ADHD

• Keep activities varied with clear time boundaries, provide frequent positive feedback and encouragement, use intervals naturally suited to shorter attention bursts, allow fidget/movement during instruction time (treading water, etc.), give specific focus points for each rep ('this length focus on breathing'), use visual and verbal reminders for lane discipline, celebrate effort and completion prominently, assign leadership role if appropriate (counting reps for lane, etc.) to increase engagement

dyspraxia

• Allow longer time for skill development and coordination, provide additional demonstrations and breakdown of techniques, allow use of supportive equipment (kickboards, pull buoys) throughout, reduce complexity of tasks (fewer stroke types, simpler intervals), ensure lane placement with patient, supportive peers, focus heavily on success and improvement from personal baseline, provide additional proprioceptive feedback (verbal cues about body position), allow extended rest periods for processing and preparation

autism spectrum

• Provide visual schedule of lesson structure in advance (warm-up, main set, cool-down with timings), maintain consistent routine and lane assignment, give advance warning of transitions between sections, reduce sensory overload by allowing ear plugs if needed, provide clear, concrete instructions avoiding abstract language, allow exit to quiet area if overwhelmed (with supervision), use visual timers to show time remaining in activities, reduce pressure of group reflection by offering written reflection alternative

visual impairment

• Use bright coloured lane ropes for contrast, provide clear verbal descriptions of all visual information on whiteboard, assign sighted buddy for guidance and safety, use poolside physical markers for lane boundaries that can be felt, provide verbal countdowns for push-offs instead of relying on visual cues, ensure lifeguard aware for additional monitoring, allow use of tinted goggles if helpful for light sensitivity

hearing impairment

• Use clear visual demonstrations for all instructions, provide written session structure on waterproof card student can reference, establish visual signals for start/stop/pace changes (e.g., arm raises, hand signals), ensure student can see teacher's face for lip reading throughout, position student in lane closest to teacher, use vibrating watch or visual timer for interval timing, provide written summary of reflection discussion key points afterwards

physical disability

• Adapt challenge level to individual capability (may be fewer reps or shorter distances), allow use of pull buoys or other support equipment as needed, modify strokes to those physically possible for individual (may be adapted backstroke, one-arm variations), provide additional rest periods as required, ensure safe entry/exit with hoist or ramp if needed, consider adapted goals focusing on personal progress rather than comparative performance, celebrate effort and determination prominently

English

Speaking and listening skills during discussions and reflection, articulating thoughts about performance and feelings, learning and using technical vocabulary accurately in context, following complex verbal instructions, peer communication and encouragement during activities

Maths

Counting reps and sets, calculating rest intervals in seconds, measuring pool distances (metres), understanding ratios in interval training (1:1 fast to easy), tracking consistency of times across repetitions, graphing performance data over multiple sessions

Science

Understanding cardiovascular system response to exercise (heart rate changes), respiratory system during sustained activity (breathing rate, oxygen consumption), muscular system (aerobic vs anaerobic energy systems), effects of warm-up and cool-down on body temperature and muscle function, principles of training adaptation (FITT), recovery processes and lactic acid

Geography

Understanding of spatial awareness in lanes (positioning, distances, directions), concepts of left and right from different perspectives, measurement and estimation of distances, navigating physical space safely and efficiently

ICT

Using online platforms (Swim Fit website) for learning resources, digital registration and account creation, accessing web-based training programmes independently, using technology to support personal fitness goals, digital literacy in navigating training resources

PSHE

Resilience and perseverance through challenging physical activity, setting personal goals and working towards them independently, self-assessment and honest reflection on performance, responsibility for own safety and consideration for others (lane etiquette), positive mental health through physical activity, teamwork and peer encouragement, independence and taking ownership of learning