1. 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

2. 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

3. 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.

4. 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.

5. 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.

6. 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.

7. 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 &

8. 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.