ADHD

• Break activities into shorter segments, provide clear boundaries and expectations, use movement as positive outlet, offer specific roles or responsibilities

dyspraxia

• Simplify movement patterns initially, provide extra demonstration and practice time, use larger apparatus pieces, break down transitions into smaller steps

autism spectrum

• Provide clear structure and routine, use visual schedules showing lesson sequence, offer quiet space if needed, maintain consistent language and instructions

visual impairment

• Use clear verbal descriptions of apparatus layout, provide tactile exploration of apparatus before use, use brightly coloured zone labels, pair with sighted buddy for guidance

hearing impairment

• Use clear visual demonstrations, hand signals for start/stop, visual zone labels with pictures, ensure students can see teacher demonstrations clearly

physical disability

• Adapt shapes to seated or supported positions, use lower apparatus or floor-level alternatives, focus on possible movements rather than restrictions, provide physical support as needed

English

Following instructions, learning new vocabulary (transition, apparatus, champion), describing movements and feelings

Maths

Counting during transitions, recognising and creating patterns in movement sequences, understanding spatial concepts like wide and narrow

Science

Exploring forces and movement, understanding how the body moves and bends, investigating balance and stability on apparatus

PSHE

Building confidence and self-esteem, making good choices, showing respect for others and equipment