ADHD

• Provide short, focused activities with clear start and end points - lesson structure supports this. Use regular movement and position changes - built into lesson. Give clear boundaries - physical markers for pitch areas. Provide regular specific feedback - 'Great spatial awareness just then!' rather than general praise. Allow leadership roles or special responsibilities during activities - empowering. Use visual timers to show activity duration. Redirect attention rather than reprimand when distracted. Build in brief movement breaks if needed between sections. Position near teacher for easier refocusing.

dyspraxia

• Use larger, softer balls for easier control - foam balls or larger hockey balls. Reduce complexity of activities initially - fewer rules, simpler formations. Allow extra practice time before joining full game - pre-teach skills. Provide additional demonstrations and break down skills into smaller steps. Use larger goals for better success rate. Reduce pitch size to decrease distance for ball travel. Assign supportive teammates who will encourage. Focus on effort and participation rather than precision initially. Provide specific position with clear, simple responsibilities. Allow extra time for getting equipment and getting organised.

autism spectrum

• Provide clear visual schedule showing lesson structure and timings - display prominently. Use consistent routines for warm-up, transitions, and cool-down. Give advance warning before transitions - '2 minutes until we change activity'. Create quiet zone available if student becomes overwhelmed by noise or activity. Provide clear, specific instructions rather than open-ended - 'Stand in this spot' rather than 'Find a space'. Use visual supports for formations and positioning. Assign consistent team or partner. Allow student to observe activity before participating if needed. Minimise sudden loud noises - give warning before whistle.

visual impairment

• Use brightly coloured balls (yellow or orange) for better visibility. Provide brightly coloured bibs with high contrast. Use verbal descriptions of all visual demonstrations - describe pitch layout, formations, and tactics verbally. Assign buddy system with sighted partner who can provide verbal cues during games. Use auditory signals (whistle, voice) rather than just visual signals. Reduce pitch size to decrease distance needed to track ball. Use textured or beeping balls if available.

hearing impairment

• Ensure student can see teacher's face clearly during all instructions - speak toward them not away. Use clear visual demonstrations for all activities - exaggerated movements. Provide written instructions or visual cards showing key rules and positions. Establish clear visual signals for stop/start/safety (raised hand, specific gesture). Assign buddy to support with communication during games. Position student where they can see teacher and whiteboard for tactical discussions. Use visual diagrams on whiteboard more extensively. Check understanding through demonstration not just verbal confirmation.

physical disability

• Adapt activity based on specific needs - seated versions of games possible using shorter sticks or modified equipment. Reduce pitch size or zone restrictions (e.g., student plays only in one area). Use lighter or larger balls for easier control. Modify rules - allow more touches, longer time in possession, closer proximity for passes. Assign supportive position that matches capability (goalkeeper may be suitable for reduced mobility). Provide additional adult support if needed for physical guidance or equipment management. Ensure wheelchair-accessible playing surface if applicable.

English

Technical vocabulary development and accurate usage, evaluating and analysing performance using correct terminology, verbal communication during teamwork, following and giving complex instructions, discussion and debate about tactics, persuasive language when suggesting strategies

Maths

Numerical concepts - 6v4 advantages/disadvantages, calculating ratios of attackers to defenders, measuring pitch dimensions and wing channel widths (1.5m), timing games and rotations, analysing statistics (shots on goal, successful passes, time in possession)

Science

Forces and motion - direction of ball travel, force required for different length passes, friction affecting ball movement on different surfaces, energy transfer from stick to ball. Body systems - cardiovascular response to exercise (heart rate elevation and recovery), muscular system working during different movements, importance of warm-up and cool-down for physiological reasons

Geography

Spatial awareness and positioning on pitch, directional language (forward, backward, left, right, wide, central), mapping movement patterns, understanding zones and areas, scale and measurement of playing area

PSHE

Teamwork and cooperation toward common goals, leadership skills when organising team tactics, resilience when trying challenging new positions, managing emotions during competitive situations, respect and sportsmanship toward opponents and teammates, honest self-assessment and reflection, celebrating others' successes