Task 2: Critical Writing: Critically examine role of hidden

curriculum with reference to school rituals, celebrations and rules &

discipline.

TOPIC: CRITICAL WRITING: CRITICALLY EXAMINE ROLE OF HIDDEN

CURRICULUM WITH REFERENCE TO SCHOOL RITUALS, CELEBRATIONS
AND RULES & DISCIPLINE OF POPE JOHN XXIII HIGHER SECONDARY
SCHOOL.

INTRODUCTION:
In the intricate landscape of educational institutions, it becomes apparent that schooling
transcends the mere dissemination of academic content. Beyond the structured curriculum and
explicit learning objectives lies a subtle yet influential dimension known as the hidden
curriculum. This concealed aspect of schooling encompasses implicit messages, values, and
norms that shape students' attitudes, behaviours, and social interactions within the school
environment. Among the myriad expressions of the hidden curriculum are school rituals,
celebrations, rules, and discipline. Often overlooked in traditional educational discourse, these
elements play a pivotal role in shaping students' experiences, identities, and perceptions of the
educational system. In this study, we embark on an exploration to critically examine the role
of the hidden curriculum within the context of school rituals, celebrations, rules, and discipline.
Drawing upon a case study conducted at Pope John School, we delve into the intricacies of the
hidden curriculum, unravelling its influence on students' academic performance, socio-
emotional development, and overall educational experience. Through a rigorous analysis, we
aim to unveil the nuanced interplay between formal and informal educational components,
offering insights into the complexities of educational practices and their implications for
students' learning, socialization, and holistic development.

MEANING OF CURRICULUM:
Curriculum, in the context of education, encompasses the planned and structured learning
experiences designed to facilitate the attainment of educational objectives. According to John
Dewey, curriculum is not merely a syllabus or a series of subjects but rather the totality of
experiences that students undergo in the educational process. In his seminal work "Experience
and Education," Dewey emphasizes the dynamic nature of curriculum, which should evolve in
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response to the changing needs of students and society. Similarly, Joseph Schwab, in his book
"The Practical: A Language for Curriculum," defines curriculum as a series of planned
interactions between teachers, students, and subject matter, aimed at achieving specific
educational goals. Furthermore, Ralph W. Tyler, in "Basic Principles of Curriculum and
Instruction," proposes a systematic approach to curriculum development, focusing on four
fundamental questions: What educational purposes should the school seek to attain? What
educational experiences can be provided that are likely to attain these purposes? How can these
educational experiences be effectively organized? How can we determine whether these
purposes are being attained? These definitions collectively underscore the multifaceted nature
of curriculum, highlighting its role as a blueprint for educational experiences that promote
learning, growth, and development.

CONCEPT OF CURRICULUM:
The concept of curriculum refers to the overall plan and framework for teaching and learning
within an educational institution. It encompasses everything that students learn, experience,
and engage with during their time in school. Think of it as a roadmap that guides teachers on
what to teach and how to teach it, while also shaping students' educational journey.

At its core, curriculum outlines the subjects, topics, and skills that students will learn at each
grade level. It includes both the content of what is taught (like math, science, language arts)
and the methods used to teach it (such as lectures, group projects, or hands-on activities).
Curriculum is not just limited to academic subjects; it also includes extracurricular activities,
social and emotional learning, and values education. Essentially, it encompasses all aspects of
a student's educational experience.

Furthermore, curriculum is not static; it evolves over time to reflect changes in society,
advances in knowledge, and the needs of students. Educators continuously review and update
the curriculum to ensure it remains relevant and effective. In simpler terms, the curriculum is
like a blueprint for education, outlining what students will learn and how they will learn it,
while also adapting to meet the needs of students and society.

DETERMINANTS OF CURRICULUM:

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Curriculum development is shaped by a variety of factors that reflect different aspects of
society and education. These determinants provide the foundation for designing educational
programs that align with the needs, values, and goals of learners and society at large. Here's a
brief overview of each determinant:

1. Philosophical: Philosophical perspectives influence curriculum by defining the purpose and

goals of education. Different philosophical beliefs, such as idealism, pragmatism, or
existentialism, shape how educators view knowledge, learning, and the role of education in
society.

