ADHD

• Short, varied activities maintain engagement and focus. Clear boundaries marked distinctly with bright cones. Regular movement and high activity levels suit energy needs. Immediate, specific feedback frequently given. Position near teacher for easy redirection and support. Use of student's name to gain attention. Visual and kinesthetic learning opportunities throughout. Allow brief breaks if hyperfocus breaks or frustration occurs. Channel energy into leadership or demonstration roles. Clear, simple instructions one step at a time.

dyspraxia

• Allow extra practice time for skill development - motor planning challenges mean more repetition needed. Use larger, lighter balls initially - easier to handle and control. Reduce speed of activities initially, gradually building up. Break skills into smaller, manageable steps with explicit teaching. Use visual demonstrations and physical guidance (with permission). Simplified movement patterns initially before adding complexity. Avoid activities requiring quick, complex sequencing until confidence built. Partner with patient, supportive peer. Celebrate effort over perfect execution. Allow use of written reminders for sequences.

autism spectrum

• Provide visual schedule showing lesson structure and timings for predictability. Clear, concrete rules displayed visually. Reduce sensory overwhelm - quieter start, gradual build of intensity. Allow use of headphones or ear defenders if noise sensitivity. Quiet zone available if becoming overwhelmed. Consistent routines and familiar structures. Use of visual timers to show activity duration. Partner with understanding peer. Allow movement breaks if needed. Advance warning of transitions between activities.

visual impairment

• Use bright coloured or textured rugby balls that contrast with floor surface. Provide verbal descriptions of all demonstrations with step-by-step guidance. Use auditory cues - bells on balls, verbal markers for boundaries. Buddy system with sighted guide for evasion activities. Reduce playing area size for easier navigation. Use tactile markers (rope, textured cones) for boundaries. Allow extra time for skill practice. Position near teacher for clear verbal instructions.

hearing impairment

• Ensure student can always see teacher's face for lip-reading - position at front during demonstrations. Use visual demonstrations extensively rather than verbal only. Written instructions provided on cards or board. Hand signals established for key commands - stop, go, good work. Buddy system for ensuring instructions understood. Visual whistle alternative - raise coloured flag or cone. Check understanding by asking student to demonstrate back. Reduce background noise where possible.

physical disability

• Modify tag rugby to seated version using wheelchairs or chairs - tag belts worn on wheels or chair backs. Adjust activity area size to match mobility level. Use lightweight or foam balls for easier handling. Modified try scoring - placing ball in hoop or basket at appropriate height. Partner support for stability if needed. Allow use of mobility aids throughout. Ensure activity area wheelchair accessible with smooth surface. Adapted evasion activities - upper body movements, directional changes appropriate to mobility.

English

Technical vocabulary acquisition - learning rugby-specific terminology. Following and giving clear instructions develops comprehension and communication. Verbal communication during team discussions and feedback. Written communication during reflection activities on whiteboards. Listening skills when receiving instructions and watching demonstrations. Evaluative language when assessing performance - 'effective because...', 'could improve by...'

Maths

Counting successful evasions and tags during activities provides data handling practice. Measuring distances for activity areas reinforces measurement skills. Calculating percentages of successful tries scored. Understanding angles of running and movement - acute angles for tight turns, obtuse for wider arcs. Timing activities develops understanding of seconds and minutes. Spatial reasoning when considering positioning and movement patterns.

Science

Understanding forces during evasion - acceleration, deceleration, friction between feet and ground. Learning about body systems - cardiovascular system working harder during exercise (increased heart rate), respiratory system (breathing rate increases), muscular system (contraction and relaxation). Energy for exercise comes from food - link to nutrition. Understanding lever systems in body - legs as levers during running. Balance and centre of gravity when changing direction.

Computing

Video analysis uses technology to support learning. Could extend by recording students and reviewing their own performance. Understanding how motion capture technology works in professional sport analysis. Data collection about performance could be inputted into spreadsheets or databases. Patterns in successful evasion strategies could be analysed algorithmically.

Geography

Directional language and spatial awareness - moving north/south/east/west in space. Understanding use of space strategically - creating and exploiting space similar to resource distribution. Mapping movement patterns - if activities recorded from above would create maps. Environmental awareness if outdoor lesson - weather conditions affecting surface, adaptation to environment.

PSHE

Teamwork and cooperation essential throughout lesson - learning to work effectively with others. Managing emotions during competitive activities - resilience when tagged, graciousness in winning. Building confidence through skill development and success experiences. Communication skills developed through partner and team activities. Respect for others - following rules, fair play, supporting all abilities. Physical health benefits of regular exercise. Mental health benefits - enjoyment, stress relief, sense of achievement.