The Spiral Curriculum: Bruner's Approach to Revisiting and Building Knowledge

What is a Spiral Curriculum in Education?

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Spiral Curriculum: Key Principles

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A spiral curriculum is an educational approach developed by Jerome Bruner where key topics are revisited multiple times throughout a student's education, with each encounter building on previous understanding and introducing greater complexity. Unlike traditional linear teaching that covers a topic once and moves on, the spiral approach returns to core concepts as students' cognitive abilitiesdevelop. This method transforms shallow memorization into deep understanding by allowing learners to gradually master complicated ideas.

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Jerome Bruner's spiral curriculum has profoundly influenced how we think about curriculum design. As one of the most influential education theorists, Bruner's work continues to shape modern teaching practices. The core idea is simple but powerful: topics should be revisited repeatedly throughout education, with each encounter building on previous understanding and introducing greater complexity. Rather than teaching a topic once and moving on, the spiral approach returns to key concepts, allowing students to deepen their understanding as their cognitive abilities develop. This approach has significant implications for how we sequence learning across years.

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Key Takeaways

Stage/LevelAge RangeKey CharacteristicsClassroom Implications


Early yearsSimple exposure to basic concepts, concrete examples, foundational understandingUse visual aids, hands-on activities, real-world connections

ElementaryBuilding on previous knowledge, introducing slightly more complex ideas, making connectionsGroup work, problem-solving activities, relating to prior learning

Middle yearsGreater depth and abstraction, applying concepts to new situations, developing analytical skillsCross-curricular connections, collaborative projects, varied teaching methods

Upper yearsComplex applications, abstract thinking, mastery of underlying principles, real-world problem solvingStudent-led inquiry, advanced problem solving, preparation for practical applications

The spiral approach allows the earlier introduction of complicated ideas traditionally reserved for later stages of the learning process after learners have mastered some key themes that involve deeper understanding and may discourage pupils who wish to apply their conceptual learning to real-world applications. In this article, we will explore how this curriculum concept can improve long-term learning and provide some ideas for strategies and tools that classrooms can embrace. If your classroom is interested in developing collaborative learning environmentsthen please explore the rest of our website for ideas and inspiration.

The spiral curriculum, as advocated by Jerome Bruner, is a form of learning that encourages the revisiting of topics and key concepts, building on previous course material in a cyclical and spiralling manner.

This approach to teaching enables students to gain a deeper understanding of fundamental principles, whilst also ensuring that they are regularly exposed to subject matter at different levels of complexity. By utilising this approach, teachers can support better learning outcomes by enabling students to gradually build on their knowledge and understanding over time, rather than just focussing on the memorisation of isolated facts.

The spiral curriculum approach can be particularly effective when attempting to teach complex or abstract concepts, such as mathematical formulae or scientific theories. By revisiting these topics repeatedly, students gain a greater understanding of the underlying principles and can apply this knowledge more effectively in practical or real-world situations.

To maximise the benefits of this approach, teachers can utilise a range of teaching methods, such as group work, problem-solving activities, and visual aids, to ensure that all learners are fully engaged with the subject matter. Ultimately, the spiral curriculum is an effective way of achieving better student learning outcomes by encouraging a deep understanding of key concepts, and ensuring that learners feel confident applying their knowledge in real-world situations.

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How Do You Create a Spiral Curriculum?

Creating a spiral curriculum requires mapping key concepts across year groups and planning how each topic will increase in complexity with each revisit. Teachers should collaborate across year levels to ensure concepts build coherently, starting with basic foundations and adding layers of understanding each time students return to the topic. The key is ensuring each encounter adds new dimensions rather than simply repeating the same material.

For designing a curriculum in a spiral approach, teachers need to build units of work with:

• Increasing complexity; and
• A start where the last unit ended.

The spiral curriculum model indicates that courses do not include just a single lesson. Each unit of work or course that is taught to the students builds upon previously taught concepts.

The spiral curriculum model forces teachers to work with their fellow teachers who taught the same group of children in the previous year or who are likely to teach the same group of children in the upcoming years to build a cohesive strategy of teaching. For example, Teachers of a class may use a tool like Bloom’s Taxonomy to generate student learning outcomes at a different step of student learning.

Teachers may create learning outcomes with increasing complexity levels. In early classes, a learner may only demonstrate a ‘basic understanding’ of a concept. At the second iteration, learners may need to ‘analyse' or 'critique’. In the ultimate iterative revisiting, the learners may ‘create’ something new on basis of previous learning.

The spiral classroom practice is very common to teach adult learners, where foundational knowledge is gained from freshman courses and the level of complexity increases from there. In the final stage of development or revisiting a topic, a learner may create a dissertation or capstone project that demonstrates the most complex form of student learning i.e. Developing something new.

