ADHD

• Short, varied activities suit ADHD profiles - this lesson structure works well! Clear boundaries and activity zones defined with visual markers. Frequent role changes maintain engagement. Physical nature of lesson provides appropriate outlet for energy. Provide fidget tool during plenary discussion if needed. Break complex instructions into single-step chunks. Use proximity and positive reinforcement frequently. Consider strategic pairing with calm, patient partner. Allow brief movement breaks between sections if needed.

anxiety

• Build trust gradually - start with eyes open activities, progress to eyes closed briefly, then blindfolds only if comfortable. Never force blindfold use. Alternative: partial vision (loosely tied blindfold, sunglasses, eyes half-closed). Partner with highly responsible, caring peer who understands anxiety. Establish clear safety signals (student can say 'stop' at any time). Practice calming breathing before blindfolded sections. Offer role of guide first to build confidence before being blindfolded. Private conversation beforehand to express concerns and agree modifications. Celebrate courage for attempting challenge regardless of outcome.

dyspraxia

• Obstacle course at ground level reduces balance demands. Allow guide to provide more physical support (hand-holding, steadying arm). Simplify backwards walking for guides - permit sideways or forward walking if backwards too challenging. Extra practice time for pendulum body tension. Larger, more stable equipment. Reduce circuit length. Celebrate communication and trust skills which may be relative strengths. Visual demonstration with step-by-step breakdown. Patience and encouragement for processing time.

autism spectrum

• Provide visual schedule showing lesson sequence before beginning. Allow familiarisation time with blindfold before wearing (let student hold, touch, try briefly with option to remove). Clear, explicit instructions with no ambiguity. Establish and practice 'stop' signal before activities begin. Offer quiet zone option if sensory overload occurs. Some autistic students may find blindfolded activities distressing - alternative: guide role only, or activities with eyes closed briefly rather than blindfolded, or partial vision. Predictable routines within lesson structure. Partner with trusted peer.

visual impairment

• Students with visual impairment may excel at blindfolded navigation activities - leverage their expertise and spatial skills! Ensure bright lighting for partially sighted students during non-blindfolded segments. Use verbal descriptions of all demonstrations and visual setups. Consider role reversal where visually impaired student guides sighted partner to experience expert role.

hearing impairment

• Provide visual demonstration cards with written instructions for activities. Use British Sign Language or agreed visual signals for communication codes (instead of auditory codes like clapping). Position teacher where lip-reading is possible during instructions. Pair with student skilled in BSL or agreed communication method. Allow tactile communication codes as primary method. Ensure student can see guide at all times during blindfolded activities (remove blindfold if needed - use trust activities without vision blockage).

physical disability

• Adapt obstacle course for wheelchair users: navigate around cones, through hoops on floor, around benches without needing to step over. Guide role can involve directional pushing of wheelchair with verbal permission. For ambulatory students with mobility challenges: reduce obstacle complexity, remove height elements, allow seated navigation activities. Emphasis on communication and trust building rather than physical navigation if needed. Consider guide communicating how to navigate assistant or mobility device.

Maths

Spatial reasoning and geometry: Navigating 3D space, understanding relative positioning (in front, behind, left, right, distance estimation). Angles when directing partners around obstacles. Measurement: Estimating distances when blindfolded, pace counting, calibrating movement. Problem-solving: Developing systematic communication codes, creating logic patterns.

Science

Sensory systems: Understanding how removing vision affects other senses (proprioception, hearing, spatial awareness). Balance and the vestibular system when moving without visual input. Communication: Sound waves, volume, pitch and how verbal cues travel through space. The nervous system's response to trust situations (stress response, heart rate elevation).

Computing

Algorithms and sequential instructions: Breaking complex tasks into small, ordered steps (similar to coding). Testing and debugging communication codes when they don't work as intended. Input-output systems: Guide provides input (instructions), blindfolded partner outputs (action).

Drama

Trust exercises used in theatre practice. Non-verbal communication and body language. Voice projection and clarity of instruction. Creating safe spaces for risk-taking and vulnerability - parallels to performance.

English/Literacy

Precise vocabulary use: Selecting exact words for clear instructions (specific verbs, directional language, spatial prepositions). Tone and communication: How voice tone affects message reception. Creating and testing communication codes (symbolic systems). Speaking and listening skills in partnership context.

Geography

Navigation and orienteering fundamentals: Directional language (north, south, east, west can be related to forward, back, left, right), mental mapping of space. Understanding how navigators and explorers work in unfamiliar territories. Spatial awareness of environment layout.

PSHE

Relationships: Building trust through mutual responsibility and care. Communication skills: Clarity, tone, patience, active listening. Emotional regulation: Managing anxiety in challenging situations, showing resilience. Responsibility: Duty of care to others, understanding impact of our actions on others' safety and wellbeing. Empathy development through role reversal.