The document discusses the spiral curriculum, an approach to teaching where basic facts are first introduced without details, and then more details are added with each repetition to help reinforce learning. It is both a sequencing and teaching strategy that exposes learners to concepts and skills through continually revisiting topics with increasing complexity. An example spiral curriculum for science is provided, showing how topics like characteristics of living things are revisited each year with more details. The approach aims to improve retention of concepts while allowing progressive elaboration of topics to broaden understanding.

1. A New Feature To The
K To 12 Curriculum

2. THE
SPIRAL
CURRICULUM

3. The spiral approach is a technique often
used in teaching where first the basic
facts of a subject are learned, without
worrying about details. Then as learning
progresses, more and more details are
introduced, while at the same time they
are related to the basics which are
reemphasized many times to help enter
them into long-term memory.
What is a spiral
approach?

4. ROLES OF SPIRAL APPROACH
IN TEACHING:
A
sequencing
strategy.
A
teaching
strategy.

5. -to expose the learners to
a wide variety of concepts
/topics ,skills and
attitudes that are deemed
of “continual concern of
everyone “until they are
mastered.

6. A spiral curriculum
design is one in which
“key concepts are
presented repeatedly
throughout the curriculum,
but with deepening layers
of complexity.”

7. After a mastery of the initial
topic, the student “spirals
upwards” as the new knowledge is
introduced in next lessons,
enabling him/her to reinforce
what is already learned. In the
end, a rich breadth and depth of
knowledge is achieved.

8. With this procedure, two
purposes are served :
1. The previously learned
concept is reviewed hence
improving its retention
2. The topic may be
progressively elaborated
when it is reintroduced
leading to a broadened
understanding and transfer
of learning.

9. In structuring a course, certain
prequisite knowledge and skills must be first
mastered which in turn provides linkages
between each lesson as the students “spirals
upwards” in a course of study.

10. Grade 3 Grade 4 Grade 5 Grade 6
Characteristics Of
Living Things
Parts And Functions
Of Living Things
a. Human
b. Animals
c. Plants
Interaction of Living
Things with the
Environment
Humans:
Major Organs Of The
Body
Care For Them
Diseases
Animals, Plants
Terrestrial
Aquatic
Life Cycles
Interactions:
Beneficial
Harmful
Stages Of Growth and
Development
Development Of
Secondary Sex
Differences in modes
Of reproduction in
Human ,Animals,
Plants.
Flowering plants
Nonflowering Plants
Human Body System
Musculoskeletal
System
Digestive System
Circulatory System
Humans, of Animals
and Plants
Respiratory System
Characteristics of
Vertebrates and
invertibrates
Economic importance
Caring for animals.

11. The Learning Spiral
Is a curriculum design
framework which will help
science teachers construct
lessons, activities or projects
that target the development of
thinking skills and dispositions
which do not stop at
identification , instead facilitate
implementation of the desired
performance.

12. • Is a curriculum design tool which
will help develop concrete and
practical thinking-centered lessons
that make students performances
of understanding explicit .it may
be used to structure an entire
project which can readily fit into
the regular curriculum and can
help design thinking centered
lessons..

13. Learn with focus on the learners,
and
learning in a real situation as the
teachers facilitate their students
to learn from experience,
activities and work, leading to
the development of learners in all
aspects , physical, mental,
emotional, social and intellectual.
The learner-
centered approach is characterized
by:

14.  In adopting the spiral
approach, the teachers will be
enriched with varied experiences
in preparing every science lesson
and curriculum a proper blending
of concepts, skills and values
from the natural and physical
sciences and appropriately
sequenced from a start upward
according to the level of difficulty.

15. One should always
remember that one keeps
moving upward, but keeps
returning to the
fundamentals through
reviews but adding more.

16. His idea was that transfer of thinking
processes from one context to another
required students to learned the
fundamental principles of subjects and
to explore ideas on a deeper level
rather than just mastering facts and
rote learning procedures.
BRUNER emphasized the gains that
can be acquired by developing students
powers of analysis ,judgment and
memory in order to increase capacity
to transfer learning into new students.

17. In the spiral
progression
approach, the
first basic
facts of a
subject are
learned
without
worrying
about details.
In spiral
teaching ,
teacher
moves
upward but
keeps
returning to
the
fundamentals

18. Mylene Mendez
Joy Desire Moldez
Charo Montenegro
Ivy Mariel Najarro
R