ADHD

• Provide frequent activity changes (lesson structure already supports this). Use clear, short instructions with visual demonstrations. Give specific roles and responsibilities (captain, coach) for focus. Offer movement breaks if needed. Use timers to show activity durations visually. Provide immediate positive feedback for good defensive positioning. Position near teacher during explanations. Allow fidget tools during explanatory phases if helpful.

dyspraxia

• Allow extra practice time for coordination skills like tagging and ball handling. Use larger, lighter balls for easier catching. Simplify defensive line to fewer players (4-5) for less complex coordination. Provide additional visual markers (cones) for spatial awareness of positioning. Break down movements into smaller steps with demonstrations. Pair with patient supportive partner. Reduce speed of activities initially, building up gradually. Celebrate effort and improvement not just outcome.

autism spectrum

• Provide visual schedule showing lesson structure and timings. Give clear advance warning of transitions between activities. Establish consistent routines for each section. Offer quiet zone option if becoming overwhelmed by game intensity. Use clear concrete language avoiding abstract concepts. Provide written rules and expectations visible throughout. Allow time to process instructions before starting. Maintain consistent teams throughout lesson.

visual impairment

• Use brightly coloured balls and bibs for maximum contrast. Provide additional verbal descriptions of pitch layout and positions. Assign sighted buddy to provide guidance during games. Use tactile cone markers to feel defensive line alignment. Reduce playing area size for easier navigation. Teacher provides additional verbal cues for movements of play.

hearing impairment

• Use clear visual demonstrations of all activities before starting. Establish visual hand signals for key instructions (advance, retreat, touch). Ensure student can see teacher's face for lip reading during explanations. Provide written/visual instructions on whiteboard showing pitch layouts. Assign communication buddy to relay verbal calls. Position near teacher during explanations.

physical disability

• Adapt to walking pace tag rugby or wheelchair tag rugby version. Reduce pitch size for less distance to cover. Allow additional touches (4-5 instead of 3) for more possession time. Modify defensive line role - could be stationary defender in key position. Use lighter or larger balls for easier handling. Provide seated defensive position if standing difficult. Peer support for movement around pitch.

English

Verbal communication skills during games and practice, listening skills when receiving instructions, providing constructive peer feedback, articulating tactical understanding during reflections, developing specific technical vocabulary, persuasive communication when leading as captain

Maths

Measuring and estimating 5-metre retreat distances, calculating angles of running lines, counting touches and scores, analysing statistical data (tries scored/prevented), understanding spatial geometry in defensive formations, calculating percentages for success rates

Science

Understanding cardiovascular system response to exercise (heart rate increase during games, recovery during cool-down), forces in action (momentum of runners, forces in tagging), energy systems used during different intensity activities, body systems working together during physical activity

Geography

Understanding spatial awareness and positioning on pitch, direction and movement concepts (advancing/retreating), mapping movement patterns in defensive formations, recognising and creating effective use of space

PSHE

Teamwork and collaboration skills, communication in high-pressure situations, resilience when tries scored against team, respect for opponents and referees, leadership development through captain roles, managing emotions during competitive situations, supporting peers and encouraging others