Approaches To Curriculum 3g5o

APPROACHES TO CURRICULUM

SPIRAL APPROACH  Curriculum which ascends, enlarging as it climbs.  The spiral views s for the more refined wisdom distilled from the experience over time.  The upward and 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 is never broken.

CONCENTRIC PLAN  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 a year or later in accordance with the amount of knowledge which the pupil are capable

ADVANTAGES  There is a greater opportunity for revision of topics  Pupil may and revise different topics  This method will be more successful when teaching is in the hands of one teacher, then only continuity can be maintained  Each year there is something new , some new problems to solve , new wonders and new mysteries to be seen

DISADVANTAGES  Teacher must be capable of knowing the abilities with less repetitions and monotony  There is a possibility of losing freshness of subject

Type study  Material to be taught is classified into types  A types is that which exemplifies the characteristics of a group  Type 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.

ADVANTAGE  It helps the pupils to make their own generalizations from types  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  Organizing of the science course in accordance with evolution of science.  Stages through which science has ed in the actual course of its development from the very beginning.  Science is really an expression of human spirit and it is essential that this aspect should be felt by every pupil  Essence of science will be felt only when it is treated historically

NATURE STUDY  Nature study is defined as learning to be really alive to the world around  “study” means independent work done by pupil  “Nature” means books, pictures and models ,subject matter

AIMS OF NATURE STUDY  Cultivation of interest in the world around  Developing habit of careful observation and coherent reasoning  Cultivation of power of expression  Free development of individuality of the pupil

NATURE RAMBLING  Main criteria is experience of the child  Child is considered as a 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  Advantages include development power of observation, reasoning, relationship between pupil and nature  No systematic knowledge of subject is provided is one drawback  It is suitable for primary classes

TOPIC PLAN  Science lessons are grouped out to topics of immediate interests of pupil  Lessons may grouped into life centred, environment centred and life and environment centred topics  Life centred- air we breathe, water we use etc..  Environment centred-earth, atmosphere etc..  Life and environment centred- health, mineral resources, body , energy and machines etc..

ADVANATGES

DISADVANTAGES

 Closer integration between different  Do not get sound knowledge of the branches of science subject as it dealt in a general way  Interesting for lower class students Teacher must not know all branches of since topics happen to be from their science deeply environment