Registered charity number 306016.

Water Safety Training Module

Introduction
This training module is designed to support trainers to run sessions for Girlguiding members on water
safety in a Girlguiding context.
The module also enables candidates completing the Girlguiding Walking Scheme at all levels to
complete their Water Safety training module.

Aims and objectives of this training module

Aims
To support leaders to feel confident and safe taking their groups on activities in and around water.

Objectives
By the end of the module, participants will have had the opportunity to:
1. discuss the Royal Society for the Prevention of Accidents (RoSPA) Water Safety Code and water
safety in a Girlguiding context
2. identify hazards, including environmental hazards, associated with a variety of water environments
3. describe how to manage these hazards to enable groups to safely participate in activities in and
around water
4. plan at least one activity in or around water, assessing the risks involved in this activity
5. demonstrate safe rescue techniques and emergency procedures
6. discuss first aid treatment relevant to water activities
7. discuss scenarios relating to water safety.

How to use this module

Content
This module should be followed exactly as it has been designed. This is because of the nature of the
content; the risks involved in activities in and around water are something Girlguiding takes very seriously.
Following the module as it is designed will also ensure that Girlguiding Walking Scheme candidates
will have completed their Water Safety module (see Appendix 1). This module can also form part of a
longer training session or weekend with information specific to the Walking Scheme.

Duration
This module takes 4 hours. The module can be run as two adjacent sessions or split over a number of
evenings. It is preferable for participants to complete Session 1 before attending Session 2.

Trainer’s skills
To run this training module for members of Girlguiding you will need to have the following knowledge
and/or qualifications.
1a. An appropriate Girlguiding appointment. This includes:
–– Trainers holding Water Safety Subject Matter Expert (Module 4 of the Trainer Qualification)
–– Trainers and Assessors for the Girlguiding Walking Scheme

1 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 –– current Outdoor Activities Advisers with a specialisation in water activities and the requisite
water safety knowledge and experience of training in Girlguiding.
OR
1b. An appropriate adult teaching qualification, combined with knowledge of the principles of
Girlguiding and its aims, and an up-to-date water safety qualification with assessment from a
recognised national association such as the Royal Life Saving Society UK (RLSS) or the Royal National
Lifeboat Institution (RNLI).
AND
2. Up-to-date and working water safety knowledge that you can confidently relate to others.
You must be able to respond to questions.
The above requirements can be fulfilled by two people working together.

Delivery
The module includes a training plan complete with activity instructions and printable templates such
as activity cards and question sheets. There is also a hand-out that includes important information
taken from the Girlguiding website and other Girlguiding guidance documents. Please provide a copy
of the hand-out to all participants, whether as a printout on the day or emailed ahead of the
session. If you email them, you will need to provide each participant with printed copies of pages 9
to 11 on the day.
You must ensure that you use the most current version of the module and hand-out in order to follow
best practice in water safety. Check www.girlguiding.org.uk to make sure your version is up to date.
In addition to all the activities and information provided in this training module, trainers are
expected to bring their own up-to-date knowledge and experience of water safety to answer
questions and supplement the information provided in the hand-out.
The module will count towards the Water Safety module of the Girlguiding Walking Scheme as
detailed in Appendix 1. As a Trainer on these sessions, you can sign off this syllabus in the Girlguiding
Walking Scheme for participants, or by using the table provided in Appendix 1.
As with all training you must complete a risk assessment, taking into account the needs of all your
participants, and make sure that you explain safety information, such as fire regulations, at the
beginning of the session.
Owing to the nature of this training, Session 2 requires a practical element. For this reason this
module has been designed with a group of 12 participants in mind. As with any training session, your
planning should take the number of participants into account and, in this instance, allow more time
for practical activities if you are working with a larger group.

Costs
These will include:
l– hire of premises
l– Trainer’s expenses
l– resources
l– refreshments
l– administration costs
l– entrance and use of swimming pool if using, and any rescue equipment.

2 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Registered charity number 306016.

Training Plan
Before a training, all trainers should complete a Training Plan. The sample below is the minimum requirement for all trainings.
You may wish to design your own form with additional information.
For more information, please refer to Chapter 3 of the online resource Training, available at www.girlguiding.org.uk.

Water Safety Session 1

County or Country/Region Any County Date 17 March 2016 Section All sections

Can Rangers ie young leaders Yes Time 6 – 8pm Expected numbers 12

attend? (2 hrs)

Seen copy of information sent to Yes Break allocated Yes Actual numbers
participants?

