ADHD

• Keep activity transitions frequent (multiple short sections rather than extended single activities). Provide clear, concise instructions in chunks rather than long explanations. Use physical demonstration extensively rather than lengthy verbal instructions. Allow movement breaks - energetic warm-up games highly suitable. Assign specific roles in group work (timekeeper, equipment manager, demonstrator) providing focus. Use timers visible to students to show how long activities last. Provide frequent positive feedback and recognition. Allow fidget tools during sedentary instruction periods if helpful. Position near teacher during instruction for focus support. Break sequence creation into smaller steps with checkpoints.

dyspraxia

• Allow additional practice time for all movement patterns. Break down complex movements into smaller, sequential steps. Use larger, easier-to-control equipment where possible (larger balls/bean bags). Reduce speed expectations - emphasise control and quality over speed. Provide visual and verbal cues simultaneously. Use highly structured approach to sequence planning (provide template or framework). Allow extra time for apparatus transitions. Assign supportive, patient peer partners. Focus feedback on strengths while providing specific, achievable targets for improvement. Consider floor-based alternatives to apparatus work if coordination challenges significant. Simplify pathway patterns while maintaining crossing concept. Celebrate effort and improvement rather than comparing to peers.

autism spectrum

• Provide visual schedule showing lesson structure and transitions. Clearly define expectations for each section with visual supports. Maintain consistent routines for apparatus setup and pack-away. Offer quiet zone option if sensory overload occurs (designated calm area at hall edge). Provide advance notice of transitions ('In 2 minutes we'll be moving to apparatus'). Use clear, literal language avoiding idioms. Offer structure templates for sequence planning to reduce open-ended anxiety. Allow student to observe before participating if needed. Pre-teach key concepts with visual supports if possible. Assign understanding peer partners. Be flexible with eye contact expectations during discussions.

visual impairment

• Use bright, high-contrast equipment (coloured bean bags, bright cones to mark crossing points). Provide detailed verbal descriptions during all demonstrations including spatial information. Assign sighted peer buddy for apparatus setup and navigation. Use tactile markers on floor to indicate working areas. Reduce speed of demonstrations and allow tactile exploration of positions. Ensure clear auditory cues and consistent verbal instructions. Keep apparatus layout simple and consistent. Provide additional orientation time to apparatus stations before activity begins.

hearing impairment

• Ensure student can see teacher's face clearly for lip-reading during all instructions (avoid speaking while turned away). Use visual demonstrations extensively - show don't just tell. Provide written/visual apparatus rules on laminated cards at stations. Use visual signals for stop/start rather than only whistle (e.g., raised hand for stop). Assign peer buddy to ensure instructions are understood. Use visual timers for time-limited activities. Ensure good lighting so visual communication is clear. Pre-teach key vocabulary with visual supports. Position student where they have clear sight lines to demonstrations and teacher.

physical disability

• Adapt movements to match physical capabilities while maintaining learning objectives (e.g., alternative pathways at appropriate level - wheelchair users create floor patterns, pathways can cross at different heights). Modify apparatus stations - use lower equipment, incline mats, or floor-based alternatives. Sequence creation focuses on movements within individual's range. Partner with peer support for counter-balances adapted to seated positions. Assign roles in group work that play to strengths (choreographer, feedback provider, demonstrator of accessible movements). Ensure wheelchair access to all working areas. Provide alternative equipment if standard apparatus inaccessible. Allow extra time for transitions and setup.

English

Oracy development through collaborative planning discussions; giving clear explanations using precise technical vocabulary; constructive feedback requiring articulate expression of observations and suggestions; listening skills when receiving peer and teacher feedback; persuasive language when presenting ideas to group; descriptive language when explaining compositional choices; sequencing and narrative structure when creating sequence beginnings, middles, endings

Maths

Spatial reasoning - planning routes through three-dimensional space including angles and trajectories; geometry concepts including parallel pathways, intersecting lines (pathway crossings), angles of approach; measurement and estimation - judging distances and spacing between performers and apparatus; timing calculations - coordinating movement to achieve simultaneous crossing points; symmetry and asymmetry in sequence composition; pattern recognition in pathways (straight, curved, zigzag patterns)

Science

Forces in action - understanding balance and counter-balance through opposing forces; gravity and centre of mass when balancing and dismounting apparatus; friction between feet and floor surfaces affecting movement control; cardiovascular system during exercise - heart rate monitoring during warm-up and cool-down; muscular system - identifying muscles used in specific gymnastics movements (core engagement, leg strength); physics of motion - momentum, acceleration, deceleration in travelling movements; Newton's third law demonstrated in counter-balances (equal and opposite forces)

Drama

Performance skills - commitment, focus, projection, spatial awareness; choreography principles shared between gymnastics sequences and drama compositions; evaluation vocabulary applicable to both performance forms; working collaboratively to create group performances; understanding of beginning-middle-end structure in sequences; use of levels, directions, and speed for dramatic effect; audience awareness and presentation quality

Geography

Spatial awareness and navigation - understanding routes through space; direction vocabulary (north, south, compass directions) can be applied to pathway planning; mapping concepts - translating floor plans to three-dimensional movement spaces; scale and proportion when adapting sequences from large floor space to smaller apparatus areas

PSHE

Teamwork and collaboration - essential focus throughout lesson with group choreography requiring communication, compromise, shared decision-making; resilience and perseverance when sequences don't work initially; managing emotions during challenging tasks and competitive elements; respect for others' performances and ideas; sporting behaviour and fair play during sumo wrestling; trust-building through partner counter-balance work; leadership skills within group roles; self-awareness through self-assessment activities; celebrating diversity of ideas and approaches in creative work