An aquatic education resource for primary schools - TEACHING AND LEARNING RESOURCE FOR JUNIOR CLASSES - Drowning ...
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TEACHING AND LEARNING RESOURCE FOR JUNIOR CLASSES
An aquatic education resource for primary schools
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
1
Karakia - Tangaroa/Haumaru wai
Tau mai te māuri nuku, tau mai te māuri rangi,
Settled from the vital essence of the land to the sky
Ko te Marama I tō a papa
From the gravitational pull of the moon
tai timu, tai pari
Accompanies the provision of the low and high tides.
Whakatō te hauarutanga ki tēna, ki tēna o mātou
Incorporating safety and protection to us all that have
gathered.
Nau e Hinemoana, Nau e Tangaroa
There lies the sacred domain of Hinemoana and Tangaroa.
Haumi ē hui ē tāiki ē.
United and ready to progress the purpose
2 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
Foreword - Kupu Whakataki
Aquatic education in, on and around water really can and does save lives.
Water safety is about the decisions made in and around water and being
able to take the skills and thinking processes from a pool into open water
where conditions are changeable and risks may not be apparent.
This revised resource promotes safe practices in, on and around the
water. Learning water competence is an essential skill for young people.
It is vital in Aotearoa/New Zealand as it can help reduce the risk of
drowning. Children can develop confidence, have fun and learn water
competence - all whilst engaging in water related activities. Curriculum
(2007, p.22) states, “…that all students will have had opportunities to
learn basic aquatic skills by the end of year 6.”
WaterSense provides four key safety messages that form the foundation
learning for safe aquatic practice. It reinforces the importance of thinking
and decision making both during formal skill learning as well as in water
play. In addition, WaterSense acknowledges our bi-lingual culture with
the inclusion of Te Reo Maori messages and appendices. Water safety is
a whole of community responsibility from children, teachers and schools
through to whānau and communities. Let us keep safe by actively
promoting water safety through quality aquatic education programmes
and resources like this.
Dr Denise Atkins
Chairperson
Drowning Prevention Auckland
“Drowning is a significant, complex and multi-faceted phenomenon which has at its heart the
way in which humans interact with their environment,” Dr Kevin Moran.
“Therefore, the solution is also complex and multi-faceted,” Professor Robert K. Stallman.
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
3
Introduction Kupu Whakamārama
The WaterSense resource has been produced by Drowning Prevention
Auckland to promote the use of safe water practices by young
children. This resource will provide a foundation for each child’s aquatic
education, and assist in the development of a water safe culture within
the school.
By the end of Year 2, all children should be able to talk about the four
water safety messages and have completed the suggested or similar
learning activities.
To encourage and promote water safety throughout the school, the
Board of Trustees, Principal and Staff need to promote water safety
through both clear policy and practice.
The term ‘WaterSense’ refers to the ability to recognise the special
nature of the water environment, be aware of its unique properties and
what it offers, as well as recognise its potential risks and dangers. It is
concerned with the thinking that surrounds a child’s behaviour in, on or
near the water.
The aim of this teacher resource is to:
a. Assist schools in developing the initial stages of a ‘water safety
culture’
b. Address the concern of our high drowning toll compared to other
developed countries
c. Identify the important water safety messages for Junior class children
d. Illustrate the relationship between each safety message, and the
Underlying Concepts, Strands and Achievement Objectives identified in
the New Zealand Curriculum
e. Present curriculum links with suggested learning and supporting
activities to encourage use and to reinforce the key water safety
messages. These activities have been developed around Level 1 of the
Learning Areas, but opportunities for extension can be explored by the
teacher
f. Identify appropriate resources for aquatic education
The success of an aquatic education programme is dependent on the
commitment made by the school and its community, to the value they
place on developing these life skills, which promote safety in, on and
around water.
Note: Teachers, please be aware that some children/family member or friend may have had an experience
around water that may influence their ability to engage positively in this aquatic programme. Therefore, a
brief statement on the Home Partnership Communication page (Appendix 3A) presents an opportunity for
you to gain any relevant information.
This resource remains the intellectual property of Drowning Prevention Auckland . Teachers may photocopy
the material in this resource for use in their teaching programmes and with their school community. Any
other reproduction of this material must acknowledge the authorship of Drowning Prevention Auckland .
4 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
Contents Ngā ihirangi
CURRICULUM OVERVIEW 6
* Each message includes Achievement Objectives from the Health and Physical Education
Learning Area and applicable links to the Underlying Concepts. In addition there are
suggested activities that link to other Learning Areas to enhance learning.
MESSAGE 1 SUPERVISE WITHIN SIGHT & REACH 8
How does an adult keep me safe in, on or around water?
MESSAGE 2 STAY BETWEEN THE FLAGS 11
Where at the beach is it safe to swim?
MESSAGE 3 LEARN WATER COMPETENCE 16
How can I keep safe in the water?
MESSAGE 4 WEAR A LIFEJACKET 18
When do I need to wear a well-fitted lifejacket?
APPENDICES 24
1. Supporting Activities - A. to C. 24
2. Classroom Activities 28
3. Home Partnership 34
4. Ponder Picture 36
5. H.E.L.P., HUDDLE and Rescue Signal Pictures 37
6. WaterSense ‘Certificate of Participation’ 40
7. Translation 41
8. ‘Building Blocks’ 42
9. Resources 43
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
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6
Health and Physical Education – Level 1
Strands: Physical Health and Physical Development, Movement Concepts and Motor Skills, Relationships with Other People & Healthy Communities and Environments
Underlying Concepts:
Hauora: A Māori philosophy of well-being that includes the dimensions taha wairua, taha hinengaro, taha tinana, and taha whānau, each one influencing and supporting the others.
Health Promotion: A process that involves children in personal and collective action.
Socio-ecological perspective: A way of viewing and understanding the interrelationships that exist between themselves and others.
Attitudes and Values: Developing a positive, responsible attitude to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.
Message 1 Safety management:
Supervise Describe and use safe practices and identify people who can help
Within Sight Community resources:
and Reach Identify and discuss obvious hazards and adopt simple safety practices.
Rights, responsibilities and laws; People and environment:
Take action to contribute to being safer around water.
Health Promotion:
Develop the personal skills that empower children to take action to improve their well-being.
Message 2 Safety management:
Stay Between Describe and use safe practices and identify people who can help
the Flags Community resources:
Identify and discuss obvious hazards and adopt simple safety practices.
Rights, responsibilities and laws; People and environment:
Take action to contribute to being safer around water.
Health Promotion:
Come to understand how the environments in which they live and play affect their personal well-being and that of others.
Develop the personal skills that empower children to take action to improve their well-being .
Attitudes and Values:
Develop a responsible attitude to their own well-being.
