This document provides an overview of the concept of hidden curriculum and its role in schools. It defines hidden curriculum as the unintentional lessons learned by students through the routines, norms, and social interactions at school. The hidden curriculum can influence students' perspectives on issues like gender, social class, and culture. It then examines the role of hidden curriculum through school rituals and culture, celebrations of events and festivals, and rules and discipline. Specific school examples are provided for each area to illustrate how hidden curriculum shapes students' experiences and learning beyond the formal academic curriculum.

1. GUJARAT RESEARCH SOCIETY
Hansraj Jivandas College of Education , Khar (west) – 400052.
NAME :Daulat Yusuf Gori
YEAR : F. Y. B.Ed (Semester 1)- 2023 - 24
ROLL NO: 10
SUBJECT: Knowledge & Curriculum (CC – 2)
TOPIC : Critical examine role of hidden curriculum with reference to
school rituals , celebrations and rules & discipline - Assignment – 2

2. TABLE OF CONTENTS -
NO. NAME
1. Introduction
2. Hidden Curriculum
3.
Role of hidden curriculum
with reference to
.
i. SCHOOL CULTURE
AND RITUALS
ii CELEBRATION OF
EVENTS AND
FESTIVALS AT SCHOOL
iii RULES AND
DISCIPLINES
4. Conclusion
5. References

3. 1. Introduction :
Curriculum is one of the most important items in the educative process. The
curriculum, in fact, is the fundamental problem which determines the ‘warp’
and ‘woof’ of the process of education. What to do and how to do is the very
essence of curriculum.
Etymologically, the term curriculum is derived from the Latin word “currere”
which means run or run way or a running course. Thus, curriculum means a
course to be run for reaching a certain goal. Arthur J. Lewis and Mid Alice
(1972) defined curriculum as “a set of intentions about opportunities for
engagement of persons to be educated with other persons and with things (all
bearers of information process, techniques, and values) in certain
arrangements of time and space.
” A curriculum means, the total situation (all situations) selected and
organized by the institution and made available to the teacher to operate and
to translate the ultimate aim of education into reality. In the words of
Cunningham, curriculum is a tool in the hands of the artist (the teacher) to
mould his material (the pupil) according to his ideal (objective) in his studio
(the school). The material is highly self-active, self-determining human being
who reacts and responds consciously. Curriculum may be defined as the
“social environmental in motion”. It is the sum total of all the activities and
experiences provided by the schools to the learners for achieving the desired
objectives. The courses of studies are merely a suggestion for curriculum
activities and procedures, a guide for teaching to follow.
Need for and Importance of Curriculum
The need of education determines the importance of curriculum. The review of
literature in this reveals that there has been changing emphasis in the process
of education. Thus, the need of curriculum is evolved the concept of
‘curriculum development’. These needs of the curriculum have been merited
as follows-
 The human can acquire knowledge while other species cannot acquire
knowledge. It is an important aspect of human beings.
 The mental aspects are trained and developed; thus, mental facilities are
trained by teaching various school subjects.
 The vocational and technical educations prepare the students for different
jobs. During British period, clerks were prepared through educational
curriculum.
 The interests and attitude are developed according to the student’s
potentialities. Curriculum is designed as child centered approach.
 The good citizens are prepared by the developing democratic way of life. It
also develops the abilities and capacity of the teachers.
 The ability of the self- realization is also developed by education and to
make good man.
 It also develops the feeling of appreciation and sound judgment.
 Education is given always for future life so that he can earn his living.
 It also prepares for scientific invention and technical development.
 It brings performance in child. It helps in all-round development.
 It is a powerful instrument for social change and social control.
Types of Curriculum:
The types of Curriculum can be given as follows-

