ADHD

• Keep activity segments short and varied - this lesson's structure naturally supports this. Provide frequent movement breaks which this lesson does naturally. Use clear, simple instructions and check understanding before beginning. Establish visual/auditory cues for transitions and attention. Position near teacher during instruction times to help maintain focus. Provide fidget tools during seated cool-down reflection if helpful. Channel high energy into active roles like demonstrator or equipment manager. Clear boundaries and rules established at start. Frequent specific feedback and praise for sustained focus. Allow standing rather than sitting during discussion times if needed. Build in legitimate movement - 'Can you collect that equipment' gives purposeful channel for energy.

dyspraxia

• Provide larger, lighter equipment that's easier to manipulate (larger balls for spider web, lighter mats if available). Reduce complexity of motor sequences - fewer steps to remember for passing games. Allow extra planning and practice time before timed challenges. Demonstrate activities multiple times and allow student to rehearse movements. Provide clear spatial markers (cones, lines) to help with positioning and distance judgement. Pair with patient, supportive peer buddy. Break down complex movements into smaller steps with verbal cueing. Allow use of wall or equipment for balance support during activities. Avoid activities requiring rapid changes of direction. Celebrate effort and improvement over absolute performance. For cool-down stretches, provide physical guidance to achieve positions safely.

autism spectrum

• Provide visual schedule showing lesson sequence to reduce anxiety about unknown activities. Keep routines consistent where possible during warm-up and cool-down. Establish clear, explicit rules with visual rule cards displayed. Provide quiet zone or break area if student becomes overwhelmed by noise or social demands. Allow use of ear defenders if noise sensitivity is an issue. Give advance notice before transitions between activities. Use clear, literal language avoiding idioms or sarcasm. Provide structured roles within groups to reduce social ambiguity. Allow student to observe first before participating if needed. Respect need for personal space during partner/group work. Be aware that competitive elements may cause stress - provide alternative non-competitive challenges.

visual impairment

• Use brightly coloured floor spots and mats for higher contrast against floor. Provide tactile markers on equipment (textured tape on mat edges). Buddy system pairing with sighted partner who provides verbal descriptions of environment and obstacles. Use auditory cues and verbal instructions more extensively than visual demonstrations. For spider web challenge, allow touch exploration of equipment first. Reduce space size so environment is more manageable to navigate. Provide extra time for spatial orientation before beginning challenges.

hearing impairment

• Ensure student positioned where they can see teacher's face clearly for lip-reading during all instructions. Use visual demonstrations extensively rather than verbal-only instructions. Provide written instruction cards or visual diagrams showing challenge requirements. Establish visual signals for common instructions (e.g., thumbs up to start, hands raised to stop). Pair with supportive buddy who can tap shoulder to indicate when instructions are being given. Face student when speaking, don't turn away mid-sentence. Check understanding by asking student to demonstrate or explain back. Reduce background noise where possible during instruction time.

physical disability

• Wheelchair users: Adapt swamp challenges using alternative methods - can use hands to 'walk' a small object along a rope path, or navigate wheelchair through cone course making strategic decisions. Reduce distances to make challenges achievable within mobility range. For throwing activities in Pirates game, allow closer throwing distance or larger target. Students with reduced mobility: Provide additional floor spots or mats to reduce physical demand. Allow seated versions of challenges where students direct others verbally (developing cognitive/leadership skills). Ensure equipment is accessible and easy to manipulate. Extended time allowances. Role as team strategist or director valued equally to physical participation.

English

Oracy skills: articulating ideas clearly during planning discussions, active listening to team members, explaining and justifying strategies during debriefs. Technical vocabulary acquisition and usage (strategy, adaptation, cooperation, etc.). Giving instructions clearly and in logical sequence. Debating and negotiating when groups have different ideas about approach.

Maths

Problem-solving processes mirror mathematical thinking: identify problem, plan approach, test solution, evaluate and adapt. Strategic thinking about resource allocation (how to use limited floor spots or mats efficiently). Spatial reasoning when planning mat placement and distances. Sequencing and ordering when choreographing who moves when during mat challenges. Measurement concepts: estimating distances between mats, calculating optimal spacing.

Science

Force and motion: how pulling string with different tensions affects spider web balance. Friction: why mats slide on some surfaces but not others. Levers and fulcrums: weight distribution on mats affects balance. Human body systems: cardiovascular system working harder during activity, respiratory rate increasing, need for recovery and cool-down. Physics of projectile motion during throwing in Pirates game.

Design Technology

Design thinking process mirrors today's problem-solving: identify challenge, brainstorm solutions, prototype (test strategies), evaluate, iterate and improve. Considering user needs: which team member is best suited to which position. Testing and refinement: trying approaches, identifying flaws, making improvements.

Geography

Spatial awareness and mapping: visualising problem-solving space from above like reading a map. Navigation concepts: planning routes across swamp, considering obstacles and resources like reading terrain. Directional language: left, right, forward, backward, adjacent. Decision-making considering environmental factors (hall layout, surface type).

PSHE

Teamwork and cooperation: working harmoniously toward shared goals, valuing all contributions. Resilience: persevering when challenges are difficult and strategies fail. Managing emotions: handling frustration constructively, staying calm under pressure. Communication skills: listening actively, expressing ideas clearly, giving constructive feedback. Leadership: emerging leaders showing decision-making, delegation, encouragement. Fair play and sportsmanship: accepting outcomes gracefully, respecting rules and opponents.