ADHD

• Break activities into shorter segments, provide clear boundaries, use high-energy activities, regular movement breaks

dyspraxia

• Use larger balls initially, reduce complexity of movements, provide extra practice time, use verbal cues for timing

autism spectrum

• Provide clear structure and routine, use visual schedule, allow quiet space if overwhelmed, maintain consistent rules

visual impairment

• Use brightly coloured balls, provide clear verbal descriptions of activities, assign sighted buddy for guidance

hearing impairment

• Use visual demonstrations, hand signals for communication, ensure student can see teacher clearly

physical disability

• Adapt to seated position if needed, use larger/lighter balls, reduce distances, modify movement requirements

Maths

Estimating distances for passes, calculating success rates, measuring playing areas, angles of movement

Science

Understanding forces when passing and receiving, friction between foot and ball, impact on body during exercise

Geography

Using directional language (forward, backward, left, right), spatial awareness, mapping movement patterns

PSHE

Teamwork and cooperation, dealing with success and failure, communication skills, supporting others