Assignment: School Management and

Co-curricular Activities
Submitted to: Dr. Kifayat Khan
Submitted by: Nida Nadeem
Roll No: 5647
Class: B.Ed (1.5)
Department of Education
The University of Haripur,
KP, Pakistan,
May, 2024
 Table of Content
S. No TITLE Page No.

1 INTRODUCTION 4

2 CO-CURRICULAR ACTIVITIES 6

2.1 What are co-curricular activities 6

2.2 Importance and Scope of Co-Curricular Activities 7

2.2.1 Importance 7

2.2.2 Scope of co-curricular activities 9

2.3 Role of Co-Curricular Activities in Student’s Life 10

2.4 Role of a Teacher in Organizing Co-Curricular Activities 11

2.5 Benefits of Co-Curricular Activities 11

2.6 Types of Co-Curricular Activities 12

3 CONCLUSION 15

4 REFERENCES 16
1. INTRODUCTION

Co-Curricular Activities (CCAs) are an important part of technical education as it is in

other post-secondary educational institutions like junior colleges and polytechnics. Co-Curricular
activities are activities and services provided by an educational institution for students’ active
participation that are outside of their main core studies. These activities must be educationally
beneficial in bringing about hard and soft skills development in the students. They can also add to
the personal, social, and moral development of students.
Co-Curricular activities offer a channel for learning that is different from the more
structured environment of the classroom, technical workshops, or computer and science labs.
Much of the student’s growth and learning can take place in the less formal environment of CCAs.
Co-Curricular activities offer situations and issues that students must address through their learned
skills and knowledge.
Co-Curricular activities should be organized so that established educational goals can be
maximally promoted. These goals include the development of the physical, social, emotional, and
mental, and moral well-being of students. To others, co-curricular activities should also be for the
development of students’ leadership abilities, self-realization, and good citizenship. Therefore, it is
essential that CCAs be effectively managed to optimize the desired goals.
Co-Curricular Activities (CCAs) should be managed to provide developmental value to
students. Students participating in co-curricular activities have varying degrees of capability and
commitment. The teacher managing the co-curricular activities must consider this diversity when
exercising leadership over the students [1].
According to modern education thinkers, curriculum is not only teaching and learning in
classroom. It also includes work in library, laboratory and workshop, participation in games and
sports in playground and numerous informal contacts between teacher and pupils in these places.

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In these informal contacts there are very many activities one of which is co-curricular activities. It
is a part of the curriculum of the institution [2].
A list or table of events arranged according to the time when they take place. It is a tabular
statement or scheme showing the time when certain things are to take place or be attended as a
school timetable showing the hours for study in each class etc [3].
The timetable is said to be the second clock which indicates all the activities undertaken in
a school. It shows the hours of schoolwork, kind of work or subjects, the teachers at work and at
rest, the rooms being used in a certain period, recreational time, time of roll call, time of morning
assembly, time of drill, games and other co-curricular activities and time of interval. The school is
the spark plug of the school which sets into motion its various activities and programs. A timetable
is a mirror that reflects the entire educational program followed in the school [4].
The school timetable is a powerful administrative tool. Ideally it should operationalize the
aims and objectives of the school by providing an appropriate structural dimension to the
curriculum. Another function served by the school timetable is its allocative role. It performs the
important task of allocating a large proportion of the school's resources. The resources of teacher-
time, pupil-time and room-space have their use controlled directly by the timetable. The material
resources of equipment and supplies, which are largely related to subjects taught, are indirectly
controlled. Timetable analysis can therefore serve two purposes. It can reveal the reality of a
school's curriculum organization. This reality may be intentional or unintentional. Secondly, it can
show where a school allocates its resources, in particular the important ones of teacher-time and
room-space. Information in these areas should enable school administrators to make better
decisions on the school's educational program and on resource allocation practices to achieve
desired aims and objectives [5].

