ADHD

• Short, varied activities align well with this lesson structure, provide clear, concise instructions repeated visually and verbally, offer active leadership roles to channel energy positively, use timers visibly so students can see time remaining, regular movement breaks inherent in lesson design, positive reinforcement frequently

dyspraxia

• Use larger, softer balls for easier catching, simplify relay movements or allow extra practice time, reduce space complexity in dodgeball, provide demonstration repeatedly, allow verbal leadership if physical demonstration challenging, focus on organisation and communication strengths rather than physical precision, pair with supportive partner

autism spectrum

• Provide visual schedule showing lesson structure and timings, pre-warn about transitions between activities, allow preparation time before leading warm-up, offer choice of leadership roles (demonstrator, explainer, timer), create quiet zone if sensory overwhelm occurs, use consistent language and routines, written expectations displayed

visual impairment

• Use bright coloured bibs and balls for maximum contrast, provide verbal cues throughout all activities ('ball coming from your left'), assign sighted buddy for relay races, use audible balls with bells inside for dodgeball alternative, ensure student-leaders speak loudly and describe demonstrations verbally

hearing impairment

• Position student where they can see teacher and student-leaders clearly, use visual signals for start/stop (flag, hand signals), provide written instructions on cards for team organisation methods, demonstrate all movements clearly before starting, assign buddy to tap shoulder when instructions given

physical disability

• Modify relay races: wheelchair users can complete course at their pace or use adapted movements, dodgeball adaptation: seated zone where can throw but cannot be targeted, or role as 'coach' who directs catching team, leadership roles emphasised as these don't require high physical demand, adjust distances and equipment as needed

English

Speaking and listening skills when leading warm-ups and giving instructions, constructive feedback using appropriate tone and vocabulary, articulating reflections clearly in discussions, persuasive language when advocating for preferred team organisation methods

Maths

Timing experiments comparing team organisation methods (data collection), calculating waiting time per student in different relay formations (division: 180 seconds ÷ 10 students vs 180 seconds ÷ 3 students), analysing efficiency through numerical comparison, creating graphs to show time differences

Science

Understanding cardiovascular response during warm-up and intense activity, recognising how body temperature changes with activity and waiting time, exploring forces when throwing and catching balls in dodgeball, discussing reaction time and decision-making in dynamic games

Computing

Algorithmic thinking when designing relay race sequences, understanding systems and how changing variables (number of teams, number of balls) affects outcomes, logical reasoning when evaluating organisation methods

PSHE

Leadership and responsibility, empathy when discussing how team selection methods make people feel, building confidence through leading activities, resilience when receiving feedback, cooperation and teamwork, understanding fairness and inclusion, managing emotions in competitive situations