The present research attempts to investigate the impact of the hidden curriculum on ethical and aesthetic values of sixth graders in Tafila Directorate of education. The focus on student achievement, classroom management, and relationships within the school setting are three aspects that impact student achievement. Hidden curriculum refers to messages communicated by the organization and operation of schooling apart from the official or public statements of school mission and subject area curriculum guidelines. The hidden curriculum has its major part in social education (Kentel, 2009, p. 83) especially, moral and aesthetic values as it revealed in (Tarshes, 2008 and Deutsch, 2004) studies which ensure the effective impact of the hidden curriculum on the students’ values and prepare them to be self-reliant and provide School Culture: The Hidden Curriculum. Hidden curriculum has also been referenced as a side effect of teaching, having both positive and negative effects on student learning. The symbolic and social of school culture (Wren, 1999). The messages of hidden curriculum usually deal with attitudes, values, beliefs, and behavior. Effects of Hidden Curriculum Essay Hidden curriculum in schools is the aspect of schooling which is implicit and unintentional and plays a role in the construction of a student’s image of self, the world and others. Because these effects are so pronounced, attention must be paid to recognizing those elements of the learning environment which impact hidden curriculum. In other words, the medium is a key source of messages. Walk into any truly excellent school and you can feel it almost immediately — a calm, orderly atmosphere that hums with an exciting, vibrant sense of purposefulness. Elements of the Hidden Curriculum and the Impact on Student Achievement Jack W. Ledford Central Michigan University Abstract The hidden curriculum includes many elements. In Anyon's article, five elementary schools are examined for the hidden implications in the relationship between classroom environment and social class. By: Craig Jerald. (Al.mousa, 2000, p. 129). It also, aims at counting the means and differences between the grades of the positive effects and the grades of the negative effects of both ethical and aesthetic values of the students. Social expectations of gender, language, behavior, or morals are examples of this. This is a positive school culture, the kind that improves educational outcomes. Hidden curriculum consists of concepts informally and often unintentionally taught in our school system. Seddon (1983) articulated that hidden curriculum involves the “learning of attitudes, norms, beliefs, values, and assumptions often expressed as rules, rituals, and regulations” (p.3). 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