ADHD

• Keep activities short and varied (lesson structure already supports this). Provide clear time boundaries for each section. Use visual timers if helpful. Allow movement throughout - no extended sitting periods. Give specific, focused roles in group activities. Provide frequent, immediate feedback. For Sheep Pen, shepherd role may be ideal - active, responsible, varied. Break down complex instructions into single steps.

dyspraxia

• For Duplicate activity, use simpler body shapes and positions. Allow extra time to process and plan physical positions. Provide verbal cues for body awareness: 'Where is your right hand? Is your knee bent?' Reduce complexity of obstacle course in Sheep Pen. Partner with patient, supportive student. Use larger, easier-to-handle equipment. Focus on communication success rather than physical precision. Celebrate progress and effort.

autism spectrum

• Provide visual schedule of lesson structure at start - write section names on board with times. Give advance warning before transitions between activities. Establish quiet space if student needs sensory break. For blindfold activity, offer 'eyes closed' alternative if fabric on face is distressing. Use clear, literal language avoiding idioms. Provide communication strategy cards if needed. Recognise that some students may find non-verbal communication more comfortable than verbal.

visual impairment

• This lesson is highly appropriate for visually impaired students as blindfold activities create level playing field. For drawing activity, use tactile paper or verbal-only descriptions without drawing. Pair with sighted buddy for navigation safety during Sheep Pen. Use high-contrast equipment where possible. Provide verbal descriptions of all demonstrations.

hearing impairment

• Ensure student can see your face for lip-reading during all instructions. Use visual demonstrations extensively. For Sheep Pen, allow visual signal system instead of audio signals - this becomes their core method rather than extension. Position near teacher during circle discussions. Provide written instruction cards for each activity. Use British Sign Language if appropriate and known.

physical disability

• Adapt Draw It activity to remain in wheelchair or seated position. Duplicate activity can be performed seated rather than in balances - focus on upper body positions or hand/arm shapes. Sheep Pen can be adapted: wheelchair user as shepherd with visual signals, or as 'sheep' guided by very clear directional language. Modify obstacles to be wheelchair accessible. Ensure full participation in communication focus even if physical positioning differs.

speech and language difficulties

• Provide vocabulary support cards with key terms and definitions. Allow extra processing time for verbal instructions. For Draw It activity, reduce time pressure - extend to 3-4 minutes if needed. Sentence starters for descriptions: 'At the top of the page...', 'The shape is...' Model specific language examples extensively. Celebrate non-verbal communication methods as equally valid. Reduce pressure to speak in front of whole class - pair and small group work is sufficient.

social communication difficulties

• Pre-teach lesson structure and expectations. Explicitly teach and model what 'good listening' looks like physically. Provide clear framework for group discussions: speaking order, how to ask questions, what to do if confused. For group work, assign specific roles with clear responsibilities. Visual prompts for communication strategies. Celebrate all communication attempts. Allow choice of partners where possible for comfort.

English

Precise descriptive language, giving clear instructions, active listening skills, vocabulary development (spatial and anatomical terms), verbal and non-verbal communication analysis

Maths

Spatial awareness and positioning (coordinates on paper for Draw It activity), angles and degrees in body positions (90-degree knee bend), geometry of shapes being described, measurement concepts (distance, size), directional language (left, right, forward, backward)

Science

Sensory systems - how we process auditory and visual information differently, impact of removing one sense (sight) on other sensory reliance, proprioception and body awareness when blindfolded, nervous system signal processing

Computing

Communication protocols and systems (similar to shepherd signal systems), importance of clear instructions in programming, debugging communication failures, systematic problem-solving

Drama

Non-verbal communication techniques, use of gesture and mime, creating and interpreting signals, performance under observation, communication without words

Geography

Directional language and navigation, spatial relationships, mapping movement through space, following routes and giving directions

PSHE

Teamwork and cooperation skills, leadership and followership, trust building between partners and groups, resilience when communication fails, empathy for others' challenges, conflict resolution through communication, respecting others' contributions