ADHD

• Keep activities short and varied as per lesson plan (maximum 10 minutes per section). Provide clear, boundaried tasks with specific success criteria. Use timer to show how long activities will last. Allow movement breaks - the ball transfer warm-up and apparatus work suit active learners. Provide immediate, frequent feedback. Use positive reinforcement and celebration of progress. Ensure clear visual boundaries for apparatus stations. Give specific roles within groups. Allow fidget tools during seated reflection if helpful.

dyspraxia

• Break down complex movements into smaller steps with practice time for each. Allow extra time for sequence planning and rehearsal. Use larger, easier-to-grip equipment for ball transfer. Provide hand-over-hand guidance for shape formation if needed. Reduce number of elements required in sequence. Allow repetition of movements rather than varied movements. Pair with patient, supportive peer. Celebrate effort and small improvements. Reduce balance hold times if needed (3 seconds rather than 5). Provide visual diagrams of shapes to copy.

autism spectrum

• Provide visual schedule showing lesson structure and timings. Use clear, concrete language avoiding abstract concepts where possible. Give advance warning of transitions between activities. Provide visual prompt cards showing required shapes and compositional devices. Allow use of ear defenders during noisy apparatus setup if needed. Designate quiet zone available if overwhelmed. Maintain consistent routines for apparatus safety procedures. Use social stories about group work expectations. Allow preparation time before performing. Celebrate effort not just outcome.

visual impairment

• Use bright, high-contrast equipment where possible. Provide detailed verbal descriptions of shapes and sequences required. Pair with sighted buddy for apparatus work. Use tactile demonstrations - allow student to feel shapes on other students' bodies with consent. Describe spatial positioning clearly: 'You're two metres from the bench, walk forward 5 steps.' Use audio cues for timing. Ensure clear, obstacle-free pathways around apparatus.

hearing impairment

• Ensure student can see teacher at all times for visual demonstrations and lip-reading. Use clear visual signals for start/stop/freeze commands. Provide written instructions on cards or board showing key requirements for sequences. Use visual timers. Ensure student positioned where they can see peers during demonstrations. Use buddy system to tap shoulder for attention. Consider using British Sign Language for key vocabulary if known. Reduce background noise where possible.

physical disability

• Adapt apparatus to accessible levels - lower benches, work on floor, use wheelchair-accessible equipment. Modify shapes to achievable positions - seated balances rather than standing if needed. Allow use of support aids or mobility equipment adapted to gymnastics context. Ensure full inclusion in group work with adapted role. Consider supported balances where others assist. Provide seated version of warm-up ball transfer. Ensure adequate space for wheelchair or mobility aid manoeuvring. Celebrate all movements and shapes as equally valuable.

English

Speaking and listening - collaborative discussion during sequence planning, providing constructive peer feedback, participating in whole-class reflection discussions. Technical vocabulary - learning and using specialist gymnastics terminology accurately (mirroring, asymmetrical, symmetrical, unison, canon, refinement). Descriptive language - describing movements and shapes clearly to group members.

Maths

Symmetry and asymmetry - recognising and creating symmetrical and asymmetrical patterns, understanding lines of symmetry in body shapes. Timing and counting - counting 5-second balances, measuring apparatus setup/pack-away times, using stopwatch. Angles - creating acute, right and obtuse angles with body parts. Fractions - understanding half turns (180 degrees) during warm-up rotations.

Science

Forces - balanced and unbalanced forces in group balances, weight distribution when supporting others, friction between body and apparatus surfaces. Body systems - muscular system working during gymnastics movements, cardiovascular system response to exercise during warm-up and sustained activity, respiratory system managing breathing during sequences.

Art

Composition - creating aesthetically pleasing sequences with attention to shape, form, and flow. Visual awareness - considering how sequences look from audience perspective, creating visually distinct symmetrical and asymmetrical shapes.

Computing

Video recording and playback - using technology to capture performances, analysing recorded sequences, providing feedback based on video evidence. Digital literacy - potentially accessing online resources about community gymnastics clubs.

PSHE

Teamwork and collaboration - working effectively in groups of 5, sharing ideas, making collective decisions. Trust - developing trust during group balances where students support each other. Resilience - persevering when sequences don't work first time, accepting and acting on feedback. Self-awareness - reflecting on personal enjoyment and progress, honest self-assessment. Community participation - learning about opportunities to continue gymnastics outside school.