Cambridge, MA: MIT Press. McGraw-Hill Education's website features supplemental materials, games, assessment and planning tools, technical support, and more. The Spiral Bound Nature Notebook… can be found at Jenny Phillips website, Jenny Phillips The Good and the Beautiful Homeschool Curriculum – Spiral Bound Nature Notebook . paradigms suggest new concepts for training. (2015) that there is no conflict between a spiral curriculum and a more traditional approach to teaching. Several students noted how ‘light’ was treated as a particle in earlier topics, but as a wave for the double slit experiment, and questioned how that was possible – showcasing both critical thinking and ever-evolving communication skills. creates more robust pathways for recalling information. The implementation of the ‘spiral curriculum’ approach at Brentwood School was informed by observations colleagues and I made regarding difficulties encountered by lower sixth (L6) students in solving questions which branched across multiple topic areas. Spacing effects and their implications for theory and practice. Journal for Research in Using Lifespace to bring coherence and purpose to a broad and balanced curriculum, Mindfulness as part of a broad and balanced curriculum, Developing self-regulating learners: Embedding meaningful reflection in lessons, Head, heart and hands: Cognitive science casts new light on some old words of wisdom. Available at: (accessed 26 March 2019). • The spiral curriculum also allows a logical progression from simplistic ideas to complicated ideas. New conceptualizations of practice: Common principles in three For example, teacher A looks at circular motion, and teacher B then links it to gravitational fields. What might a knowledge-rich ‘humanities’ curriculum look like in the primary school? diverse forms of learning. h�b``�b``������=�A�XX���I�����a�D~����@FGGGGGXlآ@��&2H�ESY71�fbc^�,�p�ـ����ٓ9�� Easy learning often doesn’t lead to the best retention; more Using spacing to enhance Roediger, H. L. A coherent curriculum: A consideration of the IBDP as a model for curriculum design, Impington Village College – extending the IB model of creativity, activity and service to involve students from Years 7 to 13, Curriculum development through dialogue: A broad and balanced process, Language analysis in schools: A collection of articles co-published with the Languages, Society and Policy Journal, Embodied meaning making: The use of gesture in the responses of year 1 children to multimodal artefacts, Subject scholarship as a mechanism for developing trainees’ reflective practice and teachers’ curricular thinking, Spatial ability as a gateway to STEM success, The role of the humanities in a balanced and broadly based primary curriculum, Science literacy – science education for everyday life, Making time for music: Advocating a place for music in the curriculum, Disaffection in mathematics and its curriculum implications, Navigating the mathematics curriculum in England from Year 7 to GCSE, An optimistic education: Rebalancing the curriculum to more accurately convey human progress, Happy Mistakes: Art-based learning through failing, ‘We’re going to be the persons that tell stories’: An exploration of how digital technologies can enhance children’s learning in the Early Years, A reflection on a project to promote high engagement in the Early Years curriculum, Evidence-informed teaching in a disadvantaged environment, The role of early student leadership – building skills for future impact, Addressing the vocabulary gap using the Pattern Grammar approach, Students who rely on augmentative and alternative communication – literacy and curriculum access, Supporting achievement and progress in English academic writing courses through exemplars, How job-sharing can broaden and balance the primary curriculum, Moving beyond student IDs: Strategies to support multicultural awareness in the online (and face-to-face) classroom. Woodbridge: John Catt Educational Limited. Our questioning requires students to make connections between topics, which teaches them the important study skill of elaboration (Dunlosky, 2013). Available at: (accessed 18 February 2019). While the full impact of the shift from linear to spiral curriculum is yet to be evaluated, success in terms of student progress and engagement is suggested by both student voice and assessment. is effective: EM students outscore comparable non-EM students on assessments of long-term learning, such as end-of-year standardized tests. However, our experience agrees with Wilson et al. motivation: Advances in research and theory (Vol. These forces between molecules are revisited when the separation of crude oil is studied and finally in Year 11, in terms of modifying the properties of polymers. We adapted this structure by bringing some related ideas together in order to explore their connections. This can help students to apply their knowledge in unfamiliar situations (Willingham, 2002). spacing (in which topics are revisited after students have had time to forget) than with massing (in which He describes the benefits of spaced practice and spreading topic revision over a period of time. When implemented as intended, EM’s spiral Join the Virtual Learning Community to access EM lesson videos from real classrooms, share EM resources, discuss EM topics with other educators, and more. ), Psychology of learning and Students display high levels of interest and engagement by often asking, ‘What are we learning today?’ or ‘What are we learning next?’ I have also noted that students are able to make cross-topic links when unprompted. 197-236). Educational Psychology Review (2012): 1-21, Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). In D. Gopher & A. Koriat 53, pp. Everyday Mathematics (EM) spirals because spiraling works. Does research on retrieval practice translate into classroom practice? Most curricula are not designed to take advantage of the spacing effect, much to the frustration of the