4. In this study we are going to understand what is Hidden Curriculum and how it impacts the
students.
2. Hidden Curriculum :
A hidden curriculum can be defined as the lessons that are taught informally, and
usually unintentionally, in a school system. These include behaviours, perspectives,
and attitudes that students pick up while they are at school. This is contrasted with
the formal curriculum, such as the courses and activities students participate in. A
hidden curriculum is a side effect of an education which are learned but not openly
intended" such as the transmission of norms, values, and beliefs conveyed in the
classroom and the social environment. Any learning experience may teach
unintended lessons.
Areas of hidden curriculum in our schools that mould perspectives of students deal
with issues such as gender, morals, social class, stereotypes, cultural expectations,
politics, and language. Hidden curriculum is often found within the formal curriculum
of a school; this may be partially in what is not taught. Various aspects of learning
contribute to the success of the hidden curriculum, including practices, procedures,
rules, relationships, and structures.
Many school-specific sources, some of which may be included in these aspects of
learning, give rise to important elements of the hidden curriculum. These sources
may include, but are not limited to, the social structures of the classroom, the
teacher’s exercise of authority, rules governing the relationship between teachers
and students, standard learning activities, the teacher’s use of language, textbooks,
audio-visual aids, furnishings, architecture, disciplinary measures, timetables,
tracking systems, and curricular priorities. Although the hidden curriculum conveys
a great deal of knowledge to its students, the inequality promoted through its
disparities among classes and a social status often invokes a negative connotation.
Since the hidden curriculum is considered to be a form of educationrelated capital, it
promotes this ineffectiveness of schools as a result of its unequal distribution. As a
means of social control, the hidden curriculum promotes the acceptance of a social
destiny without promoting rational and reflective consideration. Although the hidden
curriculum has negative connotations, it is not inherently negativeducational
approaches, such as democratic education, actively seek to minimize, make explicit,
and/ or reorient the hidden curriculum in such a way that it has a positive
developmental impact on students.
Today, it is considered that the social development of students are important as well
as cognitive development and proving social development they give importance to a
second curriculum, including social and cultural features of school, rather than
formal curriculum. Except from the curriculum which is written at school, this
curriculum is referred to as a second curriculum and referred to names such as ‘the
hidden curriculum’, ‘secret curriculum’, ‘stored curriculum or ‘non-written
curriculum’, but it does not provide a clear and distinctive elements of the official
curriculum for students, such as feelings, values, attitudes and habits of the official
curriculum of the correct knowledge is stated to be more effective (Yüksel, 2004).

5. Within the context of hidden curriculum, it is suggested that elements like social
class of the students that they come from and their academic achievement levels,
social and academic life in schools, interactions between school and the
environment, management and organizational preparations of the school, position of
the teacher and the students in classroom and school environment should be
properly taken into account during the process of character education.
It should be noted that a hidden curriculum can reinforce the lessons of the formal
curriculum, or it can contradict the formal curriculum, revealing hypocrisies or
inconsistencies between a school’s stated mission, values, and convictions and
what students actually experience and learn while they are in school. For example, a
school may publicly claim in its mission or vision statement that it’s committed to
ensuring that all students succeed academically, but a review of its performance
data may reveal significant racial or socioeconomic discrepancies when it comes to
test scores, graduation rates, and other measures of success. And because what is
not taught in school can sometimes be as influential or formative as what is taught,
the hidden curriculum also extends to subject areas, values, and messages that are
omitted from the formal curriculum and ignored, overlooked, or disparaged by
educators.
While the hidden curriculum in any given school encompasses an enormous variety
of potential intellectual, social, cultural, and environmental factors—far too many to
extensively catalogue here—the following examples will help to illustrate the concept
and how it might play out in schools.
3. Role Of Hidden Curriculum with reference to :
i. School rituals or culture:
School culture has been referred to as the ‘hidden curriculum’ of a school
(Pollard and Triggs, 1997). It forms the rites and rituals, customs, symbols,
stories, and vocabulary of a school. Students unconsciously absorb codes of
behaviour and expectations from the culture in their school, which therefore
directly affects their learning. Changing aspects of a school’s culture is not a
quick process; any actions you take may not show results for some months
or even years. The existing culture and associated behaviours may be fairly
entrenched, requiring a long-term, incremental sequence of changes before
seeing any real differences. However, being aware of a school’s culture, its
impact on your ability to lead change and having a vision of the culture you
want to develop is critical to leading for effective learning. This unit will
support you in beginning to think about the learning culture in your own
school and your leadership of it.
A school that is able to develop and maintain a positive shared culture knows
what aspects of the culture are important in developing an effective learning
environment; it consciously transmits these values to its students. Through
collective awareness and action, culture can be used positively in order to
enhance student learning and achievement, whether through small actions
such as celebrating achievements in public events, or to more largescale
projects such as developing democratic processes for teachers, students
and other stakeholders to contribute to curriculum reform

