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72-651: The style itself could arguably have been founded with the formation of the Waseda University Aikido Club in 1958, although Tomiki didn't actually name his style Shodokan until 1976. It was in 1967 when Kenji Tomiki established the Shodokan hombu dojo in Osaka , Japan , to teach, train and promote his style. In 1974, Kenji Tomiki founded the Japan Aikido Association (NPO Japan Aikido Association). Since it

144-419: A curriculum ( / k ə ˈ r ɪ k j ʊ l ə m / ; pl. : curriculums or curricula / k ə ˈ r ɪ k j ʊ l ə / ) is the totality of student experiences that occur in an educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate

216-422: A balance between a randori training method and the more stylized and traditional kata training along with a well-developed set of training drills both specific for randori and for general aikido development. The participation in actual shiai (competitive randori ) very much depends on the club with greater emphasis being found in the university clubs, although randori is core to all Shodokan clubs. Within

288-465: A collection of such units, each, in turn, comprising a specialized, specific part of the curriculum. So, a typical curriculum includes communications, numeracy, information technology, and social skills units, with specific, specialized teaching of each. Core curricula are often instituted, at the primary and secondary levels, by school boards, Departments of Education, or other administrative agencies charged with overseeing education. A core curriculum

360-431: A course of thinking and action. Plus, the teacher continually evaluates the process and what they can see of outcomes. Marsh and Willis view curricula as all the "experiences in the classroom which are planned and enacted by teacher, and also learned by the students." Any definition of curriculum, if it is to be practically effective and productive, must offer much more than a statement about knowledge-content or merely

432-426: A foreign location. Instructors from Shodokan Hombu regularly teach internationally. Currently the main traveling instructors are Tetsuro Nariyama (9th Dan), Ryuichi Omori (7th Dan), Sekio Endo (7th Dan) and Shinnosuke Sakai (7th Dan). Dojo A dōjō ( 道場 , Japanese pronunciation: [doꜜː(d)ʑoː] ) is a hall or place for immersive learning , experiential learning , or meditation . This

504-624: A group is reciprocal, with the formation of its individual participants. Although it formally appeared in Bobbitt's definition , curriculum as a course of formative experience also pervades the work of John Dewey (1859–1952), who disagreed with Bobbitt on important matters. Although Bobbitt's and Dewey's idealistic understanding of "curriculum" is different from current, restricted uses of the word, writers of curricula and researchers generally share it as common, substantive understanding of curriculum. Development does not mean just getting something out of

576-527: A more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curricula is designed to improve national testing scores or help students learn fundamental skills . An individual teacher might also refer to his or her curriculum, meaning all

648-399: A process is when a teacher enters a particular schooling and situation with the ability to think critically, an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may come

720-460: A range of complex classroom interactions, and what is actually delivered can be considered the "implemented" curriculum. What learners really learn (i.e. what can be assessed and can be demonstrated as learning outcomes or competencies ) constitutes the "achieved" or "learned" curriculum. In addition, curriculum theory points to a "hidden" curriculum (i.e. the unintended development of personal values and beliefs of learners, teachers, and communities;

792-411: A related term, kamidana refers to the shrine itself. Other artifacts may be displayed throughout the dōjō , such as kanban (看板; signboard) that authorize the school in a style or strategy, and items such as taiko drums or armor ( Ō-yoroi ). It is not uncommon to find the name of the dōjō and the dōjō kun (roughly " dōjō rules") displayed prominently at shomen as well. Visitors may have

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864-583: A school after hours but are not linked directly to the school. Community-based programs frequently expand on the curriculum that was introduced in the classroom. For instance, students may be introduced to environmental conservation in the classroom. This knowledge is further developed through a community-based program. Participants then act on what they know with a conservation project. Community-based extracurricular activities may include "environmental clubs, 4-H, boy/girl scouts, and religious groups" (Hancock, Dyk, & Jones, 2012). Kerr defines curriculum as "all

