ADHD

• Short, focused activity bursts with clear time boundaries. Regular movement breaks incorporated naturally. Immediate feedback and positive reinforcement. Clear visual timers showing time remaining in each section. Simplified instructions with one-step-at-a-time approach. Fidget tools available during seated reflection if helpful. High-energy role (performer first) to channel energy positively. Checkpoints and clear success criteria.

dyspraxia

• Additional practice time and repetition of skills. Simplified routines with fewer transitions. Larger, more stable apparatus (wider beam, lower height). Breaking skills into smaller component parts. Visual and verbal cues combined for movement memory. Reduced performance pressure - option to demonstrate to teacher rather than peers. Peer support with patient partner. Celebrating effort and progress over perfection.

autism spectrum

• Clear visual schedule showing lesson structure and timing. Advance notice of assessment requirements - no surprises. Quiet practice area available if sensory overwhelm occurs. Social stories about performance expectations. Consistent routine throughout unit builds security. Visual assessment checklist. Option to perform to teacher only rather than peers if anxiety severe. Transition warnings before role changes.

visual impairment

• Bright coloured tape on beam edges for contrast. Verbal descriptions of all demonstrations with tactile guidance to feel positions. Buddy system with sighted partner for spatial orientation. Audio cues for routine structure. Textured mats to indicate apparatus zones. Teacher providing hand-over-hand support for new skills. Reduced apparatus height for increased confidence.

hearing impairment

• Visual demonstration emphasised over verbal instruction. British Sign Language support if available or communication support worker. Written instruction cards with images showing routine structure. Visual signals for start/stop instead of verbal cues. Face student directly when giving instructions ensuring lip-reading possible. Vibrating timer for routine duration. Pre-teach key vocabulary with visual supports.

physical disability

• Wheelchair users: adapted routine using floor work and accessible apparatus. Modified movements maintaining same principles (e.g., seated balances instead of standing). Adjusted apparatus heights for accessibility. Use of support rails or adapted beam. Alternative to vault - rolling, transferring, or adapted movement. Assessment criteria adjusted to recognise achievement within capability. Support worker assistance available if required.

English

Technical vocabulary acquisition and accurate usage in feedback. Verbal communication skills when providing peer assessment. Descriptive language to articulate movement quality. Following complex multi-step instructions. Speaking and listening during group discussions and reflections.

Maths

Angles of body positions in balances and shapes (acute, right, obtuse). Scoring and assessment criteria calculations. Timing routines and transitions. Sequencing numbers in routine order. Rotation patterns in group organisation (systematic rotation of three roles).

Science

Forces acting on body during vault and beam work - gravity, thrust, friction. Muscular system - identifying muscles used in gymnastics (core, quadriceps, shoulders). Balance and centre of gravity in static holds. Levers in body movements - first, second, third class lever systems. Heart rate and breathing changes during exercise and recovery.

Art & Design

Aesthetic appreciation of movement quality and artistic expression. Creating visually pleasing routines with attention to lines and shapes. Performance quality and presentation aspects. Choreography as creative composition of movements.

Computing

Digital literacy using iPads for video recording. Critical evaluation of digital video evidence. Safe and responsible use of technology. Video editing potential for performance compilation (extension activity).

PSHE

Resilience - persevering when skills are challenging. Growth mindset - understanding that practice leads to improvement. Emotional regulation during performance anxiety. Peer relationships - supporting and encouraging others. Constructive feedback - delivering and receiving criticism positively. Self-confidence building through achievement and performance.