Message 3 Regular physical activity:
Learn Water Participate in physical activities and identify enjoyable experiences.
Competence Safety management:
Describe and use safe practices and identify people who can help
Movement skills; Science and technology
Develop a range of movement skills for safe and enjoyable play in the water.
Positive attitudes; Challenges and social and cultural factors:
Participate in games and activities and identify factors that make participation safe and enjoyable.
Rights, responsibilities and laws; People and environment:
Take action to contribute to being safer around water.
Health Promotion:
Develop the personal skills that empower children to take action to improve their well-being.
Message 4 Personal growth and development:
Always Wear a Describe feelings and ask questions about personal needs and wants.
Lifejacket Safety management:
Describe and use safe practices and identify people who can help
Relationships:
Explore and share ideas about how to help others be safer on and around water.
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
Community resources:
Identify and discuss obvious hazards and adopt simple safety practices.
Rights, responsibilities and laws; People and environment:
Take action to contribute to being safer around water.
Health Promotion:
Develop the personal skills that empower children to take action to improve their well-being
Attitude & Values:
Develop a positive & responsible attitude to their own well- being.
English – Level 1 English – Level 1 Science – Levels 1 and 2 Social Studies – Level 1 The Arts – Level 1 The Arts – Level 1
Listening, Reading and Speaking, Writing and Physical world: Drama Visual Art
Viewing Presenting Physical Inquiry & Physics Communication and Inter- Understanding the Arts
Concepts preting & Developing Ideas in Context & Developing
Ideas.
Message 1 Processing Information: Understand that people Communicating and Understanding the Arts in
Supervise Ask questions and listen have different roles and Interpreting: Context:
Within Sight to, interpret and present responsibilities as part Share drama through Share ideas about how and
and Reach information. of their participation in informal presentation and why their own and others’
groups. respond to elements of works are made and their
Listening Functions: drama in their own and purpose, value and context.
Listen and respond to texts others’ work.
and relate them to personal
experience.
Message 2 Processing Information: Poetic: Seek and describe simple Understand that people Communicating and Developing Ideas:
Stay Between Ask questions and listen Write on a variety of topics, patterns in physical have different roles and Interpreting: Investigate and develop
the Flags to, interpret and present beginning to shape ideas. phenomena. responsibilities as part Share drama through visual ideas in response to
information. • Floating/Sinking of their participation in informal presentation and a variety of motivations,
Transactional: groups: respond to elements of observation, and
Write instructions and Describe the role and drama in their own and imagination.
recount events in authentic function of surf lifeguards others’ work.
contexts. in our society.
Message 3 Processing Information: Transactional: Seek and describe simple
Learn Water Ask questions and listen Write instructions and patterns in physical
Competence to, interpret and present recount events in authentic phenomena.
information. contexts. • Floating/Sinking
Message 4 Processing Information: Transactional: Seek and describe simple Developing Ideas:
Always Wear a Ask questions and listen Write instructions and patterns in physical Develop and sustain
Lifejacket to, interpret and present recount events in authentic phenomena. ideas on drama, based on
information. contexts. • Floating/Sinking personal experience and
imagination.
Communicationg and
Interpreting
Share drama through
informal presentation and
respond to elements of
drama in their own and
others’ work.
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
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8
The Arts – Level 1 The Arts – Level 1 Technology – Level 1 Mathematics and
Music – Sound Dance Technological Knowledge Statistics – Level 1
Arts Communicating and & Nature of Technology Geometry and
Developing Ideas Interpreting & Developing Measurement
Ideas
Message 1 Developing Ideas: Communicating and Position and orientation:
Explore and express Interpreting: Describe their position rela-
sounds and musical ideas, Share dance movement tive to a person or object.
drawing on personal through informal
experience, listening, and presentation and share
imagination. their thoughts and feelings
in response to their own
and others’ dance.
Message 2 Characteristics of Position and orientation:
technology: Describe their position rela-
Understand that tive to a person or object.
technology is purposeful
intervention through
design.
Message 3 Developing Ideas: Developing Ideas: Position and orientation:
Explore and express Improvise and explore Give and follow instructions
sounds and musical ideas, movement ideas in for movement that involve
drawing on personal response to a variety of distances, directions, and
experience, listening, and stimuli. half or quarter turns.
imagination.
Message 4 Developing Ideas: Technological products:
Improvise and explore Understand that
movement ideas in technological products
response to a variety of are made from materials
stimuli. that have performance
properties.
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
Message 1 Karere 1
SUPERVISE WITHIN SIGHT AND REACH
ME KITE I TE TAMAITI, ME TATA KI A IA
HOW DOES AN ADULT KEEP ME
SAFE IN, ON, OR NEAR WATER?
ME AHA TE PAKEKE KIA HAUMARU AI
AHAU I ROTO, I TE TAHA RĀNEI O TE
WAI?
Being in, on or around water with a responsible caregiver is fun and
reduces the risk of tragedy. Most child drownings are toddlers and young
children less than 5 years old (around 65%). However, there is still an
average of four children aged 5 – 14 years who drown each year. Places
of drowning evidence highlight the importance of close adult supervision
(within sight and reach) around all types of water – pool, sea, spa, river,
bath, paddling pools…
Teacher’s Notes:
At a young age children develop a sense that they are in a potentially risky
situation when taking part in activities in, on or around water.
The key message for supervising a child is; ALWAYS SUPERVISE WITHIN
SIGHT AND REACH.
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
9
Learning Intentions:
Children will: SUPERVISE WITHIN SIGHT AND REACH
• Understand the importance of why ME KITE I TE TAMAITI, ME TATA KI A IA
they need to have an adult supervise
them within sight and reach while they
are in, on or near water
• Understand and appreciate the
importance of asking permission before
they go in, on or near water
• Identify where water can be found in
the home and local environment
and discuss related hazards and how to
manage these
Suggested Learning Activities:
• Where do we see water? E.g. pool, sea, bath, bucket
• What is an adult? What does an adult supervising look like? Use Ponder picture (Appendix
4) i.e. reading a newspaper versus standing beside
• Brainstorm a list of situations where the children need to ask permission to go somewhere,
do something etc.
• Why do we need to ask permission to do these activities, to go to these places? Who do
we ask? Why them?
• Brainstorm situations where they need adult supervision – relate supervision message to
water environment
• Record as a + and – chart the children’s response to the following questions
+ chart - chart
What are the benefits of having an adult What are the dangers of not having an
‘within sight and reach’? adult ‘within sight & reach’?
• Create a class story book/mural about a set of ‘rules’ needed around a water space e.g.
school pool, local pond, (use digital photos, or digital drawing software such as KidPix)
• Use the ‘Ponder’ picture (Appendix 4) Discuss safe, unsafe activities that they can see
• Ask children to draw pictures of themselves doing activities in, on or near water. Where
would they draw the person who was supervising them? (Have they placed the adult on
the beach, in the water, near, far away?)
