ADHD

• Use shorter activity bursts with clear transitions, provide specific roles and responsibilities, offer movement breaks, use visual and verbal cues together

dyspraxia

• Break skills into smaller steps, allow extra practice time, use larger equipment initially, provide physical guidance for movements, celebrate effort over outcome

autism spectrum

• Provide clear visual schedule of lesson activities, allow processing time for equipment changes, create quiet zone if needed, maintain consistent routines and expectations

visual impairment

• Use brightly coloured balls and bibs, provide verbal descriptions of court layout, use sound cues for ball location, buddy system for guidance

hearing impairment

• Use clear visual demonstrations and hand signals, ensure student can see teacher's face when speaking, provide written instructions on cards, use visual goals markers

physical disability

• Adapt to seated play where appropriate, use larger lighter balls for easier handling, modify court size and goals, allow alternative passing methods

Maths

Counting goals scored, measuring distances for court setup, recognising patterns in number sequences during warm-up

Science

Understanding forces in ball throwing, observing effects of different ball shapes on movement, discussing energy transfer in passing

Geography

Using directional language (forward, backward, left, right), spatial awareness and positioning, mapping movement around court areas

PSHE

Teamwork and cooperation, managing emotions during challenging activities, celebrating others' achievements, problem-solving together