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As a father of two kids, I can feel clearly the hidden curriculum of ages. My elder one ages at almost four, while the little one is only one and half years old. The difference between their ages determines that
The norm of their behavior is different.
The requirement on their cognition level is different.
Our feedback on their performance is different.

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Hidden curriculum is creating inequalities in terms of  “streaming and grading, timetabling practices and reward systems. These elements are more familiar to some social groups and are used by them to further their own ends. It is the particularistic elements that increase inequalities but they are not widely known or understood and are 'hidden' from many groups”, (Marsh, 2013,p.36).

Black children and poor children in the schools are pushed to take bottom stream courses such as applied and essential courses. The parents and students don’t often understand what those courses mean and how it impacts their lives. These students regardless of their abilities are not encouraged to take academic courses in terms of even connecting to  their future plans. They are not often encouraged to be part of specialized programs such as gifted programs.

Students of poor and Black background often selected bottom-streamed courses that did not allow them to access postsecondary education but push them either to go to work or vocational schools. Students entering from elementary did not know what it means to take academic versus applied courses and sometimes essential courses.  Some students wanted to go to university yet they did not know which pathway to take. Often they did not have people in their families who went through the school system to support them and guide them in the right direction.
Sometimes students performed well in applied but did not know they could switch over since they are doing well. Meanwhile wealthy children know the system and how it works and the difference between the different streams making it easy for them to see their plans beyond high school.

The TDSB previous director pointed to the fact that  streaming leads to “inequitable outcomes” ,  and research shows that “ streaming disproportionately affects students who are Black and from poorer and marginalized communities” (Gordon, Toronto Star, 2018).

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Where the hidden curriculum suggests normative values, expectations for family orientation present in many aspects of latent school practices.
– family name on a school registrar can be assumed for both parents or a patrilineal parentage
– matrilineal names are rarely normalized
– hyphenated names may not fit
– parent/teacher conferences present specific expectations that 2 parents be present
– correspondence between the school and home have a primary contact, which delegitimizes dual custody
– curriculums on health and sexuality can vary from region to region, creating inconsistent normative expectations, which traditionally encourage heteronormative behaviour
– some schools, districts, and practitioners claim political neutrality when excluding, marginalizing same-sex relationships from the curriculum
– catholic schools and other religious education may exercise independent control over their traditional religious education regarding sexuality and the creation of safe spaces for students, suggesting normative sexuality
– school activities that investigate family genealogy may 'out' families, and invite scrutiny outside of the classroom
– school activities related to Fathers' Day and Mothers' Day reinforce a normative family composition

Dekkerd Miyahara

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The hidden curriculum for non-heterosexual individuals might include the following:

A recognition of queerness, or not belonging, when the 'curriculum-as-plan' (Aoki, 1993) does not recognize them (e.g., assuming heterosexual sex in sexual health classes), although I imagine this is starting to change from when I was in school.

Moving beyond 'curriculum-as-plan' the hidden curriculum can convey the heteronormative social structure of society.

In my middle/high school, students were allowed to choose certain school subjects. Certain school subjects were associated with different gender roles (e.g., art and home economics versus technology).

Depending on the age of the learners and the level of acceptance from nuclear or extended family: The concept of "chosen family" that is common among queer circles might form part of the "hidden curriculum."

There may be an underlying fear of bullying, especially in homosocial spaces (e.g., men's locker rooms), adding to students' anxiety levels and sense of discomfort with their identity.

Justin Fletcher

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- for my response I would like to explore the hidden curriculum faced by educators who are in the minority
- this also contributes to the hidden curriculum, in that the educator themselves need to quickly become "caught up" in an entire culture and social reality
- for those who are ELL, or racialized, or who did not grow up in a secure social economic setting- they may not have the frames of reference required to access the curriculum in the same ways there peers are able to
- even traditions that are embedded into the school year by virtue of holidays and spirit days are a learning curve

Sharan

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Bodies perceived as more physically mature are increasingly subject to more rigid regulation(s) and guideline(s)
--Sexualization of female bodies
-What values do educational institutions attempt to instil in students by enforcing a dress code?
-How do regulations and guidelines around student dress reinforce socioeconomic hierarchies and dominant understandings of race, gender, and sexuality?
-Dress codes often framed as gender neutral, yet are often disproportionality biased towards policing female bodies
-Spectrum of perceived "bodily promiscuity/sexuality" dependent on race 
-Language surrounding the covering or concealing of female bodies upholds hegemonic masculinity 
-Perceived "professionalism" often upholds the marginalization of blackness and admonishes particular forms of dress as unprofessional
-Relation of body type and dress to competency and respectability 

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Sizeism / fat phobia / thin-privilege enforced

-  through chairs that do not fit all bodies (i.e. in lecture auditoriums where the desk is attached to the seat - as someone who is both a person in a large body AND left-handed, this has been a considerable issue in my life. Very few options for left-handed people in a lecture auditorium.)