Suggested Resources: Supporting Activities:
(Refer Appendix 9) English:
• Fishing with Papa
• ‘Yes or No’ activity related to water
Kei te hī ika māua ko Pāpā
safety rules (See activity sheet page 11)
• Pippa and Paul Playing Safely in the
Water • Write and perform a radio
• Sam and the Waves advertisement to promote this water
safety message. Could be an assembly
Ministry of Education item.
• Bubbles to Buoyancy Years 1-3 The Arts/English:
Royal Life Saving Society Australia • Design a poster to advertise this water
• Water Smart safety message to encourage children
to be safe and sensible in, on or near
Surf Life Saving New Zealand
water.
• Surf Aware
(Different groups focus on different
Water Safety New Zealand water safety rules eg ‘within sight &
• Water Skills for Life reach, asking permission).
10 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzYes or No Āe, Kāo rānei?
Teacher can read the sentences to the class. Children
work in pairs/threes to initially talk about the questions
(encourage discussion before deciding on the best
answer) - can record their responses either verbally, or
by writing YES or NO.
1. You can drown in the bath. Yes No
2. It’s okay to go swimming at the beach on your own Yes No
without an adult, as long as you are swimming
between the flags.
3. Lifejackets need to be well fitted and secure before Yes No
you go out in a boat.
4. Surf patrol flags have red in the top rectangle and Yes No
yellow in the bottom rectangle.
5. You need to ask an adult for permission before going Yes No
into the spa pool or pool.
6. It’s okay to go swimming in a pool while you are Yes No
on holiday if you have been given permission to
swim while your family rest in the hotel room.
7. I can go to see and feed the ducks in the park on my Yes No
own without asking permission or anyone watching
me.
8. There are no lifeguards on patrol or no adults Yes No
supervising me and the water looks calm, so it is safe
for me to be in the water.
9. I need to have an adult within sight and reach of me
while I am in, on or near water. Yes No
10. When I’m not sure about the water I should stay out.
Yes No
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
11Message 2 Karere 2
STAY BETWEEN THE FLAGS!
ME NOHO KI WAENGA HAKI
WHERE AT THE BEACH IS IT
SAFE TO SWIM?
KI HEA I TE ĀKAU TE WĀHI
HAUMARU KI TE KAUKAU?
Beaches offer a unique aquatic environment. The ability to assess the
safety of a beach environment is a skill developed through knowledge,
experience and expertise. Surf Lifeguards offer their expertise to the
public and place red and yellow flags indicating a safe and patrolled
place to swim. The public is strongly advised to ‘Stay between the flags’
Teacher’s Notes:
• Surf patrol flags have red in the top rectangle and yellow in the bottom half
• Surf patrol flags are positioned by lifeguards to indicate a safe area of surf
and where the surf lifeguards will be patrolling
• The position of the surf patrol flags may change during the day with the
change in conditions (e.g. tide or rip)
* Link to Message 1 ‘How does an adult keep me safe in, on and near water?’
and Message 3 ‘How can I keep safe in the water?
12 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzLearning Intentions: • Recognise that lifeguards are experienced
Children will: and knowledgeable about beach safety
and are there to help.
• Explain the meaning of the patrol flags
and understand they may move from time • Describe and demonstrate how they can
to time. look after themselves at the beach
Suggested Learning Activities: the role of the lifeguard.
Beach Discussion Cards (pages 14 – 16) • What are flags?
• Establish prior knowledge about the beach, • What colour are the surf patrol flags?
patrol flags and surf life guards. • Why are the surf patrol flags on the beach?
• In small groups children use the ‘beach • What are the surf patrol flags used for?
discussion cards’ and talk about what they
• Are the surf patrol flags there all the time?
are and what they are used for.
• Who put the flags there?
• This is a
• Discuss the role of the surf lifeguards.
it is used for/to
• Why do they wear a uniform?
• Teacher to monitor discussions
• Children think of suitable questions to
‘Beach scene picture’ email/interview a lifeguard.
(Ponder Picture – Appendix 4)
Refer to Teacher Guide Using the Ponder
• Discuss how the children are being safe at Picture (WaterSafe Auckland web-site) for
the beach in this picture. additional suggestions for using the Ponder
• Share ideas about being safe at the beach. Picture.
As a class share ideas about the flags and
Suggested Resources: (Refer Appendix 9) Royal Life Saving Society Australia
• Fishing with Papa • Water Smart • Swim and Survive
Kei te hī ika māua ko Pāpā Surf Life Saving New Zealand
• Kapai’s Waterwise • Surf Aware • Surf Smart
• Nippers Surf Life Saving Northern Region
• Pippa and Paul Playing Safely in the Water • Surf to School • Beach Education
• Sam and the Waves Water Safety New Zealand
• Tasman the Sailor Dog • Water Skills for Life
Supporting Activities: mural of a beach scene. Make surf patrol
flags, lifeguards, animals and objects you find
English:
at the beach and get the children to place
• In small groups role-play the solutions to them on the mural.
the following problems. What would you
• Children draw a picture of themselves
say? What would you do?
and an adult supervising them - swimming
• Your cousin wants you to swim where the in the sea/walking into the sea/playing on
waves are big but it is outside the surf the beach. The children decide where they
patrol flags should be placed so they are safe
• You are at the beach with your family and • Teacher prompts the children – Is that
you want to go for a swim a safe place? Are the children swimming
• You are swimming in the sea with your between the flags? Will the Lifeguards be
beach ball and the ball floats away able to see you? How are the children being
• Stay between the flags (activity from safe on the beach? Should you be alone?
Surf Aware – www.surflifesaving.org.nz). Where is the adult?
Cut out the swimmers and glue them • Design a poster to reinforce the key
where they should be swimming in the sea. message: ‘Stay between the flags’
Write a sentence to explain why you should ICT:
swim between the flags.
• Use a digital drawing programme such as
Science: KidPix to draw a beach scene. Think about
• Salt/Fresh Water Experiment (Appendix 1A) some of the things you would see at the
• How can some floating objects help to beach. Who and what needs to be there to
keep us safe?(Appendix 1B) help keep you safe? Where would you swim
or go in the water, why? Draw the people
The Arts: who would need to be close to you
• Divide class into groups to create a class
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
1316330 Watersense Booklets v3 21/4/10 2:32 PM Page 13
Beach Discussion Cards
Ngā Kāri Kōrerorero mō te Ākau
Beach Discussion Cards
MESSAGE 2 - SUPPORTING ACTIVITIES
14 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz16330 Watersense Booklets v3 21/4/10 2:32 PM Page 14
Beach Discussion Cards
MESSAGE 2 - SUPPORTING ACTIVITIES
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
1516330 Watersense Booklets v3 21/4/10 2:32 PM Page 14
Beach Discussion Cards
MESSAGE 2 - SUPPORTING ACTIVITIES
16 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzMessage 3 Karere 3
LEARN WATER COMPETENCE
ĀKONA NGĀ PŪKENGA MŌ TE WAI
HOW CAN I KEEP SAFE IN THE WATER?