Title of training session Water Safety Session 1

Facilities available Unit meeting place, anytown.

Has tables and chairs which can be moved into several different arrangements. Enough space to hold up to 12
participants.
Kitchen facilities and toilets on-site; disabled access.

Additional needs Wheelchair access

Key person to liaise with Anne Smith Email/Phone [email protected] 07712 345678
number

Topics that the training organiser Where possible, relate to participants’ roles and local opportunities.
wants the session to cover

Do I need to evaluate the session or Trainer needs to evaluate the session.

is there a form?

Budget for session Confirm budget for the session.

Aim To support leaders to feel confident and safe taking their groups on activities in and around water.

Objectives By the end of the module, participants will have had the opportunity to:
1. discuss RoSPA’s Water Safety Code and water safety in a Girlguiding context
2. identify hazards, including environmental hazards, associated with a variety of water environments
3. describe how to manage these hazards to enable groups to safely participate in activities in and around water.

3 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Time Activity Training method Resources needed Objective Comments
number

5 mins Introduction and domestic Introduction Flipchart – Aims and Introduction and session objectives – ask about
arrangements objectives. any additional objectives to focus discussion
around some activities.

10 mins Myths and facts – water safety Game True or false statements 1 Game to establish prior knowledge and to
Use five or six true or false (Appendix 2). expose some preconceptions about water
statements. safety risks.

15 mins The Water Safety Code Group discussion Water Safety Code (in 1 Discussion to introduce water safety and its
Discussion on water safety in participant hand-out). importance in Girlguiding contexts.
Girlguiding context.
Additional information on Ensure statistics are up to date.
Discussion of the Water Safety drowning and water safety
Code. if needed (Appendix 3). See See activity notes to ensure all discussion
‘Useful links’ in participant points are covered.
hand-out.

20 mins Water environments Group discussion Pictures of different water 1, 2, 3 Discussion to start exploring the different
Participants discuss hazards of environments (Appendix 4). hazards associated with a variety of water
different water environments environments.
using pictures.
Ensure common and unusual hazards are
covered.

20 mins Environmental hazards Talk Information about 2, 3 Activity to develop and demonstrate
Presentation about environmental environmental hazards knowledge of environmental hazards in
hazards. (Appendix 5 and hand-out). and around water relevant to Girlguiding
water activities. Can be tailored to local
Participants answer questions Factsheet geographical possibilities and examples.
using factsheet template. compilation

Break

4 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Time Activity Training method Resources needed Objective Comments
number

10 mins Name that flag Card sort Pictures of different flags 2 Answer any queries and clearly outline what
Card match of flags and signs and signs (Appendix 6A). each sign means and where you might find it.
participants may see at the beach
and/or open water areas. Flags and signs (pages 8 and
9 of participant hand-out).

5 mins Water activities Brainstorm Paper and pens. 3 Opportunity for participants to explore
Make a list of as many activities the scope of activities in and around water
as possible that take place in and Flipchart. in Girlguiding and find out about other
around water in Girlguiding. participants’ experience.

30 mins Guidance on safe water Information from the 2, 3 The list of activities in and around water does
activities Girlguiding website about not need to be exhaustive.
Activity 1 – participants find Small group water activities.
guidance and information sources discussion
for different activities. Young member programme
resources on water safety.
Activity 2 – talk to introduce Talk
best practice for planning safe List of useful links in the
activities. participant hand-out.

Activity 3 – brief discussion on Group discussion Collated list of activities in

how to involve young members in and around water from
this process. earlier activity.

5 mins Feedback and closing Discussion Feedback forms. Ask participants to complete a feedback form.
Check that questions have been
answered. Form

5 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Session 1: Activities
Myths and facts
This is a quick exercise to help the trainer gauge participants’ prior knowledge.

Duration
10 minutes

Resources
l– True or false statements (Appendix 2)

Purpose
To create an open and energised environment that encourages participation, and to expose some
water safety myths.

Instructions
This is a simple true or false exercise.
l– Ask the participants to stand in the middle of the room. Designate one side of the room as ‘true’
and the other as ‘false’; the middle of the room should be designated ‘not sure’.
l– Choose five or six statements to read out loud and ask the participants to move to the part of the
room that corresponds to their response.
l– When they have made their decision, discuss the correct answer.
l– You can adapt this activity depending on the size of the group and the room you are using. For
example, in a smaller room you could ask participants to stand for ‘true’, sit for ‘false’, and raise
their hand for ‘not sure’.

