Concentric & Spiral Approach of Curriculum Organization

 Concentric Approach

In concentric approach, knowledge is widened slowly and steadily (like concentric circles). The subject matter is taken and spread over number of years. In introductory years, elementary knowledge is given. Then in next year little higher level knowledge is added and this is done in all subsequent years. Thus a steady programme is maintained to impart knowledge to student. The concentric curriculum is organized around a central theme or core topic, with each layer of the curriculum expanding outward to include more details, applications, and integration of that central theme. It often resembles layers in a circle, where the core knowledge is repeated and elaborated upon.

A Topic is taken. Then the topic is broken into numbers of sub- themes/topics/Units. These sub topics/units are allotted in various classes, according to the difficulty level. The goal is to develop a coherent understanding of a central topic, ensuring that students can link various aspects of knowledge related to that central theme. It emphasizes thematic learning and connections among subjects.

It implies widening of knowledge just as concentric circles go on extending and widening. It is a system of arrangement of subject matter. In this method the study of the topic is spread over a number of years. It is based on the principle that subject cannot be given an exhaustive treatment at the first stage. To begin with, a simple presentation of the subject is given and further knowledge is imparted in following years. Thus beginning from a nucleus the circles of knowledge go on widening year after year and hence the name concentric method. In lower classes simple topics are taught and in higher classes difficult topics are taught.

Eg:  In class V- Levels of organisation in general, Class VI- Cell, Class VII- Tissue, Class VIII: Organs and Organ System

Eg: The topic cell can be taught in Class 8, 9,10 in the following manner

Class	Topics	Details
Class 8 (Introductory Level)	Cell - The Fundamental Unit of Life	Definition, importance of cells in living                                                  organisms
	Cell Structure & Organelles	Basic structure – cell membrane, cytoplasm,                                nucleus
	Types of Cells	Plant vs. animal cells – basic differences
	Microscope & Cell  Observation	Introduction to microscopy and cell observation
	Cell Theory	Basics of Schleiden & Schwann’s contribution
	Cell Functions	Growth, nutrition, and reproduction
Class 9 (Intermediate Level)	Detailed Cell Structure	Organelles: mitochondria, ribosomes, ER,   Golgi apparatus,    lysosomes
	Plasma Membrane	Structure and function (diffusion, osmosis)
	Cell Division	Introduction to mitosis and meiosis
	Cellular Transport	Diffusion, osmosis, and active transport
	Prokaryotic vs.  Eukaryotic Cells	Key differences with examples
	Tissues	Overview of plant and animal tissues
Class 10 (Advanced Level)	Cell Cycle & Division	Detailed stages of mitosis and meiosis,     significance
	Biomolecules in Cells	Proteins, carbohydrates, lipids, nucleic acids   (DNA & RNA basics)
	Genetics & Heredity	Relationship of cell division with inheritance
	Cellular Respiration	Aerobic vs. anaerobic respiration
	Biotechnology Applications	Basics of genetic engineering, cloning, and              stem cells

 Merits of Concentric Method

l This method of organization of subject matter is decidedly superior to that in which one sub topic is taken up in particular class and an effort is made to deal with all aspects of the topic in that particular class.

l It provides a framework for the  course which is of real value to students.

l The system is most successful when the teaching is in hand of one teacher because then he can preserve continuity in the teaching and keeps his expanding circle concentric.

l  lt provides opportunity for revision of work already covered in a previous class and carrying out new work.

l It enables the teacher to cover a portion according to receptivity of learner.

l It does not allow teaching to become dull because every year a new interest can be given to the topic. Every year there are new problems to solve and new difficulties to overcome.

l One sub topic is covered in one year.

l  Provides a  step by step framework for the course.

l Maintaining continuity of topic.

l Cover topics according to the receptivity of learners.

l Psychological approach of learning.

l Deeper level of understanding.

l Long term learning/retention of knowledge.

l Follows maxims of teaching.

l Learning is interesting, new sub topics are learned each year.

l Different techniques can be used to teach different topics.

Drawbacks:

l For the success of this approach we require really capable teacher. If a teacher becomes over ambitious and exhausts all the possible interesting illustrations in the introductory year then the subject loses its power of freshness and appeal and nothing is left to create interest in the topic in subsequent years.

l In case the topic is too short or too long then also the method is not found to be useful. A too long portion makes the topic dull and a too short portion fails to leave any permanent and lasting impression on the mind of the pupil.

l Not suitable for all subjects- History

l Same teacher has to teach continuously.

l Time consuming.