2. Psychological: Psychological principles inform curriculum development by considering the

cognitive, emotional, and social development of learners. Understanding how students learn,
retain information, and develop skills helps educators design instructional strategies and
learning experiences that are developmentally appropriate and effective.

3. Sociological: Sociological factors, such as culture, societal values, and social structures,
impact curriculum by addressing the needs and realities of diverse student populations.
Curriculum should reflect the cultural diversity and social dynamics of society, fostering
inclusivity, equity, and social justice.

4. Political: Political influences shape curriculum through policies, legislation, and

government mandates. Educational decisions are often influenced by political agendas, funding
priorities, and societal expectations, which can impact curriculum content, standards, and
assessment practices.

5. Economic: Economic considerations play a role in curriculum development by addressing

workforce needs, career readiness, and economic competitiveness. Curriculum may be
designed to equip students with skills and knowledge relevant to emerging industries, job
markets, and economic opportunities.

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6. Technological: Advancements in technology influence curriculum by providing new tools,
resources, and learning environments. Integrating technology into the curriculum can enhance
learning experiences, expand access to information, and prepare students for a technology-
driven world.

7. Environmental: Environmental factors, such as ecological concerns and sustainability, are

increasingly integrated into curriculum development. Education about environmental issues,
conservation, and sustainable practices helps students become responsible global citizens and
stewards of the environment.

TYPES OF CURRICULUMS:
Types of curriculums can be classified based on various factors, including their focus,
implementation, and underlying principles. Four common types are:

1. Subject-Centered Curriculum: In this approach, the curriculum is organized around

specific subject areas or disciplines, such as mathematics, science, language arts, and social
studies. The emphasis is on delivering content knowledge and skills in each subject, often
following a predetermined sequence or scope and sequence. The subject-centered
curriculum prioritizes academic rigor and mastery of subject matter, with assessments
typically focused on content mastery.

2. Child-Centered Curriculum: Contrary to the subject-centered approach, the child-

centered curriculum places the interests, needs, and experiences of the individual learner at
the forefront. This approach recognizes that each child is unique and learns in different
ways. Child-centered curricula emphasize personalized learning experiences, student
inquiry, exploration, and discovery. The focus is on fostering holistic development, critical
thinking, creativity, and self-direction. Assessment in child-centered curriculum often
involves authentic tasks, portfolios, and student reflections.

3. Hidden Curriculum: The hidden curriculum refers to the unintended or implicit lessons,
values, and norms that are transmitted to students through the school environment, culture,
and social interactions. While not explicitly taught, the hidden curriculum influences
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 students' attitudes, beliefs, and behaviors. Examples of the hidden curriculum include
societal norms, cultural expectations, peer interactions, and the school's organizational
structure. Recognizing and addressing the hidden curriculum is essential for creating
inclusive, equitable learning environments.

4. Enacted Curriculum: The enacted curriculum refers to the curriculum as it is actually

implemented in the classroom or educational setting. It encompasses the instructional
strategies, activities, and learning experiences that teachers deliver to students. The enacted
curriculum may deviate from the intended curriculum due to various factors, such as
teacher preferences, student needs, time constraints, and resource availability. Effective
implementation of the enacted curriculum requires alignment with the intended curriculum
goals and objectives, as well as responsiveness to the needs and interests of students.

CHARACTERISTICS OF THE HIDDEN CURRICULUM

Since the task is based on hidden curriculum let us know about its characteristics. The
characteristics encompass a range of implicit messages, values, and norms that influence
students' attitudes, behaviours, and social interactions within the school environment. Some
key included are as below:

1. Implicit Transmission: The hidden curriculum operates subtly, often transmitted through
unspoken messages embedded in everyday interactions, rituals, and practices within the
school.
2. Socialization: It plays a crucial role in socializing students into the norms, values, and
expectations of the school community and broader society, shaping their identity and sense
of belonging.
3. Reinforcement of Social Hierarchies: The hidden curriculum may reinforce existing
social hierarchies based on factors such as race, gender, socioeconomic status, and
academic ability, impacting students' perceptions of themselves and others.
4. Emphasis on Compliance: It often emphasizes compliance with authority, rules, and
regulations, preparing students for societal expectations of obedience and conformity.