-  clothing and uniform options for students who are not “average” sized (this also applies to those who are “thinner than average” – I apologize: I do not feel I have the correct words/terminology to describe this particular situation)

-  “Achievement is defined so as to assure pupils of the gratification of "winning and losing," and while not stated by Dreeben, justifies extrinsic rewards and the notion that someone must always come in last” (Giroux & Penna, 1979, p.28) – results in people who have larger bodies not being chosen for physical activities

-  Feels like those in rounder bodies are not considered, do not belong, and are not accepted

Gina Catenazzo

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- Students placed into groups or cohorts based on perceived ability.
- Students being promoted to higher grade based on ability or performance throughout the school year in the current grade level.
- Categorization of subjects - in high school - into academic, applied,  gifted etc.
- Students from academic subject areas eligible to matriculate into university , non-academic subjects only eligible for college, apprenticeship or work.
-- Various types of support available to students based on ability (and needs) e.g  literacy support, EA's, support for English Language Learners.

Genieve Fearon-Williams

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- Western culture is the dominant/standardized culture, and all the other cultures are considered but also have to accommodate to the western ideologies as its “normalized” within our society

- Learning English is required, learning other languages are optional

-   Western holidays are given days off; however significant holidays among other cultures are considered but are not given the same value

-  Your only respected and valued if you attain schooling and are fluent in the required language of English

-  Cultural clothing worn among public atmospheres are considered “not normal” and there are standardized clothing’s that are considered “normal” within our society

Abira Sinnarajah

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- Assumption: all students and families have equal access to learning resources. During remote learning, students were expected to be online and engage, but some students have siblings at home who also require a technology. They all share one laptop/computer.
- Field trips: students who come from low-income family may not able to afford cost of field trip, if school cannot subsidize, students will not be able to have the same experiences as others.
- Foods/nutrients: students may not have access to proper foods or nutrients. Some schools will provide snacks to those students, but not all schools...

Junting Lu

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Students will know how to address authority figures -- to assert themselves, to apologize, to ask for favours and to take advantage of opportunities. Students will know when some kind of language is inappropriate.

Students will be able to wear appropriate clothes (not too skimpy, not wrinkled, dirty or smelly, and culturally suitable)

Students will naturally develop age-appropriate social skills, knowing how to make and keep friends, engage in collaborative and competitive activities, and recover from fights

By a certain age, students will be able to sit still in chairs for hours at a time

Jean Grindley

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J Shields
The hidden curriculum assumes that school is the main priority for students from K through 12.  The demographic of my area includes a significant low income community (average family income is nearing $60,000), coupled with a large farming population.

Regularly I have
-students who are required to work to actually help support their family's rent or grocery bills, therefore these students come to school exhausted, often working from 4-10 every evening, some 40hrs a week.  Priorities are divided.
-students who are required to help in the fields during planting and harvesting, students end up missing days at a time, and run combines for 24hrs straight

The hidden curriculum in my school is sensitive to this situation, however, not all teachers are willing to make allowances, and there is little formal discussion about what to do with either group of students.

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Takes for granted a dichotomy between genders and negates people who identify as both or neither. Examples include:

-Teachers/show hosts calling people boys and girls or ladies and gentlemen

-Bathrooms separated by gender

-Clothing separated by gender in stores (some people, because of their body type, regardless of whether they identify as cisgender or not, shop in the other gender’s section)

-The price of men and women’s haircuts being different (as opposed to long or short hair). Takes for granted that women have longer hair then men

Louise Lemaître

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Yi Ming Li
- Students whether they are neurotypical or have particular learning needs are assumed to know and not violate complex set of school rules or policies.
- Meeting different people in various settings. Engaging in social conversations which meet other people's expectations and rules.
- Autistic students constant feeling of judgment and prejudice by their neurotypical peers based on their repetitive behaviours or interests.
- Easily differentiate between acceptable and unacceptable conversational topics which are appropriate for different contexts

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Laura Facciolo
-Bodies perceived as more physically mature are increasingly subject to more rigid regulation(s) and guideline(s)
--Sexualization of female bodies
-What values do educational institutions attempt to instil in students by enforcing a dress code?
-How do regulations and guidelines around student dress reinforce socioeconomic hierarchies and dominant understandings of race, gender, and sexuality?
-Dress codes often framed as gender neutral, yet are often disproportionality biased towards policing female bodies
-Spectrum of perceived "bodily promiscuity/sexuality" dependent on race
-Language surrounding the covering or concealing of female bodies upholds hegemonic masculinity
-Perceived "professionalism" often upholds the marginalization of blackness and admonishes particular forms of dress as unprofessional
-Relation of body type and dress to competency and respectability