The Water Safety Code

Duration
15 minutes

Resources
l– The Royal Society for the Prevention of Accidents (RoSPA) Water Safety Code (in participant hand-
out)
l– Additional information on drowning and water safety if needed (Appendix 3, plus see ‘Useful links’
in participant hand-out)

Purpose
For participants to understand the Water Safety Code and facts about drowning.

Instructions
l– Facilitate a group discussion on the importance of water safety in general as well as in a
Girlguiding context, including:
–– group supervision
–– drowning statistics
–– the importance of risk management and steps to facilitate adventure in your unit’s programme.
l– Introduce the Water Safety Code, and get participants to discuss:
–– why the four aspects are important
–– how it might look in practice in their local area
–– how they could use the code with young members.

6 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Hazards
Different water environments
Duration
20 minutes

Resources
l– Pictures of different water environments (Appendix 4)

Purpose
For participants to start exploring the different hazards associated with a variety of water
environments.

Instructions
l– Distribute the pictures of different water environments
l– Participants discuss the following in small groups.
–– What activities might you be doing in these environments?
–– What potential hazards do you need to be aware of in these environments?
–– What would you want to discuss with or brief the girls about beforehand?
Discussion of hazards needs to include:
–– edges and banks of bodies of water
–– currents
–– waves
–– cold water
–– unknown depths
–– hidden and submerged objects as hazards
–– tides
–– locks.
(Write these on a flipchart if participants need prompting.)
l– Ask participants to turn over each picture.
–– How does this image change the hazards you would think about?
–– Would you need to consider additional things?
–– What are the emergency actions you would take in response?
l– Discuss less common hazards in these situations, including
–– bogs
–– ice
–– mudflats.
l– Bring the group together and get them to provide feedback.

7 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Environmental hazards
Duration
20 minutes

Resources
l– Information on different environmental hazards in and around water
l– Table of environmental hazards (Appendix 5)
l– Environmental hazards table in participant hand-out

Purpose
For participants to develop and demonstrate knowledge of environmental hazards in and around the
water relevant to Girlguiding water activities.

Instructions
l– Trainer provides detailed information (from Appendix 5 and other sources) on the following in the
form of a presentation and/or paper resources (supported by basic information in the participant
hand-out).
–– Giant hogweed.
–– Blue-green algae.
–– Weil’s disease.
–– Wildlife hazards (including jellyfish and weever fish).
l– Verbally or using the table in the hand-out, participants answer the following questions for each of
the hazards listed above.
1. Where are you likely to find it?
2. What does it look like?
3. What is the result of coming into contact with it?
4. What action should be taken for someone affected?
l– Discuss animal droppings, pollutants, and any other local considerations.
l– Girlguiding’s Walking Scheme requires participants to provide a factsheet on environmental
hazards; participants can use the one produced through this activity or develop their own format.

Planning safe water activities (1)

Name that flag
Duration
10 minutes

Resources
l– Pictures and definitions of different flags and signs regularly seen at the beach or open water areas
(Appendix 6A)
l– Flags and signs (participant hand-out)

Purpose
For participants to develop and demonstrate knowledge of different flags and signs at the beach and
other open water environments.

Instructions
l– Participants write definitions of flags and signs next to the correct picture.
l– Trainer answers any queries and outlines clearly what each sign means and where you might find it.
l– If you have enough time, ask participants to identify the example signs.

8 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Water activities
Duration
5 minutes

Resources
l– Paper and pens
l– Flipchart

Purpose
For participants to explore the scope of activities that Girlguiding members can do in and around
the water.

Instructions
l– Give the participants two minutes to think of as many different activities as they can that
Girlguiding members can do in and around the water. Ask participants to call out ideas and collate
a list of activities on a flipchart.
l– Ask participants to share briefly which activities they have done themselves, or with
Girlguiding groups.

Guidance on safe water activities

Duration
30 minutes

Resources
l– Information from the Girlguiding website about water activities
l– Young member programme resources on water safety (see list in participant hand-out)
l– List of useful links in the participant hand-out
l– Collated list of activities in and around water from earlier activity. The list does not need to be
exhaustive, but ensure it includes swimming in both swimming pools and open water, visiting the
beach, and walking in different levels of countryside

Purpose
For participants to discuss sources of further guidance and support around water activities.

