ADHD

• Keep activities short and varied with clear time boundaries (use visual timer), provide frequent movement breaks naturally built into lesson structure, use high-energy warm-up to release excess energy before focused skill work, give specific individual roles during apparatus setup (equipment manager, safety checker), position near teacher during instruction for focus support, allow fidget tools during seated observation times, provide clear step-by-step instructions chunked into manageable parts, offer frequent specific positive feedback for on-task behaviour, use countdowns and timers to create urgency and focus

dyspraxia

• Allow extra practice time for counter-balance coordination development, break down movements into smaller component parts teaching each separately, use larger, lighter equipment (bigger bean bags, foam blocks) during warm-up game, reduce complexity of sequences initially (1-2 movements instead of 3-5), provide physical guidance hand-over-hand for correct positioning, ensure partner is patient and supportive selected carefully, permit use of apparatus with more stability (wide benches instead of narrow beams), allow written or pictorial sequence planning before physical execution, celebrate effort and small improvements not just end performance

autism spectrum

• Provide visual schedule showing lesson structure and timings in advance, use consistent language and clear routines for apparatus setup/packaway, create quiet zone available if sensory overload occurs (mat in corner with calming resources), give advance warning of transitions ('in 2 minutes we will move to apparatus work'), allow preferred partner choice for counter-balance work if needed for comfort, provide social story about partner work and trust before lesson, reduce demonstration audience size if performing causes anxiety (demonstrate to teacher only or small group), offer alternative to peer feedback (teacher feedback only) if social interaction overwhelming

visual impairment

• Use bright coloured bean bags and cones with high contrast to floor, provide verbal descriptions of all demonstrations with detailed spatial instructions ('hold wrists, arms stretched forward, lean back approximately 45 degrees'), assign sighted partner for counter-balance work who can provide additional verbal guidance, allow tactile exploration of apparatus before use to build mental map, use auditory cues (clapping rhythm) to coordinate movements, position student near teacher for clear verbal instruction reception

hearing impairment

• Ensure student positioned with clear sightline to teacher for lip-reading and visual demonstrations, use visual signals for STOP/START (raised hand, coloured cards) alongside verbal, provide written key vocabulary list and sequence instructions on laminated cards, assign buddy to tap shoulder when important instructions given, use exaggerated demonstrations with slow-motion breakdowns, make eye contact before giving individual instructions, consider use of vibrating timer for timing balance holds

physical disability

• Adapt counter-balances for seated or supported positions (wheelchair users can perform upper body counter-balances with partner), use wall bars for additional support during balance attempts, allow use of additional equipment (resistance bands, therapy balls) to create accessible counter-balance options, reduce balance hold times from 5 seconds to achievable duration, permit apparatus work at floor level only if climbing not accessible, provide ramps for apparatus access where appropriate, TA support for physical guidance and confidence building

English

Developing technical vocabulary specific to gymnastics (counter-balance, symmetrical, asymmetrical, stable base, body tension), using specialist language in peer feedback demonstrating oracy skills, following and giving instructions during partner work and apparatus setup, descriptive language when evaluating performances ('their stable base was wide which created excellent balance'), active listening skills when receiving feedback from peers and teacher

Maths

Geometry - identifying symmetrical and asymmetrical shapes and lines of symmetry in body positions, angles measurement when assessing arm positions (180-degree straight arms, 90-degree bent knees), time measurement using seconds for balance holds and sequences (5-second holds, 30-second activities), counting and timing during apparatus setup challenge, spatial awareness and distance estimation for safe spacing

Science

Forces and motion - push and pull forces in counter-balances demonstrating Newton's Third Law (equal and opposite forces), centre of gravity and balance points in different body positions, muscular system engagement during sustained balance holds showing muscle contraction and tension, cardiovascular system response during warm-up game evidenced by elevated heart rate and breathing

Design & Technology

Understanding structures and stability through counter-balance creation - what makes balances stable or unstable, problem-solving when balances fail requiring redesign of approach, evaluating effectiveness of different counter-balance designs, applying understanding of how push/pull forces create stable structures similar to bridges and buildings

PSHE

Building trust and effective communication in partner relationships, developing resilience when facing challenging balance attempts that initially fail, managing emotions and frustration when balances don't work first time, teamwork and cooperation during apparatus setup demonstrating responsibility, celebrating others' success and providing constructive feedback showing empathy, leadership opportunities during apparatus management and peer teaching