ADHD

• Break instructions into small chunks rather than long explanations. Use frequent positive reinforcement for on-task behaviour. Provide clear visual timer showing duration of each interval. Position in lane with mature, focused peers. Allow brief movement breaks if needed (e.g., standing at wall between teaching points). Give specific roles or responsibilities to maintain engagement (timekeeper for lane).

dyspraxia

• Allow longer warm-up period to prepare motor systems adequately. Simplify stroke techniques if needed - permit breaststroke throughout if coordination of front crawl too challenging. Provide additional practice time for any new movement patterns. Give clear, step-by-step breakdown of skills rather than complex multi-step instructions. Reduce expectations for number of intervals if motor planning difficulties causing excessive fatigue. Celebrate effort and personal progress prominently.

autism spectrum

• Provide visual schedule showing session structure and what happens in each component. Give advance notice before transitions between sections. Allow use of ear plugs if pool acoustics overwhelming. Provide quiet zone at pool end if sensory break needed. Use concrete, literal language in instructions. Maintain predictable routine structure. Give extra processing time for instructions and questions.

visual impairment

• Use brightly coloured lane markers for contrast. Provide verbal cues for all visual information on whiteboard. Assign buddy swimmer in same lane for guidance. Use tactile signals (tap on shoulder) to indicate when to start intervals. Describe pool layout and lane positions clearly before entry.

hearing impairment

• Ensure student can see your face clearly for lip-reading during instructions. Use visual signals for start/stop (hand gestures, brightly coloured flags). Provide written training set cards at lane end for reference. Position student in lane closest to teacher for visibility. Use visual timer/clock that student can see clearly.

physical disability

• Modify intervals based on individual capability - may reduce distance (e.g., 12.5m instead of 25m) or adjust work-to-rest ratios. Allow use of assistive equipment (fins, pull buoys) if needed. Permit alternative strokes that suit individual's physical capacity. Ensure safe entry/exit method appropriate to individual needs (hoist if required). Focus on personal improvement rather than comparison to class standards.

English

Technical vocabulary acquisition and usage (warm-up, intervals, intensity, etc.). Articulating experiences and reflections verbally. Listening skills during instructions and peer sharing. Reading and interpreting training set cards.

Maths

Timing intervals using stopwatch - measuring duration in seconds and minutes. Calculating work-to-rest ratios (e.g., 25m in 30 seconds work, 30 seconds rest = 1:1 ratio). Counting repetitions and tracking total distance covered (e.g., 8 x 25m = 200m total). Understanding percentages when discussing effort levels (70% effort = level 7/10).

Science

Cardiovascular system response to exercise - increased heart rate and breathing during work intervals, recovery during rest periods. Muscle fatigue and lactic acid production during high-intensity intervals. Temperature regulation and sweating. Energy systems - aerobic vs anaerobic during different intensity levels.

Geography

Understanding water safety relevant to open water swimming environments. Pool facilities around the world and swimming culture in different countries. Environmental considerations of pool facilities (water conservation, energy for heating).

PSHE

Resilience and mental toughness when intervals become challenging. Teamwork and supporting lane mates through encouragement. Self-awareness and monitoring own physical sensations and limits. Goal-setting for fitness improvement. Respect for others shown through lane etiquette. Managing emotions when frustrated or tired.