Instructions
Activity 1
l– Ask participants to get into small groups or pairs, and ask them to find relevant guidance and
information that would support them in planning water activities from the list, either from
the Girlguiding website, or other sources from the ‘Useful links’ section.

Activity 2
l– Introduce the whole group to the best practice for running activities and ten top tips for risk
assessing activities, including the best practice flowchart from the Girlguiding website, and
facilitate a group discussion on how this can be used in a water context.

Activity 3
l– Ask participants to briefly discuss how to involve young members in safe planning or water
activities and managing risks, and signpost to relevant core programme for each section.

9 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Registered charity number 306016.

Water Safety Session 2

County or Country/Region Any County Date 24 March 2016 Section All sections

Can Rangers ie young leaders Yes Time 6 – 8pm Expected numbers 12

attend? (2 hrs)

Seen copy of information sent to Yes Break allocated Yes Actual numbers
participants?

Title of training session Water Safety Session 2

Facilities available Unit meeting place, anytown.

Has tables and chairs which can be moved into several different arrangements. Enough space to hold up to 12
participants. Kitchen facilities and toilets on-site; disabled access.
Open space big enough to simulate land-based water rescue techniques, or swimming pool where available.

Additional needs Wheelchair access

Key person to liaise with Anne Smith Email/Phone [email protected] 07712 345678
number

Topics that the training organiser Where possible, relate to participants’ roles and local geographic opportunities.
wants the session to cover

Do I need to evaluate the session or Trainer needs to evaluate the session.

is there a form?

Budget for session Confirm budget for the session.

Aim To support leaders to feel confident and safe taking their groups on activities in and around water.

Objectives By the end of the module, participants will have had the opportunity to:
4. plan at least one activity in or around water, assessing the risks involved in this activity
5. demonstrate safe rescue techniques and emergency procedures
6. discuss first aid treatment relevant to water activities
7. discuss scenarios relating to water safety.

10 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Time Activity Training method Resources needed Objective Comments
number

5 mins Introduction and domestic Introduction Flipchart – Aims and Introduction and session objectives – ask about
arrangements objectives. any additional objectives to focus discussion
around some activities.

10 mins What flag where Small group Table of flags and signs (in 4 Participants can repeat the card sort activity
Participants match flags and signs discussion with hand-out). from Session 1 for revision if needed.
to scenarios and discuss their scenarios
relevance. Table of different activities
and scenarios where flags
and signs would be relevant
(Appendix 6 A and B).

25 mins Planning safe water activities Partner Guidance on water activities 4 When choosing an activity participants should
Participants plan a water activity discussion and from the Girlguiding website. consider:
in pairs, including consideration planning zz which section they lead
of the risks involved and how they Information on youth zz geography
would manage them. programme on water safety zz personal learning objectives
and water activities. zz trying something new.
Group share ideas and make
suggestions. Group discussion Risk assessment template.

25 mins Land-based rescue techniques Demonstration Clearly marked areas of 5 This can be carried out in a swimming pool or
Explain and demonstrate simulated land and water, or simulated water setting.
different land-based rescue swimming pool.
techniques, and when they would Ensure all participants have an opportunity to
be appropriate. Variety of reaching and try out techniques even if they don’t volunteer
throwing aids.
to be rescued.
Group discussion of appropriate Group discussion
Volunteers happy to
use. Discuss other emergency procedures, what
demonstrate.
could be available in terms of throwing aids
Participants try out techniques Practice Additional hand-outs showing etc.
themselves. techniques (optional).

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 Time Activity Training method Resources needed Objective Comments
number

10 min Rescue relay Water/simulation Clearly marked areas of 5 Ask participants to link first aid knowledge
Participants work in two teams game simulated land and water, or to examples covered in Sessions 1 and 2 if
to rescue each person from the swimming pool. relevant.
water using different rescue
techniques. Variety of reaching and Signpost to further training, especially First
throwing aids. Response in discussion of CPR.

Break

15 mins First aid Talk Local information on further 6 Participants can repeat the card sort activity
Talk and discussion on training. from Session 1 for revision if needed.
hypothermia and other water- Group discussion
related first aid.

