APPROACHES TO CURRICULUM DEVELOPMENT

After topics have been selected according to the relevant

fundamental principles described above, they have to

systematically arranged so as to facilitate meaningful and

effective transaction. The content should be arranged in a

systematic manner. Here follows a discussion of the various

methods of organizing and arranging the curriculum.

1. 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 and outward curriculum

organization 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 is never broken.

2. Concentric plan

The whole science course is spread over a number of year .

The same topic 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 , gaps being filled in the following

years; more gaps are filled a year or later in accordance with the

amount of knowledge which the pupil are capable of assimilating

at each stage of the course.

The analogy of painting or white washing may illustrate the

point . In painting to give a permanent effect , several coats are

given, from primer to final touch or again it is like raising a mud

wall in the village parts. The first layer is laid and allowed to

consolidate, then the second layer and so on the wall is high and

strong enough.

So too , in dealing with a subject; very little is taught at first .

Then the scope is extended in the next stage . Thus keeping the

subjects 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’

Eg:- In lower classes pupils learn about things they use in

their daily life like soap, glass, paper, iron. At a later stage, they

may just know how these things are made. When they come to

high school classes, they study about the manufacture of soap,

glass, paper; difference between pig iron, soft iron and steel

making the circle of knowledge widening.

Eg:- For the topic heat, In the first year pupil study about the

uses of heat, In the second year pupil study about the transference

of heat, third year about measuresement of heat. At a later stage

law of heat.

Advantages

1. There is greater opportunity for revision of topics which

may form the background for additional knowledge to be

gained.

2. Each topic is not disposed of and the pupil may revise and

remember the different topics.

3. This method of organization will be more successful when

teaching is in the hands of one teacher. Then only

continuity can be maintained. (Unnecessary repetition can

be avoided by the same teacher) Each year there must be

something new, some ne3w problems to solve, new

wonders and new mysteries to be seen. This will enable the

teacher to arrange the subject in a psychological as well as

logical order. This facilitates revision.

Disadvantages

1. The teacher must be capable of knowing the abilities

with less repetitions and monotony.

2. There is a possibility of losing the freshness of the

subject as it is dealt with every year.

3. Type study

Material to be taught is classified into types. A type is that which

exemplifies the characteristics of a group. It is a thing or event

considered as an example of a class or group. The types are arranged

according to the increasing order of complexity in the syllabus.

Eg:- A single element represent a group of elements

A single/ simple machine represents a class group of

machines

1st group, we concentrate our study on Hydrogen and Sodium.

2nd group, we concentrate our study on Lithium and Potassium.

5th group, we concentrate our study on Nitrogen and Phosphorus.

6th group, we concentrate our study on Oxygen and Sulphur.

Advantages

1. It helps the pupils to make their own generalization from types.

2. It is based on sound psychological principles and gives training

in scientific thinking and develops power of observation.

Disadvantages

All the content to be taught cannot be classified into types.

Historical/ Biographical approach

Science has a history of its own and every invention or

discovery has its historical background.

Historical Approach emphasizes the organizing of the

science course in accordance with the evolution of science. i.e.

the stages through which science has passes in the actual course

of its development from the very beginning. Science is really

and expression of human spirit and it is essential that this aspect

should be felt by every pupil. The essence of science will be felt

only when it is treated historically. The pupils should be led into

the spirit of the intellectual life of treat men of science.

Nature study

Nature study is defined as ‘learning to be really alive to

the world around.’ The use of the word ‘study’ implies that independent

work must be done by the pupil, and while books, pictures and models

are valuable aids in the teaching, the subject matter4 is Nature herself.

Aim of Nature study

1. The cultivation of interest in the world around. Young

pupils enjoy the beauties of nature when they have

become sufficiently cognizant of them t appreciate what

they see and hear.

2. The development in the mind of the growing pupil habits

of careful observation and later on coherent reasoning.

Careful and accurate reasoning can result from careless

and inaccurate observation. But as the young pupil is

incapable of discriminate observation, it is the duty of the

teacher to direct him but not to do the work for him.

3. The cultivation of the power of expression.

At all stages pupils should give expression to the results of

their observation. Oral and written descriptions, sketches

and models made by pupils are all means of expression,

and through Nature- study there should be increased

facility of expression either by language or some form of

handwork, or both.

4. The free development of individuality of the pupil.

The pupil, he himself who must observe, must draw

conclusions from facts, must verify these facts from

further observation, and must record the results of his

work; thus he will gradually gain the habit of relying on

himself and his own work.

Nature rambling

The main critera is the experience of the child. Child is

considered as the rambler in his environment. The materials the

child is likely to meet with, the scientific situations he is likely to

face with are chosen and arranged in the science course.

Accordingly, the science course of the first year may contain the

elementary study of planets. Trees, sun, moon, birds, stars, and

rain. In the second year the study of rock, different kind of rock,

kinds of water, purification of water, solar system, seasons and the

like. In the third year the study of sand, minerals, atmosphere, soil,

eclipses and shadows.

I lays foundation for advance studies because all natural

science are specialized forms of nature study. It develops the

power of observation, reasoning and it establishes good

relationships between the child and his environment.

It has some drawbacks also. Sound systematic knowledge of

subject is not provided to the child. Some topic require theoretical

analysis only. It is suitable for primary classes where the pupil

needs only general understanding of the environment.

The Topic plan/ Topic method

The planned aims of teaching science has an integral

whole and not as different braches like Physics, Chemistry &

Biology. Science lessons are grouped out to topics of immediate

interest of pupils. They may be grouped in to life centered,

environment centered and life and environment centered topics.

Advantages

1. There is closer integration between different branches of

science with other subjects.

2. This may be more interesting to the pupils especially in

lower classes because the topics happen to be from their

environment or life.

Disadvantages

1. Pupils do not get a sound knowledge of the subject as it is

dealt in a general way.

2. The teacher must not be knowing all the different branches

of science and must not be a widely read teacher.

3. Text books written on these lines are not easily available.