ADHD

• Structure lesson with frequent short activities rather than extended single tasks - variety maintains engagement. Provide clear boundaries and rules repeated regularly throughout lesson. Use energetic activities as outlet for movement needs - channel energy productively. Give regular specific feedback and praise for on-task behaviour - every 2-3 minutes. Use visual and kinesthetic learning - demonstrate and do rather than just verbal instruction. Position near teacher for easy redirection and support. Provide immediate feedback rather than delayed - instant reinforcement. Break complex tasks into smaller steps with clear completion points. Allow brief movement breaks if needed - collecting equipment, demonstrations. Use enthusiasm and energy to match student's intensity positively.

dyspraxia

• Use larger ball and equipment for easier manipulation - size 4 ball or tennis ball. Reduce task complexity - focus on one element at time (just catching, then just throwing, then combining). Provide additional practice time to develop motor patterns - repetition essential. Offer hand-over-hand support for correct grip and positioning. Use slower-paced activities initially building speed gradually. Reduce distances significantly - 5m instead of 10m. Provide clear simple instructions with maximum demonstration. Pair with patient supportive partner. Break skills into smaller sequential steps. Allow sitting down for some activities to reduce balance demands. Celebrate effort and improvement over absolute performance. Reduce visual distractions in environment. Provide encouragement and patience throughout.

autism spectrum

• Provide clear visual schedule showing lesson structure and timings - what's happening when. Establish consistent routines for equipment collection, transitions, and gathering. Use visual cues and symbols for instructions supporting verbal explanations. Minimise sensory overload - consider noise levels, visual clutter, and physical contact in activities. Provide quiet zone option if student needs brief sensory break. Give advance warning before activity changes - 'in 2 minutes we will...'. Use clear concrete language avoiding idioms or ambiguous phrases. Provide additional processing time for questions and instructions. Allow use of ear defenders if noise overwhelming. Pair with familiar supportive peer. Celebrate sensory-friendly achievements. Maintain predictable structure throughout lesson.

visual impairment

• Use brightly coloured balls that contrast with background for easier visual tracking. Provide bright bibs in contrasting colours for team identification. Use verbal cues constantly - 'ball coming to you now', 'three metres to your left'. Pair with sighted buddy who can provide directional guidance. Use audible ball (with bell inside) if available. Reduce playing area size to limit distances for better visibility. Position student in areas with best lighting. Provide additional physical demonstrations allowing student to feel correct stick position. Increase ball size if appropriate for easier tracking.

hearing impairment

• Ensure student can always see teacher's face for lip-reading during instructions. Use clear visual demonstrations for all activities - show don't just tell. Provide written activity cards showing key points for reference. Use exaggerated visual signals for stop/start rather than whistle alone. Position student at front during demonstrations ensuring clear sight lines. Pair with supportive partner who can relay missed information. Use visual timer showing time remaining. Create simple hand signals for common instructions (stop, go, good work). Provide activity sequence visually on board showing lesson structure. Ensure good lighting for visibility of signs and demonstrations.

physical disability

• Adapt activities based on individual needs assessment and consultation with student/SENCO. Offer seated versions of activities where student sits on chair or bench and participates from stationary position. Provide modified lighter stick if standard too heavy or difficult to manipulate. Use larger softer ball if grip or coordination affected. Reduce distances for throwing and catching - 5m instead of 10m. Allow additional time for completing activities. Provide peer buddy for equipment collection and movement support. Create accessible spaces ensuring wheelchair/mobility aid access. Adapt scoring in games - seated student scores double points to balance participation. Focus on abilities not limitations - celebrate what they CAN do.

English

Using technical vocabulary accurately - cushion, underarm, dominant, accuracy (spoken language). Providing verbal feedback to peers using descriptive language (spoken language). Articulating tactical ideas and explanations during reflection (spoken language). Following verbal instructions and multi-step sequences (listening). Evaluating peer performance using correct terminology (spoken language).

Maths

Counting successful catches during timed challenges (number and place value). Measuring distances for throwing activities - 10m, 15m (measurement). Calculating scores and tracking points in competitive games (addition, subtraction). Understanding angles in throwing trajectories and ball flight paths (geometry). Timing activities using seconds and minutes (time). Creating and reading tables of results from group challenges (statistics).

Science

Understanding forces acting on the ball - gravity, friction, air resistance affecting flight (forces and motion). Recognising how muscular system works during throwing motion - arm muscles contracting and relaxing (human biology). Observing how cardiovascular system responds to exercise - increased heart rate, breathing rate during warm-up and games (working scientifically). Understanding trajectory and parabolic motion of thrown ball (physics). Investigating how follow-through affects distance and accuracy - energy transfer (forces).

Computing

Understanding sequences and step-by-step processes in skill development - algorithmic thinking (computational thinking). Recognising patterns in successful throwing technique (computational thinking). Debugging technique when catches fail - identifying and correcting errors (computational thinking). Logical reasoning when making tactical passing decisions (computational thinking).

Geography

Using directional language throughout activities - left, right, forwards, backwards (locational knowledge). Understanding spatial awareness and mapping movement patterns across teaching area (place knowledge). Creating mental maps of court layout and positioning - where Ds are, boundaries, space (geographical skills).

PSHE

Developing teamwork through cooperative activities and supporting others (relationships). Building resilience when facing difficult challenges like non-dominant side throwing (health and wellbeing). Managing emotions during competitive games and when making mistakes (health and wellbeing). Demonstrating respect for others' abilities and efforts (relationships). Developing self-belief through achievement and overcoming challenges (health and wellbeing). Understanding honesty through self-assessment and peer voting (relationships).