ADHD

• Short, focused activity bursts play to strengths - this lesson structure ideal. Clear, simple instructions one step at a time. Active role throughout (not long periods of sitting and listening). Use of novel, engaging activities (blindfolds, obstacles) maintains interest. Regular movement breaks between activities. Provide fidget tool during discussion sections if helpful. Positive behaviour reinforcement frequently ('I notice you're listening really carefully!'). Leadership roles in Sheep Pen allow physical movement while being 'on task'. Timer visible so student can see how long each section lasts. Seated positions during warm-up may be challenging - allow standing as alternative if needed for regulation.

dyspraxia

• Allow extra time for motor planning during all physical activities. In Duplicate, start with very simple shapes requiring minimal balance or coordination. Larger equipment throughout (bigger paper, larger balls if incorporated in extensions). Additional demonstrations and modelling - student may need to see multiple times. Reduce complexity of movements required. In Sheep Pen, allow careful, slow movement on hands and knees with no time pressure. Check-in regularly that student feeling safe and in control of their body. Cool-down stretches adapted to achievable range of movement without comparison to others. Buddy support from patient peer. Break down multi-step instructions into single steps. Celebrate effort and problem-solving rather than physical precision. Visual demonstrations often more effective than verbal instructions.

autism spectrum

• Provide visual schedule showing lesson structure and timings at start - predictability reduces anxiety. Give advance warning before transitions between activities ('In 2 minutes we will move to the next activity'). Create quiet zone area where student can retreat if overstimulated without penalty. Social stories about blindfold activities before lesson if possible (what it will feel like, that it's safe, that removal is always allowed). Offer alternative to blindfolds: closing eyes on trust, looking down at floor, wearing sunglasses, or taking alternative role. Explicit teaching of collaboration expectations ('working together means...'). Clear, literal language avoiding idioms or ambiguous phrases. Reduce sensory overwhelm during Shout It activity - allow student to stand further back or observe if noise level distressing. Pair with understanding, patient peer who knows their communication style.

visual impairment

• Student with visual impairment may actually excel at blindfolded activities having developed strong spatial awareness and listening skills. For non-blindfolded activities: use high contrast equipment (bright coloured paper for Draw It), verbal descriptions of all demonstrations, buddy system with sighted peer for spatial orientation, tactile boundaries (rope lines) instead of visual cone markers, reduce environmental visual distractions. Allow student to feel equipment and space layout before activities begin. During Duplicate, allow tactile exploration of partner's position rather than relying on verbal description alone.

hearing impairment

• Ensure student can see teacher's face clearly during all instructions (good lighting, no backlighting, face students directly). Provide written instructions on visual board as backup to verbal. In Shout It activity, allow student to observe rather than participate or use visual communication from start. British Sign Language interpreter if available and appropriate. Buddy system with hearing peer who can clarify instructions. In Sheep Pen, allow student to use visual signals as Shepherd (if sheep can see) or adapt role to be equipment manager/timekeeper if sound-based signals cannot be accessed. Consider vibrating device or torch signals as alternative to auditory signals for groups including hearing impaired student.

physical disability

• Adapt all activities for seated or supported standing versions. Draw It completed in wheelchair or supportive chair. Duplicate shapes can be upper body only (arms, head, hands positions) rather than full body. Sheep Pen adapted: instead of hands and knees, student could use wheelchair navigation with eyes closed or covered, or could take Shepherd role regardless of rotation (leadership opportunity). Wider pathways in obstacle course for wheelchair access. Ensure all spaces are wheelchair accessible. Cool-down stretches adapted to seated positions focusing on accessible body parts (arms, shoulders, neck, torso). Partner or TA support for any transfers or physical support needed. Allow use of communication aids or devices for verbal communication components.

English

Descriptive language and precise vocabulary usage during Draw It and Duplicate activities. Active listening skills demonstrated throughout lesson. Oral communication techniques adapted for different audiences and purposes. Evaluation of communication effectiveness during reflection discussions. Speaking clearly and articulately in group planning sessions.

Maths

Spatial language and positional vocabulary (top, bottom, left, right, centre, perpendicular, parallel, angles). Measurement and estimation language (approximately 20m apart, coin-sized, shoulder-height). Timing and duration awareness during timed activities. Counting and scoring during Sheep Pen game. Fractions and proportions when describing positions ('halfway down the page', 'quarter turn to the right').

Science

Understanding of sensory systems - how removing one sense (sight with blindfolds) affects performance and heightens other senses (hearing, touch). Communication signals travelling through sound waves during Sheep Pen. Physical changes in body during warm-up (heart rate, breathing rate increase) and cool-down (gradual return to resting state). Muscle function during stretching activities in cool-down.

Computing

Algorithms and logical sequencing in planning communication systems (if this signal then that action). Debugging and refinement when communication systems don't work as expected. Input and output concepts (Shepherd input = signal, sheep output = movement). Following precise instructions similar to programming. Problem-solving through systematic approaches.

Drama

Non-verbal communication techniques including mime, gestures and body language during Shout It activity. Use of exaggerated movements and expressions to convey meaning at distance. Creating and following communication 'scripts' or systems in Sheep Pen. Role-play of Shepherd and sheep scenarios. Understanding how communication adapts for different contexts and audiences.

Geography

Directional language (north, south, east, west could replace left, right in extension activities). Spatial awareness and mental mapping of obstacle course layout during Sheep Pen. Understanding of scales and distances when describing positions. Orienteering concepts - guiding someone to a destination without them seeing the route.

PSHE

Collaboration and teamwork throughout all group activities. Building and demonstrating trust during blindfolded activities. Leadership skills developed through Shepherd role in Sheep Pen. Resilience and perseverance when communication is difficult. Emotional intelligence in recognising others' feelings and providing encouragement. Self-awareness through self-assessment of own communication strengths and areas for development. Respect for others demonstrated through active listening and patience. Managing emotions when frustrated or confused.