The document discusses three approaches to constructing social science curriculum: concentric, spiral, and topical. The concentric approach teaches from simple to complex concepts in a sequential manner. The spiral approach revisits topics over time to provide continuity and linkage while increasing complexity. The topical approach selects age-appropriate topics to study completely before moving to new topics. Each approach has advantages like following learning principles or adapting to students, and limitations like lacking continuity or being too complex. The author concludes different approaches can help construct curriculum systematically to achieve social science objectives.

1. EDU-08 THEORETICAL BASE OF SOCIAL SCIENCE EDUCATION
ASSIGNMENT
TOPIC : CONCENTRIC, SPIRAL TOPICAL APPROACHES IN
CURRICULAM CONSTRUCTION.
Submitted by : Anaswara A F
Class No. : 36
Option : Social science
College : Emmanuel B.Ed College

2. INTRODUCTION
Curriculum is the crux of the whole educational process. Without curriculum, we cannot
conceive any educational endeavour . School curriculum of a country, like its constitution
reflects the ethos of that country. According to Arthur Cunningham, “Curriculum is a tool in
the hands of an artist (teacher) to mould his materials (pupils) according to his ideas
(objectives) in hi studio (school) In order to realize the objectives of teaching Social science
effectively it is inevitable to organize the curriculum in the most psychological and logically
coherent manner. The construction the subject matter in Social science curriculum depends up
on the aim and objectives that the teacher has set up. The setting up of broader aims in the
Social science has resulted in a marked trend towards the organization of subject matter into
large divisions. There has been much difference of opinion in regard to the organization of the
content, and many approaches has been evolved. From this we have to discuss about
Concentric, Spiral and Topical approaches.
CONCENTRIC APPROACH
The organization base on this approach emphasizes that the children should lean
simple generalizations about men currying on their every day activities at primary level.
Students learn more difficult information in high classes. A Sequential arrangement of
experiences produces a spiral cumulative learning. Social institutions, such as family, religion
and the economic system, can be more readly comprehended if they are in the order of their
growth. An important aspect in this organization is the proper arrangement of materials in
order of their evolution enabling the students to note a succession of cause and effects. It
follows the maxims of teaching, such as from whole to part, simple to complex, easy to
difficult etc. Among educationists of modern items, Bruner is the main exponent of this
approach as he thinks that discovery leaning is possible only if this approach is maintained.
Some times this approach is referred as concentric approach.
One of the most recent of these designs has been prepared by Paul.R.Hanna and is depicted in
the following diagram. The designs in the diagram provide a basis upon which the students
may prepare a programme organized around subject and combination of subjects in Social
Science.

3. THE WORLD
NATIONAL
THE WORLD
STATE
NATIONAL CONNUNITY
STATE COMMUNITY
LOCAL
NIGHBOUTHOOD
SCHOOL
FAMILY
THE
CHILD

4. LOCAL COMMUNITY
NIGHBOUR COMMUNITY
SCHOOL COMMUNITY
FAMILY COMMUNITY
THE CHILD
Advantages
1. Continuous learning of the subject matter through primary to the secondary stage.
2. Based on the physiological principle ie; from simple to complex.
3. Easy to proceed from known to unknown.
4. Provide basis for specialization.
Limitations
1. Hurried and passing references do not help in understanding complex problems.
2. It is difficult to develop time and space sense in the pupils through this approach.
3. Pupils develop a sense of familiarities without the fullness of knowledge.
4. It fails to arouse activity among the pupils because of lack of novelty in the curriculum.
SPIRAL APPROACH
The term spiral gives the additional implication that while attempting gradation the linkage too is taken
care of and the continuity of the topic concerned is never broken. While conceiving it as concentric
only the widening of the scope is indicated but the linkage is not taken care of. A particular period of
history also provides the awareness of social, economic and culture aspect of the society whose study
would be much more useful and comprehensive. Such type of knowledge and understanding are
provided with the help of Spiral approach to teaching and preparing curriculum. The main focus of
Social Science teaching – learning is achieved with the help of spiral approach.
Diagram of spiral approach.