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What are the key principles of The Spiral Curriculum?

The spiral approach to curriculum design has 3 main principles that add up to the approach nicely. These three key principles of The Spiral Curriculum are:

1. Cyclical: Learners must return to the same topic many times all through their school career;
2. Increasing Depth: Every time a pupil returns to the concept it must explore more complexity and be learned at a deeper level;
3. Prior Knowledge: A student’s previous knowledge must be used when the learner comes back to the same concept so that he builds from the foundation instead of starting from the beginning.
   
   1. Harden, & Stamper (1999) explored the organisation of curriculum content and the overall structure, emphasising the relevance of a spiral curriculum in breaking down barriers between courses and departments and looking at the overall aims of the curriculum.
   2. Clark, Dibiasio, & Dixon (1998) developed a project-based, spiral curriculum for chemical engineering, emphasising repetition and integration of topics with increasing complexity. This approach aimed to increase motivation for learning and retention of basic skills and concepts.
   3. Schmidkunz & Büttner (1986) described a spiral curriculum for chemical education, presenting fundamental knowledge at different levels of understanding, from a phenomenological point of view to deeper understanding, emphasising flexibility in teaching across various school types.
   4. Kosheleva & Villaverde (2018) provided a mathematical foundation for the spiral curriculum, showing that under reasonable assumptions, the optimal sequence of presenting material should indeed follow a spiral pattern, with topics revisited at increasing levels of depth, detail, and sophistication.
   5. Coelho & Moles (2016) evaluated student perceptions of a spiral curriculum, focusing on understanding, perceived benefits, and confusion over time. The study found that understanding and appreciation of the spiral curriculum increased with time, with consolidation of knowledge seen as a predominant advantage.

Developing a coherent learning sequence can be complex and you may want to look at the Universal Thinking Framework for some practical ideas. Another approach to curriculum design is to embrace graphic organisers. These learning tools help students understand bodies of knowledge at a greater depth. If your school wants to take a constructivist approach, then you might want to head over to our mental modelling page where you can find out about the pioneering block building pedagogy.

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Why is the Spiral Curriculum recommended?

Spiralling curriculum design is grounded in cognitive scienceand brain-based learning. It encourages previous lessons reinforcement which leads to key skill retention for future learning opportunities. Spiral learning enables students to go back and look at the previous course material. It is similar to adding new details with old knowledge.

The new knowledge has a context to relate itself to, which was built in previous classes. Slowly creating residual knowledge by way of repeated exposure complements more with how our brains work, rather than striving to remember a whole complex concept all at once, in a single school year. The spiral structure also allows for making connections between topics of other subject areas.

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What is an ideally spiralling curriculum?

The curriculum is mostly regarded as a logical progression of distinct skills and knowledge providing the basis for future learning. In an ideally spiralling curriculum, students are acquainted with and taught the concepts and ideas in different grade levels in developmentally appropriate ways. For example: In 2nd grade the learners create a flipbook for their observations about the Sun; in 3rd-grade students learn about basic Sciences of the movements of the moon, earth and sun and what are the reasons behind the changes they observed; in 5th-grade students develop more complex levels understanding of common principles of astronomy to their knowledge; and students in 6th grade learn how people of the old ages used movements of the stars, moon and sun to learn about the impact of the moon on tides on earth and to develop complex calendars.

Spirals can be short at times. For example: in 6th-grade social studies, students learn about the rise of civilizations and agricultural revolution and follow up in 7th grade with how these led to patriarchies. Students must depend on their previous understanding of the facts they have learned to solve the more complex problems. Similarly, the level of difficulty for the concepts of addition and subtraction become more intense as learners move through the grades. The basic skills of adding and subtracting become more advanced and spiral in elementary school, to learn algebra in higher classes and beyond.

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What is the difference between Spiralling and Repeating?

remember that a spiralling approach to education is different from repeating the same content and skills over and over. Spiralling means being introduced to basic knowledge and then gradually building on the knowledge and learning more complex ideas. For instance, in 1st grade and the start of 2nd grade, students are acquainted with basic ideas for addition and subtraction. Then the students memorize the facts about numbers so that they no longer have to use number lines or count on fingers.

The complexity of addition and subtraction is then increased by introducing students with 2 digit numbers. In science, learners in 1st grade are mostly introduced to the 5 senses and the names of each organ involved. In secondary grades, students get learning experience for more complex topics about senses, perform dissections of animals and observe various systems to develop a deeper understanding.

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The spiral curriculum is a curriculum in which the same topic is taught over time, but with increasing complexity. The main advantage of using a spiral-based problem-based learning curriculum is that it continues to expose the pupils to a wide variety of disciplines, topics/concepts until they master it by reviewing it repeatedly. When learners re-engage with a concept over and over again, they recall prior knowledge in their memory and build on to it. The spiral approach to teaching focuses on the open-ended nature of understanding.