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5. Transmission of Cultural Values: The hidden curriculum reflects and reinforces cultural
values, beliefs, and traditions, shaping students' understanding of their cultural identity and
heritage.
6. Informal Learning Opportunities: It provides informal learning opportunities outside the
formal curriculum, such as through extracurricular activities, peer interactions, and school
rituals, contributing to students' holistic development.
7. Role in Socialization: It plays a crucial role in socializing students into the norms, values,
and expectations of the school community and broader society, shaping their identity and
sense of belonging.
8. Influence on Student Behaviour: The hidden curriculum influences student behaviour,
attitudes, and perceptions, impacting their academic performance, social relationships, and
overall well-being.
9. Unintended Consequences: While often unintentional, the hidden curriculum can have
unintended consequences, perpetuating stereotypes, biases, and inequalities within the
school environment.
10. Intersection with Formal Curriculum: The hidden curriculum intersects with the formal
curriculum, with both components shaping students' educational experiences and
outcomes. Understanding these characteristics is essential for educators to critically
examine and address the hidden curriculum's impact on students' learning and development.

CASE STUDY ON POPE JOHN XXIII HIGHER SECONDARY SCHOOL:

To understand the hidden curriculum at a school a case study was conducted at Pope John
XXIII Higher Secondary school where the details about school rituals, celebrations and rules
& discipline were analysed critically through observation and data collected. Below mention
is the information about the school and its conduct.

OVERVIEW OF POPE JOHN XXIII HIGHER SECONDARY SCHOOL:

Figure No.: 01: Pope John XXIII Higher Secondary School Building

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 Source: Primary Data
1. Pope John XXIII Higher Secondary School, was established in 1994 is an English medium
school run by the Salesians of Don Bosco.
2. It is a Catholic Charitable Institution established an administered under minority rights
recognized as such National Minority Commission, certificate NO. F. NO. 242 2006/2255,
October 6, 2006. It caters to the Roman catholic community but its doors are also open to
the other communities irrespective of caste and creed.
3. The aim of the school is to impart sound and instils good character create balanced
judgement and robust physique so as to enable its pupils to blossom into useful citizens.
4. The course of studies is arranged of the schools according to the syllabus laid down by the
syllabus laid down by the Department of Education, Government of Goa Board and Higher
Secondary Education.
5. The school has three streams’ Arts, Science and Commerce. Each class has a strength of
50 plus students.
6. The school is located at Municipality Ward No. 7, Deao, Quepem, South Goa. Easily
accessible by an all-weather road. The school is conveniently connected to the local
community and beyond.
7. Other Information:
 Telephone Number: 07588885027
 Email: [email protected].
 Website: www.facebook.com/popejohnxxiiihss

SCHOOLS VISION AND MISSION:

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 Figure No.: 02: School Logo:

Source: School Website

 Vision: "Pope John XXIII Higher Secondary School" is a school that imparts Holistic, Life
Long Learning which empowers the child to be an architect of his own life and an
Ambassador Of GOOD, COMPASSIONATE and PRODUCTIVE CITIZENSHIP deeply
rooted in the values of ST. JOHN BOSCO.

 Mission: To provide our students with an outstanding educative environment that is

ENJOYABLE, SAFE, HAPPY, CARING, SUSTAINABLE AND STIMULATING
experience.

