ADHD

• Structure planning time with checkpoints: 'By 5 minutes you should have chosen your leader, by 10 minutes your activities decided.' Provide fidget equipment or movement breaks during planning discussions. Keep whole-class instruction segments short (2-3 minutes maximum). Assign ADHD students active roles in groups rather than passive planning roles. Use timers visually so they can see time remaining. Celebrate quick transitions and efficient organisation. Build in high-energy delivery sections where ADHD students can channel energy positively. Provide specific, frequent feedback rather than waiting until end.

dyspraxia

• Provide extra practice time for demonstrations if student wants to lead physical activities. Alternatively, allow dyspraxic students to take planning, organising or verbal instruction roles where motor skills are less central. Use partner support for equipment organisation. Break down complex movement demonstrations into smaller steps with verbal cues. Allow use of notes or cue cards during delivery to manage sequencing challenges. Provide positive reinforcement for organisational efforts. Ensure activities planned by groups don't require complex motor sequences that would exclude dyspraxic participants.

autism spectrum

• Provide visual schedule showing lesson structure from start to finish. Give advance notice of transitions between sections. Clearly define roles within groups - provide written role cards if helpful. Reduce ambiguity: 'You will plan for 15 minutes, then Group A will deliver first, then Group B.' Offer quiet space option during planning if overwhelmed. Allow ASD students to rehearse more times if needed. Provide concrete feedback rubrics rather than vague praise. Warn before calling on groups to volunteer rather than surprise selection. Celebrate routine and structure of three-part session design.

visual impairment

• Use high-contrast coloured equipment (bright bibs, fluorescent cones). Provide verbal descriptions of all visual information (session structure, equipment layout). Use buddy system pairing VI students with sighted partners during planning and delivery. Allow VI students to deliver activities that rely less on visual demonstration (e.g., warm-up exercises they can describe verbally). Ensure activities they participate in use sound cues where possible. Provide physical guidance during equipment organisation.

hearing impairment

• Use visual demonstration extensively alongside verbal instructions. Provide written session plan structure and key vocabulary on board/sheet. Use clear visual signals for starts, stops, transitions (e.g., raised hand, lights). Position HI students where they can see leaders' faces during delivery. Allow HI students to lead activities where verbal instruction is minimal (e.g., follow-the-leader style warm-ups). Use technology (iPad with typed instructions) if available. Ensure HI students have visual access to feedback discussions.

physical disability

• Adapt warm-up game for seated participation if needed - leader can include seated exercises (arm circles, upper body movements, seated marching). During planning, ensure wheelchair-accessible activities are valued equally to running games. Allow physically disabled students to lead activities they can demonstrate (e.g., target activities, adapted games). Modify delivery expectations - may work in groups of 3 with extra support member. Ensure equipment accessible (lower storage, larger lighter balls). Focus leadership assessment on planning and verbal instruction rather than physical demonstration.

English

Verbal communication skills - clarity, projection, appropriate language for audience. Instructional writing if creating session plans in written format. Listening and responding appropriately to feedback. Vocabulary development (technical PE terms, School Games Values language). Non-verbal communication (body language, demonstrations).

Maths

Time management and calculation (2 minutes per activity, 30 seconds explanation = 2.5 minutes total). Sequencing and ordering (session components in logical order). Measurement (spacing for activities, equipment quantities). Data handling (self-assessment responses, feedback patterns).

Science

Exercise physiology - understanding heart rate, body temperature, warm-up purposes. Muscular system - identifying which exercises work which muscles. Forces in movement - pushing, pulling, friction during skills. Energy - why bodies need to warm up and cool down, fuel for activity.

Drama

Performance skills - voice projection, body language, commanding attention. Demonstration and modelling of movements. Overcoming stage fright/nervousness. Improvisation when delivery doesn't go to plan. Audience awareness and engagement.

Geography

Spatial awareness and organisation of activity spaces. Direction and positioning - where leaders stand, how participants move. Mapping out session plans visually. Use of space and environment for different activities.

PSHE

Leadership and responsibility in various contexts. Collaboration, communication and conflict resolution. Self-awareness through reflection and self-assessment. Goal-setting and improvement mindset. Resilience and managing challenges. Respect, honesty, fairness in relationships. Understanding community involvement and citizenship through volunteering pathways.