Co-curricular activities facilitate in the development of various domains of mind and personality such as intellectual development, emotional development, social development, moral development and aesthetic development. Creativity, Enthusiasm, and Energetic, Positive thinking are some of the facets of personality development and the outcomes of Extracurricular activities.
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Meaning of Co-curricular Activities
Co-curricular activities (CCAs) earlier known as Extracurricular Activities (ECA) are the components of non-academic curriculum helps to develop various facets of the personality development of the child and students. For all-round development of the child, there is a need of emotional, physical, spiritual and moral development that is complemented and supplemented by Co-curricular Activities.
Definition of Co-curricular Activities
Co-curricular Activities are defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are the very important part and parcel of educational institutions to develop the students’ personality as well as to strengthen the classroom learning.
These activities are organized after the school hours, so known as extra-curricular activities. Co-curricular Activities have wide horizon to cater to the cultural, social, aesthetic development of the child.
Examples and Types of Co-curricular Activities
- Musical activities
- Debate and discussion
- Declamation contest
- Story writing competition
- Essay writing competition
- Art craft
- Recitation competition
- Wall magazine decoration
- Writes ups for school magazine
- Folk songs
- Folk dance
- Flower show
- School decoration
- Sculpture making
- Fancy dress competition
- Preparation of chart & models
- Album making
- Clay modeling
- Toy making
- Soap making
- Basket making
- Organization exhibitions.
- Celebration of festival
Role of Co-curricular activities in student’s life
Co-curricular activities are the true and practical experiences received by students. To a greater extent, the theoretical knowledge gets strengthened when a relevant co-curricular activity is organized related to the content taught in the classroom. Intellectual aspects of personality are solely accomplished by Classroom, while aesthetic development, character building, spiritual growth, physical growth, moral values, creativity, etc. are supported by co-curricular activities. Frankness and clarity in language and personality is supported by these activities. It helps to develop co-ordination, adjustment, speech fluency, extempore expressions, etc. among student both at the school as well as college levels.
Importance and Benefits of Co-curricular Activities
- Co-curricular activities stimulate playing, acting, singing, recitation, speaking and narrating in students.
- Activities like participation in game debates, music, drama, etc., help in achieving overall functioning of education.
- It enables the students to express themselves freely through debates.
- Games and Sports helps to be fit and energetic to the child.
- Helps to develop the spirit of healthy competition.
- These activities guide students how to organize and present an activity, how to develop skills, how to co-operate and co-ordinate in different situations-all these helps in leadership qualities.
- It provides the avenues of socialization, self-identification and self-assessment when the child come in contact with organizers, fellow participants, teachers, people outside the school during cultural activity.
- Inculcate the values to respects other’s view and feeling.
- It makes you perfect in decision making.
- It develop a sense of belongingness.
- CCA provide motivation for learning.
- CCA develop the values like physical, psychological, Ethical, academic, civic, social, aesthetic, cultural recreational and disciplinary values
Role of a Teacher in Organising curricular Activities
- The teacher must be a good planner so that the different activities could be carried out systematically throughout the year.
- It should be the duty of the teacher to give more and more opportunity to the child while performing co-curricular activities.
- The Teacher should act as Innovator by introducing some innovative programmes.
- The teacher must be a good organiser so that the students experienced maximum of it.
- He should too act like as director, recorder, evaluator, manager, decision maker, advisor, motivator, communicator, coordinator, so that the student and child could gained maximum of finer aspects of Co-curricular activities.
List of Outdoor Co-curricular Activities
- Mass parade
- Mass drill
- Kho kho
- Hand ball
- Trips to place of geographical, historical, economic or cultural interest
- Mass prayer
- Morning assembly
- Social service in neighborhood
- Village Survey
List of Indoor Co-curricular Activities
- Music and dance
- Drawing and painting
- Clay modeling
- First Aid
- Book binding
- Card board work
- Leather work
- Organizing school panchayat
- Student self government
- Art and craft
Some 59 per cent of staff say evidence of extra-curricular activities has become more pivotal in their decisions, according to a poll of 63 university admissions teams commissioned by the gap-year provider World Challenge.
Only 5 per cent say non-academic achievements are less important than they were a decade ago, says the report, titled What is the Real Value of Extra-curricular Activities in the University Application Process, published on 15 January.
Some heads of admissions say they have placed more value on extra-curricular activities because predicted A-level grades are not always reliable, while others say they help to distinguish between applicants with identical predicted grades.
The demise of the AS-level, which is set to be decoupled from A-levels, is likely to increase the importance of non-academic achievements because they are a good indicator of academic performance at university, other tutors say.
When asked what type of extra-curricular activities add value to a student’s personal statement, 92 per cent mention work experience and 68 per cent say regular volunteering.
The Duke of Edinburgh Award is the third most cited form of activity (cited by 39 per cent of tutors), followed by fundraising (22 per cent) and captaining a sports team (18 per cent).
The report also includes 20 one-to-one interviews with admissions staff, as well as 32 further interviews with university staff, heads of sixth forms, university students and applicants.
Admissions officers cited in the report say it is useful for applicants to have some extra-curricular activities, but must do it for the right reasons, rather than simply to “tick a box in the application process”.
“It is like on the [TV show] The Inbetweeners when Will encourages all his friends to do the DofE because it looks good on your application,” said Dominic Davis, head of undergraduate marketing and recruitment at City University London.
“Unless you show why it will help you at university it is not that valuable – it is about being relevant and applied; not just ticking the boxes,” he added.