ADHD

• Break activities into shorter duration segments with clear end points. Provide frequent specific feedback and immediate reinforcement of positive behaviours. Use student's name at start of instruction to gain attention: '[Name], watch this demonstration.' Allow movement breaks or jobs (collecting equipment) to channel energy constructively. Clear visual boundaries using cones or lines. Minimise distractions: position away from doors/windows if possible. Provide checklist of technique points to focus attention on specific goals. Offer choice where possible (which partner to work with) to increase engagement. High-energy activities matched to energy levels. Non-verbal cue system: hand on shoulder to refocus attention without public correction.

dyspraxia

• Use larger, lighter foam volleyballs that are easier to control and less intimidating. Reduce speed of activities allowing more processing time. Break skills into smaller micro-steps with extended practice time on each phase. Use visual markers: spots on floor showing where to plant feet for spike approach. Multi-sensory teaching: demonstrate, describe verbally, guide physically (with permission). Reduce visual clutter: practice against plain wall rather than busy background. Pair with supportive partner who understands needs. Allow use of modified technique if standard technique not achievable (e.g., setting from chest height rather than forehead height). Emphasise success criteria around effort and improvement rather than absolute standards. Additional practice time outside lesson if student wants to develop skills further.

autism spectrum

• Provide visual schedule showing lesson structure and timings. Give advance warning before transitions: '2 minutes until we change activity.' Create quiet zone area where student can retreat if overwhelmed by noise or activity level. Clear, literal instructions avoiding figurative language. Use consistent routines for warm-up and cool-down. Visual cue cards showing technique in step-by-step photos. Reduce unpredictability: explain exactly what will happen in game situations. Offer individual practice time if group situations are overwhelming. Ensure understanding through individual check-ins not just whole-class questions. Sensory considerations: allow continuation of preferred physical movements between activities if these help regulation.

visual impairment

• Use bright yellow or orange high-visibility volleyballs that contrast with floor colour. Provide verbal descriptions during demonstrations: 'My hands are now above my forehead in a triangle shape.' Use auditory cues: bell or whistle to indicate when ball is being set. Buddy system with sighted partner who provides verbal guidance. Reduce court size and player numbers to limit visual tracking demands. Consider using slightly deflated ball that makes more noise when bouncing.

hearing impairment

• Ensure student can see your face clearly when giving instructions - face them directly. Use visual demonstrations extensively with exaggerated movements. Provide written instruction cards or diagrams showing key technique points. Use hand signals for common cues (thumbs up for correct technique, reshaping hands to show triangle position). Buddy system with hearing partner who can relay verbal instructions. Position hearing-impaired student where they can see all activity and won't be surprised by approaching balls. Consider vibrating timer for activity changes if using timed tasks.

physical disability

• Wheelchair users: lower net height for sitting position, use lighter balls requiring less force to set over net, set up adapted courts with appropriate dimensions. Seated volleyball version: all players sit on floor creating level playing field. Reduced mobility: eliminate or simplify approach run for spiking - allow spiking from standing jump or even standing position with emphasis on arm swing. Provide chair or support for students who cannot sustain standing throughout lesson. Adapted scoring: extra points for participation and attempt regardless of outcome. Additional time allowances for movement between positions.

English

Technical vocabulary acquisition and usage (setting, spiking, approach, trajectory). Verbal communication during game play and discussions. Listening skills during instruction and peer feedback. Explaining techniques using clear, structured descriptions. Reflecting on learning using appropriate language during plenary.

Maths

Trajectory angles in setting and spiking - understanding arc paths and downward angles. Measuring distances for court dimensions and positioning. Counting sequences and scores. Timing approaches using seconds. Spatial reasoning in court coverage and positioning strategies.

Science

Forces and motion: force applied through leg extension creates ball momentum. Newton's third law in action during jumping (push down on floor, floor pushes up on you). Gravity affecting ball trajectory. Friction between hand and ball creating spin control. Muscular system: identifying muscles used (quadriceps, deltoids, triceps, finger flexors). Cardiovascular system: heart rate increase during activity, oxygen delivery to working muscles.

PSHE

Teamwork and collaboration when working in pairs and groups. Communication skills - verbal and non-verbal. Resilience and growth mindset when facing challenging new skills. Managing emotions including frustration and competition. Respecting others through sportsmanship and fair play. Setting personal goals and self-improvement. Leadership opportunities when coaching peers or organising groups.