ADHD

• Use short, varied activities with clear time boundaries - stopwatch visible; provide active roles throughout - minimise waiting time; clear, simple instructions one step at a time; frequent positive feedback for on-task behaviour; allow movement and physical engagement throughout; assign specific role (timekeeper, equipment manager) to maintain focus; use timers to create urgency and structure; high-energy challenges well-suited to ADHD strengths of energy and creativity

dyspraxia

• Focus on strategic planning and communication roles rather than complex physical movements; allow additional practice time for movement sequences; provide verbal cues for body positioning during spotting/supporting; reduce complexity of movements required; emphasise that different roles (planner, communicator, supporter, climber) all equally valuable; ensure success criteria include non-physical contributions; allow student to choose role that matches comfort level; celebrate organisational and verbal contributions

autism spectrum

• Provide visual schedule of lesson structure and timings; allow preview of equipment and challenges if possible before lesson; establish clear, consistent rules and boundaries; offer quiet zone option if overwhelmed by noise or activity; assign understanding peer buddy; give warning before transitions; allow student to observe first round before participating if needed; emphasise structured planning time which supports preference for order; clearly define expectations for each challenge phase

visual impairment

• Use textured or audible markers to define boundaries; provide detailed verbal descriptions of challenge setup before attempts; assign buddy to guide throughout; allow hands-on exploration of equipment before use; use high-contrast coloured rope for fence if any residual vision; emphasise verbal communication throughout which supports VI students naturally

hearing impairment

• Ensure student positioned to see teacher during instructions - use clear visual demonstrations; provide written challenge instructions and rules; teach teams to use visual signals (already part of silent round); allow vibration or light signals as stop indicators; assign buddy who knows BSL if applicable; emphasise non-verbal communication which supports HI students naturally; ensure student not disadvantaged during silent round by assigning visual coordination role

physical disability

• Adapt fence height to wheelchair accessible level or create alternative path through cones; wheelchair users can coordinate and coach team from strategic position - leadership role; modify challenges to focus on upper body or adapted movements; allow additional spotters or adult support for students with mobility needs; create alternative success criteria based on coordination or strategic contribution rather than physical crossing; ensure all students valued for their unique contributions to team success

social communication difficulties

• Explicitly teach and model expected social interactions and communication; provide scripts or sentence starters for team discussions; structured roles within teams with clear responsibilities; visual guides for 'what good teamwork looks like'; teacher or TA support during planning phases to facilitate inclusion; celebrate small social successes; allow processing time before expecting responses; structured peer partnering for final reflection

English

Verbal communication clarity and precision; following and giving complex instructions; vocabulary development (OAA terminology); reflective writing opportunities; peer feedback skills; presenting ideas to groups; active listening and responding appropriately

Maths

Strategic planning involving spatial reasoning and logistics; calculating fastest routes; timing and measuring attempts; analysing data from multiple rounds to identify patterns; geometry of support positions and angles; estimating height and distance for fence crossing planning

Science

Forces in action - pushing, pulling, supporting weight; gravity and balance when crossing obstacles; levers and mechanical advantage in lifting teammates; centre of mass considerations; muscle groups used in supporting and climbing; trust and stress response in body (fight or flight)

Drama

Non-verbal communication and body language; trust exercises parallel to theatre games; teamwork in ensemble performance; using voice effectively for instructions; physical awareness and control; improvisation when plans change

Geography

Spatial awareness and navigation concepts; understanding of environment and adapting to space constraints; mapping team positions and movements; orientation skills when blindfolded; problem-solving in unfamiliar 'terrain'

PSHE

Teamwork and collaboration in diverse groups; leadership and followership roles; building and demonstrating trust; resilience and growth mindset when strategies fail; communication skills in relationships; managing emotions under pressure; conflict resolution during disagreements; celebrating others' successes