APPROACHES IN CURRICULUM

ASSIGNMENT

TOPIC  :          APPROACHES  IN  CURRICULUM

Ø SPIRAL  APPROACH

Ø CONCENTRIC  PLAN

  RAJI V.K

PHYSICAL SCIENCE

INTRODUCTION

There are many approaches to curriculum development. They  differ  by  the various  perspectives curriculum developers construct  regarding  the key curricular elements – curriculum , teachers , student and the context .Some curriculum developers focus  on students  and  their  learning  goals where  others focus  on  the effects of  the teachers action  upon  learning . Still  others  focus  on the context  of  learning   and  the  degree  to which  individuals  are  viewed  autonomously  or  as  the  objects  upon  which  the  work  of  curriculum is  acted.

CONTENT                                                         Ø SPIRAL   APPROACH

                Curriculum  which ascends , enlarging  as it climbs . The spiral view accounts for the  more refined wisdom distilled from  the experience over  time .The  upward  add  outward  curriculum  organisation  acknowledges  the  gradual  nature of  development  of  knowledge  and also  the  development  of  learner. Gradation  of  linkage  too is  taken care  of  and  the  continuity   of  the  topic  concerned  in  never broken.

Ø CONCENTRIC  PLAN

                The  whole  science  course is spread over  a number  of  years .The  same  through  is  treated  at  each  stage  or  years according to  the  mental development of  pupils  and  the  circle of  knowledge goes  on  widening .To  begin  with  a  simple presentation of  the  subject  matter  is given  in outlines, more  gaps being  filled  a  year  or  later  in  accordance  with the amount  of  kniwledge  which  pupil  are  capable of  assimiliating  at  each  stage of  the  course .

            There  is  greater The  analogy  of  painting or white  washing  many  illustrate the  point . In  painting to give a   permanent  effects , several coats  are  given , from  primes to  final touch  or  again  it  is  like  raising a mud wall  in  the  village  parts . The  first  layer  is laid  and  allowed  to  consolidated , then the second  layer  and  so  on the wall  is  high  and  strong  enough .                                                                                             

          So too , in dealing  with subject , very little  is  taught  at  first . Then  the  scope  is  extended  in  the  next  stage .Thus  keeping the subject  as the  centre  or  core , ever  widening  concentric  circles  of  experience are  provided in  which  , the  previous  knowledge  is  repeated  and  consolidated .

          This  method  of  arranging the  course is based on   the  maxims  of  teaching – from  whole to parts and from simple to  complex  induction .

ADVANTAGES

opportunity for  revision  of  topics which  may  from the  background  for  additional knowledge to be ganied.

1.    Each   topic  is  not  disposed  of  and  the  pupil  may revise  and  remembers  the different topics .

2.    This  method  of  organisation  will be more successful  when  teaching is in  the  hands  of  one teacher . Then  only  continuity  can  be maintained                                             

DISADVANTAGE

The teacher must be capable of  knowing the  abilities  with less repetitions   and  monotony .

There  is a  possibility  of  losing  the  freshness of  the  subject as  it  is  dealt  with  every  year .

CONCLUSION

       It  is  clear  that   in  some   schools ,  leaders  and  teaches  have not  considered  the  curriculum  principles  to  be  a  high  priority  in  curroculum   review  and  design . In   many  schools  the  initial  response  to  curriculum review   had been   to  develop  the   schools expectations  for  individuals curriculum  areas . Many  of  these  schools  were  still in  the  early  stages  of  developing   a wherent  approach to  the  curriculum  as  s  whole  and  ensuring  is  reflected  the  curriculum  principles .

REFERENCES

           

Ø SCIENCE EDUCATION

Ø WWW. WIKIPEDIA.