It demonstrates that learning never ends and is a lifelong process. Although, the spiral curriculum approach is widely considered as an appropriate approach that leads to long-term learning for the students. Some limitations of the spiral curriculum include the risk that the curriculum becomes too crowded and rigid and that the teachers will have to re-teach concepts that were forgotten or not taught well enough the last time the concept was taught.

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How Can Early Years Teachers Implement Spiral Learning?

Early years teachers can implement spiral learning by introducing complex concepts through simple, concrete experiences that lay foundations for future abstract thinking. For example, mathematical concepts like patterns can start with physical objects and songs, then progress to number sequences in later years. The focus should be on creating meaningful first encounters with ideas that will be developed throughout the child's education.

Jerome Bruner's spiral curriculum model can be highly effective for early years learning environments for children between four and six. By embracing the spiral learning approach, teachers can ensure better child development outcomes, enhance conceptual learning, and develop residual knowledge in children.

To effectively embrace the spiral curriculum, teachers must consider the prerequisite knowledge that is necessary to build on existing skills and understanding of the subject matter. For instance, by introducing foundational concepts such as numbers, colours, and letters, teachers can create a basis for further learning.

As children progress, teachers can gradually introduce topics with increasing complexity levels. For example, teachers can introduce simple mathematical calculations such as addition and subtraction before progressing to more complex topics such as multiplication and division. This process ensures that children are building on prior knowledge, and the learning is scaffolded appropriately.

Furthermore, teachers can ensure better child performance by regularly revisiting previously learned concepts which enable children to consolidate their knowledge and to learn how to apply new concepts in real-world scenarios. Teachers can also provide opportunities for children to learn in a group setting, developing collaboration and peer-to-peer learning.

Finally, the importance of residual knowledge cannot be overstated. Teachers can develop this by intentionally ensuring that the concepts learned by the students are coherent and interconnected, enabling them to apply the knowledge in all settings. Overall, early years' learning environments for children can fully embrace the spiral curriculum model to promote optimal child development and the development of conceptual learning.

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What Are the Best Resources for Learning About Spiral Curriculum?

The best resources for understanding spiral curriculum include Bruner's original work 'The Process of Education' and contemporary research on curriculum sequencing and cognitive development. Educational journals often feature case studies showing successful spiral curriculum implementation across different subjects. Professional developmentworkshops and teacher collaboration networks also provide practical insights for classroom application.

Here are five key studies discussing the concept and implementation of the spiral curriculum:

These studies highlight the effectiveness and strategic importance of the spiral curriculum in enhancing understanding, facilitating repeated engagement with core concepts, and promoting deeper learning across various educational levels and disciplines.

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Frequently Asked Questions

What is a spiral curriculum and how does it differ from traditional linear teaching?

A spiral curriculum is an educational approach developed by Jerome Bruner where key topics are revisited multiple times throughout a student's education, with each encounter building on previous understanding and introducing greater complexity. Unlike traditional linear teaching that covers a topic once and moves on, the spiral approach returns to core concepts as students' cognitive abilities develop, transforming shallow memorisation into deep understanding.

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How can teachers practically create a spiral curriculum across year groups?

Creating a spiral curriculum requires mapping key concepts across year groups and planning how each topic will increase in complexity with each revisit. Teachers should collaborate across year levels to ensure concepts build coherently, using tools like Bloom's Taxonomy to generate learning outcomes at different complexity levels, starting with basic understanding and progressing to analysis, critique, and creation.

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What are the three key principles that make spiral curriculum effective?

The three key principles are: Cyclical (learners must return to the same topic many times throughout their school career), Increasing Depth (every revisit must explore more complexity at a deeper level), and Prior Knowledge (students' previous knowledge must be used as a foundation when returning to concepts). These principles ensure that each encounter adds new dimensions rather than simply repeating the same material.

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What teaching methods work best at different stages of the spiral curriculum?

At the initial introduction stage, teachers should use visual aids, hands-on activities, and real-world connections. During elementary revisits, group work and problem-solving activities help build connections, whilst middle years benefit from cross-curricular connections and collaborative projects. Advanced revisits require student-led inquiry and complex problem-solving activities that prepare students for practical applications.

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How does spiral curriculum help with teaching complex or abstract concepts?

The spiral approach is particularly effective for complex concepts like mathematical formulae or scientific theories because it allows earlier introduction of complicated ideas traditionally reserved for later stages. By revisiting these topics repeatedly at increasing levels of complexity, students gain greater understanding of underlying principles and can apply knowledge more effectively in practical situations.

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What is the crucial difference between spiralling and simply repeating content?