25 mins Water safety scenarios Small group Water safety scenarios 7 Opportunity for participants to apply
Participants discuss water safety discussion on (Appendix 7). knowledge learnt in both Sessions 1 and 2.
scenarios in small groups. scenarios Select scenarios relevant to group and
Information from the individuals’ aims and objectives, including
Girlguiding website on ‘scenarios to review learning’ and ‘take it
water activities and further’.
hazards.
Add new scenarios or ones the group has
provided according to need.
Ensure there is time to answer any outstanding
questions and review learning.

5 mins Feedback and closing Discussion Feedback forms. Ask participants to complete a feedback form.
Ensure all questions have been
answered Form

12 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Session 2 Activities
What flag where?
Duration
10 minutes

Purpose
For participants to develop and demonstrate knowledge of different flags and signs at the beach and
other open water environments.

Resources
l– Table of flags and signs in hand-out (Appendix 6A)
l– List of different activities and scenarios where flags and signs would be relevant (Appendix 6B)

Instructions
l– Participants work through a list of activities and situations in pairs or small groups, deciding which
flags and signs they would look for.
l– Participants discuss:
–– why they feel the flag or sign is relevant
–– what their actions would be.
l– Group re-forms to discuss any matters that arise and answer questions.

Planning safe water activities (2)

Duration
25 minutes

Resources:
l– Guidance on water activities from the Girlguiding website
l– Information about Girlguiding programme covering water safety, and water activities
l– Risk assessment template

Purpose:
To practise planning safe activities in and around the water.

Instructions:
l– Ask participants to get into pairs and identify an activity in or around water that is relevant to
their section, geographical possibilities, and aims and objectives for the training. Encourage them
to think outside their comfort zones rather than choosing an activity they have run before or feel
confident doing.
l– Participants plan this activity in their pairs, including consideration of the risks involved and how
to manage them.
l– Come together as a group to share ideas and plans, and make suggestions.
l– Explain the range of risk assessments and that they have just done one.
l– Introduce the risk assessment template as an option for participants to record their assessments on
if they don’t have their own format. Briefly discuss how Girlguiding programmes on water safety
and water activities (eg Brownie Water safety badge) could be incorporated into water activities.

13 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Land-based rescue techniques
The following two activities can be carried out in a swimming pool so that participants are able to
see the techniques in action and practise them.
Alternatively, trainers can simulate a water setting and rescue techniques on dry land.
This could be achieved by:
–– areas clearly marked out as land and water on the floor of a room or area of ground, and the
people in need of rescue either standing up or lying down
–– using a raised platform or steep bank as land and the floor or lower ground as water.

Duration
25 minutes

Resources
● Clearly marked areas of simulated land and water, or a swimming pool
l– Variety of reaching and throwing aids
l– Volunteers happy to demonstrate
l– Additional resources showing techniques (optional – see ‘Useful links’ in participant hand-out)

Purpose
Participants to learn about, discuss and practise land-based rescue techniques and their safe
application.

Instructions
l– Explain different land-based rescue techniques and when they would be appropriate, including:
–– shout and signal
–– throwing
–– reaching rescue
–– rope rescue.
l– Using willing volunteers, demonstrate each technique, drawing attention to safe practice and the
risks of employing each one.
l– Facilitate a group discussion of different situations where these techniques might need to be
employed.
l– Ask participants to take turns trying out different techniques.

Rescue relay
Duration
10 minutes

Resources
l– Clearly marked areas of simulated land and water, or swimming pool
l– Variety of reaching and throwing aids

Purpose
To practise land-based water rescue techniques.

Instructions
l– Ask the participants to divide into two teams.
l– Explain that all participants bar one from each team must be in the water. Each team member
takes it in turns to rescue someone from the water, starting with the person on ‘dry land’,
using different rescue techniques.

14 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 First Aid
Duration
15 minutes

Resources
l– Local information on further training

Purpose
To learn and discuss first aid relevant to water safety.

Instructions
l– Ask the participants to name areas of first aid knowledge and skills that would be relevant to water
safety situations and hazards that have been discussed during the training.
l– Introduce the definition of hypothermia, its causes, symptoms and treatment.
l– Facilitate a group discussion, and answer questions and concerns about other relevant first aid
issues, including
–– near drowning
–– cold water immersion
–– environmental hazards.

Water safety scenarios

Duration
25 minutes

Resources
l– Water safety scenarios (Appendix 7)
l– Information from the Girlguiding website about water activities and hazards

Purpose
Participants have the opportunity to apply their newly developed water safety knowledge to a variety
of water scenarios that they may encounter in their Girlguiding role.