KA PĒHEA TE NOHO HAUMARU I ROTO I TE WAI?
Learning water competence is vital in Aotearoa New Zealand. It will
reduce the risk of drowning and enable a life time of participation in
fun pursuits. Water competence is, “…the sum of all personal aquatic
movements that help prevent drowning, as well as the associated water
safety knowledge, attitudes, and behaviours that facilitate safety in, on
and around water” (Moran, 2013). Being water competent begins with
building water awareness and water confidence through games and
fun activities. Children should also develop good habits for being in,
on and around water (e.g. use toilet before swimming, wear togs, gain
permission to enter water, be supervised by an adult, check the depth of
water, think about how and where to get in/out safely, buddy up).
Teacher’s Notes: children “It is ok to say you are in
trouble”
Floating for survival
Practising flotation and the rescue
• Relax and breathe
signal can be linked with activities
• Lie on back, chin up, in Message 4 “Always Wear a
eyes open Lifejacket.” Also, refer to Appendix 5
H.E.L.P. and HUDDLE.
Rescue Signal
It is important that children are able
• Float on back to conserve energy to practice these water safety skills
(Refer to Appendix 5) without wearing goggles.
It is important to reinforce with the
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
17Learning Intentions: • Explain the value of ‘Learning Water
Children will: Competence’.
• Describe a water environment and • Explore the basic principles of floating/
identify potential hazards. sinking.
• Create a set of rules around a water • Develop a range of movement skills in the
environment to help keep them safe. water and identify how these will help keep
them safer.
Suggested Learning Activities: • If you fell in the water, what should you
• Explore the concept of water. Use images, do to help yourself? (See Teacher’s Notes).
and practical activities with, and in water Why?
to discuss and experience shallow/deep; • What would be the best way to show you
still/moving; warm/cold; fresh/salty. are in trouble? (See Teacher’s Notes). Why?
• How do you know which is still/moving, Pool Activities:
deep/shallow? • Activities to promote water confidence
• How might still/moving, deep/shallow through games and fun activities. Refer
affect us when we are in the water? to ‘Suggested Resources’ below.
• Identify and discuss key words to build a • Floating on back and on front and return
relevant ‘Bank of Words’ to standing (see Teachers Notes,
• Use map of local area to locate and discuss Suggested Resources and Appendix 8
the local water spaces e.g. river, sea, pond… ‘Building Blocks’). This can be practiced
with and without lifejackets (use lifejackets
• Hazard Mapping – colour water features. to compliment the learning associated with
Identify potential ‘hazards’. What would Message 4).
we need to do to keep safe in these areas .
• Practise the rescue signal (refer to
• In groups, children brainstorm rules that Appendix 5). Practise this with and without
would help to keep them safe. Collate lifejackets too.
to create a set of ‘rules’ when visiting a
local water environment – link to potential • Lifejacket activities – H.E.L.P. and Huddle
hazards. (Refer to pages 22 & 23, and Appendix 5)
• Discuss what would happen if you • Exploring with a variety of improvised
accidentally fell into the water. What could flotation eg. balls, plastic bottles, buckets
you learn to do to help keep you safe in (this practice would follow the ‘Role Play’
this situation? – Learn water competence suggested in ‘Supporting Activities’)
message!
Suggested Resources: (Refer Appendix 9) Ministry of Education
• Kapai’s Waterwise • Bubbles to Buoyancy Years 1-3
• Nine Children at the Pool Royal Life Saving Society Australia
• Pippa and Paul Playing Safely in the Water • Swim and Survive
• Tasman the Sailor Dog Swimming New Zealand
• The Pirate that Couldn’t Swim • Kiwi Swim Safe
Drowning Prevention Auckland Water Safety New Zealand
• eLearning - Water Safety for Children • Water Skills for Life
Supporting Activities: Science:
English: • Float a doll face up and face down
• In pairs, children role-play someone in in the water. Discuss which position
trouble in the water, example,child in the would best stop water from getting
water holds up hand to show rescue signal into the mouth and nose. Talk about the
for I need help. Rescuer throws flotation best body position if you unintentionally
object eg a ball or plastic bottle to help fell into the water – move on to back and
keep the person safe. kick to the side.
• Draw/label picture of self in the water • Will it sink or float? (Appendix 1A)
showing the rescue signal • How can some floating objects help to
(See Appendix 5). keep us safe? (Appendix 1B)
• Activity to explore the action/force of
water (Appendix 1C)
18 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzMessage 4 Karere 4
ALWAYS WEAR A LIFEJACKET
ME MAU KAHU KAUTERE I NGĀ WĀ KATOA
WHEN DO I NEED TO WEAR A WELL
FITTED LIFE JACKET?
MŌ ĀHEA AHAU MAU AI I TĒTAHI
KAHU KAUTERE URU PAI?
Boating related drownings account for 22% of preventable drownings. A
lifejacket not only helps you to float, but also conserves body heat in and
out of the water. Wearing a correctly fitted lifejacket can help prevent
drowning.
Teacher’s Notes:
• Raise children’s awareness that most boating drownings occur when the
person had no intention of getting wet
• A lifejacket needs to be zipped and clipped, well-fitted with secure
fastenings.
• A lifejacket not only helps a person to float, but conserves body heat in
and out of the water. (Refer to Appendix 5 H.E.L.P., HUDDLE positions with
teacher’s information).
• Regional Council by-laws (e.g. Auckland Council) state it is compulsory for
everyone to wear a correctly fitted lifejacket on all craft under 6 metres,
unless the skipper of that vessel gives you permission not to.
• It is highly recommended that children also wear a lifejacket when fishing
off rocks at the beach and from a wharf.
• Lifejackets can be hired, free of charge, from Drowning Prevention Auckland
(Refer to Appendix 9).
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
19Learning Intentions: lifejacket and give a reason why it helps to
Children will: keep them safe.
• Explain why they need to always wear a • Share ideas about how they can help
lifejacket on a boat, and when fishing others to be safer on and around the water
by wearing a lifejacket.
• Demonstrate how to wear a correctly fitted
Suggested Learning Activities lifejacket-foam).’