 

Spiral Approach

The spiral curriculum is based on the idea that students revisit concepts multiple times throughout their education, with each revisit building on the previous one. This method helps reinforce learning and deepen understanding as students progress. .A spiral curriculum can be defined as a course of study in which students will see the same topics throughout their school years, with each encounter increasing in complexity and reinforcing previous learning. The Spiral Curriculum is based on the cognitive theory by Jerome Bruner. In a spiral curriculum, learning is spread out over time rather than being concentrated in shorter periods. In a spiral curriculum, material is revisited repeatedly over months and across grades. Different terms are used to describe such an approach, including “distributed" and "spaced."

The primary aim is to enhance retention and understanding through repetition and increasing complexity over time. It allows students to connect new information to previously learned material.

The spiral approach is a technique often used in teaching where first the basic facts of a subject are learned, without studying the details. Then as learning progresses, more and more details are introduced, while at the same time they are related to the basics which are reemphasized many times to help enter them into long-term memory. This approach expose the learners to a wide variety of concepts/topics, skills and attitudes until they are mastered. Key concepts are presented repeatedly throughout the curriculum, but with deepening layers of complexity.

After a mastery of the initial topic, the student "spirals upwards" as the new knowledge is introduced in next lessons, enabling him/her to reinforce what is already learned. In the end, a rich breadth and depth of knowledge is achieved. Jerome S Bruner’s spiral curriculum is an approach to education that involves regularly re-visiting the same educational topics over the course of a student’s education. Each time the content is re-visited, the student gains deeper knowledge of the topic. It has the benefits of reinforcing information over time and using prior knowledge to inform future learning. When students re-engage with a topic repeatedly, they both consolidate prior knowledge in their memory and build on it over time.

Key Principles Of The Spiral Curriculum:

The spiral approach to curriculum has three principles:

l Cyclical: Students should return to the same topic several times throughout their school years.

l Increasing Depth: Each time a student returns to the topic it should be learned at a deeper level and explore more complexity.

l Prior Knowledge: A student’s prior knowledge should be utilized when a topic is returned to so that they build from their foundations rather than starting anew.

 

Eg: In Biology, in lower classes, organ systems are introduced, next they move to the parts and functions of organ systems, then detailed structure and physiology of organ systems. In spiral teaching, teacher moves upward but keeps returning to the fundamentals.

Advantages:

l The information is reinforced each time the student revisits the subject matter.

l The spiral curriculum also allows a logical progression from simplistic ideas to complicated ideas.

l  Students are encouraged to apply the early knowledge to later course objectives.

l The previously learned concept is reviewed hence improving its retention.

l  The topic may be progressively elaborated when it is reintroduced leading to a broadened understanding and transfer of learning.

l Retention of previous knowledge.

l Transfer of learning. Topics learned in lower classes helps in learning in higher learning.

l Learning is interesting and systematic. Attention is paid in a spiral curriculum to both the scope and sequence of topics.

l In a spiral curriculum students are encouraged to go beyond factual recall to an application of knowledge and skills.

l Developmentally Appropriate Learning.

l The spiral curriculum is also a flexible one.

De-Merits:

l Time consuming for  curriculum designers.

l The curriculum gets crowded.

l Irrelevant for short courses.

l Teachers find themselves re-teaching content over and over again.

l Possibility of teacher centeredness.

 Difference between Concentric Approach and Spiral Approachompariso of the spiral and concentric approaches to curriculum organization presented in a table format:

Aspect	Spiral Curriculum	Concentric Curriculum
Concept	Revisits concepts multiple times at increasing complexity	Content is organized around a central theme, expanding in layers from simple to complex
Structure	Introduces topics at basic levels, revisiting them later	A core concept is introduced first, and each stage adds new subtopics or details without much repetition
Objective	Enhance retention and deepen understanding over time	To develop a systematic and comprehensive understanding of a central theme
Focus	Emphasizes revisiting and strengthening understanding of concepts across levels	Focuses on gradual expansion and detailed study of a specific topic
Learning Process	Facilitates repeated exposure and continuous refinement of concepts	Encourages step-by-step, in-depth learning of related content
Integration	Promotes linking of prior knowledge with new learning; supports interdisciplinary connections	Promotes logical organization of content; connections are mainly within the same theme
Flexibility	Highly flexible; adapts to learners’ pace and developmental levels	More structured and sequential; follows a fixed progression

This table summarizes the key differences between the spiral and concentric approaches to curriculum organization, facilitating easy comparison.

Here are the differences between the spiral and concentric approaches to curriculum organization presented as notes: