ADHD

• Break skills into smaller chunks with clear completion points and regular feedback. Use varied activities changing every 3-5 minutes to maintain engagement. Provide frequent movement breaks (already built into active lesson). Use timer for time-bound challenges ('30 seconds - how many repetitions?'). Clear visual boundaries for practice areas using cones/markers. Assign specific roles in group work with explicit responsibilities. Frequent positive reinforcement for on-task behaviour. Position near teacher during instruction phases. Allow fidget/movement during video watching if needed. Use video analysis as engaging technology hook for attention.

dyspraxia

• Break techniques into very small component steps, practise each separately before linking. Use slower demonstrations with clear start/end points for each movement phase. Provide additional solo practice time before partner work. Allow more repetitions to develop motor planning and muscle memory. Use larger mats for increased safety margin. Pair with patient supportive partner. Provide physical guidance through movements (hand-over-hand with permission). Emphasise effort and progress over perfect execution. Celebrate small improvements explicitly. Use verbal self-cues: teach student to talk themselves through sequence. Reduce speed requirements - slow and controlled is excellent. Consider video in slow motion for self-analysis.

autism spectrum

• Provide visual schedule showing lesson structure and timing for each section. Pre-teach lesson content briefly before lesson if possible. Establish clear routines for transitions between activities. Designate quiet zone at edge of mat area if sensory break needed. Use consistent language and cue words throughout. Provide written breakdown of technique steps. Allow extra processing time for instructions. Pair with consistent supportive partner. Warning before loud noises (whistle). Prepare for partner physical contact through graduated exposure (observe first, then practise, then partner work). Explicit teaching of expected social behaviours in partner work.

visual impairment

• Use bright coloured mats with high contrast to floor. Provide detailed verbal descriptions of all movements with directional cues. Allow VI student to physically feel your body position during demonstrations (with permission and appropriate safeguarding). Pair with sighted buddy who provides additional verbal cues. Reduce speed of partner push or remove push entirely. Use auditory signals for timing cues (claps, verbal counts). Ensure consistent mat placement so spatial awareness can develop.

hearing impairment

• Ensure student positioned where they can see your face for lip-reading during instructions. Use visual demonstrations extensively - show more, talk less. Provide written breakdown of technique sequence on card they can refer to. Use visual signals for stop/start/attention (hand signals, visual timer). Pair with hearing buddy who can relay missed verbal instructions. Use whiteboard to write key coaching points. Ensure HI student can see video demonstrations with captions if available. Teach class simple signs for key terms (safe, stop, good, again).

physical disability

• Modify break fall: student can practise from seated position on mat, focusing on back rolling and arm slap without standing start. For wheelchair users, focus on understanding protective positioning and demonstrating arm slap from chair (understanding even without full execution). Defensive get up can be modified to seated protective position with one hand supporting, one protecting. Provide individual support from TA. Emphasise cognitive understanding and leadership/coaching roles. Assign as video analyst with detailed technical observation responsibilities. Ensure full inclusion in discussions and planning.

English

Speaking and listening during partner feedback and discussions, using technical vocabulary accurately, following and giving verbal instructions, explaining and justifying ideas about technique application, articulating learning through reflection, persuasive language when coaching peers.

Maths

Angles: 45-degree arm position during break fall, 90-degree knee bend in squats and defensive stance, angles of body position during techniques. Measurement: timing activities, distances between mats for safety, base width for stability. Geometry: body shapes during movements (V-shape during break fall). Counting and sequences: repetitions of practice, five-step sequence for defensive get up.

Science

Forces and motion: impact force, weight dispersion across surface area, gravity during falling, centre of mass and balance. Human body systems: muscular system engagement during techniques, skeletal protection (skull, spine), joint function (hips, knees, wrists), cardiovascular response during warm-up and cool-down. Biomechanics of movement and leverage during defensive get up.

Drama

Physical control and body awareness, understanding 'character' of defensive stance (strong, ready, protective), performing movements for camera, demonstrating correct and incorrect technique to show contrast, physical theatre concepts of tension and release in movements.

ICT

Using tablets for video recording, reviewing and analysing digital footage, understanding camera angles for best capture, possibly editing or annotating video if extended project, digital literacy in storing and sharing video responsibly and safely.

PSHE

Personal safety and risk awareness, understanding appropriate contexts for self-defence vs. aggression, conflict resolution and de-escalation strategies, knowing when to seek adult help, body autonomy and consent in partner work, resilience and growth mindset when learning challenging new skills, emotional regulation under pressure, empathy and support for peers.

SMSC

Spiritual: awareness of own body and physical capabilities, mindfulness during cool-down breathing. Moral: understanding ethical use of self-defence skills, distinguishing between defence and aggression, responsibility in using physical techniques. Social: collaborative partner work, peer coaching and support, communication skills, trust-building. Cultural: self-defence techniques from martial arts traditions, different cultural approaches to conflict resolution.