 Values: The core value of the institution are a follow:

ENGAGE students in effective learning experience
MOTIVATE students to discover their potential
FACILITATE the development of their personal and social skills
CREATE opportunities to excel
CELEBRATE creativity and achievement
EVOKE sensitivity towards others and the Environment
COLLABORATE with our stakeholders
TRUST the power of prayer

ORGANIZATIONAL STRUCTURE:

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Pope John XXIII Higher Secondary School follows a hierarchical organizational structure
consisting of various administrative and academic departments. The organizational structure
typically includes:

1. School Management: The school is governed by a management committee include the

father rector, Principal, N.I.O.S Coordinator, Director DB VTI, Headmaster, and Vice
Principal, who are responsible for setting overall policies, goals, and strategies for the
institution.
2. Principal: The principal serves as the chief executive officer of the school, overseeing its
day-to-day operations, managing staff, and ensuring adherence to educational standards
and regulations.
3. Academic Departments: The school is divided into academic departments based on subject
areas such as Arts, Science, Commerce. Each department is headed by a subject coordinator
or head of department (chosen from the teaching faculty) responsible for curriculum
development, instructional leadership, and faculty supervision.
4. Teaching Staff: The teaching staff comprises of 15 qualified educators responsible for
delivering instruction, assessing student progress, and providing academic support and
guidance.
5. Non-Teaching Staff and Administrative Staff: Two administrative staff members handle
task such as admissions, finance, facilities management, and student affairs. While the non-
teaching staff of four members include librarian and 3 laboratory assistants. Thus, ensuring
the smooth functioning of the school.
6. Support Staff: Support staff of 7 members include personnels responsible for maintenance,
security, transportation, and other support services essential for the operation of the school.

FEATURES DISTINGUISHING POPE JOHN XXIII HIGHER SECONDARY

SCHOOL FROM OTHER EDUCATIONAL INSTITUTIONS:

The features or characteristics that distinguish Pope John XXIII Higher Secondary School from
other educational institutions:

1. Religious Affiliation: As a Catholic school run by the Salesians of Don Bosco, Pope John
XXIII Higher Secondary School incorporates religious values and teachings into its

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 educational program. This distinguishes it from secular or non-religious educational
institutions and emphasizes moral and spiritual development alongside academic learning.
2. Minority Rights Recognition: The school is recognized by the National Minority
Commission under minority rights, allowing it to cater specifically to the Roman Catholic
community while remaining inclusive of students from other religious backgrounds. This
recognition highlights the school's commitment to diversity and inclusion.
3. Holistic Education: The school's vision emphasizes holistic, lifelong learning that
empowers students to become architects of their own lives and ambassadors of good
citizenship. This holistic approach goes beyond academic achievement to prioritize
personal, social, and moral development, setting it apart from institutions solely focused on
academic excellence.
4. Strong Values Framework: Pope John XXIII Higher Secondary School is guided by a
clear set of core values, including engagement in effective learning experiences, motivation
to discover individual potential, and sensitivity towards others and the environment. These
values inform the school's mission and shape its educational practices, creating a supportive
and nurturing environment for students.
5. Comprehensive Curriculum: The school offers a diverse curriculum that encompasses
three streams – Arts, Science, and Commerce – providing students with a range of academic
options to suit their interests and career aspirations. This comprehensive approach to
education ensures that students receive a well-rounded learning experience and are
prepared for further studies or entry into the workforce.
6. Engaging Learning Environment: With a focus on creating an enjoyable, safe, and
stimulating educational environment, Pope John XXIII Higher Secondary School
prioritizes student well-being and engagement. Through innovative teaching methods,
extracurricular activities, and collaborative learning opportunities, the school fosters a
culture of active participation and academic excellence.
7. Community Integration: Situated in a convenient location and connected to the local
community, the school serves as a hub for educational and social activities. Its accessibility
and outreach efforts strengthen ties with parents, and community members, fostering a
sense of belonging and collective responsibility for student success.

A. DESCRIPTION OF SCHOOL RITUALS:

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Below mentioned are the school rituals observed during the study School Assembly & and its
Daily Conduct:

The daily school assembly at 8:00 AM stands as a cornerstone of the students' routine, offering
a structured and purposeful start to the day. The recitation of prayers serves as a spiritual
grounding, fostering a sense of mindfulness and reflection at the beginning of each day.
Followed by pledge and further ended with National Anthem.

One distinctive feature is the thoughtful inclusion of a daily reflection, either through a skit,
story, or musical performance. This practice goes beyond the conventional assembly format,
providing students with an opportunity for intellectual and emotional engagement, encouraging
them to contemplate and internalize valuable lessons.

