ADHD

• Keep activity durations short (activities already broken into 5-10 minute segments which helps). Provide frequent changes of activity and roles to maintain engagement. Use clear, immediate start and stop signals (whistle, visual cues). Clearly defined boundaries and rules minimise distraction. High-energy activities channel excess energy productively. Pair with calm, focused partner. Provide additional positive reinforcement frequently. Allow brief movement breaks if needed between stations. Position near teacher during instruction for focus support. Use student as demonstrator to channel energy positively.

dyspraxia

• Allow extra time for balance activities - no time pressure on bench challenges. Use larger, easier to grip equipment (bigger hoops, softer balls). Break complex movements into smaller steps with demonstration of each. Provide wall or partner support for balance activities if needed. Reduce course complexity for blindfolded navigation - wider gates, fewer obstacles. Emphasise that mistakes are expected and part of learning. Pair with patient, supportive partner. Verbal encouragement for effort not just achievement. Practice movements in slow-motion first before full speed. Use foot markers on floor to show positioning if needed.

autism spectrum

• Provide visual schedule showing lesson structure and activity order. Give advance notice before transitioning between activities (2-minute and 1-minute warnings). Offer quiet zone option if overwhelmed by noise/activity (with supervision). Clearly defined rules and routines help reduce anxiety. Pair with understanding, patient partner. Blindfold activities optional - can participate with eyes closed instead. Reduce unpredictability by explaining what to expect before each activity. Use consistent language and clear, concrete instructions. Allow student to observe others first if needed before joining. Praise specific behaviours rather than general praise.

visual impairment

• Use bright, high-contrast coloured equipment (cones, hoops, ropes). Provide verbal descriptions of spatial layouts before activities. For blindfolded activities, student may participate without blindfold (already navigating visually impaired). Pair with sighted buddy for bench activities. Use tactile markers for course boundaries. Allow extra time for orientation to each new activity setup.

hearing impairment

• Ensure student can see teacher clearly for all instructions (face them directly, good lighting). Provide visual demonstrations for all activities - show don't just tell. Use large visual cue cards for key instructions. Pair with supportive partner who can use simple sign language or gestures for clarification. For sound-based sheep game, use visual signals instead (flag colours, gesture codes). Position near front during whole-class instruction. Check understanding individually before activities begin.

physical disability

• Adapt bench activities: use wider, lower benches or tape lines on floor for wheelchair users/mobility impaired. Electric Fence can be navigated around or have variable heights for different abilities. Through the Hoop can be done seated in circle. For blindfolded activities, reduce course length and complexity. Provide mobility aid user a 'guide' role in team challenges rather than physical participant. Wheelchair users can be 'directors' in team challenges, using gestures to guide others. Ensure all areas accessible (no steps, adequate width). Modified equipment available (larger, softer balls; bigger hoops).

English

Following complex verbal instructions accurately; creating and remembering communication codes (verbal encoding); explaining strategies using precise vocabulary; active listening during instructions and reflections; non-verbal communication techniques (body language, gesture, tone); articulating problem-solving processes clearly

Maths

Counting students for memory game (addition/subtraction to identify missing person); alphabetical sequencing using numbering system (A=1, B=2); estimating and measuring distances for courses (20 metres); calculating time elapsed and comparing performance times; spatial awareness and angles when navigating gates; problem-solving using logic and systematic approaches

Science

Forces and balance during bench activities (centre of gravity, stability); coordination and nervous system function when responding to signals; reaction time when responding to sound cues; heart rate changes during warm-up and cool-down; physical effects of exercise on body systems; sensory deprivation exploration when blindfolded (reliance on hearing when vision removed)

Computing

Creating and following algorithms (communication codes are step-by-step instructions); debugging when codes don't work as expected; logical thinking and sequencing; input-output relationships (sound command → movement response)

Geography

Directional language (left, right, forward, backward); spatial awareness and navigation; mental mapping of course layouts; understanding relative position; following routes through gates systematically

PSHE

Building trust in partnerships and teams; managing emotions during challenging or competitive situations; respecting others' contributions and abilities; developing resilience when failing repeatedly; communication skills (verbal and non-verbal); teamwork and cooperation; leadership qualities; self-assessment and self-awareness; confidence building through achievement; empathy when supporting struggling teammates