ADHD

• Keep activities short and varied - lesson structure already supports this with multiple sections. Provide frequent, specific feedback and praise: 'Excellent landing technique that time!' Use movement breaks between sedentary activities (already incorporated). Establish clear, consistent boundaries and rules from start of lesson. Use visual and verbal reminders for expectations: 'Remember our three rules for apparatus.' Provide leadership roles: equipment manager, demonstration assistant, group counter. Allow movement even during listening times where safe: gentle bouncing on spot, fidget tools. Teach and reinforce one key point at a time rather than multiple instructions simultaneously. Use proximity and gentle redirects rather than verbal reprimands across the hall. Celebrate effort and improvement, not perfection.

dyspraxia

• Allow extra practice time for motor skill development - differentiation provides this. Use larger, softer equipment where appropriate: bigger bean bags in warm-up, larger balls on apparatus. Reduce movement complexity: fewer steps in approach run, simpler jump combinations. Break down skills into smaller components: 'First just practice the take-off... now just the landing... now put them together.' Provide visual and verbal cues simultaneously. Use equipment with good grip and stability. Allow student to observe and mentally rehearse before attempting physical skills. Reduce performance pressure: allow practice time without audience, smaller demonstration groups. Partner with patient, supportive peer. Provide positive reinforcement for effort: 'You're really improving your timing!' Focus on consistency rather than complexity of movements.

autism spectrum

• Provide visual schedule showing lesson structure and timing for each section (displayed on wall or personal card). Maintain consistent routine and predictable structure throughout lesson. Give advance warning before transitions: '2 minutes until we change activity.' Provide quiet zone or calm space if student becomes overwhelmed. Use visual aids showing body positions for jumps (photos, diagrams). Reduce unpredictability: explain apparatus work expectations clearly before beginning. Allow student to observe apparatus setup before participating if needed. Provide clear, literal language avoiding idioms or ambiguous phrases. Limit sensory overload: allow student to sit out from loudest activities briefly if needed. Offer choice where possible: 'Which jump would you like to try first?' Partner with familiar, supportive peer for group work.

visual impairment

• Use brightly coloured equipment (fluorescent cones, high-visibility bean bags). Provide verbal descriptions of all demonstrations - narrate every movement. Use physical guidance where appropriate and with permission (hand-over-hand for body positions). Partner VI student with sighted buddy for warm-up game and group work. Use tactile markers for spatial boundaries (rope, raised mats). Ensure adequate lighting throughout hall. Provide pre-lesson orientation to apparatus layout. Use consistent verbal cues throughout lesson. Position VI student in front row for demonstrations with closer proximity to teacher.

hearing impairment

• Ensure student can see your face clearly for lip-reading during all instructions. Use visual demonstrations extensively for all skills and activities. Provide written/pictorial instructions for complex activities (laminated cards showing jump types, apparatus setup). Use hand signals for common instructions: thumbs up (go), hand raised (stop), pointing (direction). Ensure student has support buddy to relay instructions if needed. Position HI student where background noise is minimised during discussions. Use visual timer/stopwatch that student can see for timed activities. Check understanding frequently through visual confirmation.

physical disability

• Adapt jumps to student's ability level: seated jumps (jumping from seated position using arms for lift), reduced height jumps, or floor-based movements mimicking jump shapes. For apparatus work: use ground-level equipment, adapt activities to wheelchair height, or provide alternative balance/coordination challenges. Allow use of support rails or wall bars if available for standing balance during jumps. Modify warm-up game: allow student to be team coordinator/counter rather than active collector, or adapt movement pattern to wheelchair-accessible actions. Ensure all mat areas are wheelchair accessible. Provide additional adult support throughout lesson. Focus on elements student CAN do rather than limitations.

English

Speaking and listening during group discussions about sequence planning. Using technical vocabulary accurately in context when giving feedback. Following and giving multi-step instructions during apparatus work. Descriptive language when evaluating performances. Communication and negotiation skills during collaborative work. Presentation skills during group performances to audience.

Maths

Counting and timing during canon sequences (1, 2 second gaps between performers). Angles of body shapes during different jumps (90-degree knee bend in landings, 45-degree leg spread in straddle). Spatial reasoning during formation changes (distance between group members, circular vs linear formations). Measurement concepts through apparatus heights and distances. Symmetry in body shapes and group formations.

Science

Forces during take-off and landing (push force from ground, impact force absorption through joints). Energy transfer during explosive jumps (chemical energy in muscles converting to kinetic energy). Lever systems in body during jumping (ankle, knee, hip joints acting as levers). Balance and centre of gravity during counter-tension work. Muscular system - identifying muscle groups used (quadriceps, gastrocnemius, core muscles).

PSHE

Teamwork and collaboration during group sequence creation. Resilience when attempting challenging jumps or skills. Managing emotions during competitive elements (sumo wrestling). Inclusion and supporting peers with different ability levels. Growth mindset - learning from mistakes and feedback. Communication skills during group discussions and peer assessment. Respect and sportsmanship throughout all activities.