936-504: A school has a Dojo to train inside of, the training may sometimes be conducted outside, often in parks. Many traditional dōjō follow a prescribed pattern with shomen (正面; "front") and various entrances that are used based on student and instructor rank laid out precisely. The Shomen is designated as a wall, usually in the North of the Dojo and facing the entrance. Typically students will enter in

1008-399: A scolding, being ridiculed, or being required to stay after school, among other punishments. Thus, a curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological, and social foundations), domains of knowledge, as well as its research theories and principles. Curricula as an area of study should be scholarly and theoretical. The field

1080-479: A special place reserved, depending on their rank and station. Weapons and other training gear will normally be found on the back wall. A honbu dōjō (本部道場) is the central training facility and administrative headquarters of a particular martial arts style. Some well-known dōjō located in Japan are: In Japan and other countries, there are additional names for training halls, that are equivalent to "dōjō". These include

1152-431: Is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a school or school system. However, even when core requirements exist, they do not necessarily involve a requirement for students to engage in one particular class or activity. For example, a school might mandate a music appreciation class, but students may opt out if they take a performing arts class. In Australia ,

1224-462: Is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curricula as "all experiences children have under the guidance of teachers." This definition is shared by Smith, Stanley, and Shores when they defined curriculum as "a sequence of potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting." Curriculum as

1296-431: Is a set of five techniques that are classified as striking techniques. The Hiji Waza is a set of five techniques that are classified as elbow techniques. The Tekubi Waza is a set of four techniques that are classified as wrist techniques. The Uki Waza is a set of three techniques that are classified as floating techniques. Old stream self defense kata, includes many techniques that harken back to pre-war aikido (when

1368-522: Is actually the first part of Koryu dai yon which includes 11 more techniques. Self-defense techniques several of which are part of the curriculum for yondan and up. Competitions take the form of tanto randori or toshu randori , and also embu (演武) in which pairs ( tori and uke ) are judged on their kata . Toshu randori (徒手乱取) is barehanded, and both practitioners are expected to perform techniques on one another and attempt to resist and counter each other's techniques. The appearance of this form

1440-460: Is almost always defined with relation to schooling. According to some, it is the major division between formal and informal education . However, under some circumstances it may also be applied to informal education or free-choice learning settings. For instance, a science museum may have a "curriculum" of what topics or exhibits it wishes to cover. Many after-school programs in the US have tried to apply

1512-511: Is based on directives coming from the Ministry of Education, Culture and Science (OCW). Primary and secondary education use key objectives to create curricula. For primary education the total number of objectives has been reduced from 122 in 1993 to 58 in 2006. Starting in 2009 and 2010 all key objectives are obligatory for primary education. The key objectives are oriented towards subject areas such as language, mathematics, orientation towards self and

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1584-457: Is concerned with broad, historical, philosophical social issues and academics. Mark Smith suggests a starting definition of "curriculum" offered by John Kerr and taken up by Vic Kelly in his standard work on the curriculum: "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school". There are four ways of approaching curriculum theory and practice: In recent years

1656-404: Is divided into chunks of knowledge called subject areas in basic education including English, mathematics, science, and social studies. In college , discipline may include humanities, sciences, languages, and many more. Curricula should consist entirely of knowledge which comes from various disciplines. Dewey proposed that learning the lesson should be more interesting and beneficial than receiving

1728-503: Is heavily influenced by judo randori with a few changes designed to enhance the use of aikido technique (for example, one is not allowed to grasp the opponent's keikogi ). In tanto randori (短刀乱取), there is a designated attacker ( tantō ) and a designated empty-handed defender ( toshu ). The attacker attempts to stab the defender with a training knife (usually rubber or stuffed) while the defender attempts, with any of seventeen basic aikido techniques, to throw or perform joint-locks on

1800-583: Is in the Professio Regia , a work by University of Paris professor Petrus Ramus published posthumously in 1576. The term subsequently appears in University of Leiden records in 1582. The word's origins appear closely linked to the Calvinist desire to bring greater order to education. By the seventeenth century, the University of Glasgow also referred to its "course" of study as a "curriculum", producing

1872-553: Is more specific, and more widely used. European Sōtō Zen groups affiliated with the International Zen Association prefer to use dōjō instead of zendo to describe their meditation halls as did their founding master, Taisen Deshimaru . In Japan , any facility for physical training, including professional wrestling , may be called a dōjō . In the Western world , the term dōjō (when related to physical activity)

1944-423: Is the 7th National Curriculum, which has been revised in 2007 and 2009. The curriculum provides a framework for a common set of subjects through 9th grade, and elective subjects in grades 10 through 12. The curriculum in Japan is determined based on the guidelines for education and the guidelines for learning presented by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). When deciding on

2016-660: Is traditionally in the field of martial arts . The term literally means "place of the Way " in Japanese . The word dōjō originates from Buddhism . Initially, dōjō were adjunct to temples and were formal training places for any of the Japanese arts ending in " -dō ", from the Chinese Dao , meaning "way" or "path". Sometimes meditation halls where Zen Buddhists practice zazen meditation were called dōjō . The alternative term zen-do

2088-408: Is used exclusively for Japanese martial arts such as aikidō , jūdō , karate-dō , etc. A proper Japanese martial arts dōjō is considered special and is well cared for by its users. Shoes are not worn in a dōjō , which is in line with the Japanese custom to keep the premises clean and respectable. In many styles it is traditional to conduct a ritual cleaning ( sōji ; 掃除) of the dōjō at

2160-492: The Australian Curriculum took effect nationwide in 2014, after a curriculum development process that began in 2010. Previously, each state's Education Department had traditionally established curricula. The Australian Curriculum consists of one curriculum covering eight subject areas through year 10, and another covering fifteen subjects for the senior secondary years. In Canada each province and territory has

2232-599: The National Curriculum for England in English schools, or the International Primary Curriculum for International Schools ). Crucial to the curriculum is the definition of the course objectives that usually are expressed as learning outcomes and normally include the program's assessment strategy. These outcomes and assessments are grouped as units (or modules), and, therefore, the curriculum comprises

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2304-602: The JAA there were two Shihan : Tetsuro Nariyama and Fumiaki Shishida . Nariyama as the technical director of the JAA and chief instructor of the Shodokan hombu dojo in Osaka , Japan . Shishida is Professor of Intellectual History of the Japanese Martial Arts at Waseda University in Tokyo . Together, they wrote a key monograph, in Japanese, entitled "Aikido Kyougi", which describes the history of, and many technical details about,

2376-531: The National Curriculum. Every state school must offer a curriculum which is balanced and broadly based and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. For each of the statutory curriculum subjects, the Secretary of State for Education

2448-710: The Nigerian government adopted a national Basic Education Curriculum for grades 1 through 9. The policy was an outgrowth of the Universal Basic Education program announced in 1999, to provide free, compulsory , continuous public education for these years. In 2014, the government implemented a revised version of the national curriculum, reducing the number of subjects covered from 20 to 10. Core curriculum has typically been highly emphasized in Soviet and Russian universities and technical institutes. The National Curriculum

2520-458: The Shodokan Aikido world into two. The JAA now refer to Shodokan Aikido as "Tomiki Aikido". However, because Tomiki Shihan emphatically was against the use of his name being attached to his system of practice, the JAA also commonly refers to the system as "The Aikido of Kenji Tomiki Sensei". Shodokan defines several kata . Some of the more important kata are listed below. Randori no kata is

2592-651: The United Kingdom's National Curriculum . UNESCO 's International Bureau of Education has the primary mission of studying curricula and their implementation worldwide. The word "curriculum" began as a Latin word which means "a race" or "the course of a race" (which in turn derives from the verb currere meaning "to run/to proceed"). The word is "from a Modern Latin transferred use of classical Latin curriculum "a running, course, career" (also "a fast chariot, racing car"), from currere "to run" (from PIE root *kers- "to run")." The first known use in an educational context

2664-548: The art was still taught as Daito-ryu aiki-jujutsu ). This set of 50 techniques is sometimes referred to as the Koryu dai san and includes weapons as well as empty-hand techniques. Suwari Waza: 4 techniques Hanza Handachi: 4 techniques Tachi Waza: 8 techniques Tanto dori: 8 techniques Tachi dori: 5 techniques Yari dori: 5 techniques Yari wo kumitsukareta: 8 techniques Kumi Tachi: 8 techniques A set of 14 throwing techniques: 7 direct (omote) and 7 more circular and fluid (ura). This sequence

