ADHD

• Keep activity segments short (3-5 minutes maximum) with frequent changes to maintain engagement; provide clear, concise instructions in chunks rather than lengthy explanations; use high-energy activities to channel physical energy productively; offer leadership roles (equipment manager, team captain) to maintain focus; provide frequent specific feedback ('Great pass to Jordan!'); allow brief movement breaks if needed; use visual and verbal cues together; establish clear boundaries and expectations; seat near teacher during plenary to maintain focus; offer choice where appropriate (which position to play) to increase ownership

dyspraxia

• Use larger, softer balls (size 5 foam rugby balls) for easier catching and handling; break down complex movements into smaller steps with additional practice time; provide hand-over-hand guidance for techniques like play the ball if needed; reduce speed expectations (walk rather than jog initially); increase spacing in activities to allow more reaction time; offer additional demonstrations and repetition of skills; use visual markers (spots on ground) to show foot positioning; simplify rules initially focusing on one concept at a time; partner with patient, supportive peer; celebrate effort and small improvements; allow extended time for all activities; provide verbal cues for sequencing ('First tap, then pick up, then pass')

autism spectrum

• Provide clear, structured lesson routine displayed visually (lesson sequence on whiteboard); give advance notice of transitions between activities ('In 2 minutes we'll move to...'); reduce sensory overload by limiting whistle use (use verbal calls or visual signals where possible); offer quiet zone on sideline for breaks if needed; use visual schedules showing activity sequence; provide clear, concrete language avoiding idioms or ambiguous instructions; allow additional processing time for instructions; assign consistent partner or small group rather than frequent changes; establish and display clear rules with visual reminders; celebrate small successes frequently to build confidence

visual impairment

• Use brightly coloured high-visibility balls (fluorescent yellow or orange); provide clear verbal descriptions of all demonstrations and spatial setups; assign a sighted guide/buddy to describe playing area and player positions; use audible balls (with bells inside) if available; reduce playing area size for easier navigation; use raised tactile markers (rope or textured cones) for boundary lines; provide 1-to-1 support during game play initially; increase size of playing zones and targets

hearing impairment

• Ensure student can see your face clearly during all instructions (good lighting, face-on positioning); use visual demonstrations as primary teaching method supplemented by verbal explanation; employ clear hand signals for common instructions (stop, start, pass, well done); provide written instruction cards or visual diagrams for complex concepts; assign a signing buddy if student uses BSL; ensure whistle is accompanied by visual signal (raised hand or flag); use visual cues for tag counting (hold up fingers); position student where they can see both teacher and peers during group work

physical disability

• Modify to seated or walking-only Tag Rugby for wheelchair users or those with limited mobility; use lighter, smaller balls if grip strength is limited (size 3 or soft touch balls); reduce playing area dimensions to minimise movement demands; allow longer time for playing the ball (up to 10 seconds); permit underarm or chest passes if overhead passing not possible; assign support runner to accompany student and assist with ball collection; create modified scoring zones accessible to all (lower or larger targets); allow additional touches of ball before passing if ball control is challenging; consider modified tag system (touch shoulder rather than grab tag)

English

Technical vocabulary development and usage, clear verbal communication during game play, listening skills when receiving instructions and feedback, articulating tactical understanding during plenary, giving and receiving constructive peer feedback

Maths

Counting tags in sequences (up to 5), calculating distances (3-metre, 5-metre retreat lines), angles of running lines and passing trajectories, measurement of playing area dimensions, tracking scores and differences, time management (monitoring seconds for play the ball)

Science

Understanding forces applied during passing (push, direction, trajectory), friction between feet and playing surface affecting grip and movement, impact of air resistance on ball flight, cardiovascular system response to exercise (increased heart rate, breathing rate), muscle groups used in different rugby movements, energy transfer from player to ball during passing

Design & Technology

Strategic planning in team huddles, problem-solving to overcome defensive challenges, evaluating effectiveness of different tactics, adapting plans based on game situations

Geography

Spatial awareness and navigation within playing area, use of directional language (forward, backward, left, right, diagonal), understanding of positioning relative to fixed points (try lines, halfway line), mapping movement patterns, concept of territory in invasion games

PSHE

Teamwork and cooperation during group activities, communication skills including active listening, managing emotions in competitive situations (resilience, handling disappointment), leadership opportunities, respect for opponents and officials, understanding of fair play and sporting values, building confidence through skill mastery, inclusivity and supporting others regardless of ability