ADHD

• Keep activities varied with frequent changes (short 2-4 minute segments); provide clear, concise instructions one step at a time; use visual timers for activity durations; allow movement breaks between intense focus periods; assign active roles (demonstrator, equipment manager) to channel energy; provide immediate specific feedback for positive reinforcement; reduce wait time with continuous active participation; use stopwatch and records to create motivating challenges; permit fidget tools during listening/watching times; offer choice within activities where possible

dyspraxia

• Use larger, easier-to-control equipment for balances (wider benches, lower boxes); break down complex sequences into smaller achievable steps; allow additional practice time for motor planning; provide step-by-step visual cards for sequences; reduce complexity of transitions (simple rolls rather than complex movements); assign patient, supportive partner; give extra time for apparatus carrying with adult support if needed; focus on quality of one or two balances rather than full complex sequence; celebrate effort and improvement over absolute attainment; permit use of wall support during balancing

autism spectrum

• Provide visual schedule showing lesson structure and timing; use consistent routines for apparatus setup/pack-away; offer quiet zone for breaks if sensory overload occurs; give advance warning of transitions between activities; allow same trusted partner throughout lesson; reduce performance pressure by recording in small groups not whole-class audience; provide written success criteria checklist to reduce ambiguity; use social stories to prepare for competitive element (sumo wrestling); allow alternative self-assessment method if group setting overwhelming

visual impairment

• Use bright coloured apparatus and equipment for visibility; provide verbal descriptions of all demonstrations with explicit spatial language; assign sighted peer buddy for partner work; allow tactile exploration of balance positions by touching partner's position; use audio cues for canon timing (counting aloud, clapping); ensure clear pathways free from obstacles; position near teacher for demonstrations; provide verbal feedback during performances instead of visual observation

hearing impairment

• Use clear visual demonstrations with exaggerated movements; provide written instruction cards with diagrams of sequences; use visual signals for start/stop (lights, flags, hand signals); assign communicative peer buddy who can sign or use clear facial cues; position at front for lip-reading access during instructions; use vibrating timer or visual cues for canon timing delays; allow extra processing time for verbal instructions; provide written feedback sheets for peer evaluation

physical disability

• Adapt balances to seated or supported positions using walls or apparatus; allow use of mobility aids as part of balance creation; reduce number of levels required (two instead of three); permit simplified transitions appropriate to mobility level; provide alternative role as feedback expert or choreographer if movement limited; use adapted apparatus (lower height, additional support); allow larger group work (three or four) for additional stability; focus assessment on cognitive understanding and verbal evaluation skills

English

Technical vocabulary acquisition and application (canon, asymmetrical, counter tension, counter balance); constructive feedback language structures; precise descriptive language in evaluations; verbal communication during partner work; listening skills during demonstrations and peer feedback

Maths

Counting canon delays in seconds; measuring angles of body positions during balances; calculating time taken for apparatus setup and pack-away; using three-point scale for self-assessment; understanding ratios in paired balance weight distribution; spatial awareness and geometry in asymmetrical shapes

Science

Forces and counter-forces in balance positions; gravity and centre of mass during balancing; muscle tension and relaxation; cardiovascular response during warm-up and cool-down; lever principles in body positioning; friction forces between body and apparatus surfaces; energy transfer during movements

Drama

Canon timing similar to choral speaking; choreography and sequence composition; performance skills during recorded sequences; audience awareness and etiquette; use of levels and space for visual impact; synchronization and coordination with partners similar to ensemble work

PSHE

Teamwork and collaboration during partner sequences; resilience when sequences break down and require refinement; managing competitive feelings during sumo wrestling; giving and receiving constructive feedback; self-assessment and honest self-evaluation; celebrating others' success through recognition and applause; trust-building through physical partner work