ADHD

• Provide short, varied activities maintaining engagement - avoid long explanations. Give clear, concise instructions with maximum 3 points at a time. Use visual cues alongside verbal instructions. Allow movement breaks between activities. Provide immediate, frequent feedback - catch them doing things right. Use jobs/responsibilities to channel energy positively - equipment manager, score keeper. Create clear boundaries and structure - very explicit rules consistently applied. Offer choice where possible: 'Would you like to be on red or blue team?' Allow fidget tools during sedentary parts (discussions). Position near teacher for focus support during instructions. Give 'proximity praise' - praise nearby students showing desired behaviour.

dyspraxia

• Use larger, lighter equipment reducing motor demands - size 4 rugby balls or foam balls. Reduce complexity of skills - focus on core techniques without variations. Provide extra practice time for skill development. Break skills into smaller steps with clear verbal and visual cues for each. Reduce speed requirements - walking pace initially building gradually. Avoid complex movement patterns - keep activities straightforward. Pair with supportive partner for activities. Provide clear spatial markers - exactly where to stand, run to, position themselves. Allow more time to process instructions and plan movements. Offer alternative role if coordination demands too high - referee, coach. Celebrate effort and improvement over absolute performance. Ensure positive, pressure-free environment.

autism spectrum

• Provide clear visual schedule showing lesson structure and timings - reduces anxiety about unknown. Use consistent routines for each lesson section - predictability supports engagement. Offer quiet zone at edge of area for sensory breaks if overwhelmed by noise/activity. Give advance warning before transitions: '2 minutes until we change activity'. Use visual rule reminders displayed on boards/cards. Reduce sensory overload: smaller team sizes, quieter environment if possible. Provide explicit social scripts for interactions: 'When you receive the ball, you can say thank you'. Allow processing time when asking questions - don't rush responses. Create clear roles within team so expectations understood.

visual impairment

• Use brightly coloured balls and cones with high contrast for better visibility. Provide verbal cues continuously describing play: 'Ball coming to your left', 'Opponent approaching from front'. Implement buddy system pairing visually impaired student with sighted peer who provides ongoing verbal guidance. Use audible markers (bells on cones) for boundaries. Allow closer positioning during games. Reduce playing area size for easier navigation. Consider touch rugby variation where ball carrier announced verbally.

hearing impairment

• Ensure student can clearly see your face when giving instructions - face them directly with good lighting. Use visual demonstrations extensively - model all skills clearly. Provide written rule cards or visual instruction sheets they can refer to. Use hand signals for key instructions (stop, go, pass, well done). Position hearing impaired student where they can see you and other students for lip-reading. Use visual whistle alternatives - raised hand/coloured flag. Buddy system with peer who can relay verbal instructions. Check understanding through demonstration not just verbal confirmation.

physical disability

• Adapt movement requirements: walking instead of running, smaller playing area reducing distance demands, seated wheelchair rugby variation. Modify equipment: lighter foam balls easier to handle and catch, larger balls for students with grip difficulties. Allow additional support: personal assistant or peer buddy to help with movement and positioning. Reduce team size to 4v4 giving more space and time. Permit different tagging method - touch tag on shoulder rather than belt tags. Create inclusive role: designated passer position requiring less movement. Adjust scoring: closer try line or larger scoring zone.

English

Oracy skills - verbal communication during games calling for ball and directing teammates, listening skills - following instructions and referee decisions, evaluative language during reflections and peer assessment, using technical vocabulary accurately in discussions, articulating tactical ideas during team huddles, providing constructive feedback with specific examples

Maths

Counting tags during games (up to 6 before turnover), measuring distances for pitch setup (10m, 20m, 25m, 35m), understanding angles of running and passing, timing activities using seconds and minutes, calculating scores and comparing team performance, spatial reasoning when creating playing areas

Science

Understanding cardiovascular system - how heart rate increases during exercise and decreases during cool-down, forces in action - push and pull when passing ball, friction between feet and ground for traction, energy expenditure and fatigue, lung capacity and breathing rate changes, muscle groups used in rugby movements (quadriceps, hamstrings, core)

Computing

Logical thinking when developing game tactics and strategies, algorithm-like thinking in set plays and team patterns, debugging approach when tactics aren't working - identify problem and test solutions, sequencing in skill progressions

Geography

Spatial awareness and positioning on playing area, understanding boundaries and zones, directional language (forward, backward, left, right), mapping movement patterns during games, understanding field layout and spatial organisation

PSHE

Teamwork and cooperation - working towards common goals, resilience and managing setbacks - losing gracefully, leadership skills through captaincy and peer coaching, respect for others - sportsmanship and fair play, self-evaluation and recognising strengths/areas for improvement, managing emotions in competitive situations, conflict resolution during team disputes