ADHD

• Short activity bursts (6-7 minute stations ideal), regular movement breaks built in (already present in lesson structure), clear visual timers showing time remaining, active roles (leader, communicator) that provide focus, fidget tools available if helpful, clear behaviour expectations and boundaries, immediate specific feedback and praise for on-task behaviour, reduce waiting time through parallel activities, allow standing/moving during reflection if needed, chunked instructions (give one step at a time), partnership with calming peer influence.

dyspraxia

• Larger, easier-to-manipulate equipment (bigger balloons, thicker ropes, larger whiteboards), extra practice time with equipment before timed challenge, simplify motor requirements (reduce number of rope binding points, allow two hands instead of one), visual demonstrations repeated multiple times, break down complex movements into smaller steps, provide physical guidance to support coordination, reduce speed/time pressure, celebrate effort and improvement over perfection, focus assessment on problem-solving and teamwork domains, partner with patient supportive teammate.

autism spectrum

• Provide clear visual schedule showing lesson structure and timings, visual now-and-next board for transitions, advance notice of what's coming ('In 2 minutes we'll rotate'), clearly defined spaces with visual boundaries (coloured tape marking team areas), quiet zone available if student needs sensory break, social story about lesson beforehand if needed, consistent routines for rotations, reduce sensory overload (consider not using whistle for this student - use visual signal instead), allow student to opt out of blindfold if sensory overwhelming (safety spotter role instead), clear explicit teaching of expected team behaviours, concrete success criteria.

visual impairment

• Already well-suited as many activities involve blindfolds - student can fully participate. For sighted activities: use high-contrast coloured equipment, provide tactile markers on equipment, buddy system with sighted partner who describes setup, verbal descriptions of all visual demonstrations, position student close to demonstrations, ensure extra space around team to prevent collisions.

hearing impairment

• Use British Sign Language or Makaton if student uses them, written instruction cards at each station for reference, visual demonstrations essential (show more, tell less), ensure student can see teacher's face during all instructions (lip-reading access), hand signals for emergency stop (raised hand) as well as whistle, buddy system to relay verbal instructions, position student where they can see all team members' faces during discussions, subtitled videos if using technology.

physical disability

• Seated versions of most activities possible (seated circle for shape-making, seated blind drawing, seated balloon tower building), leadership roles emphasised over physical roles (student can be designated communicator without movement requirement), adapted equipment (larger balls, thicker ropes easier to grip), reduce physical demands of challenges (shorter distances, no binding of lower limbs), wheelchair-accessible pathways between stations, ensure team provides physical support where needed, focus on cognitive and social domains for assessment.

English

Precise descriptive language in blind drawing activity (adjectives, positional language, clarity of instruction). Communication skills throughout (speaking, listening, questioning, clarifying). Following and giving verbal instructions accurately. Reflection and evaluation using spoken and written language.

Maths

Geometry and spatial reasoning when creating shapes with ropes (properties of shapes, angles, symmetry, equal sides). Measurement when building balloon towers (height in centimetres, comparing measurements). Problem-solving strategies applicable to mathematical problems (trial and error, systematic approaches, evaluation). Timing and duration awareness throughout lesson.

Science

Forces when building structures (balance, stability, centre of gravity in balloon tower). Coordination and body systems during physical activity (nervous system, muscular system working together). Communication and senses (reliance on different senses when vision removed during blindfold activities, heightened awareness of touch and hearing).

Computing

Problem-solving algorithms and logical thinking (step-by-step planning, if-then reasoning, debugging when strategies fail). Computational thinking when breaking complex challenges into smaller steps.

Geography

Spatial awareness and mental mapping (visualising team positions, understanding relationships between objects in space). Directional language (left, right, forward, backward). Creating mental maps when blindfolded and navigating without vision.

PSHE

Teamwork and collaboration skills applicable to all group situations. Leadership development and understanding different leadership styles. Resilience and managing frustration when facing setbacks. Trust and reliance on others. Empathy and perspective-taking. Conflict resolution within teams. Self-awareness through reflection and self-assessment.