As the assembly progresses, announcements are made, ensuring effective communication of

important information to the entire school community. The session culminates with the
recitation of the National Anthem or School Anthem, instilling a sense of pride and unity among
the students.

During the rainy season, the school demonstrates adaptability by shifting the assembly indoors
to classrooms, facilitated by audio speakers. This ensures that the assembly's significance and
the various components are not compromised, even when weather conditions present
challenges.

The commitment to keeping students informed is evident with the post-recess routine. Daily
news headlines are broadcasted through audio speakers, providing students with a current affair
update and promoting an awareness of the world beyond the school gates. The school day
concludes at 1:30 PM with a concluding prayer recited through audio speakers. This signifies
a harmonious end to the day, emphasizing the importance of gratitude and reflection.

B. CELEBRATIONS & SCHOOL EVENTS

The Pope John Higher Secondary School conducts a horde of activities throughout the
academic year. From debate competition to annual school event each event or activity helps
shape students’ attitudes and behaviours directly as well as indirectly. Below are the various
activities conducted by school.

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 Figure No. 03: School Events:

Source: School Website

1. Debate Competition: The school organizes regular debate competitions where students
are divided into teams and topics are given to discuss.
2. Science Club Day: The Science Club Day consist of students participate in various
activities such as preparing charts on scientific topics, showcasing experiments in science
exhibitions, engaging in debates on current scientific issues, Science Exhibition and testing
their knowledge in science quizzes.
3. Commerce Club Day: The Commerce Club organizes interactive sessions, workshops,
and presentations related to business, finance, and economics. Students may engage in
activities such as mock stock trading, budget planning exercises, and case studies on real-
world business scenarios.
4. Arts Club Day: Arts Club Day celebrates creativity and expression thus showcase their
talents educating about history, literature through drama or any other activity.

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5. Mass Drill/Yoga Activity: The school emphasizes the importance of physical fitness and
mental well-being through mass drill sessions and yoga activities. Students participate in
group exercises led by trained instructors, promoting teamwork and stress relief.
6. Talent Fusion Day: Talent Fusion Day includes on stage events and off-stage events like:
1. On stage Events: 2. Offstage Events:
 Recitation Competition  Drawing Competition
 Music Competition  Cooking Competition
 Fancy Dress  Making best-ot-of-waster activities
 Story-Telling Sessions  Drawing Competition
 Dancing Competition  Rangoli Competition
 Declamation Contest  Hand-writing Competition
 Quiz Buzz  Essay Writing Competition
 Poem-recitation competition  Poster Making /Logo Designing

7. Festival & Feast celebration: The school celebrates cultural and national festivals with
enthusiasm like Christmas celebration, Feast of Don Bosco, Feast of St. Joseph Vaz,
Republic Day, Goa liberation Day, Independence Day. Students participate in decorating
the school premises, organizing cultural performances, and conducting special assemblies
or events to mark the occasion. During the feast celebrations Fathers conduct mass to
celebrate the feast thus catholic students attend the mass to obtain blessings.

8. Canteen Day: Canteen Day is organized to appreciate the role of the school canteen in
providing nutritious meals and fostering social interactions. Special menus, food stalls, and
interactive games are arranged to enhance the celebration.

9. Annual Sports Day/Annual Gathering or Opera: The school hosts an Annual Sports
Day where students compete in various sports and athletics events. The day is marked by
colourful opening ceremonies, athletic competitions, cultural performances, and awards
ceremonies. It promotes sportsmanship, teamwork, and healthy competition among
students.

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10. Seminars: The school conducts seminars for students and parents on relevant topics such
as academic success, career planning, mental health awareness, and effective parenting
strategies. Guest speakers, experts, and counsellors are invited to share insights and
facilitate discussions.

11. Educational Tours: Students embark on educational tours to historical sites, museums,
industries, and ecological reserves. These tours provide hands-on learning experiences,
enriching students' knowledge and understanding of diverse subjects.