BOATS LIFEJACKET
• Brainstorm (web diagram) to show all the • Explore the features of a lifejacket –
different types of boats the children know materials, colour, shape, firm fastenings ‘zip
eg. kayak, canoe, waka and clip’ (when lifted at shoulders should
• Draw a boat that you have been on. What not go above ears)
did the skipper of the boat give you to • What are the benefits of wearing a
wear or tell you to do to keep you safe? lifejacket? flotation/warmth. Create
a graphic organiser to show the benefits of
BUOYANCY (ability of boat to stay
wearing/not wearing a lifejacket.
afloat)
• If you fell in the water what do you think
• Each child has a piece of plasticine/tin foil.
would be the best position to keep you
How can you make your piece of
safe? Turn on back/kick legs.
plasticine/tin foil float? Which is the best
shape, why? How many coins can you ACTIVITIES:
put in your boat before it sinks? • ‘Fill in the gaps’ (pages 21 – 24)
Record findings. • H.E.L.P. & HUDDLE activities
• What helps to keep a boat afloat when it (pages 25 – 28)
capsizes? (Link to floating properties of a
Suggested Resources: (Refer Appendix 9) Drowning Prevention New Zealand
• Fishing with Papa • eLearning - Water Safety for Children
Kei te hī ika māua ko Pāpā • Lifejacket Loan Scheme
• Lifejackets Water Safety New Zealand
• Hiwi the Kiwi Goes Fishing • Water Skills for Life
• Tasman the Sailor Dog
• The Pirate that Couldn’t Swim
Supporting Activities: • Write an ACROSTIC poem – LIFEJACKET
English: Science
• Show illustration of boating scene. List all
• Children carry out the ‘Will it Sink or
the things you can see - build up a BANK
Float?’ activity to explore the sinking/
of key words e.g. sail, oar, motor, ropes,
floating properties of water (Appendix 1A)
lifejacket …..
• Floating and Sinking Activity –‘ How
• In pairs/threes share ideas about how
can floating objects help to keep us safe?’
to help others understand the importance
(Appendix 1Bb)
of wearing a lifejacket when in a boat or
fishing. The Arts:
• Role play the importance of lifejackets • Design an illustration that you would like
when boating and fishing. to see on your personal lifejacket.
• ‘Fill in the gaps’ activity (pages 21 – 24). • Children can dramatise the H.E.L.P./
Children find the missing word to HUDDLE positions on land or in the pool.
complete the important messages about (Appendix 5)
wearing a lifejacket. Draw an illustration to
match the message. • In pairs, children create a scene/freeze to
dramatise the H.E.L.P./HUDDLE positions.
• Using the H.E.L.P. and HUDDLE Add dialogue, sound effects to enhance
illustrations (Appendix 5) children imagine effect
they are one of the characters. Describe
what happened to them to end up in the
water. Describe their feelings. How do
they get out of the situation?
20 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzFill In The Gaps
• Use the words in the WORD BANK below
to complete the sentences.
• Draw a picture to match the message.
• What is the important safety message?
WORD BANK: float fit tightly clip
water lifejacket zip
1. I must always wear a _ _ _ _ _ _ _ _ _ _
when I am are on a boat.
2. My lifejacket will help me_ _ _ _ _
on top of the _ _ _ _ _ _ .
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
21WORD BANK: float fit tightly clip
water lifejacket zip
3. My lifejacket must always _ _ _
me tightly.
4. I must _ _ _ and _ _ _ _ my lifejacket
to make sure it fits me _ _ _ _ _ _ _ .
22 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzMe whakakī mai ngā wāhi kei te ngaro
• Whakamahia ngā kupu i roto i te RĀRANGI KUPU
i raro ki te whakaoti i ngā rerenga kōrero.
• Tātuhia he pikitia kia rite ai ki te karere.
• He aha te karere haumaru hira?
RĀRANGI KUPU:
pōteretere uru pai kikī rawhi
wai kahu kautere kakati
1. Me mau i ahau tētahi _ _ _ _ _ _ _ _ _ _
i ngā wā katoa ina eke poti ahau.
2. Ka āwhina taku kahu kautere ki te
_ _ _ _ _ _ _ _ _ _ i runga o te _ _ _ .
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
23RĀRANGI KUPU:
pōteretere uru pai kikī rawhi
wai kahu kautere kakati
3. Me _ _ _ _ _ _ taku kahu kautere kia
kikī.
4. Me _ _ _ _ _ _ me _ _ _ _ _ hoki i taku
kahu kautere kia ----ahau.
24 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzH.E.L.P.
H.E.L.P.
This
This is
is the
the ‘H.E.L.P’
‘H.E.L.P’ position
position –– (Heat
(Heat Escape
Escape Lessening
Lessening Position).
Position).
• There are some words below to help you write sentences about the picture.
• You
There areuse
can some
some words below
of your owntowords
help you
too write sentences about the picture.
You caninuse
thesome of your own words too
MESSAGE 4 - SUPPORTING ACTIVITIES
• Colour picture
•• How
Colourwould you
in the show you needed help?
picture
• How would youKEY
SUGGESTED show WORDS:
you needed help?
lifejacket yellow keeping warm heat
SUGGESTED
red
lifejacket
orange
yellow keeping warm
float on back
heat
escape
KEY WORDS: red orange float on back escape
cold put arm straight up
cold put arm straight up
Page 22
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
25
Copyright © 2008 Watersafe Auckland Inc www.watersafe.org.nzH.E.L.P.
H.E.L.P.
Koinei
This is te
theāhuatanga ‘H.E.L.P.’– (Heat Escape Lessening Position).
‘H.E.L.P’ position
• Kei raro ētahi kupu hei āwhina i a koe ki te tuhi rerenga kōrero mō te pikitia.
• Ka
There
taeaare some
e koe te words belowi to
whakamahi āu help you write sentences about the picture.
ake kupu
You can use some of te your own words too
MESSAGE 4 - SUPPORTING ACTIVITIES
• Whakakarakarahia pikitia
•• Ka pēhea
Colour in te
thetohu i tō hiahia āwhina?
picture
• How would
ĒTAHI KUPUyou MATUA:
show you needed help?
kahu kautere kōwhai noho mahana wera
SUGGESTED
whero
lifejacket
karaka
yellow keeping warm
kautere ki te tuara
heat
rere
KEY WORDS: red orange float on back escape
makariri tū mai tō ringa
cold put arm straight up
Page 22
26 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
Copyright © 2008 Watersafe Auckland Inc www.watersafe.org.nzHuddle
Huddle
Huddle
This is
This is the
the ‘Huddle’
‘Huddle’ position.
position.
• There are some words below to help you write sentences about the picture.
This is the ‘Huddle’
• You
Therecan
position.
areuse
some
some words below
of your owntowords
help you
too write sentences about the picture.
You caninuse
thesome of to
your ownyouwords
writetoo
MESSAGE 4 - SUPPORTING ACTIVITIES
• There are some
• Colour words below
picture help sentences about the picture.
