CURRICULUM STUDIES

ASSIGHMENT:1

Presented by

Mercy Mkwala
(Cohort 17)

Code: EDF 1713

TO

Mr. Chiphiko

AT

Malawi Assemblies of God University

EFFECTS OF THE HIDDEN CURRICULUM ON IMAGE OF A UNIVESITY

A hidden curriculum is a set of lessons which are learned but not only openly intended, to be
taught in school such as norms, values and beliefs conveyed in both the classroom and social
environment..Melfat Ayesh Alsubaie defined hidden curriculum as unspoken implicit values
behaviors, procedures, and norms that exist in the educational setting. the hidden curriculum
can also be seen as a set of norms and behaviors that are not explicitly taught and students
with limited social awareness, such as students with autism spectrum disorder may not pick
these norms without having them explained directly. Breaktime is an important part of the
hidden curriculum in school. This essay will outline more on how hidden curriculum can
affect the image of a university like Malawi Assemblies of God University (MAGU)

To begin with a hidden curriculum is the most important concepts which build up a school
also modifies students thoughts and behavior. The hidden curriculum at MAGU helps
students to follow informal rules of institution, students expectations, the values of teaching
staff as well as social structures, in another way hidden curriculum helps students at MAGU
to detached attitude with respect in the subjects of study, working with theorical constructions
as well as developing the desire to compete and win (Bergenhenegouven,1987).

Positive impacts are there on hidden curriculum portrays at MAGU, however there are also
damages. Some of these damages are that it may lead to unsafe behaviors, management may
not have control of students behaviour and actions at all times. Some of the values and
attitudes learned through hidden curriculum do not have direct relation towards teachers
practices. It can also cause in damage in the way that when moral responsibilities allow them
to cheat without guilt. The hidden curriculum has affected students’ sociology, this is so
because students have leant unspoken and implied lessons unrelated to their academic courses
they are taking.

Many recommendations can made to management at MAGU. Some of these

recommendations can be that the management must be able to recognize that pupils have
different levels of ability and will view Challenges in different ways and also the Curriculum
must be balanced to give a chance to everyone to progress with circumstances. Secondly
school needs a strong Leadership, that leadership need to be attuned to any research and
reaching to this information accordingly.

When developing make sure that it identifies the Impacts on pupils. It should also focus of
pupils’ performance. If students aren’t performing well, it may mean that the curriculum
needs modelling and also includes principles that work towards MAGU should be reflected in
the curriculum.

In conclusion, explained above are some of the positive impacts of a hidden curriculum at
MAGU and also some of the damages caused by a hidden curriculum.
 . References

Cornbleth, C. (1984). Beyond Hidden Curriculum? Journal of Curriculum Studies, 16(1), 29–

36. https://doi.org/10.1080/0022027840160105

Jerald, C.D. (2006). School Culture: The Hidden Curriculum. Washington, DC: The Center

for Comprehensive School Reform and Improvement. It retrieved from

www.centerforcsri.org

Myles, B. (2011). The hidden curriculum-unwritten rules that students with disabilities of

tenmiss.Itretrievedfrom http://cec.sped.org/AM/Template.cfm?

Section=Home&TEMPLATE=/CM/ContentDisplay.cfm&CONTE NTID=9643