ADHD

• Keep activities varied and change frequently to maintain engagement (hence multiple short sections in lesson). Provide clear short instructions - no long explanations. Use visual as well as verbal instructions. Provide movement breaks if needed - ADHD students often thrive in PE with constant movement. Set clear boundaries for activities with visible markers. Provide frequent specific feedback to maintain focus. Allow fidget tools if helpful during demonstration times. Position near teacher during instruction times. Use student's name before giving individual instruction to gain attention. Celebrate small successes frequently. Break skills into very small sequential steps. Use timer to show activity duration visually. Provide leadership roles to channel energy positively. Understand that impulsivity may affect turn-taking - provide reminders.

dyspraxia

• Use larger equipment for easier control (larger balls, appropriately sized sticks). Reduce complexity of movements - simplify Indian dribbling to smaller rotation initially. Provide significantly more practice time - may need double the repetitions of peers. Break skills into very small steps with extended practice at each stage. Demonstrate technique multiple times. Provide hand-over-hand support if needed to feel movement pattern. Use verbal cues for rhythm ('left-right-left-right'). Reduce speed of activities throughout. Pair with patient supportive partner for peer assessment. Provide visual markers for foot positions during push passing. Celebrate small improvements. Reduce distance and space requirements. Allow extra time to complete all activities. Recognise effort over outcome. Build confidence through success at appropriate level.

autism spectrum

• Provide clear visual schedule of lesson structure at start (warm-up → skill learning → games → cool down). Use consistent routines and predictable structure. Give advance warning of transitions ('in 2 minutes we will...'). Provide quiet zone option if sensory overload occurs. Use clear concrete language avoiding idioms. Provide visual step-by-step guides for skills. Allow to observe activities before participating if needed. Pair with patient understanding partner. Reduce unpredictability in games by clearly defined rules. Provide additional processing time for instructions. Allow use of headphones/ear defenders if noise overwhelming. Give specific praise for specific behaviours ('excellent stick rotation' not 'good job'). Create social story about PE lesson if anxiety present.

visual impairment

• Use brightly coloured balls (yellow/orange) for maximum visibility. Use high-contrast cones for marking boundaries. Provide verbal cues continuously during activities ('ball approaching from your right'). Pair with sighted buddy who provides additional verbal guidance without taking over. Use larger balls if needed. Ensure adequate lighting in indoor spaces. Reduce space size to maintain ball/players within visual field. Allow ball with bell inside for auditory tracking. Position closer to demonstrations for clearer viewing. Allow to explore equipment tactilely before use. Reduce number of players in game scenarios to reduce visual complexity.

hearing impairment

• Use visual demonstrations extensively - show don't just tell. Provide written instructions on whiteboard/cards for reference. Use visual signals for start/stop instead of verbal commands (raised hand, flag, lights). Ensure face visible when speaking for lip-reading. Speak clearly facing student directly. Pair with buddy who can relay instructions if needed. Use exaggerated gestures during demonstrations. Provide step-by-step picture cards for skill sequences. Position at front during demonstrations. Reduce background noise where possible. Check understanding through physical demonstration rather than verbal response. Use hand signals for common instructions (thumbs up = good, hands wide = spread out, etc.).

general adaptations

• Provide multi-sensory instruction - visual demonstrations, verbal explanations, kinesthetic practice. Allow multiple ways to demonstrate learning. Ensure all students experience success at their level. Pair students strategically for mutual support. Have additional adults support targeted students if available. Pre-teach key vocabulary or skills to SEND students before lesson if possible. Provide visual supports (pictures, diagrams, videos) for reference. Celebrate diversity of abilities as strength. Maintain high expectations with appropriate support. Communicate regularly with SENCO about students' needs and progress. Adapt language complexity to student understanding. Allow additional processing time. Provide concrete examples rather than abstract concepts. Build in movement breaks if needed. Have fidget tools available. Create inclusive environment where all abilities valued equally.

