In most biology departments, a spiral curriculum can be seen in schemes of work (SOW) and in the point order of exam board specifications. For good reason. A subject in which key concepts underpin more complex ideas, such as knowledge of protein structure and function being essential to understanding the selectively permeable nature of cell membranes, requires the teaching sequence to be carefully planned. There should be opportunities to revisit key concepts in different contexts. Typically, biology curricula are
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