You can• use some of your own words too
MESSAGE 4 - SUPPORTING ACTIVITIES
Colour in the picture
• Colour SUGGESTED
in the picture KEY WORDS:
SUGGESTED lifejacket yellow keeping warm hugging
KEYlifejacket
WORDS:
lifejacket red yellow keeping warm hugging
SUGGESTED yellow orange
keeping warm
energy hugging
cold heat
KEY WORDS: red red orange
orange energy
energy cold coldheat
heat
Page 23
27
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
Copyright © 2008 Watersafe Auckland Inc www.watersafe.org.nz Page 23Huddle
Huddle
Huddle
Koinei
This is te
thetūranga
‘Huddle’‘Huddle’.
position.
• Kei raro ētahi kupu hei āwhina i a koe ki te tuhi rerenga kōrero mō te pikitia.
This is the ‘Huddle’
•KaThere
taea are
position.
some
e koe words below
te whakamahi toake
i āu help you write sentences about the picture.
kupu
You canwords
use some of your own
youwords
writetoo
MESSAGE 4 - SUPPORTING ACTIVITIES
• There are some
• Whakakarakarahiabelow
te to help
pikitia sentences about the picture.
You can• use some of your own words too
MESSAGE 4 - SUPPORTING ACTIVITIES
Colour in the picture
• Colour SUGGESTED
in the picture KEY WORDS:
SUGGESTED lifejacket yellow keeping warm hugging
KEY kautere
WORDS:
lifejacket red kōwhai noho warm
mahana hugging
kauawhi
SUGGESTED yellow orange
keeping energy cold heat
KEY WORDS:whero red karaka
orange pūngao
energy cold makariri
heat
wera
Page 23
28 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
Copyright © 2008 Watersafe Auckland Inc www.watersafe.org.nz Page 23Appendices Ngā Āpitihanga
1. Supporting Activities
Ngā Tūmahi Tautoko
2. Classroom Activities
Ngā Tūmahi Akomanga
3. Home Partnership
Mahi Tahi me te Kāinga
4. Ponder Picture
Pikitia Kimi Whakaaro
5. H.E.L.P., HUDDLE and Rescue Signal Picture
H.E.L.P, HUDDLE me te Pikitia Tohu Whakaora
6. WaterSense Certificate of Participation
Tiwhikete Whai Wāhi Mai
7. Translation
Whakamāoritanga
8. ‘Building Blocks’
Ngā Poraka Waihanga
9. Resources
Ngā Rauemi
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
29Appendix 1A Āpitihanga 1A
Will it sink or float?
Ka totohu, ka pōteretere rānei?
Salt water is heavier than fresh (plain, unsalted) water. An egg can help
you to prove this.
Preparation Time: 10 minutes
Observation Time: 5 minutes
Materials:
• 2 glasses
• 5 teaspoons of salt
• 2 raw eggs
• water
Activity:
• Half fill the glass with water
• Mix in 5 teaspoons of salt
• Make a prediction – will the egg float or sink?
• Gently place an egg in the salted water
What happens to the egg? Does it float or sink?
• Fill the second glass with tap water
• Carefully place an egg in the water
• Make a prediction – will the egg float or sink? Does it float or sink?
Discussion:
Salt water is denser than fresh water because of the salt content. There
is more matter in an amount of salt water than there is in a similar
amount of fresh water. The egg floats in the salt water, but not in the tap
water because the egg is less dense than the salt water and denser than
the fresh water.
Results:
Children make a visual record of their experiment using drawings or
photographs.
30 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzAppendix 1B Āpitihanga 1B
How can some floating objects help
to keep us safe?
Ka pēhea te āwhina a ētahi mea
pōteretere kia noho haumaru ai
tātau?
Floating and Sinking Activity
Tūmahi Pōteretere me te Totohu
Materials:
• A variety of objects that will float or sink
• Variety of balls of different sizes
• Water bath
Activity:
• Discuss/demonstrate floating and sinking. What do you think these
words mean?
• Prediction - Children select objects – in groups, display objects they
think will float/sink.
• Record prediction and discuss possible reasons.
• Test prediction – find out which objects float, which sink.
Results:
• Record results - discuss. Why have some floated and some sunk?
• What do you think helped them float/sink?
• How can these objects help people who are having difficulty in the water?
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
31Appendix 1C Āpitihanga 1C
Activity to explore the
supporting action/force of water
He tūmahi hei hōpara i ngā mahi/
tōpana o te wai
Materials:
• Closed objects: e.g. oar, large ball, bottle, tennis ball
• Open objects: e.g. Chilly bin, upside down bucket, lunch box
Objects that could help keep us afloat: Discuss the difference between
‘open’ - bucket and ‘closed’ - tennis ball.
Activity:
• Collect a variety of balls of different sizes, put on top of water – push
palm of hand on ball. Which one/s are more difficult to submerge?
Why? Which of the balls do you think would help to keep you afloat
in the water and why? Which ball would you throw to your friend if
they were in trouble?
• Create a T Chart to sort the balls that float or sink
• Draw a poster to show the objects (Closed, Open) that could help a
person stay afloat and keep them safe while in the water. Which ones
will hold our weight? Why? Why not?
If a pool area is available, children could explore these principles with a
selection of ‘open’ and ‘closed’ objects in order to relate it to a ‘real’ life
situation – survival in the water.
32 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzAppendix 2A
Word Scramble
Unscramble the four WaterSense messages. Write the message on the line
below. Draw a picture to match each message.
1. water Learn competence.
2. the Stay flags between.
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
333. lifejacket boat wear a on Always a.
4. Always within have and adult sight
reach an.
34 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzĀpitihanga 2A
Whāranu Kupu
Wetewetea mai ngā karere WaterSense e whā. Tuhia te karere ki te rārangi i
raro. Tātuhia he pikitia kia rite ai ki ia karere
1. wai ki te Me mātau.
2. ki Noho haki waenga.
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
353. kahu kautere waka mau Me i ngā wā
katoa i runga.
4. i ngā wā katoa Kia kitea, pakeke e
tētahi kia tata hoki.
36 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzAppendix 2B
Role Play Cards
Role play – in small groups, act out the message to see if the rest of the
class can recall the important water safety message.
ALWAYS WEAR A LIFEJACKET
ME MAU KAHU KAUTERE I NGĀ WĀ KATOA
WHEN DO I NEED TO WEAR A WELL
FITTED LIFE JACKET?
MŌ ĀHEA AHAU MAU AI I TĒTAHI
KAHU KAUTERE URU PAI?
SUPERVISE WITHIN SIGHT AND REACH
ME KITE I TE TAMAITI, ME TATA KI A IA
HOW DOES AN ADULT KEEP ME
SAFE IN, ON, OR NEAR WATER?
