutes for there presentations with time at the end for questions, comments and concerns. Leave room for input from other groups.

The four major strokes are as follows:
Front Crawl
Back Crawl
Breast Stroke
Elementary Backstroke
Activity: Fitness

Materials: Fitness Sheet

Time: 30 minutes

Activity (wet): Have the class swim a distance endurance swim of 400 meters. Then have them do a fitness drill and have them check there circulation after each interval.
Activity: Lesson Observation

Objectives:
-Identify effective teaching strategies to meet the needs of the children’s age group characteristics.
-Identify the program support materials and use for the Red Cross Swim Kids program.
Materials: Lesson Plans, Behaviour cards

Time: 1 Hour
Show the Sample Lesson Plans to the class. Choose one lesson plan and take the class through the lesson plan in the water using them as the candidates. Role-model effective instructional techniques.

Prior to the lesson, have each instructor candidate review the lesson observation questions (Appendix C).
Once the lesson is over have the candidates complete the questions.
Review the lesson observation questions together.
Have the group identify how these factors (safety supervision, class management, transitions and activity level) contributed to the success of the class.

Give each candidate a behaviour card. A behaviour card can be any type of behaviour that may be
observed in a lesson by a student (fear, authority challenger, boredom, etc.) As you move through each
activity, select one candidate to read his/her behaviour card. Have the candidate identify what strategy or
alternative activity s/he would identify as a potential solution to effectively meet the challenge identified on
the behaviour card. Invite the class to provide alternative options as well. Identify successful strategies.

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