2736-492: The attacker. Tantō is expected to resist or counter with the first five techniques. In competition, the roles switch, with competitors having the same amount of time with and without the knife. In both these forms of randori , the traditional separation between the performer of technique ( tori ) and the receiver of technique ( uke ) no longer exists, as either participant may throw the opponent. The Aikido World Championships are held every two years, rotating between Japan and

2808-713: The authority to create its own curriculum. However, the Northwest Territories and Nunavut both choose to use the Alberta Curriculum for select parts of their curriculum. The territories also use Alberta's standardized tests in some subjects. Iran has recently changed back to 6 year instead of 5 Elementary schools and two three year junior and second middle/high schools. There is Islamic seminary Hawza are also with 10-14 year programming. The National Curriculum of Korea covers kindergarten , primary, secondary, and special education . The version currently in place

2880-434: The basic kata set for Shodokan Aikido. Junanahon consists of 17 basic techniques, which, with their variations, are legal within Shodokan randori . They are broken down into four different categories: Atemi, Hiji, Tekubi and Uki. Kenji Tomiki thought for many years about the construction of the 17 techniques as he omitted techniques from the old styles that he deemed too complex or too dangerous for competition. The Atemi Waza

2952-419: The beginning and/or end of each training session. Besides the obvious hygienic benefits of regular cleaning it also serves to reinforce the fact that dōjō are supposed to be supported and managed by the student body (or by special students, e.g., uchi-deshi ). In some cases, the instructional staff may choose to help the students clean, as a sign of modesty, setting a personal example. In Modern Times, even when

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3024-421: The concept; this typically has more success when not rigidly clinging to the definition of curriculum as a product or as a body of knowledge to be transferred. Rather, informal education and free-choice learning settings are more suited to the model of curriculum as practice or praxis . Action is response; it is adaptation, adjustment. — John Dewey Whatever the origins and intentions of early curricula,

3096-521: The curriculum as an ideal, rather than as the concrete reality of the deeds and experiences that form who and what people become. Contemporary views of curriculum reject these features of Bobbitt's postulates, but retain the basis of curriculum as the course of experience(s) that form humans into persons. Personal formation via curricula is studied both at the personal and group levels, i.e. cultures and societies (e.g. professional formation, academic discipline via historical experience). The formation of

3168-520: The curriculum encompasses the entire scope of formative deed and experience occurring in and out of school - such as experiences that are unplanned and undirected or those that are intentionally directed for the purposeful formation of adult members of society - not only experiences occurring in school . (cf. image at right.) To Bobbitt, the curriculum is a social-engineering arena. Per his cultural presumptions and social definitions, his curricular formulation has two notable features: Hence, he defined

3240-402: The curriculum entirely in terms of the subjects that are taught, and as set out within the set of textbooks, and forget the wider goals of competencies and personal development. This is why a curriculum framework is important. It sets the subjects within this wider context, and shows how learning experiences within the subjects need to contribute to the attainment of the wider goals. Curriculum

3312-527: The curriculum for each school, the school's organizers will decide on the outline by referring to the manuals and explanations prepared by the Education, Science and Technology Ministry and other public offices, and the schools will decide on additional annual plans. The Courses of Education and Courses of Study are fully revised every 10 years. Before World War II, the curriculum was based on the school regulations corresponding to each school type. The Dutch system

3384-400: The division between Nariyama Shihan and Shishida Shihan grew into a situation where the two of them remaining within a single organization became an untenable position. Thus Nariyama Shihan decided to resolve any conflict by resigning from the JAA and creating a new organization known as Shodokan Aikido Renmei (also known as Shodokan Aikido Federation). This effectively was an official split of

