PE at KS3 and sensory impairment

The National Curriculum for Physical Education is statutory in all maintained, mainstream schools up to and including key stage 4. An appropriate version of the curriculum is used in maintained special schools.  Key Stage 3 (KS3) covers years 7-9, children aged 12-14 years.

Visual impairment

Aspects of the KS3 PE curriculum are very hard to access without good sight and will need adapting for visually impaired pupils. 

Home in on sports not hampered by lack of good sight.  Consider gym machines but also rowing or sculling and swimming so that the pupil can gain exercise in a safe environment, in that they are not going to trip up or crash into someone else, and vice versa.. Track running is possible with raised markers to delineate lane edges.

Hearing impairment

Hearing impairment impacts greatly on understanding instructions, which in PE tend to be verbal. Feedback from other pupils can be difficult to receive too.

You can:

• Establish an effective way of communicating – whether lip-reading, or speaking more slowly, loudly or clearly
• Keep verbal instructions brief and to the point and give them in a quiet environment
• Consider giving additional written feedback
• Always focus the pupil’s attention with their name so they can tune in to what you’re saying. Use diagrams and photos to illustrate technical points and help a pupil plan how they will improve
• Use subtitles if showing DVDs

Sensory processing disorder including dyspraxia

Sensory processing disorder makes it difficult to achieve refined movements, such as hand-eye coordination with a bat and ball, and develop physical strength. Allow the pupil to play to their strengths with sports that do not make their difficulties obvious: this could include dance, swimming or trampolining (if available) as predominantly non-team sports.

Avoid team games – pupils will be demoralised if not chosen for teams. Instead, let them work on individual programmes in swimming, trampolining, dance or on gym machines. Support them to set their own targets and gauge their improvement.

Read in conjunction with the main challenges for sensory impaired children across subject areas, and some suggestions to help them.