ADHD

• Keep activity periods short (5-7 minutes maximum) with frequent changes. Provide clear boundaries for all activities using visible cones. Offer regular positive feedback every 2-3 minutes. Give specific roles with clear responsibilities: 'You count the catches.' Use movement breaks if needed - ADHD students often perform well in PE due to movement outlet. Keep instructions brief and concrete: 'Stick high. Pass. Move.' Minimise waiting time - ensure activities keep all students active. Allow fidgeting during seated plenary if it supports listening. Position near teacher for refocusing support.

anxiety

• Partner with supportive, encouraging peer. Reduce competitive pressure: 'This is about improving YOUR skill, not beating others.' Offer choice of challenge level where possible. Provide preview of activities at start: 'We'll do X, then Y, then Z' so they know what's coming. Allow opt-out for demonstration if being watched causes anxiety, but encourage participation. Start with success - ensure first activities are achievable. Provide regular reassurance and positive feedback. Normalize mistakes: 'Dropped catches are how we learn!' Create low-stakes environment during skill development. Allow time-out option if overwhelmed, with clear return pathway.

dyspraxia

• Use larger, lighter balls to increase catching success. Reduce distance between partners for passing. Provide extra practice time on skills before pressure activities. Break down complex movements into smaller steps with practice at each stage. Use verbal cuing during execution: 'Stick up... catch... good!' Allow slower pace during timed activities. Offer wall-supported catching practice if partner passing too difficult initially. Simplify footwork requirements during catching. Provide additional demonstration and guided practice. Celebrate improvement over absolute achievement.

autism spectrum

• Provide visual schedule showing lesson sequence and timings. Allow preparation time before transitions: '2 minutes until we change activity.' Minimise unexpected changes - if modification needed, explain clearly why. Provide clear, concrete rules for games written on card if helpful. Offer quiet zone option if overstimulated. Use consistent language and routines. Provide specific role in group activities: 'You are counter' rather than ambiguous role. Allow use of fidget tool if it supports focus. Partner with empathetic peer who understands needs.

visual impairment

• Use brightly coloured balls (yellow, orange) for increased visibility. Provide verbal cues throughout: 'Ball coming to you now [Name]!' Use partner with good communication to provide positional guidance. Reduce distance for passing to increase success rate. Allow use of larger balls if helpful. Provide additional orientation time in space before activities. Use tactile markers (textured cones) for boundaries. Buddy system with sighted peer for movement activities.

hearing impairment

• Ensure student can see your face when giving instructions - face them directly. Use clear visual demonstrations for all activities. Establish visual signals: thumbs up = good, hand wave = come here, raised fist = stop. Provide written instruction cards for complex activities. Position student where they can see teacher and demonstration clearly. Use buddy system with peer who can confirm instructions if needed. Ensure whistle stop signal is supplemented with visual signal (raised hand).

physical disability

• Wheelchair users: Modify Fill Your House - hoop can be placed closer, allow underarm rolling if throwing difficult. In games, allow wheelchair users additional time on ball or additional space to operate. Provide larger, lighter balls if grip strength is limited. Seated versions of activities where appropriate. Reduced playing area size to minimise distance requirements. Allow use of scoop-style stick with larger head if standard stick difficult to control. Peer support for equipment collection and setup.

learning difficulties

• Simplify instructions to key words: 'Stick high. Catch ball.' Use demonstration as primary teaching method. Provide additional guided practice with teacher or TA support. Reduce complexity: simpler rules, smaller groups, clearer roles. Use visual cue cards showing key technique points. Allow extended time to process instructions before starting. Repeat instructions individually if needed. Partner with patient peer. Celebrate all attempts and effort. Break activities into smallest possible steps. Use concrete, specific language avoiding abstract concepts.

English

Technical vocabulary acquisition and usage: learning terms like 'sending', 'receiving', 'accuracy', 'precision', 'intercept'. Oracy: verbal communication with teammates during games, articulating observations during discussions. Listening skills: following multi-step instructions, responding to verbal cues. Descriptive language: explaining technique and performance. Evaluation: assessing own and peer performance using subject-specific language.

Maths

Counting consecutive catches (Make 9, Move It activities). Measuring distances in metres (8m, 10m, 12m for various activities). Angles of throwing trajectory. Estimation of space and distance. Data collection of success rates - percentage calculations (e.g., 8 successful catches out of 10 attempts = 80%). Geometry of court markings and spatial patterns. Time measurement (3-second rule, activity durations).

Science

Forces: throwing force transferred to ball, catching force absorbed through cushioning, friction between ball and net. Trajectory: arc of thrown ball affected by gravity and initial force. Body systems: heart rate increase during activity, breathing rate changes, muscular system working during dynamic movements. Levers: body as lever system when throwing (effort, fulcrum, load). Energy transfer: chemical energy in muscles converted to kinetic energy in movement.

Computing

Algorithms: understanding step-by-step sequences in skill execution. Patterns: recognising movement patterns in games. Logical thinking: tactical decision-making (if...then scenarios). Data representation: tracking scores and success rates. Debugging: identifying errors in technique and correcting them.

Geography

Directions and orienteering: navigating across space during warm-up, understanding cardinal directions. Spatial awareness: judging distance and space during activities. Mapping movement: tracking movement patterns across defined areas. Scale: understanding court dimensions and distance relationships. Coordinates: relating position to court markings and zones.

PSHE

Teamwork: working cooperatively in pairs and small groups throughout lesson. Resilience: persisting after dropped catches or failed attempts, maintaining positive attitude. Managing emotions: controlling frustration during competition, channeling excitement appropriately. Communication: expressing ideas, encouraging others, giving and receiving feedback. Fair play: respecting rules even when not monitored, honest self-assessment. Leadership: organising teammates, providing guidance to peers. Respect: valuing others' efforts regardless of skill level. Goal-setting: identifying personal areas for improvement.