Curriculum
The Irish Jiu-Jitsu Academy curriculum has been specifically designed to ensure that the student follows the most thorough and progressive route during their jiu-jitsu training years. The curriculum is student-centred and outlines realistic goals with a clear developmental path evident in each grade. The junior and senior curricula are totally independent of each other with the different needs and capabilities of these groups reflected in the requirements.
The junior curriculum focuses on the introduction of basic footwork drills and break-falls, striking independently and in combinations, balance manipulation, throwing, and ground control techniques. This provides the junior students with a sound basis upon which to build, with a strong emphasis on safety. No joint manipulation, chokes and strangles, striking of vital points, or potentially dangerous throwing techniques are practised by juniors. Practical self-defence and personal awareness is taught to all junior students within a safe and fun environment where their group participation and social skills and constantly being developed.
Each of the grades on the senior curriculum are an advancement of the previous one with the footwork, break-falls, striking, throwing, joint manipulation, strangles and chokes, and ground techniques developed further at each stage. A different weapon is introduced for every grade from 6th kyu onwards. The specified weapons include tan bo, tonfa, tanto, bo, jo, han bo, katana and ubi bo, with the students choosing to specialise in two of the above for shodan grade. Randori and defences against multiple attacks are practiced throughout the senior curriculum. Further weapons specialisation and advancement of empty hand techniques is required for the remaining dan grades, in addition to the demonstration of effective teaching skills and practical first aid certification.
The junior and senior curricula encompass the practical application of both traditional and modern jiu-jitsu within a progressive and positive environment.
