ADHD

• Break activities into shorter intervals with clear start/end points - use timers visible to students. Provide immediate, frequent feedback and praise for on-task behaviour. Offer leadership roles in apparatus setup (directing others) to channel energy positively. Allow brief movement breaks between sections if needed. Use high-energy activities strategically (warm-up) to burn excess energy early. Provide fidget tool during seated discussion times if helpful. Position near teacher during instructions for focus support. Clear, concise instructions (3 steps maximum) rather than lengthy explanations. Visual reminders of behavioural expectations.

dyspraxia

• Use larger, softer balls for warm-up reducing fine motor demands. Break down gymnastics shapes into smaller steps with additional demonstration and practice time. Provide photos/diagrams of required shapes that student can refer to during practice. Allow extra time for sequence learning and refinement - reduce expectation of quantity, focus on quality. For apparatus work, offer simpler apparatus options (benches rather than tables) reducing balance complexity. Provide specific verbal cues for body positioning: 'Bend knees to 90 degrees, arms shoulder-width apart'. Partner with patient, supportive peers. Celebrate effort and improvement over absolute achievement.

autism spectrum

• Provide visual schedule at start showing lesson structure with timings and transitions. Establish clear, consistent routines for apparatus setup/pack-away reducing unpredictability. Offer quiet zone option if overwhelmed by noise/activity - can observe rather than participate for short breaks. Use concrete, literal language avoiding idioms or abstract concepts. Provide advance warning of transitions: '2 minutes until we change activity'. For group work, assign specific role within group reducing ambiguity. Allow use of ear defenders if hall noise overwhelming. Provide visual checklist for sequence elements rather than remembering all 5 verbally.

visual impairment

• Use bright coloured balls with high contrast for warm-up (e.g., yellow balls on dark floor). Provide verbal descriptions of all demonstrations in detail. Pair with sighted buddy for apparatus setup and sequence work. Use tactile markers (textured spots) to define practice spaces. Provide additional physical guidance when learning new shapes - allow student to feel teacher's body position. Describe peer performances verbally during observation sections. For group balance, position in base layer where visual input less critical.

hearing impairment

• Ensure student can see teacher's face for lip-reading during all instructions - position at front. Use visual demonstrations for every instruction, not just verbal. Provide printed cards with apparatus safety rules and lesson objectives. Use visual signals for transitions (e.g., lights flicker, hand raise) in addition to whistle. Pair with hearing buddy who can tap shoulder to gain attention for important instructions. For warm-up, use visual countdown (fingers showing 3-2-1) rather than just verbal. Ensure group members face student when discussing in circles.

physical disability

• Adapt warm-up ball transfers: allow seated passing with hands if feet not functional, or use larger lighter balls for easier handling. Modify floor sequences to wheelchair-based choreography focusing on arm movements, spins, and formations. For apparatus work, ensure wheelchair-accessible equipment options (e.g., low benches, floor-based challenges). Group balance adaptation: essential spotter role or base position that accommodates wheelchair (e.g., wheelchair as part of base structure if safe). Allow seated or supported balances rather than standing. Extend time allocations for transitions and setup.

general adaptation principles

• Differentiation embedded throughout lesson at three levels (support/core/extension) allows all to access learning. Focus on individual progress and effort rather than comparison to peers. Provide multiple means of representation (visual, verbal, kinesthetic). Allow choice in participation levels while maintaining engagement. Celebrate diverse strengths - some excel at creativity, others at precision, others at leadership. Ensure all students experience success through appropriately pitched challenges. Communicate with SENCo and TAs about specific student needs before lesson. Have apparatus alternatives ready (e.g., if student can't access table, bench option available).

social communication difficulties

• Provide structured sentence starters for group discussions: 'I think we should... because...', 'My idea is...'. Assign specific roles in group work reducing ambiguity (e.g., 'You are the timer', 'You are the equipment collector'). Model appropriate feedback language before peer assessment activities. For group balance, provide clear, step-by-step role explanation. Support understanding of non-verbal cues in teamwork - explicitly teach what cooperation looks like. Allow option to provide feedback in writing rather than verbally if preferred. Teacher facilitates group inclusion ensuring student's ideas are heard and valued.

English

Speaking and listening - articulating feedback using technical vocabulary, spokesperson presentations, group discussions with turn-taking. Descriptive language - using precise adjectives to describe movements (sharp, smooth, explosive, controlled). Following instructions - multi-step apparatus safety rules, complex warm-up variations. Evaluative writing (extension) - written reflections on unit learning and progress.

Maths

Counting and timing during warm-up variations (e.g., 2-second intervals for canon timing). Geometry of body shapes - recognising symmetry and asymmetry, angles in body positions (90-degree knee bends, 180-degree swivels). Measurement of time during apparatus setup challenges (recording times, calculating improvements, adding penalties). Spatial reasoning when planning formations and apparatus spacing.

Science

Forces and motion - understanding balance as equal distribution of forces, gravity's effect on balances, friction between feet and ball during passes. Human body systems - recognising increased heart rate during warm-up, muscle engagement during holds, breathing rate changes with exercise intensity. Levers in the body - how limbs work as levers in gymnastics shapes and balances.

Art and Design

Composition and aesthetics - creating visually interesting sequences using variety, levels, and shapes. Symmetry and asymmetry in visual art - applying same concepts to body shapes and group formations. Performance quality - understanding that gymnastics is artistic as well as athletic, creating impact through movement choices.

Geography

Spatial awareness - understanding personal space and group spacing in hall environment. Directions and pathways - incorporating forwards, backwards, sideways, diagonal movements into sequences. Mapping movement - visualising sequence pathways through space, understanding how bodies travel through environment.

PSHE

Teamwork and cooperation - working collaboratively in groups of 5 throughout lesson, depending on each other in group balances. Resilience and growth mindset - persisting through challenges when refining sequences, viewing mistakes as learning opportunities. Leadership skills - guiding group discussions, encouraging peers, taking responsibility for group success. Managing emotions - performing under pressure, coping with nerves during filmed performances. Reflection and self-awareness - honest self-assessment of progress and enjoyment.