Instructions
l– Ask the participants to form small groups.
l– Distribute a range of water safety scenarios that would be relevant to the participants, including
ones from ‘Scenarios to review learning’ and ‘Take it further’. Add additional scenarios according
to needs.
l– Ask participants to discuss the scenarios and answer the three given questions.
l– Bring the groups back together to discuss their scenarios and actions, and answer
outstanding questions.

15 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Appendix 1
(Appendix 4 of Girlguiding’s Walking Scheme)

Element 1
Demonstrate knowledge of water safety out and about.

How do I achieve this? Method of assessment Date Signature(s)

i) Identify and manage i)

common potential
dangers near water.

ii) E
 xplain the dangers ii)
of walking near inland
waters, such as streams,
rivers, canals, lakes,
ponds and near coastal
waters.

iii) E
 xplain how to supervise iii)
groups to minimise
dangers.

iv) D
 escribe the emergency iv)
actions for the above
problems.

Element 2
Identify and manage less common potential dangers near water.

How do I achieve this? Method of assessment Date Signature(s)

i) E
 xplain the dangers i)
of walking near bogs,
quicksand, mud flats
and ice.

ii) D
 escribe the emergency ii)
actions for the above
hazards.

16 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Element 3
Demonstrate awareness of environmental factors on or near water.

How do I achieve this? Method of assessment Date Signature(s)

i) Obtain information on i)
giant hogweed, blue-green
algae, animal droppings,
pollutants (eg chemical or
sewage), Weil’s disease.

ii) Compile a fact sheet ii)

covering the main causes,
signs and symptoms
resulting from contact
with these.

Element 4
Demonstrate knowledge of rescue techniques.

How do I achieve this? Method of assessment Date Signature(s)

i) E
 xplain the Water Safety i)
Code.

ii) D
 emonstrate reaching ii)
techniques with aids.

iv) E
 xplain the limitations iii)
and hazards of the
above techniques.

v) E
 xplain the dangers of iv)
getting in the water
yourself.

iii) D
 emonstrate throwing v)
techniques.

Helpful notes
i) The Water Safety Code is available at www.rospa.com.

Once a candidate proves that they have completed both Sessions 1 and 2, they have fulfilled the
criteria for the Water Safety module of Girlguiding’s Walking Scheme.

17 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Appendix 2
Myths and facts quiz
Statements in italics are notes for trainers to explain the basis behind myth/fact.

Statement True/false

Children aged between one and two are at particular risk of drowning in ponds. True
–– Girlguiding does not work with those at the most risk.1

Children begin to understand the concept of danger between the age of four True
and five.
–– Even Rainbows have started to develop the concept of danger. 1

Water activities account for the highest number of reported accidents False
in Girlguiding.
–– Winter sports have the highest reported accidents.2

You should never swim at a beach where a chequered black and white flag is True
displayed.3

The majority of the 400 people who drown in the UK each year are children and False
young people.
–– Only 40 of them are children and young people.4

You should urinate on jellyfish stings to make them stop hurting. False
–– This is unlikely to help and may make it feel worse.5

Females are disproportionately represented in drowning statistics worldwide. False

–– More males then females drown.6

Drowning is the leading cause of death worldwide for children aged 5 to 14. False
–– It is the fourth leading cause of death.6

Southend is the RNLI’s busiest lifeboat station. True

–– 142 launches in 2013 at their busiest coastal station.7

Over 90% of the population live within 2 miles of a waterway.8 True

As more people do water activities, the number of people drowning False

increases proportionally.
–– Even though greater numbers of people participate in water activities,
the rate of drowning has not gone up.9

1 RoSPA, Water Safety Information: Pond Dipping (2008): www.rospa.com/leisuresafety/Info/WaterSafety/pond-dipping.pdf

2 Risk assessments for adventurous activities: search www.girlguiding.org.uk for risk assessments
3 RNLI, At the beach: http://rnli.org/safety/respect-the-water/activities/Pages/at-the-beach.aspx
4 Drowning Prevention Week, Safety tips: http://drowningpreventionweek.org.uk/about/safety-tips/
5 NHS Jellyfish stings and other sea creature stings – treatment: www.nhs.uk/Conditions/Stings-marine-creatures/Pages/

Treatment.aspx
6 WHO > Water Sanitation Health: Water-related Diseases: www.who.int/water_sanitation_health/diseases/drowning/en/
7 RNLI, About the RNLI: Review of the year 2013: http://rnli.org/aboutus/aboutthernli/Pages/review-of-the-year.aspx
8 River Access Campaign: http://www.riversaccess.org/pages/pv.asp?p=rac20
9 International Life Saving Federation > Drowning facts and figures: http://ilsf.org/content/drowning-facts-and-figures

18 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Appendix 3
Drowning statistics
l– On average, 400 people drown each year in the UK.
l– 40+ of these are children and young people.
l– It is estimated that for every death by drowning there are 300 near misses.1
Ensure these facts are current, and find more to use from the following resources.