6. A positive school culture can be defined broadly to include (Character
Education Partnership, 2010):
 social climate, including a safe and caring environment in which all
students feel welcomed and valued, and have a sense of ownership of their
school; this helps students in their moral development
 intellectual climate, in which all students in every classroom are supported
and challenged to do their very best and achieve work of quality; this
includes a rich, rigorous and engaging curriculum, and a powerful pedagogy
for teaching it
 rules and policies that hold all school members accountable to high
standards of learning and behaviour
 traditions and routines built from shared values that honour and reinforce
the school’s academic and social standards
 structures for giving staff and students a voice in, and shared
responsibility for, solving problems and making decisions that affect the
school environment and their common life
 ways of effectively working with parents to support students’ learning and
character growth
 norms for relationships and behaviours that create a professional culture of
excellence and ethical practice.
Eg 1. Singing of our Father prayer every morning –
The primary purpose of praying at school is not to change circumstances;the
primary purpose of prayer is to change students! But either way,the chief
objective remains the same:to glorify God in any and every situation.
Eg 2. Flag Ceremony –
The purpose of the ceremony is to honour the flag. Flag ceremonies may be
used for opening or closing meetings or special events;honouring a special
occasion or person, or retiring a worn flag. The most important part of a flag
ceremony is respect for the flag.
Eg 3. Greeting the teacher –
To build a positive school culture. The act also helps build relationships
between students and teachers, whuch is an important part of making
connections for learning for the rest of the day. The act also builds a sense of
community in a classroom.
Eg 4. Honouring Gesture –
To performed as a sign of respect to teachers and as a way of requesting a
blessing from them.
Eg 5. School Camping –
To provide students with a comprehensive Outdoor Education experience. To
take the classroom curriculum and teach pupils environmental awareness
through direct learning in the out – of – doors. To encourage students to
develop problem solving skills.
Eg 6. Freshmen Orientation –
To create an atmosphere that minimizes anxiety, promotes positive attitudes,
and stimulates an excitement for learning. Also, to provide a welcoming
atmosphere for students and families to meet faculty, staff, and continuing
students , as well as other new students.
ii Celebrations of festivals and events at school :

7. Celebrating events and festivals at school is also an integral part of Hidden Curriculum. It
helps in learning and building a strong cultural belief. It helps in incorporating following
values in students-
 These celebrations bring the students closer to each other’s traditions and cultural beliefs
and develop respect and understanding for each other’s customs and traditions. Some of the
days celebrated in most of the schools are Independence Day, Republic day, teacher’s day,
parent’s day, etc. Apart from building relationships and friendships, such celebrations will
bring happiness and love amongst the students.
 For students, it is a great way to understand the rich heritage of India and learn about the
importance of various festivals. Along with enthusiasm and fun for the activities, qualities like
creativity and togetherness also inculcate in the students. Apart from building relationships
and friendships, such celebrations will bring happiness and love among children, friends, and
family. Many schools organize cultural exchange for students that foster intercultural learning
experiences.
Eg 1 – REPUBLIC DAY AND INDEPENDENCE DAY
 Republic day and Independence days are not only the holidays but an important day to
celebrate the freedom for which we fought for 150 years. These special days bring the sense
of responsibility and unity in children. Children from all the classes and background take
active participation. Students organize plays in memory of the freedom fighters.
 They also sing patriotic slogans and songs in the memory of the freedom fighters. The
campus reverberates with the sounds of loud thumping of drums playing the tune of the
national anthem. Along with fun and enjoyment, students learn about the struggle and pain
our freedom fighter took to make our nation free from British rule.
 Children enrich their wisdom and knowledge. Listening to the speeches of the Principal and
other dignitaries present there. Among all the festivals celebrated in schools, the National
festival stands apart as their celebration brings an unparalleled enthusiasm and excitement in
students and teachers.  They also help in nurturing the feeling of national integration and
patriotism among the young generation.
Eg 2 – HALLOWEEN EVENT
 Schools organized Halloween celebration for students from grade 1 to 9 wear different
Halloween costumes. They also arrange games ,music for students.
Eg 3- SPORTS DAY CELEBRATION
 Schools arranged a sports day in the month of decemeber for students from grade 1 to
9. They organize different sports game as per their level of std’s which include sack
race , running race , lemon- and-spoon race etc. Also they organize races for parents
too.
Eg 4 –DIWALI CELEBRATION
 In our school they organize ‘Diya and Rangoli making competition’. As we know that Rangoli
adds the perfect setting to the festivity . Our Principal lights the lamp to begin the assembly on
this auspicious occasion. The students showcase the sprit of Diwali through a mesmerizing
dance competition , Act ,speeches etc.

