ADHD

• Include regular movement breaks and changes of activity, provide clear boundaries and expectations, use positive reinforcement for focus and collaboration, offer leadership roles to channel energy

dyspraxia

• Break down complex movement sequences into smaller steps, provide additional practice time, focus on expressive quality over technical precision, offer supportive partnering arrangements

autism spectrum

• Provide clear structure and routine for activities, offer quiet observation options if participation feels overwhelming, use social stories to prepare for anti-bullying themes, maintain predictable lesson flow

visual impairment

• Use tactile guidance for formations, provide detailed verbal descriptions of demonstrations, ensure audio cues are clear and consistent, assign supportive partners for spatial orientation

hearing impairment

• Use visual demonstrations and hand signals, provide written instructions and story prompts, ensure student can see teacher and peer demonstrations clearly, use vibrations or visual cues for timing

physical disability

• Adapt movements to seated or supported positions, focus on upper body expression and arm movements, modify formations to be inclusive, provide alternative ways to participate in storytelling

English

Narrative structure, character development, non-verbal communication, performance skills and audience awareness

Art

Composition principles, visual design through formation, expression of emotions through movement, creative interpretation

Drama

Storytelling techniques, use of space and levels, character portrayal, ensemble work and improvisation skills

Music

Rhythm and timing, listening skills, interpretation of musical dynamics, coordination with sound accompaniment

PSHE

Anti-bullying awareness, empathy development, understanding of bystander responsibility, positive relationship building