ADHD

• Use shorter activity bursts, provide fidget tools during reflection, clear physical boundaries and expectations

dyspraxia

• Use larger equipment for easier manipulation, break activities into smaller steps, provide additional practice time

autism spectrum

• Provide clear visual schedules, establish quiet zones for breaks, use consistent routines and signals

visual impairment

• Use brightly coloured or textured equipment, provide tactile rope trails, pair with sighted buddy for guidance

hearing impairment

• Use visual demonstrations and gestures, written or picture instruction cards, ensure clear visual contact during instructions

physical disability

• Modify trails for wheelchair access, use larger/easier to grip equipment, adapt movement requirements to individual capabilities

Maths

Counting cones in groups of four, recognising and creating straight lines, understanding patterns and sequences

Science

Understanding forces needed to move objects, exploring balance and coordination, observing cause and effect

PSHE

Developing cooperation skills, practicing turn-taking and fairness, building communication and listening skills