HIDDEN CURRICULUM

Dorina Wong Ming / Irene Tiong / Soon Ming Hui /

Tan Siok Yong / Yap Sze Miin / Kok Jia Xuan
Definition & Concept
A term used to describe the unwritten social rules and

expectations of behaviour that we all seem to know, but

were never taught. (Bieber, 1994)

Consists of those things pupils learn through the

experience of school rather than the stated educational
objectives of such institutions. (Haralambos, 1991)

A body of knowledge learnt by students through their

presence in the school. (Razvani, 2002)

Definition & Concept
An implicit curriculum that expresses and represents

attitudes, knowledge, and behaviours, which are

conveyed or communicated without aware intent. (Jerald,
2006)

A set of learning in an educational system realized within

the dominant culture in an educational environment which

are provided for the students without awareness of faculty
members and students. (Eisner, 1994)
Definition & Concept
A set of influences that function at the level of
organizational structure and culture. (Hafferty, 1998)

Students go through a process of professional identity

formation. Rules of community and culture are learned

through non-overt attitudes and behaviours of peers,
educators, administrators, and others. (Hafferty and
Franks, 1994)
Features of Hidden Curriculum
Unstudied
Curriculum

By-product
Implicit
of
Curriculum
schooling
Hidden
Curriculum

Covert Latent
Curriculum Curriculum
Implication of Hidden Curriculum
If students earn good grades or turning in homework on
time and generally doing things they are told to do, the
students may learn that compliance is important and
that good behaviours will be academically rewarded.

Project-based learning or community-based learning

communicate specific messages, such as critical
thinking and problem solving, and attributes such as
persistence, resourcefulness, and self-motivation.
Implication of Hidden Curriculum
A very strict dress-code policies in schools may
communicate that students will be judged by the society
on appearances from time to time.

If an English class assigns reading material with different

races in Malaysia, this may teach students to appreciate

the cultures and background of various races in our
country.
Hidden Curriculum in the Classroom
Type A: Character education

Defined as a planned and systematic approach in terms

of self- respect, responsibility and honesty for being a

good citizen.

The elements possessed in are values, beliefs, attitudes,

and norms and values which are important parts of school

function, ceremonies and the quality of interpersonal
communication.
Hidden Curriculum in the Classroom
Aims:
1. Become more structured and organized

Examples: time scheduling of classes and other school

activities, examinations, special programme such as speech
therapy, grading and grouping policies

2. Convey disciplined messages

Examples: students are sitting up straight and are continually

quiet; students getting in and standing in line silently; students
quietly raising their hands to be called on
Hidden Curriculum in the Classroom
Aims:
1. Become more structured and organized

Examples: time scheduling of classes and other school

activities, examinations, special programme such as speech
therapy, grading and grouping policies

2. Convey disciplined messages

Examples: students are sitting up straight and are continually

quiet; students getting in and standing in line silently; students
quietly raising their hands to be called on
Hidden Curriculum in the Classroom
Type B: Academic classroom

Example:

If an English class assigns reading material with various

stories set in the Malaysia and other countries, this may
teach students that our school systems appreciate other
cultures and languages. The influence of this can lead to a
positive self-image or having interest for reading.
Strategies to Implement Hidden
Curriculum (Inside the Classroom)

Ask questions

Develop a safe person

Watch and imitate those around

them
Asking questions:
Give students permission to ask questions and teaching

them to advocate for themselves.

For instance, if you (pupil) dont know the proper attire for

an event such as annual dinner, ask the teachers or

peers.

If pupils arent sure of the expectations of a teacher, self-

advocate and ask after the first class meeting to avoid

problems.
Develop a safe person
Safe person is someone that can be trusted to have the

students best interest at heart at all times.

For example: family member or a best friend or even more

people.

We all have safe people or people we know are going to

have a good idea of how we should behave in certain

situations.
Develop a safe person
This safe people will give pupils an honest answer and not

an answer that might get them in trouble.

It might not be a problem if you ask your friend if your

about your appearance before you meet with your

discipline teacher. However, if you ask the person you are
meeting with, it might be problematic.
Watch and imitate those around them
Teach students to imitate those around them, through the

use of modelling.

This helps pupils know how to behave in unfamiliar

situations.
Hidden Curriculum Outside the Classroom

Pupils participation in extra curricular activities

Supportive activities of hidden curriculum

The activities allow pupils to observe a variety of practices

and values.

Pupils can practise the values learnt in the classroom

when they are involving in the activities.

Hidden Curriculum Outside the Classroom

The activities also enable pupils to enhance the

communication and interaction among themselves.

Extra curricular activities can be considered as the strong

value gaining tools as pupils has the opportunity to

comprehend, internalize and perform values.

Elements and values acquired through the activities are

regarded as the hidden curriculum.

Hidden Curriculum Outside the Classroom

The hidden curriculum indirectly helps to develop the

overall potential of pupils as stated in the National

Philosophy of Education.

Pupils will become the effective and productive citizens

firstly at school and then in a larger society.

 Social Club
Sportive activities Work

Strategies
to
Implement
Hidden
Curriculum
Celebration of
Special Days
and Weeks
Sportive Activities
Family Sports Days or School Sports Days

values acquired:

Cooperation and Teamwork

Listen to each other

Never give up to achieve the goals

Respect each other

Justice and Honesty

Celebration of Special Days and Weeks
Teachers Day or The School Anniversary

Values acquired:

Appreciate the hard work

Grateful

Respect
Social Club Works
Visit Old Folks Home, program with special needs

children, donation and others..

Values acquired:

Grateful

Appreciate what we have

Help each other (help within our limit)

Love and Compassion

References
Bieber, J. (1994). Learning disabilities and social skills with
Richard Lavoie: Last one pickedFirst one picked on.
Washington, DC: Public Broadcasting Service.

Eisner, E. (1994). Educational imagination: On the design and

evaluation of school program. New York: Macmillan
College Publishing Company.

Hafferty, F., & Franks, R. (1994). The hidden curriculum, ethics

teaching, and the structure of medical education.
Academic Medicine, 69: 861-71.
References
Hafferty, F. (1998). Beyond curriculum reform: confronting
medicines hidden curriculum. Academic Medicine,
73(4): 403-407.
Haralambos, M. (1991). Sociology: Themes and
perspectives (3rd ed.). Collins Educational.
Jerald, C. D. (2006). School culture: The hidden
curriculum. Washington, DC: The Center for
Comprehensive School Reform and
Improvement.
References
Razvani, M., & Kianinezhad, R. (2002). Attention to
hidden curriculum as an explicit necessity to
realize values of religious teachings. Tehran:
Tarbiat Modares University Press.

Longstreet, W.S. and Shane, H.G. (1993) Curriculum for a

new millennium. Boston: Allyn and Bacon.

http://education.stateuniversity.com/pages/1899/Curriculu
m-School-HIDDEN-CURRICULUM.html
References
ubuku, Z. (2012). The Effect of Hidden Curriculum on
Character Education Process of Primary School
Students. Retrieved from http://www.kuyeb.com/pdf/en/

Importance of School Extracurricular Activities in Teaching Moral

Values. (2017). Retrieved from Owlcation Website:
https://owlcation.com/academia/Importance-of-
School-Extra-curricular-Activities-in-Teaching-Moral-
Values