12. Environment Day: The school observes Environment Day by organizing eco-friendly
activities such as tree plantation drives, waste management workshops, nature walks, and
awareness campaigns. Students actively participate in initiatives to promote environmental
sustainability and conservation efforts.

3. SCHOOL RULES AND DISCIPLINE:

Pope John Higher Secondary School maintains a stringent adherence to its rules, ensuring that
all students, teachers, and parents alike comply with the established regulations.

IDENTIFICATION/ ROLE OF HIDDEN CURRICULUM:

Below are the implicit lessons, values, and norms embedded within the school's rituals,
celebrations, rules and disciplinary practices.

A. OBSERVATION ON SCHOOL RITUAL

The hidden curriculum embedded in the school assembly and daily conduct encompasses
values such as discipline, respect, mindfulness, and adaptability. Through the structured routine
of the assembly, students learn the importance of punctuality and adherence to schedules,
fostering habits of discipline and responsibility.

The recitation of prayers and pledges instils values of spirituality, patriotism, and unity among
students, promoting a sense of belonging to a larger community. Additionally, the inclusion of

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daily reflections encourages students to engage critically with moral and ethical concepts,
promoting empathy and introspection.

Moreover, the school's adaptation to weather conditions demonstrates the importance of

flexibility and resilience in overcoming challenges, imparting valuable life skills to students.
Overall, the hidden curriculum embedded in the school assembly and daily conduct contributes
to the holistic development of students, shaping their attitudes, values, and behaviours beyond
academic learning.

B. ANALYSIS OF CELEBRATIONS & EVENTS:

During the celebrations and school events at Pope John XXIII Higher Secondary School, the
hidden curriculum becomes evident through various subtle messages and implicit teachings
embedded within these activities. While the primary focus of these events may be on academic
or cultural enrichment, they also serve as platforms for imparting values, social norms, and
behavioural expectations to the students.

For example, during the Festival & Feast celebrations, where cultural and national festivals are
commemorated, students not only participate in decorating the school premises and organizing
cultural performances but also implicitly learn about the importance of tradition, respect for
diversity, and the significance of communal harmony. Furthermore, during religious
celebrations such as Christmas and Feast of Don Bosco, Catholic students attend mass,
reinforcing their religious identity and values within the school community. Similarly, during
Talent Fusion Day, students engage in various competitions and creative activities, promoting
not only their talents but also fostering qualities such as perseverance, sportsmanship, and
cooperation.

The Annual Sports Day, besides encouraging physical fitness and healthy competition, instils
values of teamwork, discipline, and resilience among the participants. Furthermore, the
observance of Environment Day underscores the school's commitment to sustainability and
ecological awareness, teaching students the importance of environmental stewardship and
responsible citizenship.

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Thus, while these events serve as occasions for fun and enjoyment, they also serve as avenues
for imparting valuable life lessons and shaping students' character and values through the
hidden curriculum.

C. EXAMINATION OF SCHOOL RULES AND DISCIPLINE:

There are several points illustrating the hidden curriculum in the rules and regulations of Pope
John Higher Secondary School:
1. Timeliness and Punctuality: The strict enforcement of school timings (7:55 am to 1:50
pm) ensures that students learn the importance of punctuality from an early age. For
instance, by starting and ending classes promptly, the school teaches students the value of
respecting schedules and deadlines, which is crucial for academic and professional success.

2. Respect for Authority: Requiring students to address teachers and staff with respect and
politeness instils reverence for authority figures. For example, when students greet teachers
and rise when they enter or leave the class, it demonstrates a culture of respect towards
those in positions of authority, fostering positive relationships between students and
teachers.

3. Responsibility and Accountability: The promotion criteria based on attendance,

assessments, and conduct emphasize students' accountability for their academic
performance and behaviour. For instance, students understand that their actions, such as
attendance and conduct, directly impact their promotion, fostering a sense of responsibility
for their academic journey.

4. Personal Integrity: Prohibiting dishonesty and upholding standards of academic honesty

cultivates personal integrity among students. For example, when students refrain from
cheating or plagiarism, it demonstrates their commitment to ethical behaviour and integrity
in academic pursuits.