8. Eg 5 – CHRISTMAS CELEBRATION
 On the day of Christmas , the school was beautifully decorated and everybody was
dressed in red and white. The programme begins with an information about Christmas
and why it is celebrated. A beautiful skit followed depicting the scenes of the nativity of
Jesus Christ interspersed with melodious carols. The event ends with cheerful
Christmas greetings as the students danced to the melodious tunes of ‘ Jingle Bells’
and ‘ We wish you a merry Christmas’ and ofcourse dazzling entry of Santa Clauses
which added to the joy and excitement to the students.
Eg 6 – TEACHER’S DAY CELEBRATION
 A card is a personal way to show your appreciation done in almost every school . We
students used to find some time before or after class to give teacher the card,or leave it
on their desks. Students prepare a skit and do acting of every teacher in schools and
prepare dances and make teachers dance .Students bring gifts for their favourite
teachers. The programme ends with giving lots of wishes to the teachers and
appreciation.
iii Rules and Discipline :
A. Encourages positive academic performance-
One of the reasons to consider discipline in school to be a top priority is the fact that it
leads to better academic performance. Students who know they are accountable for their
actions both in and out of the classroom tend to get better scores on academic testing.
Classroom discipline helps students stay on-task while with the teacher, limiting
distractions and improving the flow of information.
B. Helps students stay more focused on their goals-
Discipline in the classroom helps students stay focused on their academics. Over time, this
teaches them how to focus in other ways. A disciplined student is able to stay focused on
his goals and keep his work as a top priority. This type of focus translates well into life
outside of school as well, helping students maintain high standards in every area of life.
C. Limits problems with negative peer pressure-
Peer pressure can be both a positive and a negative factor in a help limit the amount of
negative peer pressure students face. When the entire student body is held to a high
standard, students are less likely to push their peers to make negative choices. As a result,
peer pressure that does occur is the pressure to do and be better, which is a positive type
of peer pressure.
D. Creates a safe environment for students-
Another benefit of school discipline is the safety it creates in a school. This is particularly
true in boarding school environments where students live and learn in the same place.
When an established discipline code is in place that students and teachers both
understand and accept, everyone can learn in a safe and supportive environment.
Eg 1 – DRESS AND APPEARANCE

9.  Students must come to school wearing the correct school uniform. Uniform must be
neatly cleaned and ironed.
 Hair must be neatly cut /pinned/plaited and combed.
 Student are not allowed to colour/spike/gel the hair, wear nailpolish,tattoo or any henna
design.
 The shirt must be fully buttoned.
Eg 2 – SCHOOL PROPERTY
 Care must be taken to keep the school clean at all times. Litter must be disposed off
in the dustbins provided.
 No scratches , writings , or drawings may be made on the school furniture or walls.
Eg 3 – BEHAVIOUR
 Students must respect and obey their teachers and school authorities at all times .
 Running , playing, and shouting in the classrooms and corridors during study hours is
forbidden.
 Students may not go to the toilets or to drink water during class time.
Eg 4 – DISCIPLINE
 After 3 similar remarks by the same teacher the parents are liable to be summoned
by the Principal.
 Every student should bring his/her school diary daily.
Eg 5 – SCHOOL TIMINGS
 Students must be present in the school at the reporting time.
 Students will not be permitted to enter class once the assembly has started
Eg 6 – CELEBRATION OF BIRTHDAYS
 Students are permitted to wear festive dress on birthdays and distribute chocolates to
their classmates and teachers. However students may not enter or disturb other classes
for this purpose.
 Students must wear decent clothes and no short clothes.
4. Conclusion –
Generally speaking, the concept of a hidden curriculum in schools has become more widely
recognized, discussed, and addressed by school leaders and educators in recent decades.
Ideas such as “white privilege,” equity, voice, and multicultural education—to name just a
few— have arguably led to greater tolerance, understanding, and even celebration of racial,
cultural. physical, and cognitive differences in public schools. In addition, school
communities, educators, and students are more likely than in past decades to actively and
openly reflect on or question their own assumptions, biases, and tendencies, either
individually or as a part of a formal school policy, program, or instructional activity. For
example, topics such a bullying and diversity are now regularly discussed in public schools,
and academic lessons, assignments, readings, and materials are now more likely to include
multicultural perspectives, topics, and examples. Political and social pressures, including
factors such as the increased scrutiny that has resulted from online media and social
networking, may also contribute to greater awareness of unintended lessons and messages in
schools. For example, harmful, hurtful, or unhealthy student behaviors are now regularly
surfaced on social-networking sites such as Facebook or Twitter, which often leads to greater
awareness of student behaviors or social trends.
That said, a “hidden curriculum” is, by nature, obscured or unacknowledged, which means
that many of its lessons and messages are difficult to perceive or measure for any number of
reasons. For example, long-standing policies may become so deeply embedded in a school
culture that people simply forget to question them, or a school faculty that prides itself on

10. celebrating multicultural diversity may find it emotionally difficult to acknowledge and openly
discuss behaviors that might contradict that self-perceived identity. For this reason, every
school will always have some form of hidden curriculum.
5. References –
Website
https://www.edglossary.org/hidden-curriculum/
https://www.open.edu/openlearncreate/mod/oucontent/view.php?id=57509&printable=1
https://www.riversidemilitary.com/news-detail?pk=1421991
https://gisgondal.com/2021/05/13/importance-of-festivals-and-celebrations-in-schools/
Ebooks
https://www.bdu.ac.in/cde/docs/ebooks/B-Ed/II/KNOWLEDGE%20AND%20CURRICULUM.pdf