ADHD

• Provide short, focused activity bursts (3-5 minute tasks) with frequent changes; use highly engaging, active tasks (games, challenges, timed activities); give specific roles and responsibilities: 'You're the timekeeper for your pair'; allow movement breaks between static balancing activities; use visual and verbal instructions together; provide immediate, frequent feedback during tasks; implement reward systems for sustained focus (stickers, responsibilities); minimise waiting time: ensure always active or have specific observation task; position near teacher for redirecting when needed; use physical activity as focus tool: brief active burst before concentration required; break complex sequences into smaller steps with checks; provide fidget tools during observation phases if helpful; celebrate effort and improvement, not just perfection

dyspraxia

• Use larger, easier-to-grip equipment for better control; provide additional practice time for motor skill acquisition; break down complex balances into smaller, sequential steps with checking at each stage; use wall/apparatus support to reduce balance complexity initially; demonstrate multiple times from different angles for motor planning; provide verbal cues for body positioning: 'now bend your right knee'; allow student to verbalize actions before performing (aids motor planning); reduce speed expectations: slow, controlled movements emphasised for everyone; use visual markers/spots for hand/foot placement; pair with patient, supportive partner; focus on quality over quantity: 3 excellent balances better than 10 rushed; provide alternatives to fine motor tasks (wrist grip): can use rope loops or equipment for easier grip; celebrate personal progress not peer comparison; build confidence through achievable, scaffolded challenges; allow extra time for processing movement instructions

autism spectrum

• Provide clear, predictable lesson structure: visual schedule showing each section and timings; prepare student in advance: 'Next we're doing partner work for 8 minutes'; use visual cues and timers for transitions between activities; offer quiet space option if sensory overload occurs; allow student to observe first before participating in new balances; provide specific, concrete instructions avoiding abstract language; use special interest to engage: 'Can you create a balance that looks like [their interest]?'; maintain consistent routines for apparatus setup/pack-away; pair with understanding, familiar partner; reduce performance anxiety: allow private demonstration to teacher only if needed; use visual feedback charts rather than verbal only; prepare for physical contact in partner work - practice with TA first if needed; celebrate small successes frequently with specific praise

visual impairment

• Use bright, high-contrast coloured equipment for better visibility (fluorescent bean bags, bright cones); provide detailed verbal descriptions of all demonstrations with specific body part positioning ('left arm straight up, right arm down by your side'); implement buddy system with sighted partner for navigation and spatial awareness; use tactile demonstrations - allow student to feel partner's positions; provide physical guidance for positioning when safe to do so; ensure all apparatus edges clearly marked with high-contrast tape; position student near front for demonstrations with unobstructed view; describe video content verbally for class analysis; allow extra time to process visual information and position body; use voice cues constantly: 'you're balanced, hold it there'

hearing impairment

• Ensure student can see teacher's face clearly for lip-reading during all instructions (good lighting, no obstruction); use visual demonstrations extensively - show don't just tell; provide written instruction cards with key points and diagrams of balances; use clear hand signals for common instructions (thumbs up = good, stop hand = freeze, etc.); implement visual timer (countdown clock) instead of verbal time calls; assign buddy to tap shoulder for attention when instructions being given; use visual cues for transitions (hold up card saying 'SWAP ROLES'); ensure video footage available for replay with subtitles/visual analysis; check understanding through demonstration not just verbal response; minimise background noise during instruction time

physical disability

• Adapt all balances to seated or supported positions as needed - wheelchair users can engage in upper body counter balances; use additional support equipment: wedges, bolsters, wall support, resistance bands for assisted balancing; focus on balance points accessible to student (arms, core, adapted positions); modify apparatus work: lower level benches, additional mats for support, personal apparatus arrangement; allow use of mobility aids as part of balance creation; provide physical support from TA or peer buddy when needed; adapt warm-up: seated or modified movement patterns maintaining same muscle groups; focus on relative improvement and personal challenge rather than peer comparison; ensure all feedback and observation roles fully accessible; celebrate adaptations as creative problem-solving

English

Technical vocabulary development and accurate use in context, verbal communication with partners during balances, providing structured peer feedback (2 stars and wish), listening skills when receiving feedback, descriptive language when evaluating performances, following and giving precise instructions for balance creation

Maths

Geometry: symmetrical and asymmetrical shapes, angles in body positions, spatial awareness and coordinates when positioning on apparatus, time measurement in balance holds (seconds), counting and sequencing in balance creation, estimating and measuring distances between apparatus stations, fractions and proportions in weight distribution between partners (50/50 split)

Science

Forces and motion: push and pull forces creating counter balance, Newton's third law (equal and opposite forces), centre of gravity and stability, levers and fulcrums in the body, muscle contraction types (concentric, eccentric, isometric) during balance holds, cardiovascular response to exercise during warm-up and apparatus work

Design & Technology

Structure and stability principles: wide base, low centre of gravity, creating stable designs, problem-solving when balances don't work, testing and refining ideas (balance sequences), evaluating effectiveness of designs (do our balances work?), understanding how different apparatus structures support weight

PSHE

Trust building with partners during counter balancing, communication skills development (verbal and non-verbal), resilience when balances fail and trying again, managing emotions under performance pressure, giving and receiving constructive feedback respectfully, teamwork and cooperation throughout, recognising personal strengths and areas for development, growth mindset when facing challenging balances