ADHD

• Break activities into shorter time segments with clear mini-goals (e.g., 2-minute planning, 3-minute practice, rather than 8 minutes to plan and practice). Provide movement breaks naturally built into lesson structure - this lesson's active nature is beneficial. Use visual timers so student can see time remaining on tasks. Give immediate, frequent positive feedback for on-task behaviour and effort. Position student near teacher during instruction times. Assign specific, concrete role in group work (e.g., 'You're in charge of choosing starting position'). Use physical prompts/touch base check-ins when circulating. Simplify verbal instructions - give one direction at a time. Provide fidget tool for seated discussion times if beneficial. Channel high energy positively - offer leadership roles or demonstration opportunities.

dyspraxia

• Provide additional demonstration and practice time for movement patterns. Break down complex sequences into smaller chunks - master one element before adding next. Use visual cues/diagrams showing body positions and pathways. Provide simplified equipment (larger, lighter balls for any ball work). Allow extra space around student to reduce collision risk. Teach specific strategies for body awareness (e.g., 'Touch your knees to check they're bent'). Pair with patient, supportive peer who can model movements. Focus on quality over quantity - reduce number of movements in sequences. Provide additional matting for safety if balance significantly affected. Give verbal reminders about body position during movements ('bend your knees now'). Celebrate effort and improvement rather than only technical perfection. Film sequences so student can see themselves and understand feedback better.

autism spectrum

• Provide visual schedule of lesson structure at beginning showing each section and timing. Use consistent routine for lesson beginnings and endings. Give advance warning of transitions between activities ('In 2 minutes we will...'). Provide quiet alternative space if sensory overwhelm occurs (e.g., can sit out and observe for brief period). Use clear, literal language avoiding idioms or ambiguous instructions. Demonstrate all activities multiple times with step-by-step breakdown. Provide written or pictorial instructions for sequence work. Allow student to use familiar peer as consistent partner. Minimise unexpected changes to plans. Use timer/visual countdown for timed activities so student can see time remaining. Recognise that group work may be challenging - allow option to work individually or in pair if needed.

visual impairment

• Use brightly coloured floor spots that contrast with floor surface. Provide verbal descriptions of all demonstrations with detailed explanations of body positions. Assign sighted peer buddy to provide additional verbal guidance during activities. Use tactile cues - allow student to feel correct body shapes on demonstrator. Ensure apparatus is in consistent positions throughout lesson. Provide clear verbal warnings before any activity changes. Use sound cues (clapping, whistle) to indicate timing for canon work. Describe performance spaces clearly before activities begin.

hearing impairment

• Ensure student can always see teacher's face for lip-reading - don't talk while facing away. Use clear visual demonstrations for all activities with exaggerated movements. Provide written/pictorial instruction cards for sequence elements. Assign communicator peer buddy who can use basic sign language or gestures. Use visual signals for stop/start (hand gestures, lights) rather than only verbal. Stand in consistent location during instruction phases. Check understanding by asking student to demonstrate back what they understood. For canon timing, use visual counting system (fingers, lights) as well as auditory.

physical disability

• Adapt jumps to stepping movements or upper body exercises if lower body mobility limited. Provide seated versions of activities - arm movements and trunk mobility while seated. Use wheelchair-accessible apparatus or floor-based alternatives to apparatus work. Modify leapfrog to rolling ball to peer, or reaching over low obstacle. Provide additional support equipment (wedges, support rails) as needed. Allow extra time for movement transitions. Focus on individual skill development rather than group synchronization if coordination significantly affected. Ensure accessible route through all activity spaces. Adapt success criteria to focus on achievable movements within student's ability range.

English

Technical vocabulary development and accurate use of terms like canon, unison, pathways, levels (language development). Providing constructive feedback using clear, specific language (speaking and listening). Following multi-step instructions during complex sequences (listening comprehension). Explaining strategies and techniques to peers (oracy). Self-assessment articulation at lesson end (expressive language).

Maths

Counting jumps during timed 30-second challenges (data collection). Timing apparatus setup and pack-away, calculating improvement from previous records (time measurement). Understanding angles created by body shapes - 90 degrees in pike fold, 45 degrees in some balance positions (geometry). Measuring spacing between students (3 metres for leapfrog activity) and apparatus (2 metre clearance) (distance and measurement). Fractions understanding through canon timing - starting movements 2 seconds apart, creating 1/2 or 1/4 timing delays (fractions and ratios). Symmetry recognition in matching starting/finishing positions within groups (symmetry and reflection).

Science

Force application during jumping - push force from legs generates upward motion, gravity pulls body back down (forces). Landing technique as shock absorption - bending knees increases time of impact reducing force (forces and motion). Energy transfer during flight - chemical energy in muscles converts to kinetic energy during jump, then potential energy at height of flight (energy). Heart rate changes during aerobic warm-up activities - cardiovascular system response to exercise (body systems). Muscle function during gymnastics - contraction and relaxation of muscle groups to create movement and hold shapes (biology/anatomy). Friction between apparatus and floor providing stability, and between hands and shoulders during leapfrog (forces).

Drama/Theatre Arts

Performance skills - beginning, performing with commitment, ending with clear finishing position (performance). Use of levels, pathways, and spatial awareness in composition (staging). Canon and unison as theatrical techniques used in physical theatre (performance techniques). Body control and expression through shape and movement quality (physical theatre). Audience etiquette and respectful watching (performance arts conventions).

Geography

Pathways concept relates to route planning and map reading - straight, curved, zigzag paths (map skills). Spatial awareness during sequence creation - understanding relative positions and orientations (spatial reasoning). Directions and orientation when describing sequences - forward, backward, sideways, diagonal (directional language). Use of space within hall relates to understanding of area and efficient space use (spatial concepts).

Music

Canon understanding parallels musical canon where melody repeats at staggered intervals (musical structures). Unison relates to musical unison where notes played simultaneously (musical concepts). Rhythm and timing in sequences relates to musical timing and tempo (rhythm). Creating sequences with beginning, middle, and end relates to musical phrasing and structure (composition).

PSHE

Teamwork development through group sequence creation - listening, compromising, shared decision-making (cooperation). Resilience when movements are challenging or don't work first time - perseverance and growth mindset (emotional regulation). Peer feedback skills - giving and receiving constructive criticism respectfully (communication). Trust development during partner work like leapfrog - relying on others and being reliable (relationships). Self-assessment and honest reflection on own abilities - developing self-awareness (self-knowledge). Celebrating others' successes during performances - appreciation and respect for peers (social skills). Managing competitive feelings appropriately during timed challenges (emotional intelligence).