ADHD

• Break activities into shorter segments with clear focus points, provide immediate feedback and recognition, use movement variety to maintain engagement, offer leadership roles for positive energy outlet

dyspraxia

• Allow additional practice time for coordination development, break complex movements into smaller components, provide physical support and guidance as needed, celebrate effort over accuracy

autism spectrum

• Provide clear visual schedule of lesson structure, maintain consistent routine and expectations, offer quiet spaces for regulation breaks, use concrete examples and avoid abstract concepts

visual impairment

• Use brightly coloured cones for clear visual markers, provide tactile boundaries with rope or mats, ensure clear verbal descriptions of all demonstrations, use physical guidance for foot placement

hearing impairment

• Use clear visual demonstrations and hand signals, provide written instruction cards, use visual timing cues rather than verbal counts, ensure students can see teacher clearly at all times

physical disability

• Adapt jumping sequence to single jumps if needed, provide seated version using upper body coordination, modify distances and targets to achievable levels, use wheelchair-accessible measuring techniques

Maths

Measuring distances accurately, recording and comparing numerical data, calculating improvements and averages, understanding scale when comparing to world records

Science

Forces in jumping - gravity, air resistance, momentum transfer, biomechanics of human movement, energy transfer from muscles to movement

Geography

Understanding scale and distance concepts, map-making skills when recording jump positions, spatial awareness and directional concepts

PSHE

Setting personal goals and targets, resilience when facing challenges, cooperation and teamwork skills, celebrating diverse achievements and abilities