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). 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. In Anyon's article, five elementary schools are examined for the hidden implications in the relationship between classroom environment and social class. School Culture: The Hidden Curriculum. (Al.mousa, 2000, p. 129). In other words, the medium is a key source of messages. The messages of hidden curriculum usually deal with attitudes, values, beliefs, and behavior. 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. Hidden curriculum has also been referenced as a side effect of teaching, having both positive and negative effects on student learning. By: Craig Jerald. This is a positive school culture, the kind that improves educational outcomes. Another aspect of hidden curriculum is explored by Jean Anyon in an article entitled “Social Class and the Hidden Curriculum of Work.” This wonderful article can be accessed at this link. The symbolic and social of school culture (Wren, 1999). 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 Hidden curriculum phere which is formed by the interaction of both is defined by various authors in different ways. 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. The present research attempts to investigate the impact of the hidden curriculum on ethical and aesthetic values ofsixth graders in Tafila Directorate of education. 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. 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