Spiralling differs from repetition because each revisit must build upon previous understanding and introduce greater complexity, rather than covering identical material. The key is ensuring each encounter adds new dimensions, deeper analysis, or more sophisticated applications, preventing boredom whilst systematically developing mastery of fundamental principles.

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How should teachers collaborate to ensure spiral curriculum works effectively across different year groups?

Teachers need to work closely with colleagues who taught the same children previously and those who will teach them next to build a cohesive teaching strategy. This collaboration involves mapping learning progressions, ensuring each unit builds where the previous one ended, and coordinating teaching methods to create coherent learning journeys that develop year-on-year rather than in isolation.

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Further Reading: Key Research Papers

These peer-reviewed studies provide deeper insights into the spiral curriculum: bruner's approach to revisiting and building knowledge and its application in educational settings.

The relevance of Vygotsky's constructivism learning theory with the differentiated learning primary schools 64 citations

Wibowo et al. (2025)

This study examines how Vygotsky's constructivist learning theory can be applied to differentiated learning in elementary schools, focusing on adapting classroom instruction to meet individual student needs. Teachers implementing Bruner's spiral curriculum will find this relevant because both Vygotsky and Bruner emphasised constructivist approaches where students build knowledge progressively, and understanding how to differentiate instruction supports the spiral curriculum's goal of revisiting concepts at appropriate developmental levels.

Research on spiral theory-based cybersecurity curriculum development (Author, Year) provides a comprehensive framework for structuring cybersecurity education through progressive complexity, where foundational concepts are revisited and expanded upon at increasingly sophisticated levels throughout the learning journey.

Basu et al. (2018)

This paper describes the development of a cybersecurity curriculum based on spiral theory principles, applying Bruner's approach of revisiting core concepts with increasing complexity across multiple courses. Teachers interested in spiral curriculum design will find this valuable as a concrete example of how spiral theory can be implemented in a specialised field, demonstrating practical strategies for building foundational concepts that are reinforced and expanded throughout a program.

Research on constructivist theory in foreign language teaching 83 citations (Author, Year) demonstrates how learners actively construct knowledge through meaningful interaction and authentic communication experiences, offering valuable insights for educators seeking to move beyond traditional grammar-translation methods towards more engaging and effective language acquisition approaches.

Suhendi et al. (2018)

This study explores John Dewey's constructivist learning theory and its application to foreign language learning and teaching, examining how students can actively build their ownunderstanding. Teachers working with spiral curriculum will benefit from understanding Dewey's constructivism because it shares fundamental principles with Bruner's approach, particularly the emphasis on students constructing knowledge through experience and the importance of building new learning upon previous understanding.

Integration and Evaluation of Spiral Theory based Cybersecurity Modules into core Computer Science and Engineering Courses 12 citations

Basu et al. (2020)

This paper evaluates the integration of spiral theory-based cybersecurity modules into core computer science and engineering courses, demonstrating how cybersecurity concepts can be woven throughout a curriculum rather than taught in isolation. Teachers implementing spiral curriculum approaches will find this study useful as it provides evidence-based examples of how to embed recurring themes across multiple courses, showing practical methods for reinforcing and deepening understanding over time.

Research on discovery learning in Islamic religious education 14 citations (Bruner's theory application) demonstrates how constructivist approaches can enhance student engagement and understanding in religious pedagogy through guided exploration and inquiry-based methods.

Khoiriyah et al. (2021)

This study examines Jerome Bruner's discovery learning theory and its role in Islamic religious education, focusing on how students can actively discover and construct knowledge through guided exploration. Teachers interested in Bruner's educational theories will find this relevant because it demonstrates how Bruner's discovery learning complements the spiral curriculum approach, showing how students can be guided to rediscover and deepen their understanding of concepts through structured inquiry at different developmental stages.

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15 Strategies for Implementing a Spiral Curriculum

1. 1. Map your curriculum to identify natural opportunities for revisiting key concepts
2. 2. Create explicit links between current and previous learning in lesson introductions
3. 3. Use retrieval practice at the start of units to activate prior knowledge
4. 4. Design assessments that require integration of concepts across multiple units
5. 5. Build in spaced practice opportunities for foundational skills throughout the year
6. 6. Create visual curriculum maps showing how topics connect and build
7. 7. Use consistent vocabulary and frameworks that develop in sophistication
8. 8. Plan low-stakes quizzes that include questions from earlier in the spiral
9. 9. Design homework that revisits concepts from previous terms
10. 10. Create cumulative projects that demonstrate progression of understanding
11. 11. Use interleaving to mix current topics with spiral review
12. 12. Develop tiered resources that scaffold increasing complexity
13. 13. Share curriculum maps with students to show learning progression
14. 14. Collaborate across year groups to ensure coherent spiralling
15. 15. Build reflection activities that help students see their own growth