ADHD

• Short activity bursts with frequent changes maintaining engagement (no activities longer than 2-3 minutes). Clear boundaries marked with cones providing visual structure. Active roles throughout - minimise waiting or inactive time. Provide immediate, specific feedback after good performance reinforcing positive behaviour. Use energetic, enthusiastic teaching style matching student energy. Opportunities for leadership and demonstration channeling energy positively. Movement breaks incorporated naturally into lesson structure. Clear, simple instructions broken into small steps. Fidget tools available if helpful during reflection periods. Praise effort and focus when demonstrated.

dyspraxia

• Slower progression through skill development allowing more practice time per skill. Break down complex movements into smaller, manageable steps mastering one before adding next. Use larger equipment - bigger pads creating easier target. Reduced complexity: focus on jab only rather than jab-cross combinations initially. Additional demonstrations and practice opportunities without time pressure. Verbal cues accompanying all movements helping coordinate actions. Partner support offering encouragement and coaching. Celebrate improvement and effort rather than perfect performance. Allow alternative assessment methods - verbal explanation of technique rather than perfect physical execution.

autism spectrum

• Provide visual schedule showing lesson structure and timings reducing anxiety about unknown. Clear, consistent routines for transitions between activities. Quiet zone available if sensory overload occurs (corner with mat, low stimulation). Reduce auditory stimulation: avoid loud music, speak clearly without shouting. Allow rehearsal of techniques before full group practice building confidence. Provide concrete, specific feedback avoiding abstract praise. Partner with consistent, understanding peer who communicates clearly. Prepare student in advance if changes to routine necessary. Respect sensory sensitivities: allow long sleeves if skin-to-pad contact uncomfortable.

visual impairment

• Use bright coloured focus pads creating high visual contrast against background. Provide detailed verbal descriptions of all demonstrations with spatial language (forward, backward, rotate). Buddy system with sighted partner providing verbal cues during activities. Tactile demonstrations - allow student to feel teacher's stance and movements. Clear verbal cues for all transitions and changes. Ensure adequate lighting throughout hall. Position student close to demonstrations for best visibility.

hearing impairment

• Ensure student positioned where they can see teacher's face for lip-reading. Use visual demonstrations as primary teaching method not verbal explanation alone. Develop hand signals for common instructions (stop, go, good, adjust). Provide written instructions or visual task cards showing techniques in photos/diagrams. Use visual timer displays student can see for interval work. Partner student with supportive peer who can relay verbal instructions. British Sign Language interpreter if available and appropriate. Face student directly when speaking, clear enunciation.

physical disability

• Seated boxing techniques from chair maintaining upper body movements. Modified stance with wider base or support if balance is challenging. Reduced range of motion accepted - punches don't need full extension. Adaptive equipment: larger, lighter foam pads if standard pads too heavy. Partner work with teaching assistant or more able student providing pad support. Focus on upper body strength and control rather than full-body coordination. Alternative striking targets at appropriate heights (pads on table or stand). Celebrate effort and personal progress rather than comparison to peers.

English

Oracy skills through partner discussions and whole-class reflections. Receptive language comprehension following complex multi-step instructions. Technical vocabulary acquisition and appropriate usage (stance, guard, jab, cross). Articulating thoughts about learning and progress in self-assessment. Providing constructive feedback to peers using appropriate tone and specificity. Listening skills during partner coaching and teacher instructions.

Maths

Counting repetitions building number fluency. Timing intervals in seconds developing time concepts. Angles in foot positioning and body rotation (45-degree stance, 90-degree elbow bend). Measuring distances for spacing and safety zones. Ratio in work-to-rest intervals (30 seconds work, 15 seconds rest = 2:1 ratio). Symmetry in balanced stance and bilateral skill development.

Science

Forces and motion: generating power through weight transfer and hip rotation. Newton's laws: action-reaction in striking pads. Biomechanics: kinetic chain transferring force from ground through body to fist. Cardiovascular system: elevated heart rate during activity, recovery during cool-down. Muscular system: identification of muscles used (quadriceps, deltoids, core). Energy systems: ATP usage during high-intensity striking intervals. Proprioception and balance: maintaining stance on balls of feet.

PSHE

Resilience and perseverance when learning challenging new skills. Managing emotions including frustration when techniques are difficult. Teamwork and communication during partner activities. Building confidence through skill mastery and positive feedback. Safety awareness in self-defence contexts including conflict avoidance. Respect for others through controlled movements prioritising partner safety. Personal responsibility for behaviour and application of techniques only in appropriate defensive contexts.