ADHD

• Keep activities short and varied - lesson structure supports this with multiple sections. Provide clear, simple instructions one step at a time. Use very active warm-up to channel energy positively. Give frequent positive feedback and recognition for focus. Use visual timers so students can see game/activity length remaining. Provide specific roles during tournament (captain, ball retriever) to channel energy. Build in movement breaks between tournament games. Keep demonstration time brief with immediate action following. Emphasise and celebrate sporting values when displayed. Allow fidget tools during reflection/seated activities if helpful.

dyspraxia

• Use larger, softer rugby balls for easier catching and control. Reduce speed expectations during grid activities - focus on technique over pace. Provide additional practice time for pop passing in pairs before grid complexity. Break skills down into smaller steps with extra demonstration time. Pair with patient, supportive peer. Allow extra time to process instructions and prepare for activities. Reduce tournament game intensity - fewer players or smaller pitch. Provide encouragement focused on effort and improvement not perfection. Use wall/partner support for balance during stretches. Celebrate participation and trying over technical perfection.

autism spectrum

• Provide clear, structured lesson plan overview at start with visual schedule. Use consistent language and routines throughout. Create 'quiet zone' at pitchside for sensory breaks if needed. Give advance warning of transitions between activities: '2 minutes until we move to tournament'. Use visual supports for tournament structure and rules. Provide specific role or position during games to reduce decision-making overload. Pair with understanding buddy who can provide support. Allow use of ear defenders if noise levels overwhelming during tournament. Maintain calm, predictable teaching approach throughout.

visual impairment

• Use brightly coloured or high-visibility rugby balls with bells inside for sound location. Pair with sighted guide buddy throughout activities. Provide clear verbal descriptions of pitch layout and boundaries. Use tactile markers (textured cones) for pitch boundaries. Give verbal cues during games: 'ball coming to your left'. Reduce pitch size to minimise distance and disorientation. Allow closer positioning during passing activities.

hearing impairment

• Use clear visual demonstrations for all instructions - exaggerated movements. Establish visual signals for key commands: thumbs up for 'go', flat hand for 'stop', pointing for directions. Ensure student can see your face when giving instructions (lip reading). Provide written tournament fixture list. Use brightly coloured flags instead of whistle for starts/stops. Position hearing-impaired student where they can see teacher and teammates clearly. Buddy system with hearing peer who can relay verbal information.

physical disability

• Adapt tag removal to 2-hand touch on shoulder or back if belt wearing difficult. Reduce pitch dimensions significantly for wheelchair users or those with mobility aids. Allow walking instead of running for students with reduced mobility. Reduce team sizes to increase individual involvement and reduce physical demands. Provide appropriate size balls - lighter or larger as needed. Create specific zones or positions that match physical capabilities. Allow rest periods as needed without penalty. Seated passing variations for wheelchair users. Modify try scoring to touching line rather than placing ball on ground if bending difficult.

English

Oracy skills - speaking to teammates during play, discussing tactics, expressing ideas in reflections. Listening skills - following instructions, hearing teammates' calls during games. Vocabulary development - learning and using technical rugby terms correctly. Presenting ideas during team tactical discussions.

Maths

Tournament scoring and recording results (addition). Timing games in minutes and seconds (time). Calculating tournament winners if using points systems (data handling). Understanding pitch dimensions and measurements (geometry). Counting tags collected in warm-up (number). Analysing statistics of tries scored, tags made across tournament (data analysis).

Science

Cardiovascular system response to exercise (heart rate increase during activity, decrease during cool down). Muscular system - identifying muscles used (quadriceps, calves, hip flexors) and why stretching aids recovery. Forces and motion in passing - trajectory, force applied, ball flight path. Friction between boots and surface affecting movement and safety. Energy expenditure during tournament play.

Geography

Spatial awareness and positioning on pitches. Understanding directions and angles of runs and passes. Mapping movement patterns across playing area. Use of space effectively in attack and defence. Understanding of boundaries and zones within playing area.

PSHE

Teamwork and cooperation throughout tournament. Communication skills development - speaking clearly, listening to others, giving constructive feedback. Resilience when facing challenges or losing games. Managing emotions in competitive situations. Leadership opportunities through captaincy and peer support. Honesty and integrity through self-officiating. Respect for others including opponents and teammates. Building confidence through achievement and recognition.