ADHD

• Structure lesson with short, varied activities maintaining engagement. Provide clear, concise instructions with visual support. Use frequent positive reinforcement for on-task behaviour. Assign active roles such as captain or equipment manager. Allow brief movement breaks between sections. Use hands-on demonstrations rather than lengthy verbal explanations. Provide fidget tools during discussion times if appropriate. Position near teacher for redirecting attention. Celebrate effort and improvement not just outcomes.

dyspraxia

• Use larger, textured balls for easier catching and handling. Reduce complexity of movement patterns focusing on core skills. Provide additional practice time for skill development. Allow slower pace with fewer time pressures. Offer simplified version of games with fewer rules to remember. Provide verbal cues for sequencing of movements. Pair with patient, supportive partner. Celebrate small improvements in coordination. Focus on strategic thinking where physical skills are challenging.

autism spectrum

• Provide visual schedule showing lesson structure and timings. Establish clear, consistent routines for each lesson phase. Use visual rule reminders displayed prominently. Offer quiet zone at edge of playing area if overwhelm occurs. Provide advance warning of transitions between sections. Use concrete, literal language avoiding idioms or sarcasm. Assign consistent partner or small group. Allow sensory breaks if needed. Reduce unpredictability by explaining game scenarios in advance.

visual impairment

• Use brightly coloured balls and cones for maximum contrast against playing surface. Provide verbal cues constantly describing play and spatial positioning. Assign sighted buddy to support navigation and participation. Use textured or sound-producing balls if appropriate. Reduce playing area size for easier navigation. Provide tactile boundary markers. Teacher maintains close proximity for verbal guidance.

hearing impairment

• Use visual demonstrations extensively for all instructions. Provide written rule sheets or visual rule guides. Use hand signals for common instructions (stop, go, pass). Ensure student can see teacher's face clearly when speaking for lip-reading. Assign communication partner who can sign if applicable. Use visual whistle alternative such as raised flag. Position student where they can observe play clearly for learning through observation.

physical disability

• Adapt tagging method to pulling tag while seated in wheelchair or from standing position. Modify playing area to ensure wheelchair accessibility with smooth surface. Allow additional touches before turnover to compensate for mobility differences. Provide larger, lighter ball if required. Reduce playing area size for easier coverage. Assign support player to work alongside. Create seated version where all players operate from static positions. Focus on tactical decision-making and passing rather than running.

English

Technical vocabulary development and accurate usage. Verbal communication including instructions, encouragement and tactical discussion. Listening skills during instruction and peer discussion. Expressing opinions during evaluation and reflection. Persuasive language when resolving disputes. Descriptive language when evaluating performance.

Maths

Calculating scores and statistics from games including tries scored, tags made, pass completion rates. Measuring distances for playing area setup (30m x 40m). Using angles to understand passing trajectories and spatial positioning. Time management calculating game duration and section timings. Data collection and analysis of performance metrics.

Science

Understanding cardiovascular system response during exercise - increased heart rate and breathing. Biomechanics of movement including forces, acceleration and deceleration. Newton's laws of motion applied to passing and running. Energy systems used during different intensity activities. Recovery processes during cool-down phase. Impact of regular physical activity on body systems.

Geography

Spatial awareness and understanding of positioning in two-dimensional space. Directional language and navigation during game play. Scale and distance when setting up playing areas. Mapping movement patterns and tactics. Understanding of space usage in attacking and defending.

PSHE

Teamwork and cooperation in competitive situations. Communication skills development through game situations. Conflict resolution and negotiation during rule disputes. Leadership opportunities through captain roles and game management. Resilience and managing disappointment in competitive contexts. Respect for rules and authority. Fair play and sporting values. Building positive relationships with peers.