3456-487: The explicit stated curriculum and the hidden curriculum; both of which contribute to the learner's experience and lessons from the experience. These elements are further compounded by the setting, cultural influences, and the state of mind of the learner. Museums and other similar settings are most commonly leveraged within traditional classroom settings as enhancements to the curriculum when educators develop curricula that encompass visits to museums, zoos, and aquariums. On

3528-404: The field of education and curriculum has expanded outside the walls of the classroom and into other settings, such as museums . Within these settings curriculum is an even broader topic, including various teachers, inanimate objects such as audio-tour devices, and even the learners themselves. As with the traditional idea of curriculum, curriculum in a free-choice learning-environment can consist of

3600-529: The first known use of the term in English in 1633. By the nineteenth century, European universities routinely referred to their curriculum to describe both the complete course of study (as for a degree in surgery) and particular courses and their content. By 1824, the word was defined as "a course, especially a fixed course of study at a college, university, or school." There is no generally agreed upon definition of curriculum. There various definitions that describe

3672-662: The following: The term dōjō is also increasingly used for other forms of immersive-learning space. The term dōjō is sometimes used to describe the meditation halls where Zen Buddhists practice zazen seated meditation. The alternative term zen-do is more specific, and more widely used. European Sōtō Zen groups affiliated with the International Zen Association prefer to use dōjō instead of zendo to describe their meditation halls as did their founding master, Taisen Deshimaru . The term 'Dojo' has been used for various software, digital learning applications and by related companies. Curriculum In education ,

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3744-436: The function of inculcating culture had emerged by the time of ancient Babylonia. Ancient Roman curricula came to emphasise Greek as well as Latin skills, with emphasis on the study of classical poetry. This model influenced the curricula of medieval and Renaissance education. In the early years of the 20th century, the traditional concept held of the curriculum was "that it is a body of subjects or subject matter prepared by

3816-536: The learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of school." Braslavsky states that curriculum is an agreement among communities, educational professionals, and the State on what learners should take on during specific periods of their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with whom to learn." Smith (1996, 2000) says that, "[a] syllabus will not generally indicate

3888-468: The legitimacy of such practices. Currently, a spiral curriculum is promoted as allowing students to revisit a subject matter's content at the different levels of development of the subject matter being studied. The constructivist approach proposes that children learn best via pro-active engagement with the educational environment, as in learning through discovery. A curriculum may be partly or entirely determined by an external, authoritative body (e.g.,

3960-412: The lower-left corner of the dōjō (in reference to the shomen) with instructors in the upper right corner. Shomen typically has a shelf attached to it. On the shelf would traditionally be presented a miniature Shintō shrine with a sculpture, flower arrangement, or other artifacts. Pictures of past Masters are generally found aside the shrine, and not on it. The term kamiza means " place of honor " and

4032-420: The mind. It is a development of experience and into experience that is really wanted. Robert M. Hutchins (1899–1977), president of the University of Chicago , regarded curriculum as "permanent studies" where the rules of grammar, rhetoric, logic, and mathematics for basic education are emphasized. Basic education should emphasize the three Rs and college education should be grounded on liberal education. On

4104-479: The now late Kenshi Uno, of Shikoku Japan, created Shidokan, with the blessing of Shishida Shihan. This system follows the same teachings of Tomiki, but with different emphasis, a return to Tomiki's earliest methods. Tomiki gave his art the name Shodokan, and many people were concerned with the introduction of a new name Shidokan. However this is just to show the various paths available within Tomiki's aikido. As of 2012,

4176-441: The other hand, Arthur Bestor (1908–1994), an essentialist , believes that the mission of the school should be intellectual training. Hence, curriculum should focus on the fundamental intellectual disciplines of grammar, literature, and writing. It should also include mathematics, science, history, and foreign language. According to Joseph Schwab, discipline is the sole source of curriculum. In our education system, curriculum

4248-470: The other hand, to a progressivist, a listing of school subjects, syllabi, courses of study, and lists of courses of specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey 's definition of experience and education. He believed that reflective thinking

4320-440: The overall offering of courses, which help prepare a student for life after high school. A curriculum can be seen from different perspectives. What societies envisage as important teaching and learning constitutes the "intended" curriculum. Since it is usually presented in official documents, it may be also called the "written" or "official" curriculum. However, at a classroom level this intended curriculum may be altered through

