Outreach programmes are essential to IGL
Schools running IGL programmes are expected to have out-reach campaigns. Outreach campaigns involve encouraging parents to begin to expose their child to Integrated Linguistics shortly after birth. This will involve IGL schools approaching parents of newborns to make them aware of the need to begin to create an environment in which their child is learning. Since the IGL infographs greatly lower the age at which children can begin to learn it is essential that parents take advantage of this and begin to expose their children to IGL from an early age. This makes outreach programmes a requirement for IGL schools. Teaching swimming from an early age and teaching students to identify Infographs is part of the outreach process.
This entails that long before a child actually enrolls in a school, IGL schools have already formed relationships with parents and infants for close to four years.
Swim Baby Swim: New born Swimming
IGL schools are expected to have active swimming outreach campaigns and programmes for new borns and to make their swimming pools available for them. Water and being within it is one of the earliest sensory areas to develop and it is important for parents not lose this natural ability through neglect. Infants should be introduced to water and swimming as early in infancy as is safe to do so.
When it comes to swimming an IGL programme encourages newborns to be introduced to water and swimming early which can be 12 days after from birth. Therefore, this activity has to be planned for by parents and schools long before an infant is born. This approach encourages parents and guardians to introduce their children to water and swimming while they are infants.
IGL accredited schools will be required to offer swimming instructors specialized in teaching parents and guardians to safely introduce infants to water. These instructors are expected to help parents at this stage to ensure child safety around pools and water in general. IGL Aquatics therefore requires the enrollment of children into an aquatic programme long before they actually begin to attend school. This approach also applies to other fundamentals of IGL. It requires schools to begin outreach programmes and engage parents long before a child is born. Talking to parents, educating them, building a relationship with mothers and fathers, explaining aquatics and providing support during this time brings schools closer to parents and enriches the education process.
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| IGL Schools are expected to offer their pools, have out-reach programmes or partner with organisations that provide lessons on swimming and pool safety to parents with infants and new borns. The children may eventually join their schools. The same approach applies to teaching the basics of IGL music, counting and so on, they no longer need to wait for phonetics (which come later) before they are taught. |
IGL encourages conventional swimming programmes where the fundamental swimming strokes such as crawl and breast stroke are taught. However, it also encourages schools to widen their engagement in swimming to include teaching areas such as synchronised swimming, diving and to try to broaden what they offer students in the pool. Swimming programmes are expected to be offered from infancy.
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| Swimming is essential |
Broadening exposure to water
Being comfortable in water is an essential requirement of students on an IGL programme. Most schools today place an emphasis on swimming simply as a competitive approach for engaging students in the water. The focus is therefore on the main swimming strokes crawl, backstroke, beast-stroke and butterfly. The IGL programme emphasises the need for a broader approach to how students learn to interact with water. This will include the use of various types of equipment in water.
An IGL programme on Aquatics views swimming as just one segment of the training students require. Just as important as swimming are aspects related to interaction with water such as Life Saving Skills, Search and Rescue on water, Diving: from platforms as well as underwater training, the use of water equipment and devices such as rowing, kayaking, snorkeling, scuba diving with and without air compressor, surfing, water skiing, wind surfing, jet skis, jetpacks, flyboards etc.
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| Water Devices: IGL schools are required to use their pools to teach technical skills with aquatic equipment. Once students learn these skills in a pool which has limited range it prepares them to apply the same skills and equipment to larger bodies of water which students can do at a later stage. |
In IGL Aquatics, the use of diverse equipment and devices in water is regarded as being as important as competitive swimming and will be incorporated not only as a skill-set but as a competitive sport wherever this is possible. Special attention is expected to be paid to how this equipment can be used in life saving, as well as search and rescue. The use of most equipment can be taught in a swimming pool. Once these technical skills are gained they can be applied in larger bodies of water where they are more appropriate. What is important initially is that students gain various aquatic skill-sets.
Certification in Aquatics
By the time a student graduates from an IGL programme they will be expected to have gained significant experience and expertise in swimming and the use of a diverse range of aquatic equipment and certification should be provided to back this training when they graduate from high school.
Students will also be required to graduate with certification in Life Saving skills as a minimum requirement of an IGL programme.
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| Students gaining certification in life saving will be a minimum requirement. |
These aspects of an IGL Swimming programme are incorporated into the linguistics process by being represented in the 10 fundamental infographs. When it comes to swimming and interaction with water the infographs are layered as follows.
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