This paper explores the spiral curriculum with particular reference to higher education and within the business related degree programmes. An initial literature engagement highlights sources which are key to understanding the spiral curriculum in university education. Further literature analysis critically examines and demonstrates the higher education consistency of the spiral curriculum with other university relevant pedagogies/andragogies namely the longstanding cognitive domain taxonomy and the developing threshold concepts paradigm -- including and especially in context of business related studies. Drawn in part from the literature analysis, this paper then puts forward a typology for classification of the revisiting aspect of the spiral curriculum, here termed DUPE (Deployment, Underpinnings, Practice and Examination). The sensemaking and simplifying value of this typology is indicatively explored, alongside the above stated paradigms, through primary research interviews with a selection of core module (marketing, finance/accounting, people management/ organisational behaviour) business tutors from a UK higher education provider. Despite sample limitations in terms of single institution focus and lack of research on students' experience, findings strongly indicate that; a) the spiral curriculum revisiting process fits within effective business degree delivery; and b) neither the DUPE typology nor the threshold concepts paradigm supersede the cognitive domain taxonomy as a simplifying sense-making depiction approach of that revisiting, but that both add explanatory value as to the way in which the spiral curriculum revisiting takes place.