ADHD

• Short varied activities maintaining engagement (maximum 3 minutes per variation), clear physical boundaries marked with cones (visual structure), regular movement breaks built into lesson (already high activity), immediate positive feedback for on-task behaviour, simple one-step instructions initially building to multi-step, active roles not waiting/watching (minimised sitting out), hands-on kinaesthetic learning emphasised, competitive elements to harness energy positively, clear expectations restated regularly, option to be equipment monitor/leader providing additional responsibility, close proximity supervision, frequent check-ins

dyspraxia

• Larger equipment for easier handling (size 5 ball instead of 4, or foam ball), reduced movement complexity (walk before jog, static before moving), extra practice time for motor skill development, breaking down skills into smaller steps, clear visual demonstrations repeated multiple times, simplified passing technique initially (two-hand push pass before spiral pass), multi-sensory learning (verbal, visual, kinaesthetic), reduced playing area size to limit spatial demands, partner support for activities, predictable movement patterns (straight lines before diagonal), celebrate effort and improvement not just outcome, allow additional processing time for instructions

autism spectrum

• Clear visual schedule showing lesson structure (displayed on board with images), consistent routine and predictable transitions, advance warning of changes ('In 2 minutes we will move to the next activity'), quiet zone available if sensory overload occurs, reduced sensory input options (smaller groups, quieter environment), clear explicit instructions (avoid figurative language like 'rock the baby' without explanation), visual prompt cards for activities, consistent language and terminology, minimal surprises (explain unusual events in advance), option to observe before participating, structured roles in games reducing unpredictability

visual impairment

• Use brightly coloured rugby balls with high contrast (yellow/orange balls work well), verbal descriptions of all demonstrations ('I'm placing my hands in W-shape on the ball, fingers spread wide'), buddy system with sighted partner for spatial navigation, auditory cues for when to pass (whistle, voice command), reduce playing area size to minimise distance vision requirements, high-visibility cones for boundaries (yellow, orange), consistent positioning of equipment, tactile guidance for hand positioning on ball, audio description of game situations

hearing impairment

• Visual demonstrations emphasised (exaggerated clear movements), British Sign Language support if appropriate, written instructions on display board or cards, hand signals for instructions (thumbs up for go, flat hand for stop, pointing for direction), visual timer for timed activities, ensure student can see teacher's face for lip-reading, buddy system for communicating verbal instructions, position near front for demonstrations, visual cue cards showing seven teaching points, vibrating alert for stop signals if available

physical disability

• Adapted passing from seated position (wheelchair users or those who cannot stand), lighter or larger balls for easier grip (size 3 rugby ball or soft foam ball), modified distances (closer targets, smaller playing areas), alternative passing methods (underarm pass, chest pass) if overarm difficult, walking-only rule for all if running impossible, additional time for movements, use of ramps or adapted equipment if available, peer support for ball retrieval, modified tag rugby (touch instead of tag, or bean bag placement instead), celebration of individual achievements relative to own baseline

English

Following complex multi-step instructions, using and understanding technical vocabulary (pop pass, offside, diagonal), verbal communication during games, explaining rules and techniques to others, active listening during demonstrations and instructions, descriptive language during reflection (articulating what they learned)

Maths

Counting successful passes in competitive task, timing activities in seconds/minutes, measuring 2-metre offside distance, calculating penalty time additions (2 seconds per drop), spatial awareness and geometry (diagonal lines, angles of passing), data handling (recording competitive task scores across multiple attempts), comparing and ordering (highest score, fastest time)

Science

Forces acting on rugby ball during passing (push force from hands, gravity, air resistance affecting flight), friction between hands and ball affecting grip and control, body systems during exercise (cardiovascular system - heart rate increase during warm-up and decrease during cool-down, respiratory system - breathing rate changes), muscles used in passing action (biceps, triceps, core muscles, shoulder muscles), trajectory and projectile motion of passes, Newton's third law (action-reaction when passing ball)

Geography

Directions and spatial awareness (left, right, forward, backward, diagonal), mapping movement patterns across playing area, understanding relative positioning (2 metres behind, diagonally ahead), creating and maintaining spatial formations (diagonal lines, triangle formations)

PSHE

Teamwork and cooperation throughout lesson, communication skills (verbal and non-verbal), resilience when facing challenges or making errors, managing emotions during competitive activities, honesty and integrity (self-policing forward passes, honest self-assessment), leadership opportunities (demonstrating, coaching peers, organising equipment), respect for others (following rules, supporting teammates, fair play), growth mindset (seeing errors as learning opportunities, persistence through difficulty)