ADHD

• Short, varied activities maintaining engagement (lesson structure already supports this). Clear, simple instructions with one step at a time. Frequent feedback and positive reinforcement celebrating effort and small improvements. Allow movement and active participation throughout - avoid long periods of sitting/listening. Visual cues and reminders for key teaching points displayed continuously. Partner work and small group work providing social accountability. Build in regular brain breaks if needed. Position near teacher during whole-class instruction for proximity support. Offer choice where possible ('Do you want to throw first or set first?'). Use enthusiastic, energetic teaching style matching student's energy levels.

dyspraxia

• Use larger, lighter equipment (beach balls or foam volleyballs) for easier control and tracking. Break skills down into smallest possible steps with extended practice time at each step. Reduce complexity: may remain at Practice 1 (Throw-Catch-Set) for extended time to build confidence. Extra visual demonstrations including video replay if possible. Tactile teaching: guide student through the movements physically. Reduce distance and space requirements. Provide additional time to process instructions and plan movements. Pair with patient, supportive partner. Celebrate effort and improvement over outcome. Allow rest breaks if coordination work is fatiguing. Use brightly coloured equipment for easier visual tracking.

autism spectrum

• Provide clear visual schedule showing lesson structure with timings. Use consistent language and routines - same warm-up structure each lesson. Minimise sensory overload: allow student to work in quieter area away from noisy games if needed. Provide visual reference cards showing the three key technical points that student can keep nearby. Give warnings before transitions ('In 2 minutes we will move to the next activity'). Allow processing time when asking questions - don't rush responses. Use student's special interests to engage ('This set is like launching a rocket - controlled upwards trajectory'). Offer a quiet zone option if overstimulation occurs. Pair with a consistent, understanding partner.

visual impairment

• Use brightly coloured high-visibility volleyballs (yellow or orange). Provide clear verbal descriptions of all demonstrations with explicit narration ('Now my hands are forming a diamond at forehead level'). Use tactile teaching - guide student's hands into correct diamond shape. Pair with a buddy who provides additional verbal cues and guidance. Position student closer to demonstrations for maximum visibility. Reduce playing area size for easier ball tracking. Allow use of audible/beeping balls if available.

hearing impairment

• Use visual demonstrations extensively - ensure student has clear line of sight at all times. Provide written instructions on whiteboard or printed cards showing the three key technical points with diagrams. Use clear hand signals for common instructions (thumbs up for 'good', pointing to indicate positions). Pair with a buddy who can use simple sign language or gestures to communicate during games. Stand facing student when giving instructions so they can lip-read. Use visual timers for activity durations. Ensure lighting is good for visibility of demonstrations and written instructions.

physical disability

• Seated version: student performs set from seated position in a chair - technique adapted but key hand position principles remain. Modified equipment: use lighter, softer balls or larger beach balls for easier control. Reduce distances: partner stands closer (1-2 metres instead of 3 metres). Adapted games: allow additional catches, remove competitive elements, increase team size so less individual movement required. Buddy support: partner retrieves any dropped balls and provides consistent feeds. Upper body focus: if lower body movement limited, emphasise excellent hand technique and arm extension. Allow use of wheelchair if needed with adapted rules for game play.

English

Speaking and listening: using subject-specific vocabulary accurately, explaining technical concepts to partners and class, active listening during instructions and peer feedback. Literacy: writing technical captions for IBook homework using appropriate grammar and sporting terminology. Reading comprehension: understanding written success criteria and task instructions.

Maths

Counting passes and successful sets during practice and games. Calculating success percentages (7 out of 10 = 70%). Measuring distances between partners. Understanding angles - trajectory angles of sets, approach angles for movement. Spatial awareness and geometry - court dimensions, positioning. Recording and analysing data from game scores.

Science

Forces: push and pull forces in setting, gravity affecting ball trajectory, friction between hands and ball. Motion: understanding arc/parabolic motion of the set, speed and velocity concepts. Human body: muscles used in setting (quadriceps for leg drive, deltoids and triceps for arm extension, core muscles for stability), joint movements (knee flexion and extension, shoulder and elbow extension), how warm-up prepares muscles and prevents injury, heart rate increase during activity and decrease during cool-down.

Geography

Directions and movement patterns: moving forwards, backwards, sideways. Spatial awareness: understanding court layout with front court and back court zones. Mapping movement patterns during games. Understanding volleyball as an international sport with global participation.

ICT

Using iPads appropriately as learning tools for photography and analysis. Creating digital resources (IBook entries with photos and text). Understanding appropriate technology use in educational contexts. Digital photography skills: framing shots, capturing key moments, selecting best images.

PSHE

Teamwork and cooperation: working effectively with partners and in small groups, communication skills. Resilience and growth mindset: persisting when skills are challenging, learning from mistakes. Managing emotions: dealing with frustration when techniques fail, celebrating success appropriately. Fair play and sporting behaviour: respecting opponents, honest self-assessment, applauding others' efforts. Leadership: coaching peers, organising groups, encouraging teammates. Goal-setting and self-improvement: identifying areas for development and next steps.