ADHD

• Keep activities short with frequent changes maintaining engagement. Provide clear, immediate goals ('Your target is...'). Use active learning throughout (no extended sitting/talking). Offer leadership roles requiring movement (timekeeper running between groups). Build in breaks naturally through lesson structure. Give frequent positive feedback for on-task behaviour. Allow fidget tools during discussion time if helpful. Clear boundaries marked physically on track. Assign specific responsibilities in team role.

dyspraxia

• Break down running technique into simple steps, practice separately. Use larger, easier to grip batons for relay exchanges. Reduce complexity of exchange - allow standing handoff rather than running if needed. Provide extra practice time for coordination skills. Offer verbal cues for movement patterns ('Left, right, left, right'). Focus on personal improvement not comparison to others. Celebrate successful completion as achievement. Allow additional space in exchange zones. Use slower pace targets appropriately challenging for coordination level.

autism spectrum

• Provide visual schedule showing lesson structure and timings. Offer clear, concrete expectations for each activity. Allow familiar routines and avoid sudden changes. Provide quiet zone for breaks if sensory overwhelm occurs. Use consistent language and signals throughout. Offer choice within structure (which team role, which distance option). Prepare for transitions with warnings ('2 minutes until we change activity'). Pair with understanding buddy for social support. Visual supports showing relay sequence and expectations.

visual impairment

• Use brightly coloured cones and markers for high visibility. Provide verbal descriptions of track layout and distances. Assign sighted guide runner to work as buddy pair if appropriate. Use tactile markers on ground for orientation. Give extra verbal cueing during running: 'You're approaching exchange zone now...' Ensure adequate contrast between equipment and surface. Allow use of guide ropes along track edge if needed.

hearing impairment

• Use visual signals for start/stop (flag or hand signals) in addition to verbal commands. Provide written/visual instructions on cards showing relay setup and rules. Demonstrate all activities with clear visual modelling. Use hand signals for common cues (gear changes, pace checks). Ensure student can see teacher's face for lip reading during instructions. Assign buddy to tap shoulder for attention if needed. Visual timer display for timed activities.

physical disability

• Adapt distances to capability - may use wheelchair on track for timed runs, focusing on pace control in chair propulsion. Modify relay to passing object hand-to-hand if running not possible. Use adapted equipment (larger batons, soft balls) if grip strength limited. Allow walking pace as standard with focus on consistency not speed. Provide rest periods as needed. Ensure track surface accessible for mobility aids. Celebrate effort and participation as key success criteria.

English

Speaking and listening during team discussions, using technical vocabulary accurately (pace, gear, stamina, endurance, strategy), following verbal instructions during activities, articulating reflections on performance and learning, giving constructive peer feedback.

Maths

Calculating pace (speed = distance ÷ time), converting km/h to m/s and seconds per distance, percentage calculations comparing actual time to target time, data recording and analysis on recording sheets, graphing improvement over multiple attempts, ratio understanding (relay distances distributed across team members), time duration calculations and comparisons.

Science

Cardiovascular system response to exercise (heart rate increase, blood flow to muscles), respiratory system changes during activity (breathing rate, oxygen intake), muscle function during sustained activity (aerobic vs anaerobic energy systems), energy expenditure and stamina (glycogen stores, lactic acid), effects of warm-up and cool-down on body systems, monitoring physiological indicators (breathing rate, perceived exertion).

Geography

Spatial awareness and orientation on track, understanding of distance measurement (metres, kilometers), map reading skills applied to track layout and relay exchange positioning, directional awareness during running circuits.

ICT

Using stopwatches and digital timers accurately, recording data on digital spreadsheets if tablets available, analysing performance data, potential for video analysis of running technique or relay exchanges.

PSHE

Teamwork and collaboration in relay challenges, communication skills during team planning and execution, resilience and growth mindset when pacing accuracy difficult, self-awareness through monitoring own exertion and capabilities, goal-setting for personal improvement, celebrating diversity of abilities in differentiated success, emotional regulation under competitive pressure, leadership development in team roles.