ADHD

• Short activity bursts: lesson naturally structured with multiple short sections (perfect for attention span), frequent changes maintaining engagement, variety of activities preventing boredom. Clear boundaries: highly visible pitch boundaries and station areas (reduces wandering), defined zones for equipment and waiting. Regular feedback: frequent specific praise ('Excellent passing technique, James!'), immediate feedback on performance, regular check-ins. Movement breaks already built in: high activity level throughout maintains focus better than static activities. Clear simple rules: limited rules presented simply, visual rule reminders at stations and on pitches. Fidget tools if needed: option to hold ball while listening to instructions (provides sensory input). Designated roles: specific jobs maintaining engagement (timekeeper, referee, equipment manager, team captain). Minimal waiting time: activities designed for maximum participation (no long queues at stations), everyone active as much as possible. Consistent expectations: clear boundaries for behaviour, consistent consequences, positive reinforcement for on-task behaviour. Allow standing/moving during reflection rather than insisting on sitting still if needed.

dyspraxia

• Larger equipment: bigger balls easier to catch and control, large visible targets at passing station. Reduced complexity: break skills into smaller components, practice components separately before combining, additional demonstration and practice time. Modified techniques: allow two-handed push passes if one-handed passes too complex, simplified evasion (change direction only, sidestep not required), simplified defensive positioning. Extra practice time: more repetitions at stations (stay longer or repeat stations), slow motion practice before full speed. Visual and physical guidance: demonstrate close to student, physical prompting/guidance (moving arms through passing motion, positioning feet for sidestep), use of visual cues (target markers, footprint markers showing where to step). Reduce pressure: practice skills without defenders first, add pressure gradually, modified games with less intensity. Balance support: allow wider stance for better balance, buddy support if balance particularly challenging, avoid activities requiring very quick direction changes. Simplified instructions: one or two points at a time, check understanding before proceeding. Celebration of effort over outcome: focus on improvement and trying, not perfection. Positive self-talk encouraged: 'I'm getting better with practice', 'Mistakes help me learn'.

autism spectrum

• Clear structured routine: visual schedule showing lesson sections and timing (warm-up 10 mins, stations 20 mins, tournament 22 mins, cool-down 8 mins) displayed throughout. Advance warning of transitions: '3 minutes until we change stations', '1 minute remaining'. Predictable lesson structure reduces anxiety. Quiet zone available: designated calm area if sensory overload occurs (corner of space with less noise/activity, option to sit out briefly if overwhelmed). Clear explicit instructions: step-by-step breakdown of tasks, visual task cards at stations showing exactly what to do, limited verbal instructions at once (chunk information). Consistent routines: same warm-up structure, same transition procedures, same assessment format. Social story if needed: written explanation of lesson expectations and what will happen. Sensory considerations: option to wear own comfortable clothing for tags if preferred, reduced whistle use if noise sensitivity (hand signals instead), awareness of sensory sensitivities to touch (tagging may be uncomfortable - allow 'touch' version). Peer buddy: consistent supportive partner who understands needs. Focus on clear success criteria so expectations understood. Allow processing time for instructions and questions before expecting response.

visual impairment

• Use brightly coloured, high-contrast rugby balls (yellow/orange balls against green pitch/brown indoor floor) for maximum visibility. Provide bright, large cones for boundary clarity. Use bright coloured tags (fluorescent) for easier visual tracking. Position student in areas with best lighting (avoid shadows). Provide sighted guide or buddy for warm-up movements and station transitions if needed. Verbal descriptions of spatial setup at each station and in games ('Your pitch runs from here to the cones 20 metres ahead, sidelines are marked by yellow cones 15 metres to your left and right'). Referee uses loud verbal signals as well as visual (whistle plus loud calls: 'Forward pass!', 'Tag made!', 'Try scored!'). Reduce pitch size for games if spatial navigation challenging. Allow closer distance for passing in assessment station. Peer support throughout - buddy system with responsible partner.

hearing impairment

• Ensure student can see teacher's face clearly during all instructions (face student, good lighting on face, no talking while turned away). Visual demonstrations essential - show don't just tell for every instruction. Use clear visual signals for important information: raised hand for stop, pointing to indicate directions, thumbs up for positive feedback, clear referee hand signals in games (show signal cards with meanings). Written instructions available at each assessment station (task cards with pictures/diagrams). Peer buddy to tap shoulder for attention when teacher speaking or activity changing. British Sign Language support if student uses BSL (sign interpreter or teacher signing if qualified). Referee uses visual signals clearly (hand signals for all calls not just whistle). Position student where they can see most activity and teacher easily. Check understanding frequently through non-verbal means (thumbs up?, nodding?).