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-students often require diagnoses before receiving accommodations.
-this can often promote the medical model of disability which causes disability to be viewed as something to be "cured" or "managed".
-rather than having mandated accommodations that could benefit all students, they are often implemented as a last resort after a student had been struggling for some time
-expecting students to have parents that can help them fill in their gaps outside of school before it needs to be addressed by the school
-these all participate in the message that students with disabilities are not a priority

Oksana

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-immigrant-1st gen-2nd gen/refugee/citizen-landed-by marriage impacting treatment, socialization, acceptance

-local language spoken vs language spoken by student/family

-political landscape

-economic landscape – neighbourhood – family income – perceptions of wealth or lack thereof

-traditional treaty land – acknowledgement or lack thereof

-access to social services

-transit – availability, safety, ability to travel independently

-safety

-nationalist rhetoric – impact on students who identify with nation and those who do not or are not perceived as part of nation’s image

-holidays granted in that region (and those that are not)

-Amy Kellner

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- Characters of different genders portrayed in books and pictures convey gender stereotypes.
- Schools attach different importance to men and women in different sports
(although there’s equal participation of male and female, the funding to men teams and the funding to women teams differ )
- Some schools provide dress code for girls. Certain types of clothing materials and dressing styles have been labelled with terms such as appropriate or good.
- It is often believed that boys are better at physical exercise than girls

Han Ye

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Forcibly socialize second language learners into the English language’s culture since it is viewed as the dominant language

Using cultural slang or pronunciation is viewed as improper in the classroom setting

Second language learners and parents of these students usually do not have command of the English language and this is often translated as a lack of knowledge-often told to practice speaking English at home

Everything is valued according to the amount of English one knows and understands-judgement

I am reminded of a post on social media that praised Princess Charlotte for learning more than one language at a young age and someone commented that many immigrant students learn another language yet it is not acknowledged as something impressive

I am reminded of an experience as a teacher candidate. Some students were speaking their own language to each other in the hallway and a teacher immediately intervened and asked these students to only speak English with each other at school- suppressing their language can result in feeling like their culture and language are not valued or accepted at school

Sierra Ricci

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Social Economic Status(SES):

·      Upper Class

·      Upper Middle Class

·      Middle Class

·      Lower Middle Class

·      Lower Class

- Education opportunities: Acceptance at good university/college or drop out of school

- Healthy diet or Junk food

- Social circle: Strong friendship network or Poor friendship network

- Living situation: Own house or Rent

-  Academic achievement: Pass or Fail

- High income or Low income

Chuqing Huang

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- English as either the only language or the dominant one to interact with.
- 'Correct' language; dialects or spelling variations invalid
YET native speakers privileged over learners, despite grammatical skills
- Respectful and Academic. (emotional control, objectivity, tone policing)
- Hierarchy of 'acceptable' accents
- Bilinguality a skill, but when languages mixed/used together its a sign of weakness
-Learning English is a requirement, learning another language is a hobby
- I had a quote come up on my Instagram the other day that stuck with me on this topic. It was a question: "What is considered classy if you're rich and trashy if you're poor? Speaking more than one language."

Maya

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-Accent affect social level of immigrants.
-people have different kinds of communicative repertoires and communicative repertoires shift often and throughout the day depending on the audience.
-power always relates to language and identity. Power, language, and identity are codependent upon each other and influence each other.
- A sound attitude towards the hidden curriculum can help language teachers better understand and implement the formal or official curriculum made by the school or the state.

Jinyi

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- Students have different abilities and possibilities. Does typical classroom/curriculum able to recognize the 'right' tool to perceive an individual's abilities/possibilities?
- There is an academic-based, grade-based, test-based curriculum. Is this a good way to evaluate students.
- As a second language learner's perspective, non-perfect English is not the same as performance skill or academic abilities.
- There are still perpetual prejudices and misunderstandings in our classrooms.

Suky Hong

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-Different levels and types of ability (Physical ability, academic ability)
-What assumptions are made based on academic abilities by peers/teachers.... is the students academic path "pre determined" ?
- Are modifications/accommodations provided to support the student?
- Is the physical environment inclusive for students with limited physical abilities? Students with limited physical ability may feel isolated/excluded from day to day school tasks
-Isolation or judgment by peers based on ability
-Self-advocacy skills are essential
Victoria

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The "Power Flower" includes different locations of power from which to reflect on privilege. What does "hidden curriculum" look like, feel like, sound like from these different locations of power / knowledge or an intersection of two or more facets?