ADHD

• Keep activity segments short (3-5 minutes) with frequent transitions to maintain engagement, provide clear, concise instructions - maximum 3 points at a time, use physical movement breaks strategically - this lesson's high activity level is beneficial, clearly defined boundaries help with focus, offer leadership roles during activities to channel energy positively, provide immediate specific feedback frequently, use visual timers for activity durations, allow fidget/stress ball during seated reflection if needed, position near teacher during instruction for focus support.

dyspraxia

• Use sticks with deeper pockets for easier ball retention, allow significantly extended practice time for motor skill development, break down cradling into smaller component steps with mastery of each before combining, use larger, softer balls initially progressing to standard balls when confident, reduce movement speed requirements - walking may be appropriate throughout, minimise complex navigation patterns - simpler paths in 8-Point Circle, provide hand-over-hand guidance for cradling motion if needed, allow wall/partner support for balance during practice, celebrate small incremental progress, reduce number of cones in dodging practice for simpler navigation.

autism spectrum

• Provide visual schedule showing lesson structure and timings, clearly define and mark all activity boundaries with consistent colour coding, minimise unexpected changes - warn of transitions in advance, offer quiet zone option if overwhelmed by group activities, use consistent language and routines throughout, provide individual visual checklist of cradling technique points, allow extra processing time for multi-step instructions, pre-teach activities with visual supports if possible, offer alternative to competitive elimination games if anxiety-inducing.

visual impairment

• Use brightly coloured balls (neon yellow or orange) for high visibility, provide verbal descriptions of all demonstrations with detailed spatial information, pair with sighted buddy for navigation support, use auditory cues in addition to visual (whistle patterns for directions), consider textured ground markers instead of cones for tactile reference, allow closer proximity during demonstrations, use high-contrast coloured cones for directional markers.

hearing impairment

• Ensure student positioned where they can see teacher's face for lip-reading, use visual demonstration as primary teaching method with written instruction cards as backup, establish clear hand signals for key instructions (thumbs up for 'go', flat hand for 'stop', etc.), pair with hearing buddy who can relay verbal instructions, provide written step-by-step activity cards, use visual timer for activity durations, ensure student can see teacher before giving instructions.

physical disability

• Modify stick length if needed for wheelchair users or those with limited reach, use lighter foam balls that are easier to control, reduce area size for movement activities, allow seated cradling practice from wheelchair or chair, modify dodging to directional changes only without explosive movement, extend time allowances for activities, use wedge or support for standing balance during cradling if needed, provide alternative to running activities - rolling/wheeling with ball in stick.

English

Literacy development - learning and using technical vocabulary (cradling, dodging, feinting, dummy, possession, pocket, etc.), providing verbal feedback using descriptive language, listening skills during instructions and peer feedback, speaking and presenting when demonstrating technique to others, following complex multi-step instructions.

Maths

Geometry and spatial reasoning - understanding compass points (N, NE, E, SE, S, SW, W, NW) in 8-Point Circle activity, calculating angles of movement and direction changes, measuring distances for setup (circle diameter, cone spacing), counting and timing activities (90 second intervals, 15 second stretch holds), analysing success rates and percentages for self-assessment

Science

Forces and motion - centrifugal force keeping ball in pocket during cradling motion, friction between ball and stick mesh, acceleration and deceleration during dodging, gravity's effect on dropped balls. Human biology - muscle groups used (shoulders, arms, legs), heart rate elevation during activity and reduction during cool-down, breathing patterns, importance of stretching for flexibility and injury prevention.

Geography

Directional language and orientation - compass points used throughout lesson (North, South, East, West, Northeast, etc.), understanding of relative positions, spatial mapping of movement patterns, navigation skills in 8-Point Circle activity.

PSHE

Personal development - resilience when skills are challenging (balls dropping initially), growth mindset through progressive skill development, honesty and integrity in self-assessment and forfeit completion. Social development - effective communication with partners during peer assessment, teamwork in group activities, celebrating others' success, showing encouragement and support. Emotional development - managing frustration when eliminated in King of the Court, maintaining positive attitude, confidence building through skill mastery.