ADHD

• Use shorter activity bursts, provide additional movement breaks, give specific roles and responsibilities within teams

dyspraxia

• Allow extra practice time for movement patterns, provide simple verbal cues for complex movements, focus on effort rather than perfection

autism spectrum

• Provide clear visual schedule of activities, give warning before transitions, create quiet space if needed for regulation

visual impairment

• Use brightly coloured equipment, provide clear verbal descriptions of layout, assign a buddy for guidance during movement activities

hearing impairment

• Use visual signals alongside verbal commands, demonstrate all activities clearly, ensure student can see teacher's face for lip reading

physical disability

• Adapt movement activities to abilities (wheelchair racing, modified tagging), allow alternative ways to participate in turn-taking

English

Following verbal instructions, using vocabulary related to teamwork and cooperation, expressing ideas clearly in discussions

Maths

Counting cones and calculating team scores, understanding concepts of 'more than' and 'less than', basic addition of points

Science

Understanding body movements and coordination, exploring different ways of moving, observing cause and effect in team dynamics

PSHE

Developing social skills and cooperation, learning about fairness and taking turns, building empathy and consideration for others