PAWILEN`S MODEL FOR

DEVELOPING
CURRICULUM
Curriculum Sources
Learners

Society

Curriculum
 Learners
The learner as a curriculum source is very
important. Knowing their interests, needs, learning
styles, thinking styles, culture, socio-economic
status, gender and other variables are significant
data for curriculum workers in making appropriate
choices in curriculum decision-making (Print,
1993).
Society
Society is also considered as a source of curriculum.
Knowledge about the society provides better understanding
of the context in which the curriculum will be implemented.
Cultural values, beliefs, attitudes, political and economic
systems, and the physical environment directly or indirectly
affect curriculum development because the learners are an
integral part of the society.
Discipline
Understanding the nature of discipline is
also essential in curriculum development. It can
provide data for making decisions as to what
contents should be included in the curriculum and
how to organize the contents of the curriculum.
 As shown in the model in Figure 12, the curriculum
sources are considered vital in conducting situational analysis.
Curriculum sources provide necessary data in determining the
goals and objectives of the curriculum. These curriculum sources
are also valuable in making decisions on the development of
curriculum standards. In the revised model (see Figure 12), an
arrow connects the curriculum sources to Phase III
Curriculum influences
External

Internal

Organizational
 External influences are social factors that
directly influence curriculum decision making.
External These factors are society, market demand,
govermanent, disciplinary associations, and
alumni.
Internal factors are those that are
related to the school like faculty
Internal members, students, disciplines, and
program mission.
Organizational influences are school factors but
they are more concerned with the governance of
Organizational the program and support system like school
resources, leadership, governance, and program
relationship (Stark & Lattuca, 1997).
 In the revised model, the various curriculum influences are integral, as shown by an
arrow connecting the curriculum influences and the development of curriculum standards. In
all phases of curriculum development, these curriculum influences are always considered.
For example, new government policies, in most cases, need to be implemented immediately.
Change in school leadership and programs also need immediate action. Consequently, at any
point, the curriculum influences may have direct or indirect effect to curriculum
development. The broken arrows connecting the curriculum influences with the different
phases of the curriculum development show this. This influence makes the model dynamic,
it always considers the changing nature, needs, and demands of its context.
By nature, curriculum sources and influences serve as bases for selecting and making
decisions about the various elements of curriculum: intent, content, learning experiences,
and evaluation.
Thank you