ADHD

• Keep activity segments short with frequent changes to maintain attention; provide very clear, simple instructions one at a time; use visual cues and demonstrations extensively; position near teacher for proximity support; provide immediate, frequent feedback; build in leadership roles to channel energy positively; allow movement breaks if needed (legitimate roles like equipment collection); use countdowns and timers to create urgency and focus; celebrate effort and on-task behaviour frequently; minimise waiting time through efficient organisation; clear boundaries both physical (court lines) and behavioural (rules); high activity time reduces off-task behaviour

dyspraxia

• Use larger, softer frisbees for easier catching and control; reduce throwing distances in initial practices; provide additional demonstration and practice time for weight transfer and coordination; break down complex movements into smaller steps; use visual and verbal cues simultaneously; allow extra time for movement activities; reduce court size to shorten distances; pair with patient, supportive partner; simplify footwork - allow running without specific cutting technique if needed; celebrate improvement not just outcome; reduce speed of activities; provide specific, simple coaching points one at a time; avoid activities requiring complex multi-step coordination initially

autism spectrum

• Provide visual schedule showing lesson structure and timings; establish clear, predictable routines for transitions; use visual rule cards as reminders; reduce sensory overload by allowing breaks in quieter area if needed; give advance warning of activity changes ('In 2 minutes we'll move to the next activity'); simplify language and instructions; allow processing time after questions; provide specific, concrete success criteria; assign consistent partner/group members for security; use social stories to explain game rules and expectations; celebrate small successes frequently; avoid sudden loud noises where possible

visual impairment

• Use brightly coloured frisbees with high contrast to background (yellow/orange on dark floor); provide verbal descriptions of court layout and boundaries; use auditory cues (whistle patterns, verbal directions from teacher/peers); assign a sighted buddy for guidance during games; reduce court size to make boundaries easier to locate; use tactile markers (different textured cones) for court boundaries; ensure bright lighting; position student closer to teacher for demonstrations; provide additional individual demonstration with hand-over-hand guidance for throwing technique

hearing impairment

• Use visual demonstrations extensively - show don't just tell; use clear hand signals for start/stop (whistle replacement); provide written instruction cards for activities; ensure student can see teacher's face for lip-reading during explanations; assign a hearing buddy to relay verbal instructions; use visual timers for time limits (5-second goal line, 3-second possession); position student where they can see teacher and activity simultaneously; use exaggerated gestures during demonstrations; simplified visual diagrams of court setups and rules

physical disability

• Adapt depending on specific need: wheelchair users can participate with modified rules (can move with frisbee, larger goal area); reduce court size for reduced mobility; allow underarm or seated throws if overarm not possible; provide lighter or larger frisbees for reduced grip strength; allow additional time for movements and possession; peer support for positioning and retrieving frisbee; modify 5-second goal line rule to extended time; create wider passing lanes; position as thrower in 1v1 practice if movement challenging; celebrate participation and effort equally with skilled performance

social emotional mental health

• Create supportive, non-threatening environment; allow choice within activities where possible; provide quiet 'time out' option if overwhelmed; use restorative approaches if conflicts arise; pair with emotionally mature, supportive partners; celebrate effort and participation over winning; provide consistent, predictable structure; give specific praise for positive social interactions; allow student to sit out briefly if emotionally dysregulated then reengage when ready; avoid public criticism; use private, calm conversations for behaviour management; build in success opportunities to boost confidence; recognise emotional regulation as success equal to physical skill

English

Following complex verbal instructions develops listening skills; articulating tactics and strategies enhances speaking and vocabulary; peer assessment requires constructive feedback language; plenary discussions develop oracy skills; explaining techniques to others builds communication competence; learning and using technical vocabulary (possession, numerical advantage, timing, weight transfer, interception); reading body language and non-verbal cues from teammates and opponents

Maths

Counting consecutive passes (1 to 5) applies number sequencing; timing activities (5-second goal line limit, 3-second possession) develops time measurement understanding; spatial awareness of court thirds relates to fractions (dividing space into equal parts); calculating scores and keeping tally develops mental arithmetic; angles of throwing and cutting movements relate to geometry; distance estimation between players and to targets applies measurement concepts

Science

Forces applied when throwing frisbee (push, pull, thrust); air resistance and aerodynamics of frisbee flight; friction between shoes and floor surface affecting movement; gravity affecting frisbee trajectory; cardiovascular system response to exercise (increased heart rate, breathing rate); muscular system engagement during throwing, running, catching; energy transfer from player to frisbee; Newton's laws of motion applied to throwing and catching; levers in throwing action (arm as lever)

Geography

Directional language and spatial awareness (moving left/right, forward/backward, into attacking third); mapping movement patterns around the court; understanding of space and boundaries; navigation around playing areas; positioning relative to landmarks (goal lines, third boundaries, court edges); mental mapping of team positions; awareness of relative positions (nearer/farther, inside/outside)

PSHE

Teamwork and cooperation essential throughout all activities; communication skills developed through verbal and non-verbal signalling; resilience when facing challenges (defending while outnumbered, developing difficult skills); leadership opportunities through team organisation and peer coaching; respect for rules, opponents, and teammates; managing emotions in competitive situations; fair play and sportsmanship; honesty in self-refereeing; empathy and inclusion of all ability levels; goal-setting through success criteria; self-assessment and reflection on learning