ADHD

• Structure lesson with frequent activity changes (current plan supports this). Provide clear, concise instructions one step at a time. Use visual cues and demonstrations extensively. Offer movement breaks (already inherent in swimming). Position near teacher for redirecting focus. Celebrate effort and small achievements frequently. Use timers and countdowns for visible activity endpoints.

dyspraxia

• Break skills into smaller micro-steps with extended practice time for each component. Use flotation aids to reduce coordination demands initially. Provide additional demonstrations and repetitions. Allow extra time for processing movement instructions. Focus on one element at a time (e.g., arm action before adding legs). Celebrate approximations of technique rather than perfect execution. Reduce distance expectations to build confidence.

autism spectrum

• Provide visual schedule of lesson structure at start (warm-up, skills, games, cool-down). Use consistent language and routines across lessons. Give advance warning before transitions ('In 2 minutes we will...'). Create quiet zone at pool edge for regulation breaks if needed. Minimise sensory overload (loud echoes, crowded spaces). Use concrete language avoiding idioms. Provide predictability in activity sequences.

visual impairment

• Use bright, high-contrast flotation aids for spatial reference. Provide verbal descriptions of all demonstrations with tactile guidance if appropriate (e.g., hand positioning for sculling). Establish clear auditory signals for transitions and emergencies. Assign sighted buddy for pairing activities. Describe pool layout and boundaries clearly at lesson start.

hearing impairment

• Ensure student positioned with clear sightline to teacher throughout lesson. Use exaggerated visual demonstrations with hand signals for key instructions. Provide laminated instruction cards with diagrams of strokes and safety signals. Maintain eye contact when giving instructions. Use visual signals for emergency stops (waving arms overhead). Check understanding through demonstration rather than verbal confirmation.

physical disability

• Adapt stroke techniques based on individual mobility (e.g., arms-only variations, modified leg kicks). Provide flotation support devices tailored to needs. Reduce distances significantly or allow assisted swimming. Focus on achievable safety skills (signals can be performed from pool edge or with support). Ensure accessible entry/exit to pool. Celebrate adapted skill execution as equally valid.

English

Following complex multi-step instructions, descriptive vocabulary for movement and sensation, articulating reflections and self-assessment, persuasive language in team discussions during scenario challenges

Maths

Timing and measurement (treading water durations, swimming distances), counting stroke cycles, calculating efficiency (distance per stroke), heart rate calculations and recovery rates, geometry of body angles for streamlining

Science

Cardiovascular system response to exercise (heart rate elevation and recovery), respiratory system demands during sustained activity, buoyancy and density principles, forces in water (propulsion, drag, resistance), thermoregulation in aquatic environments

Geography

Open water environments and safety considerations, tides and currents (rip current awareness), coastal rescue services and their operations, international water safety standards

PSHE

Resilience and perseverance during physical challenges, managing anxiety and fear in new situations, teamwork and supporting others, personal responsibility for safety, risk assessment and decision-making in emergency scenarios, building self-confidence