physical disability

• Adapted equipment: lighter, softer balls if grip/throw strength limited, larger balls if catching coordination challenging. Wheelchair-accessible version: all activities can be performed from wheelchair with adaptations - passing seated focusing on upper body technique, 'tag' adapted to pulling flag from wheelchair attachment, pitch size reduced, slower pace for wheelchair maneuverability. Reduced physical demand: smaller playing area (less distance to cover), additional rest breaks between activities, option to walk instead of run, fewer repetitions at assessment stations (3 attempts instead of 5). Modified rules for games: extra time to pass after tag, unlimited tags before turnover, designated scoring zones that are easier to reach, option for 'touch' instead of tag removal if fine motor skills challenging. Peer support: partner assistance with equipment setup, carrying equipment, demonstrations. Allow use of mobility aids throughout. Focus assessment on what student CAN do - technique quality within their capabilities, tactical understanding, communication rather than physical output.

English

Oracy: verbal communication during games (calling for passes, defensive communication, referee instructions and decisions), explaining tactical concepts using subject-specific vocabulary, articulating reflections on learning in plenary discussion. Listening: following complex multi-step instructions, listening to referee decisions and explanations, active listening during peer contributions in reflection. Vocabulary development: learning and using technical rugby terminology, understanding terminology for analysis and evaluation (assessment framework language), expanding vocabulary around movement, tactics, and teamwork. Written communication: completing self-assessment sheets with written explanations, writing specific improvement goals, potential extension writing task analysing performance or explaining tactics.

Maths

Scoring and statistics: calculating team scores, individual try tallies, tournament points tables using addition and subtraction. Angles and geometry: understanding angles of running lines to create space (obtuse angles for width), passing trajectories, defensive line angles. Measurement: measuring and estimating distances (passing distances at stations - 3m, 5m, 7m), pitch dimensions, spacing between players. Time: calculating game durations, rotation timings, measuring station completion times. Data handling: collecting assessment data, creating frequency tables of skill success rates, analysing patterns in performance data. Ratio and proportion: understanding team formations and ratios (attackers vs defenders), space-to-player ratios.

Science

Forces and motion: understanding forces acting on rugby ball during passing (push force, air resistance, gravity affecting trajectory), friction between hands and ball affecting grip/control, force required for different pass types. Biomechanics: body positioning for power generation in passing (lever systems in arms), muscle groups used in rugby movements (quadriceps in running, core in passing), centre of gravity in evasion movements affecting balance. Cardiovascular system: heart rate changes during exercise (warm-up, game intensity, cool-down), breathing rate responses to exercise intensity, oxygen demand during sustained activity. Energy systems: understanding energy expenditure during games, need for fuel and hydration for sustained performance, recovery processes after exercise.

Computing

Optional technology integration: using iPads/tablets to record games for later analysis, using apps for timing rotations or scoring, potential video analysis identifying technical/tactical strengths and areas for improvement. Data recording: collecting performance data at assessment stations, organising data systematically on assessment sheets. Digital literacy: understanding how technology can support PE learning and assessment, interpreting video evidence objectively.

Geography

Spatial awareness: understanding positioning relative to boundaries, teammates, opponents, direction and angles of movement to create/defend space, mental mapping of playing area and player positions. Directions: understanding forward/backward in rugby context, lateral movement (left/right), diagonal running lines, using directional language in communication ('pass left!', 'run right!', 'support behind!'). Decision-making about space: analysing where space exists on pitch, predicting how space will change based on player movements, strategic use of space (attack exploiting space, defence closing space).

PSHE

Teamwork and cooperation: working collaboratively toward shared goals in games, supporting teammates through encouragement, combining individual efforts for team success, resolving disagreements constructively. Leadership and responsibility: student-led warm-ups showing confidence and responsibility, officiating games requiring fair decision-making and confidence, organising teams and tactics, taking responsibility for own learning and improvement. Resilience and perseverance: continuing effort when facing challenges (difficult skills, losing games), maintaining positive attitude despite setbacks, recovering from mistakes and trying again. Respect and sportsmanship: respecting referee decisions even when disagree, treating opponents with respect, accepting wins/losses graciously, celebrating without excessive showboating. Fair play and integrity: following rules honestly, self-assessing honestly not inflating abilities, playing fairly without cheating. Health and wellbeing: understanding importance of physical activity for physical and mental health, developing positive relationship with exercise through enjoyable PE experiences, understanding safety in physical activity.