physical disability

• Adapt to seated/wheelchair position if needed - skills can be practiced from seated position. Use lighter weight modified equipment (foam sticks, lighter balls). Reduce distance requirements for passing. Allow additional time for skill execution. Provide physical support/frame if balance is an issue. Modify Indian dribbling to achievable range of motion. Allow push passing from static position without weight transfer requirement if standing/shifting difficult. Ensure wheelchair accessible space throughout playing area. Pair with understanding supportive partner. Provide rest breaks as needed. Celebrate effort and participation at student's capability level. Adapt games - perhaps wheelchair user is 'base' that others pass through in modified game format.

social emotional mental health

• Build positive relationship - greet warmly, show interest in student. Provide predictable structure and routine to build security. Offer choices where possible to provide sense of control. Use calm, positive tone throughout. Provide frequent specific praise to build self-esteem. Pair with empathetic understanding partner who will support not criticise. Be alert to signs of anxiety/stress and provide support/adaptations. Allow 'time out' option if overwhelmed - quiet space to regulate. Recognise that competitive activities may trigger anxiety or behavioural responses - monitor closely and intervene early. Provide explicit teaching of social skills needed (how to give positive feedback, how to lose gracefully, etc.). Celebrate effort and small successes. Avoid singling out negatively - provide correction privately where possible. Maintain high expectations within student's capability. Build in success opportunities. De-escalate any conflicts calmly and privately.

English

Speaking and listening: articulate technical explanations during peer assessment using specific vocabulary. Communication skills: clear verbal communication within teams during game application. Vocabulary development: learn and apply technical terminology (Indian dribbling, push pass, weight transfer, absorption, follow through). Giving instructions: explain techniques to peers using imperative verbs and sequenced steps. Critical evaluation: assess peer performance providing constructive feedback.

Maths

Counting and recording: count successful passes in peer assessment (e.g., '8 out of 10 accurate passes'). Measurement: estimate and measure distances for passing practice (5 metres), relay course lengths. Angles: understand angles of movement during Indian dribbling (180-degree stick rotation), angles for tactical passing. Timing: use seconds for activity durations, calculate time per relay lap. Data handling: record self-assessment results using thumb indicators, create class graphs of confidence levels. Problem-solving: tactical decisions in games involving spatial and numerical reasoning.

Science

Forces: understand force application during push passing - how weight transfer generates power. Friction: explore friction between ball and surface, stick and ground affecting control. Motion: observe ball trajectory based on passing power and angle. Human body: identify muscles used (quadriceps, hamstrings, forearms) and how they work during skills. Energy: understand energy expenditure during physical activity, heart rate increases during exercise. Lever systems: recognise stick as lever, hand positions as fulcrum and effort points.

Computing

Algorithms: understand sequenced steps in skill performance (back foot position → stick contact → weight transfer → follow through). Logical thinking: apply if/then logic in tactical decisions ('if defender on right, then Indian dribble left'). Debugging: identify errors in technique and correct them systematically. Pattern recognition: recognise patterns in successful tactics versus unsuccessful ones during games.

Drama

Movement and body control: develop precise controlled movements during skills. Spatial awareness: awareness of own body in relation to others and equipment. Performance: demonstrate techniques for others with clarity and precision. Communication through movement: non-verbal communication with teammates through positioning and movement.

Geography

Directions: understand cardinal directions when moving around space, relative directions during games. Spatial awareness: navigate space efficiently, understand concepts of 'find space', positional play. Mapping: mental mapping of playing area, teammate positions, opponent positions during games. Scale and distance: estimate distances for passing, understand appropriate distances for different skill levels.

Music

Rhythm and timing: develop rhythmic coordination during Indian dribbling (left-right-left-right pattern). Tempo: adjust speed of skill performance like varying tempo in music. Pattern: recognise repetitive patterns in skill sequences. Coordination: develop hand-eye coordination similar to playing instruments.

PSHE

Teamwork: collaborate with partners during paired work and with teams during game application. Resilience: demonstrate persistence when learning challenging new skills like Indian dribbling. Managing emotions: handle frustration when skills are difficult or competitive pressure during games. Setting goals: identify areas for personal improvement through self-assessment. Respecting others: value peers' efforts regardless of ability, provide constructive not destructive feedback. Communication: express ideas clearly, listen to others' feedback and implement suggestions. Health and wellbeing: understand benefits of physical activity, importance of warm-up and cool-down.