ME AHA TE PAKEKE KIA HAUMARU AI
AHAU I ROTO, I TE TAHA RĀNEI O TE
WAI?
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
37Appendix 2B
Role Play Cards
Role play – in small groups, act out the message to see if the rest of the
class can recall the important water safety message.
STAY BETWEEN THE FLAGS!
ME NOHO KI WAENGA HAKI
WHERE AT THE BEACH IS IT
SAFE TO SWIM?
KI HEA I TE ĀKAU TE WĀHI
HAUMARU KI TE KAUKAU?
LEARN WATER COMPETENCE
ĀKONGA NGĀ PŪKENGA MŌ TE WAI
HOW CAN I KEEP SAFE IN THE WATER?
KA PĒHEA TE NOHO HAUMARU I ROTO I TE WAI?
38 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzĀpitihanga 2B
Ngā Kāri Whakatautau
Whakatautau – i roto i ngā rōpū iti, whakatautauhia mai te karere ki te kite
mēnā ka maumahara te akomanga i te karere haumaru wai hira.
ALWAYS WEAR A LIFEJACKET
ME MAU KAHU KAUTERE I NGĀ WĀ KATOA
WHEN DO I NEED TO WEAR A WELL
FITTED LIFE JACKET?
MŌ ĀHEA AHAU MAU AI I TĒTAHI
KAHU KAUTERE URU PAI?
SUPERVISE WITHIN SIGHT AND REACH
ME KITE I TE TAMAITI, ME TATA KI A IA
HOW DOES AN ADULT KEEP ME
SAFE IN, ON, OR NEAR WATER?
ME AHA TE PAKEKE KIA HAUMARU AI
AHAU I ROTO, I TE TAHA RĀNEI O TE
WAI?
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
39Āpitihanga 2B
Ngā Kāri Whakatautau
Whakatautau – i roto i ngā rōpū iti, whakatautauhia mai te karere ki te kite
mēnā ka maumahara te akomanga i te karere haumaru wai hira.
STAY BETWEEN THE FLAGS!
ME NOHO KI WAENGA HAKI
WHERE AT THE BEACH IS IT
SAFE TO SWIM?
KI HEA I TE ĀKAU TE WĀHI
HAUMARU KI TE KAUKAU?
LEARN WATER COMPETENCE
ĀKONGA NGĀ PŪKENGA MŌ TE WAI
HOW CAN I KEEP SAFE IN THE WATER?
KA PĒHEA TE NOHO HAUMARU I ROTO I TE WAI?
40 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzAppendix 2C
Role Play Cards (Decision making activities)
In small groups, children role-play the different scenarios. Ask the children
what they think could be possible solutions to these scenarios?
You are swimming in your You are having a picnic with
pool at home. An adult is your friend and their family
watching you closely. Then near a river. Your friend’s
they say they are going to parents say you can go for a
make lunch and will be back in swim in the river while they
twenty minutes. pack up the picnic.
You will be swimming with a
What do you say to them and buddy but no adults will be
what do you do? supervising you in the water.
What do you do?
You are at the beach and it is You and your family are
a really hot day. The beach is having a picnic near a stream,
very busy and there are lots of river or pond. Your mum and
people in the sea. Your mum dad are busy and your brother
has fallen asleep on the beach who is 9 years old says it’s
and you want to go for a swim okay for the two of you to go
to cool off. for a swim. You are not being
supervised closely.
What do you think you
should do? What do you decide to do?
You are swimming in the Your 14 year old cousin
sea and your mum says she and their friend are looking
is watching you but is busy after you. You get bored, so
talking to her friend and then they suggest you play in the
goes to get you an ice cream. paddling pool whilst they play
You cannot see her very easily on the computer.
because she is quite far away.
What do you do?
What do you do?
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
41Āpitihanga 2C
Ngā Kāri Whakatautau (Ngā tūmahi whakatau)
I roto i ngā rōpū iti, me whakatautau mai ngā tamariki i ngā āhuatanga
rerekē. Pātai atu ki ngā tamariki he aha ki ō rātau whakaaro ngā otinga ka
taea mō ēnei āhuatanga?
Kei te kaukau koe i tō hōpua Kei te pikiniki koutou ko tō
kaukau i te kāinga. Kei te āta hoa me tōna whānau i te taha
mātakitakitia koe e tētahi o tētahi awa. Ka kī ngā mātua
pakeke. Kātahi ia ka kī ake kai o tō hoa kua wātea kōrua ki
te haere ia ki te mahi tina, ā, ka te haere ki te kaukau i roto i
hoki mai ia hei te 20 meneti. te awa i a rāua e kohikohi ana
i ngā taputapu pikiniki. Ka
He aha tō kōrero ki a ia, ā, me kaukau kōrua ko tētahi hoa
aha koe? engari kāore he pakeke hei
tiaki i a kōrua i roto i te wai.
Me aha koe?
Kei te ākau koe, ā, ka mutu he Kei te pikiniki koutou ko tō
rā tino wera. He tokomaha ngā whānau i te taha o tētahi
tāngata kei te ākau, kei roto i kōawa, awa, repo rānei. Kei
te moana hoki. Kua warea tō te whaihanga tō māmā rāua
māmā e te moe i tātahi, ā, ka ko tō matua, ā, ka kī atu tō
pīrangi koe ki te haere ki te tuakana, e 9 ōna tau, he pai
kaukau he wera nōu. noa iho tā kōrua haere ki te
kaukau. Kāore kōrua i te āta
Ki ōu whakaaro, me aha koe? tiakina.
Ka aha koe?
Kei te kaukau koe i roto i te i te tiakina koe e tō kaihana,
moana, ā, ka kī tō māmā kei te 14 ōna tau, me tōna hoa. Ka
mātakitaki ia i a koe engari kei hongehongeā koe, ā, kī atu
te warea kē ki te kōrero ki tōna rāua ki a koe me tākaro koe ki
hoa me te aha ka haere ia ki te roto i te hōpua kaukau iti i a
tiki aihikirīmi māu. Kāore koe rāua e tākaro ana i runga i te
i te tino kite i a ia i te mea kei rorohiko.
tawhiti kē ia.
Ka aha koe?
Ka aha koe?
42 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzAppendix 2D
Appendix 2D
WaterSense Book Mark
WaterSense Book Mark
Select an appropriate language. Cut out the 4 key water safety messages
strip
Selectand back it onlanguage.
an appropriate to the other side
Cut out theof4 the strip showing
Key water the key
safety messages messages.
strip and
back it on to the other side of the strip showing the key messages.
SUPERVISE WITHIN SIGHT AND REACH
WHERE AT THE BEACH IS IT SAFE
ME KITE I TE TAMAITI, ME TATA KI A IA TO SWIM?
KI HEA I TE ĀKAU TE WĀHI LEARN WATER COMPETENCE
HAUMARU KI TE KAUKAU?