Royal Life Saving Society UK

www.rlss.org.uk

Drowning Prevention Week

http://drowningpreventionweek.org.uk

World Health Organisation information on drowning

www.who.int/water_sanitation_health/diseases/drowning/en

Royal Society for the Prevention of Accidents

www.rospa.com/leisuresafety/adviceandinformation/watersafety

1 Drowning Prevention Week: http://drowningpreventionweek.org.uk/about/safety-tips/

19 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Appendix 4 — Water environments
Print the following six pages double-sided or attach each image type together. Whether you laminate
them to use for each training, or print them for each participant, is your choice.
You can use your own photos (including of local places) in addition or instead. Make sure you have at
least one of each type of water environment.

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 River 1

Stream 1

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 River 2

Stream 2

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 Canal 1

Lake 1

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 Canal 2

Lake 2

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 Pond 1

Sea 1

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 Pond 2

Sea 2

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 Appendix 5
Environmental hazards - Trainers’ notes only

Hazard Where are What does it look What is the result What action should
you likely to like? of coming into be taken for
find it? contact with it? someone affected?

Blue-green In freshwater Clumps of green The toxins can Immediately rinse

algae and marine flakes, greenish cause a rash and off in clean water
environments bundles, or brown eye irritation after if possible. Seek
(lakes, canals, dots. skin contact, and medical attention and
ponds, sea vomiting, diarrhoea, say that you do water
Blooms can look
etc). fever and muscle sports and think there
green, blue-green or
and joint pain if may be a risk of blue-
blackish brown and
swallowed. green algae.
produce scum foam.

Giant Primarily It resembles cow All parts of the Wash affected area
hogweed river banks parsley but is much plant contain toxic with soap and cold
but can be bigger: growing up to sap which blisters water then cover it
seen in parks, 16 feet with a very the skin and makes and keep away from
cemeteries, thick stem and large it very sensitive to sunlight for at least
and leaves and flowers. sunlight. 48 hrs.
wasteland.
Rinse eyes
immediately if they
come into contact
with sap.

Leptospirosis In water- Cannot be seen by Incubation is 2–12 Go to the doctor and

ponds, lakes, the naked eye: is a days. Symptoms are say that you do water
rivers etc. bacteria carried by usually flu-like and sports and think
animals. It can enter last 2–3 days. It can there may be a risk of
through broken skin develop into Weil’s Leptospirosis.
or via eyes, nose, disease, which is
or mouth. more serious and
requires medical
attention.

Jellyfish In the sea Mushroom-shaped Painful sting. DO NOT Lightly spray affected
sometimes with long, thin rinse with fresh water area with sea water
close to tentacles on as can activate more and apply ice or cold
shore. Can be underside of bodies. stingers. DO NOT rub compress if you can.
washed up on affected area.
Remove stingers by
the beach.
rinsing with sea water
or drawing edge of
credit card across
them – DO NOT use
tweezers.

Weever fish Buried in the Small mottled brown Very painful sting. Place affected area
sand on the fish with venomous in water as hot as
sea bed, often spines on its back. can be tolerated
near shore. for 15 mins (venom
deactivated by heat).
Seek medical advice.

27 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Appendix 6A
Flags and signs
Print this out for each participant, or display the information on a projector once they
have completed the Flags and signs activity in their hand-outs.

Definition Sign Examples

A Prohibition sign
tells you not to do
something.

A Warning sign tells

you about a hazard.

Information signs
give you general
information such
as where to find
something.

Mandatory signs tell

you something you
must do.

28 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Definition Sign How they appear on a beach information sign

Red and yellow flags mean

that lifeguards are on
patrol. You should swim
only between these flags.

Red flags mean it is

dangerous to swim and
you should not go into the
water.

Black and white flags mark

areas for surf boards. These
areas are not safe for
swimmers.

