Texts such as curriculum and policy documents work in complex ways to coordinate teachers' work and approaches to diverse genders and sexualities. Although it might be assumed that official, mandated curricula determine teachers' curriculum choices, little is known about the extent of textual influences on how teachers represent genders and sexualities in primary schooling. This institutional ethnographic study investigated how the Australian national curriculum coordinated teachers' curriculum decisions in one Australian primary school. Drawing on the work of Dorothy E. Smith, we found that teachers and school leaders use "multiple" institutional texts to guide curriculum choices. Although diverse genders and sexualities are visible in the Australian Curriculum (minimally so), we found curriculum and related policy texts were shaped by an ideological code that conceals diverse sexualities and genders. We argue that dominant hetero-cis-normative practices embedded in chains of texts remain powerful, shaping representations of genders and sexualities in primary schooling.