NO TRANSLATION ALWAYS WEAR A LIFEJACKET
ME MAU KAHU KAUTERE I NGĀ WĀ KATOA
WHEN DO I NEED TO WEAR A WELL
HOW DOES AN ADULT KEEP ME FITTED LIFE JACKET?
SAFE IN, ON, OR NEAR WATER? KMŌ ĀHEA AHAU MAU AI I TĒTAHI
ME AHA TE PAKEKE KIA HAUMARU HOW CAN I KEEP SAFE IN THE WATER? KAHU KAUTERE URU PAI?
AI AHAU I ROTO, I TE TAHA RĀNEI KA PĒHEA TE NOHO HAUMARU I ROTO I TE WAI?
O TE WAI? STAY BETWEEN THE FLAGS!
NO TRANSLATION
APPENDIX 2
WaterSense
Kia tupato ki nga wai kato
O Amioga Faaeteete ma Lagona
Lili’a l le Sami ma le Vai
Faka’ilo’ilo Ki He Vai
Pani Ke Prati Sachet
Page 33
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
43
Copyright © 2008 Watersafe Auckland Inc www.watersafe.org.nzĀpitihanga
Appendix 2D2D
Tohu Pukapuka WaterSense
WaterSense Book Mark
Tohua he reo hāngai. Tapahia mai ngā karere haumaru wai Hira e 4 ka
whakapiri atu ki tētahi
Select an appropriate atu taha
language. Cut o tethe
out ngaku
4 Keyewater
whakaatu ana i ngāstrip
safety messages karere
and hira.
back it on to the other side of the strip showing the key messages.
SUPERVISE WITHIN SIGHT AND REACH
WHERE AT THE BEACH IS IT SAFE
ME KITE I TE TAMAITI, ME TATA KI A IA TO SWIM?
KI HEA I TE ĀKAU TE WĀHI LEARN WATER COMPETENCE
HAUMARU KI TE KAUKAU?
NO TRANSLATION ALWAYS WEAR A LIFEJACKET
ME MAU KAHU KAUTERE I NGĀ WĀ KATOA
WHEN DO I NEED TO WEAR A WELL
HOW DOES AN ADULT KEEP ME FITTED LIFE JACKET?
SAFE IN, ON, OR NEAR WATER? KMŌ ĀHEA AHAU MAU AI I TĒTAHI
ME AHA TE PAKEKE KIA HAUMARU HOW CAN I KEEP SAFE IN THE WATER? KAHU KAUTERE URU PAI?
AI AHAU I ROTO, I TE TAHA RĀNEI KA PĒHEA TE NOHO HAUMARU I ROTO I TE WAI?
O TE WAI? STAY BETWEEN THE FLAGS!
NO TRANSLATION
APPENDIX 2
WaterSense
Kia tupato ki nga wai kato
O Amioga Faaeteete ma Lagona
Lili’a l le Sami ma le Vai
Faka’ilo’ilo Ki He Vai
Pani Ke Prati Sachet
Page 33
44 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
Copyright © 2008 Watersafe Auckland Inc www.watersafe.org.nzAppendix 3A
Home Partnership
1. Communication
Aquatics Programme - Keeping safe in, on and around water
Dear Parents/Caregivers,
This term, at ____________________________School in Room________ ,
we are learning how to be safer in, on and around water.
The Four Key Messages that we are learning about are:
1. Supervise Within Sight & Reach
‘How does an adult keep me safe in, on or near water?’
2. Stay Between the Flags
‘Where at the beach is it safe to swim?’
3. Learn Water Competence
‘How can I keep safe in the water?’
4. Always wear a lifejacket
‘When do I need to wear a well-fitted lifejacket?’
We will be …
You can help at home by …
If a family member/friend or your child has had an experience around
water that may influence their ability to engage positively in this aquatic
programme then please contact me to discuss any details.
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
45Āpitihanga 3A
Mahi Tahi me te Kāinga
1. Pānui
Kaupapa Rōwai – Te noho haumaru i roto, i te taha hoki o te wai
Tēnā koe e ngā mātua/kaitiaki,
I tēnei wāhanga, i Te Kura o________ i te Rūma o ________ Kei te ako
mātau me pēhea te noho haumaru i roto, i te taha hoki o te wai.
Ko Ngā Karere matua e Whā e ako ana mātau ko ēnei:
1. Me Kite i te tamaiti & me Tata ki a ia
‘Me aha te pakeke kia haumaru ai ahau i roto, i te taha rānei o te wai?’
2 Me Noho Ki Waenga Haki
‘Ki hea i te ākau te wāhi haumaru ki te kaukau?’
3. Ākona Ngā Pūkenga Mō Te Wai
‘Ka pēhea ten oho haumaru I roto I te wai?’
4. Me mau kahu kautere i Ngā Wā Katoa
‘Mō āhea i ahau mau ai i tētahi kahu kautere uru pai?’
Ko tā mātau he…
Ka taea e koe te āwhina i te kāinga mā te...
Mēnā tētahi o te whānau, hoa whānau rānei, tō tamaiti rānei, i whai wheako
mō te wai e whai pānga ki tōna urunga pai ki tēnei kaupapa rōwai me
whakapā mai ki te kōrero mō ētahi taipitopito.
46 WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nzSUPERVISE WITHIN SIGHT AND REACH
Appendix 3B STAY BETWEEN THE FLAGS!
2. Activity Sheet
Help your family to have ‘WaterSense’ by talking to the LEARN WATER COMPETENCE
people you live with about all the ways you can stay safer
in, on and around water. ALWAYS WEAR A LIFEJACKET
Ask an older person to help you complete this activity.
• Am I old enough to swim by myself? ________
WORD BANK:
• An __________must always watch me when I am in, on
or near the _________ . They should be within ‘sight and lifejacket
reach’ of me.
red
• When I am not sure about the water, I should stay
______________! help
• I will remember not to swim by ________________. adult
I will always swim with an ________________.
big ball
• When I am at the beach, I will remember to stay swim
between the ________________. The flags are coloured yellow
and ________________. water
• When I am on a boat, I will remember to wear a
________________. myself
• To keep my lifejacket tight, I will remember to out
________________ and ________________!
adult
• If my friend gets in to trouble while in, on or near the
water, I could get help by: flags
clip
Calling for ________________!
Throwing a ________________, which can help to keep 111
them on top of the water. zip
Asking an ________________ for help!
adult
Phoning the number for _______the emergency
service.
Child: Adult:
I will always try to have ‘WaterSense’. I have helped ____________________
to understand these key water safety
messages.
Signed: __________________ Signed: __________________
WaterSense © 2020 WaterSafe Auckland Inc. www.drowningpreventionauckland.org.nz
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