ADHD

• Keep activities short with frequent changes preventing boredom and maintaining focus. Clear, simple instructions given one at a time. Use of student's name before giving instructions to gain attention. Active roles throughout - minimise waiting time. Provide immediate feedback and frequent praise for on-task behaviour. Allow brief movement breaks if needed. Use visual and physical demonstrations alongside verbal. Position near teacher for prompts and refocusing. Channel energy into active leadership roles like demonstrating or officiating.

dyspraxia

• Use larger, softer balls initially for easier catching and control. Reduce complexity of movements - break down skills into smaller steps. Allow extra practice time for skill acquisition. Provide physical prompts or hand-over-hand guidance if appropriate. Reduce speed requirements initially - focus on technique over pace. Smaller playing areas reduce navigational demands. Written or pictorial reminders of technique points. Celebrate effort over outcome. Buddy support for spatial organisation. Use of visual markers for positioning and distance guidance.

general send

• Flexible grouping allowing student to work with supportive peers. Adult support deployed where available to provide individual encouragement and task breakdown. Differentiated success criteria focusing on individual progress not comparison to others. Alternative equipment available (different sized/weighted balls, adapted goals). Adapted rules allowing for individual needs without highlighting differences. Positive reinforcement and celebration of all achievements. Regular check-ins on understanding and confidence. Opportunities to demonstrate skills in preferred format. Inclusive language and culture throughout lesson.

autism spectrum

• Provide visual schedule of lesson structure at start - show sequence of activities. Consistent routine with predictable format reduces anxiety. Clear, concrete instructions avoiding abstract language. Quiet zone available if sensory overload occurs. Reduce unpredictability by explaining transitions in advance. Use timer to show how long activities will last. Minimise sudden loud noises where possible. Allow student to observe before participating if needed. Provide social scripts for appropriate responses during competitive play.

visual impairment

• Use brightly coloured balls and bibs with high contrast. Provide verbal descriptions of all demonstrations with step-by-step audio cues. Buddy system with sighted partner who describes positioning and movement. Use tactile markers for boundaries (textured cones or rope). Reduce court size to smaller area for easier navigation. Describe gameplay continuously so student can track ball location. Bell ball available if appropriate for netball activities.

hearing impairment

• Ensure student positioned where they can see teacher's face and lips clearly. Use visual demonstrations extensively with exaggerated movements. Hand signals for key instructions agreed in advance (stop, start, good, change). Written or pictorial instruction cards available. Buddy system where partner taps shoulder to indicate whistle blown. Visual timer for timed activities. Ensure student can see teacher before giving verbal instructions. Consider vibrating device for whistle signals if available.

physical disability

• Wheelchair netball adaptations - seated passing and movement rules applied. Lower goal height if shooting included. Reduce court size for less distance to cover. Provide lighter or larger balls for easier handling. Allow additional steps/pushes if mobility affected. Seated marking position acceptable with adapted distance rules. Peer support for physical setup of activities. Modified rules allowing ball placement on lap or wheelchair tray. Extended time for movements and passes.

English

Communication and verbal skills when calling for passes and organising teammates. Listening skills when receiving instructions and feedback. Vocabulary development through key terminology. Peer assessment requires descriptive language and constructive feedback. Reflection involves articulating thoughts about performance.

Maths

Measuring distances (1 metre for obstruction rule), calculating angles of passing trajectories, counting consecutive passes in possession games, timing activities using seconds and minutes, spatial awareness and geometry of court positioning, statistics of successful passes vs interceptions

Science

Forces applied during passing - push force, trajectory physics. Friction between shoes and court surface affecting movement. Body systems during exercise - cardiovascular response to activity, respiratory rate changes, muscular system working. Energy transfer from player to ball. Lever systems in throwing actions.

PSHE

Teamwork and cooperation throughout all team activities. Resilience when facing defensive pressure or when losing possession. Managing emotions during competitive gameplay. Fair play and sportsmanship when accepting officiating decisions. Communication skills through verbal cues and encouragement. Leadership opportunities in group organisation and peer coaching.