4392-485: The planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit (including the hidden), the excluded, and the extracurricular. Curricula may be tightly standardized or may include a high level of instructor or learner autonomy. Many countries have national curricula in primary and secondary education , such as

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4464-430: The pupils themselves. In other words, those who design curricula deliberately plan the schools' "expressive culture". If this is the case, then, the curriculum is 'hidden' only to or from the pupils, and the values to be learned clearly from a part of what is planned for pupils. They must, therefore, be accepted as fully a part of the curriculum, and especially as an important focus because questions must be asked concerning

4536-403: The relative importance of its topics or the order in which they are to be studied. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit." According to Smith, a curriculum can be ordered into a procedure: Under some definitions, curriculum is prescriptive, and is based on

4608-466: The style of aikido propounded by Tomiki. This book, first published in 1985, was subsequently translated into English under the title, "Aikido: Tradition and the Competitive Edge". Nariyama Shihan has also produced a further book, "Aikido Randori", describing the practice system of randori within aikido. In recent years, Sato Tadayuki was made Shihan of Waseda University Aikido Club. He, along with

4680-447: The subjects that will be taught during a school year. The courses are arranged in a sequence to make learning a subject easier. In schools, a curriculum spans several grades. On the other hand, a high school might refer to their curricula as the courses required in order to receive one's diploma . They might also refer to it in exactly the same way as an elementary school and use it to mean both individual courses needed to pass as well as

4752-421: The subjects which schooling is to teach, transmit, or deliver. Some would argue of the course that the values implicit in the arrangements made by schools for their pupils are quite clearly in the consciousness of teachers and planners, again especially when the planners are politicians, and are equally clearly accepted by them as part of what pupils should learn in school, even if they are not overtly recognized by

4824-503: The teachers for the students to learn". It was synonymous to the "course of study" and "syllabus". In The Curriculum , the first textbook published on the subject, in 1918, John Franklin Bobbitt said that curriculum, as an idea , has its roots in the Latin word for race-course , explaining the curriculum as the course of deeds and experiences through which children become the adults they should be to succeed later in life. Furthermore,

4896-505: The term. Through the readings of Smith, Dewey, and Kelly, four types of curricula could be defined as: It may also come in the form of extracurricular activities. This may include school-sponsored programs, which are intended to supplement the academic aspect of the school experience or community-based programs and activities. Examples of school-sponsored extracurricular programs include sports , academic clubs, and performing arts . Community-based programs and activities may take place at

4968-632: The unexpected impact of a curriculum; or the unforeseen aspects of a learning process). Those who develop the intended curriculum should have all these different dimensions of the curriculum in view. While the "written" curriculum does not exhaust the meaning of curriculum, it is important because it represents the vision of the society. The "written" curriculum is usually expressed in comprehensive and user-friendly documents, such as curriculum frameworks or subject curricula/syllabi, and in relevant and helpful learning materials, such as textbooks , teacher guides, and assessment guides. In some cases, people see

5040-581: The world, art, and physical education. All of the objectives have accompanying concrete activities. Also final exams are determined by the OCW and required. Parts of those exams are taken in a national setting, created by the Centrale Examencommissie Vaststelling Opgaven (CEVO). Furthermore, the OCW will determine the number of hours to be spent per subject. Apart from these directives every school can determine its own curriculum. In 2005,

5112-654: Was certified as a specified non-profit organization (NPO corporation) by the Cabinet Office in 2005, the official name was changed to "Specified Non-Profit Organization Japan Aikido Association". As of 2018, Masako Tomiki is the current chairman of JAA. Today, Shodokan Aikido is organised with two major groups, the Japan Aikido Association (JAA) and the Shodokan Aikido Federation (SAF) . Shodokan places more emphasis on free-form randori sparring than most other styles of aikido. The training method requires

5184-482: Was introduced into England , Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988 . It does not apply to private schools , which may set their own curricula, but it ensures that state schools of all local education authorities have a common curriculum. Academy schools have a significant degree of autonomy in deviating from

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