ADHD

• Short, clearly defined activities with frequent transitions (lesson structure already supports this). Provide leadership roles and active responsibilities to maintain engagement. Use timer/countdown clock so time expectations visible. Allow brief movement breaks between stations if needed. Clear, simple instructions repeated multiple times. Immediate, specific feedback to maintain motivation. High activity level of lesson suits ADHD needs - capitalize on energy. Emphasise the puzzle/problem-solving element to engage hyperfocus positively.

dyspraxia

• Allow extra practice time for coordination challenges. Break complex movements into smaller sequential steps. Use larger equipment initially (larger hoops, wider gates, more stable benches). Provide demonstration repeatedly as needed without time pressure. Reduce balance demands: bench challenge on floor line instead, or allow hand on wall for stability. Slow pace of activities slightly. Celebrate incremental progress rather than only completion. Pair with patient, supportive teammate. Consider scribe or verbal response for reflection if written recording required.

autism spectrum

• Provide visual schedule showing lesson structure and timings in advance. Clear, consistent routines for transitions between activities. Quiet zone available if sensory overload occurs. Allow warm-up opt-out if social memory game causes anxiety (alternative: individual warm-up routine). Use visual social stories to explain teamwork expectations. Concrete success criteria rather than ambiguous goals. Reduce group size to 4-5 if needed. Prepare for competitive activities by explaining rules and outcomes in advance, offering alternative non-competitive option if needed.

visual impairment

• Use tactile markers (textured tape) on benches to indicate positions. Provide detailed verbal descriptions of all stations during introduction. Buddy system with sighted partner throughout. Increase contrast of equipment (bright coloured hoops and cones). Allow additional practice time to familiarize with space and equipment layout before challenges begin. During blindfold activities, VI students can participate without blindfold as equitable.

hearing impairment

• Ensure face-to-face positioning when giving instructions so lip-reading possible. Use highly visual demonstrations - exaggerate gestures and movements. Provide written/picture cards showing challenge rules at each station. Use visual signals for start/stop (coloured flags or lights) in addition to whistle. Buddy system with peer who can relay instructions through agreed signs. Vibrating timer or visual timer for time limits. During sheep/shepherd game, replace sounds with visual signals (coloured card holds, gestures).

physical disability

• Modify bench challenge: use floor lines/tape instead of raised bench for wheelchair users or those with balance difficulties. Electric Fence: lower rope height significantly or create 'gaps' in fence at wheelchair height. Hoop challenge: adapt to pass hoop around seated circle or use larger hoops. Shepherd/Sheep game: reduce distance, widen gates, allow mobility aid use. Roles: ensure students with physical disabilities get leadership/planning roles where their cognitive strengths shine. Adapted equipment: larger, lighter balls or bean bags if needed.

English

Following and giving instructions with precision. Creating communication codes and systems (language development). Vocabulary development with technical PE terms. Verbal reflection and articulation of experiences during plenary. Listening skills during group problem-solving discussions.

Maths

Counting team members to identify missing person during warm-up. Ordering by numerical criteria (age, height measurements). Spatial reasoning and geometry during gate navigation. Calculating angles and distances for efficient route planning. Symmetry and patterns in creating balanced circle formations.

Science

Communication methods in humans and animals - comparing our non-verbal signals to animal communication. Sound waves and how noises travel (in Sheep to Pen game). Forces and balance - centre of gravity when standing on benches, stability when moving. Teamwork in nature - linking to pack/herd behaviours and cooperative survival strategies.

Drama

Non-verbal communication techniques used in physical theatre and mime. Using body language, facial expressions, and gesture to convey meaning. Creating and interpreting symbols and signals. Collaborative creation similar to devising theatre pieces together.

Geography

Directions and navigation using non-verbal signals (linking to map symbols and compass directions). Spatial awareness and mental mapping of course layouts. Using positional language (left, right, forward, backward, between). Route planning and optimization similar to navigation skills.

PSHE

Teamwork and cooperation as essential life skills. Communication beyond words - understanding body language and reading social cues. Building trust (especially evident in blindfold activities). Resilience and growth mindset when facing challenging problems. Leadership skills and shared responsibility. Conflict resolution when group strategies differ.