5. Teamwork and Collaboration: Encouraging participation in group activities and sports

fosters teamwork and collaboration among students. For instance, when students work
together in group projects or sports teams, they develop essential skills such as
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 communication and cooperation, preparing them for collaborative work environments in
the future.

6. Self-discipline and Self-regulation: Setting expectations for personal conduct and

appearance helps students develop self-discipline. For example, when students adhere to
rules regarding behaviour and appearance, such as refraining from smoking and
maintaining neatness, it reflects their ability to regulate their actions and adhere to standards
of conduct.

7. Civic Responsibility: Engaging students in community service and environmental

initiatives promotes civic responsibility. For example, when students participate in
volunteer projects or environmental campaigns, they learn the importance of contributing
to the welfare of the community and become responsible citizens.

8. Resilience and Adaptability: Providing opportunities for students to handle setbacks and
conflicts within the framework of rules and regulations promotes resilience and
adaptability. For example, when students face academic or social challenges, they learn to
navigate difficulties, develop problem-solving skills, and adapt to changing circumstances
effectively.

9. Leadership and Initiative: Empowering students to take on leadership roles and initiatives
nurtures leadership skills and initiative. For example, when students lead clubs, organize
events, or initiate projects, they develop leadership qualities such as communication and
decision-making, preparing them for future leadership roles.

10. Diversity and Inclusion: Promoting respect for diversity and inclusivity through policies
and initiatives creates a welcoming and inclusive school environment. For example, when
students participate in multicultural events or initiatives, they learn to respect diverse
perspectives and contribute to a harmonious school community.

CONCLUSION & REFLECTION:

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The hidden curriculum plays a crucial role in shaping students' attitudes, values, and behaviours
in ways that extend beyond the formal academic curriculum. While the explicit curriculum
focuses on subject matter and academic content, the hidden curriculum encompasses the
implicit lessons, values, and social norms conveyed through everyday interactions, routines,
and school activities.

The hidden curriculum socializes students into the norms, values, and expectations of society.
It teaches them how to interact with others, navigate social hierarchies, and adhere to cultural
norms. Schools transmits Salesians values and beliefs through the hidden curriculum. This
includes values such as respect, responsibility, honesty, and cooperation. The emphasis on
spiritual grounding through daily prayers and participation in mass instils values of
mindfulness, compassion, and spiritual awareness among students,

The rules and regulations outlined by Pope John Higher Secondary School serve as more than
just guidelines for conduct; they embody a hidden curriculum that imparts essential values and
lessons to students. Beyond the explicit directives on behaviour and academic expectations,
these rules instil principles of respect, responsibility, teamwork, integrity, and social etiquette.
By adhering to these standards, students not only contribute to a positive and orderly school
environment but also internalize important lifelong lessons that shape their character and
prepare them for success in various facets of life.

As we reflect on the hidden curriculum embedded within these rules, it becomes evident that
the true essence of education lies not only in the acquisition of knowledge but also in the
cultivation of virtues and values that define individuals of integrity, empathy, and resilience.
Additionally, the promotion of cultural and national festivals celebrates diversity and fosters a
sense of unity and inclusivity within the school community.

Thus, we can say that the hidden curriculum plays a significant role in shaping the educational
experience at Pope John XXIII Higher Secondary School, influencing students' attitudes,
values, and behaviours in subtle yet profound ways. Through various school rituals,
celebrations, and disciplinary practices, the hidden curriculum transmits societal values, fosters

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character development, and prepares students for active citizenship and contribute to their
holistic development.

REFERENCES:

Book:
 John Dewey's perspective on curriculum from "Experience and Education" is included,
emphasizing the dynamic and experiential nature of curriculum.
 Joseph Schwab's definition from "The Practical: A Language for Curriculum" is
incorporated, focusing on the interactions between teachers, students, and subject matter.
 Ralph W. Tyler's systematic approach from "Basic Principles of Curriculum and
Instruction" is referenced, outlining key questions for curriculum development.

Websites:
 www.facebook.com/popejohnxxiiihss

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