5. Principles of Spiral Approach
The Spiral Approach is based on the following principles;
1. Social relevance of the content.
2. Utility of social content.
3. Contribution of social, economic, geographical and cultural factors in human progress.
4. Chronological order of social, economic, cultural and geographical progress.
5. Cumulative record of progress of man and society.
6. Knowledge of the progress of man and society in a specific period.
7. Integration of Social Science Components on man and society rather than on a social
problem.
Advantages
1. It is comprehensive and broad based.
2. It is time centered.
3. Basically it is man and society centered.
4. It solves the complexity of Social Science content.
Limitations
1. The concept of spiral approach is complex.
2. It cannot easy to understand.
3. Its structure is not well designed.
4. It is an approach which every teacher of Social Science cannot use in teaching.
Topical Approach
In this approach selected topics of study suitable for the age, ability and interest of
children are included in the curriculum and each topic is delt with completely in the
class where it is first introduced. Each topic is concerned as an entity and all the topics
are linked together by the teacher with the help of link lessons. For the children of the
age group 13+(above 13) this approach is quite possible. The curriculum maker takes
particular topics as the central theme of Social Science learning at different levels of
instruction. At each stage the topics vary in accordance with the age ability and interests
of the children. In the primary classes, the child may start the study of the developments

6. of concrete and familiar things such as food, clothing, shelter and means of transport. In
the middle classes, he may be introduced to more important and more difficult topics
like history of institutions and of government. In the secondary classes student may be
provided with ideas about ideologies like communism, socialism, capitalism etc.
Merits
1. This approach provides an action plan for dealing with waste material in a logical and
rational ways. It helps the pupils to understand the facts in their developmental sitting.
2. This approach can be adapted according to the age, ability and aptitude of the children.
3. It imparts a sense of purpose to the pupils because of the total perception attempted.
4. This approach enabled the teacher to control the subject matter and adapt it to the
varying needs of the children.
Limitations
1. It destroys the continuity of subject matter.
2. Since many aspects involved in a topic may be beyond the congnitive competencies of
pupils in lower classes a complete study of the topic will not be psychologically
desirable. More over discovery approach of learning will not be possible because of the
above reason.
CONCLUSION
Though curriculum is the core of the whole educational enterprise. In order to
realize the objectives of teaching Social Science effectively it is inevitable to organize to
curriculum in the most psychologically and logically cohevent manner. The concentric
approach follows maxims of teaching such as from whole to part, simple to complex,
easy to difficult etc. The spiral approach is nothing but devising a strategy that fosters
continuous unbroken learning of the subject matter of Social Science through the
various stages of education. In topical approach, certain topics of study makeup the
whole syllabus. This different approach help the curriculum construction in a systematic
manner.
Multiple Choice Questions
1. What are the main approaches to construction of Social Science curriculum.?
{a).Concenrtic, b). Spiral, c). Topical, d).All of these}
Ans: All of these

7. 2. The simultaneous teaching of Social Science components can be organized by -------------
approach.?
{a). concentric, b). spiral, c). topical, d). Non of these}
Ans: Spiral
3. In which approach, certain topics of study make up the whole syllabus.?
{a). Topical, b). Spiral, c), Unit, d).Concentric}
Ans: Topical
4. Who is the main exponent of concentric approach.?
{a). Kilpartic, b). Bruner, c). Vygotsky, d). Piaget}
Ans: Bruner
5.------------ approach is nothing but devising a strategy that fosters continuous unbroken
learning of the subject matter of Social Science through the various stages of education.?
{a).Topical, b).Concentric, c).Spiral, d).All of these}
Ans:Spiral
6.Which approach of curriculum construction follows the maximum of teaching.?
{a).Concentric, b). Spiral, c). Topical, d).Unit}
Ans: Concentric
7.In which topics are linked together by the teacher with the help of link lessons.?
{a).Spiral, b). Concentric, c).Topical, d),Non of these}
Ans:Topical
8.The historical type of such as social, economic and cultural aspect of the society knowledge
and understanding are provide with the help of --------------- approach.?
{a).Spiral, b).Concentric, c).Topical, d).Non of these}
Ans: Spiral
9.----------------------- include correction and integrated approaches in a purposive way.?
{a).Concentric, b).Topical, c).Spiral, d).Non of these}

8. Ans: Spiral
10.------------------- Approach considers simultaneous developments of social dimentions.?
{a).Concentric, b). Topical, c).Unit, d).Spiral}
Ans: Spiral.