An orange windsock
indicates offshore or strong
wind conditions. You should
never use inflatables when
this is flying.

Appendix 6B
Signs and flags list of activities

You plan to go swimming at a lifeguarded beach.

Girls want to go bodyboarding at the beach.

Other Leaders want to know if they can bring inflatables to use at the beach on a residential.

A surf lesson at the beach.

Out and about with the girls, you find a lake that looks great for paddling/swimming.

Brownies are keen to go rock pooling at the beach.

Guides are larking around on the edge of a weir that has a pool attached.

29 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module

 Appendix 7
Water safety scenarios
For each scenario, consider the following questions.
–– What would be your water safety concerns in these situations?
–– How would you respond/proceed in these situations?
–– Where could you get support or more information?

Scenarios to review learning

l– A group of the older Guides in your unit are planning a walk for the unit one evening in the
summer. They want to walk along the river near the locks and weir and ask you where they are
allowed to walk.

l– You have taken the Brownies paddling at the beach on a day with changeable weather. It was
bright and sunny earlier on and the girls did lots of splashing while paddling. However, it has
turned windy and they are all very cold and miserable.

l– A group of Rangers are planning their Duke of Edinburgh’s Award expedition.

They are not keen on walking and instead want to plan a canoeing trip.

l– You are at the beach with a group of older Guides. They ask if they can walk along a stretch of the
sea wall between two coves. You don’t know the tide times or how far the tide comes in along
this stretch.

l– You are walking along a river that has a slippery bank. A group of girls are messing around at the
back of the group, and one of them slips down the bank and into the river. Another one screams
and jumps down the bank to rescue her.

l– You are preparing a planned gorge-walking activity with an instructor from an outdoors centre with
a group of Guides. When you arrive at the stream it looks really dirty and polluted.

30 © Girlguiding 2015 www.girlguiding.org.uk Water Safety Training Module

 Take it further

l– After a Pow-wow with your Brownies, you have pond-dipping planned as an activity in your spring
programme. However, you and the other leaders are concerned about two of your Brownies who
have learning disabilities – they struggle to understand danger in the same way as the other
Brownies when out and about. The country park where you planned to do the pond-dipping has a
fairly deep pond and you are concerned about how to manage the group at the water’s edge.

l– While on a day trip with Rainbows at a park, you supervise the girls paddling in a shallow lake. One
of the girls has never done this before, and when some fish swim near her feet, she begins to have
a panic attack.

l– You are out walking with a group of Guides, and had planned to cross a river with stepping stones.
However, when you arrive, the river level is too high and the stepping stones are submerged.

l– You take your Brownie unit on an evening treasure hunt around your local town. The route another
Leader has planned involves walking along the canal in the dark.

l– The Guides have suggested sailing as an activity, and you know that the local water centre runs
taster sessions for groups. You are concerned for the following reasons:

– some of the Guides are not strong swimmers

– two of your leadership team cannot swim

– there is a Guide in your unit with mobility issues and you want to ensure that she has equal
opportunity to participate in the activities.

l– You take your Brownies to a local swimming pool at the weekend. When you arrive, there is a large
inflatable course set up in the main pool. The girls are really keen to have a go.

– Would your answer to the above question be the same in the following instances?

– Rangers who want to go banana-boating in the sea on an international trip.

– A group of Brownies and Guides who want to go on pedalos on a lake in your local country park.

31 © Girlguiding 2015 www.girlguiding.org.uk Water Safety Training Module

 Participant feedback form

Name of the trainer.....................................................................................................

Title of session...........................................................................................................

Date..................... Location.......................................................................................
Please take a few moments to consider the questions and give your views, to help us improve.
Thank you.

Question Please circle the most applicable answer

Did you enjoy this session? No – not at all Some of it Yes – most Yes – all of it
of it

Were the aim and objectives No – not at all Partially Mostly Yes – fully
of the session met?

To what extent was the Not relevant Partly Relevant Very relevant
content of the training relevant
relevant to your role in
guiding?

Do you feel you would be None of it I would be I would be I would be

able to apply what you applies to my able to apply able to apply able to apply
have learned today in your guiding role some of it most of it all of it
guiding role?

When do you expect to Never Need more Probably in As soon as

use what you have learned time to think the next few possible
today? about how months
and when

Could the trainer have done Yes No

anything further to help
Please state how:
your learning today?

32 © Girlguiding 2019 www.girlguiding.org.uk Water Safety Training Module