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2. CO-CURRICULAR ACTIVITIES

2.1. What are Co-Curricular Activities

“Activities sponsored or recognized by a school or college which are not part of the
academic curriculum but are acknowledged to be an essential part of the life of an educational
institution. Co-curricular activities include sports, school bands, student newspaper etc. They may
also be classed as ‘Extracurricular’ i.e. activities carried on outside the regular course of study;
activities outside the usual duties of a job, as extra class activities”- according to The International
Dictionary of Education (1977). “Co-curricular activities were mainly organized after school hours
and so were the extracurricular activities, but they are not an integral part of the activities of the
school as its curricular work”- according to Aggarwal (2000). “Co-curricular activities may be
defined as the activities undertaken to strengthen classroom learning as well as other activities both
inside and outside the classroom to develop the personality of the child”- according to Bhatia
(1996) [8].
“Various social and other types of activities like literary, dramatic, social services etc
which attracted the attention of the child were considered as extracurricular activities.
Extracurricular activities have been renamed by educationists as co-curricular, which implies that
all these activities are a part of school curriculum.”-according to Mittal (1999). A co-curricular
activity is also defined as a program or out-of-class activity, supervised and financed by the school,
which provides curriculum-related learning and character-building experiences. Co-curricular
activities are voluntary, are not part of the regular school curriculum, are not graded and do not
earn credits.

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2.2. Importance and Scope of Co-Curricular Activities
2.2.1. Importance
Co-curricular school activities are very important. Students will get a chance to sharpen
their talent. This gives them confidence. Students can learn team spirit and other group dynamics
through these activities. For overall development these activities are very important, and these
activities bring a positive change in the child.
Extra-curricular activities in school help to develop the all-round personality of the students
and train them to handle different kinds of tasks and challenges. The activities feature a lot of
teamwork, thinking out of the box, matching up to competition and working in pressure.
Development of these skills at an early age will help students to face the different challenges in
their corporate life and later [8]. Curricular activities have several values like:
1. Educational values
2. Psychological values
3. Development of social values
4. Development of civic values
5. Physical development values
6. Recreational values
7. Cultural values
1. Educational Value
 These activities have great "educational" potential. All classroom teaching is theoretical.
 Practical knowledge can be imparted through co-curricular activities.
 Language and expression improves through debates and recitations. Teaching of History gets
vitalized by dramatization.
 Practical lessons in civics can be given through student self-government.
 School magazines teach students the art of writing forcefully and effectively.
 Celebration of functions develops organizational capacities and leadership qualities in
students.

2. Psychological Value

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  These activities as the name suggests meet the psychological needs of the students, mainly
with reference to the social demands of the pupils. They help in expressing personal behavior
and provide a vehicle for creative thinking.
3. Development of Social Value
 Social cooperation is recognized as one of the important demands of citizenship. It is difficult
to teach through school subjects like Languages, Mathematics or Social Sciences. By
participating in group activities, students learn good manners and develop a sense of
cooperation. Membership in a club, student council, dramatic cast or an athletic team requires
co-operation. Students learn to appreciate the relationship of an individual to the social
group.
4. Development of Civic Value
 In group activities students learn the value of doing one's duty. For example, students' self-
government in schools provides an excellent training in exercising one's franchise and
shouldering responsibilities. These activities train the students for good citizenship. Co-
curricular activities offer many opportunities for the development of self-discipline e.g. NCC
and ACC. They develop in students a spirit of toleration of others' views, healthy exchange
of ideas, fellow feeling and accepting victory and defeat with grace.
 Secondly, the school is a miniature society, and the activities of the school should have direct
relations with the activities of the society.
 Qualities like initiative and leadership are not always developed in a classroom. On the
playground, students get opportunities to develop leadership qualities like initiative, decision-
making, judgment, tolerance etc. These qualities are required for a democratic society. Many
girls and boys have little practice in controlling themselves and in directing their own affairs.
 The traits and qualities of leadership are developed in students when they organize these
activities by themselves under the guidance of teachers.
5. Physical Development Value
 While games, sports and athletics directly contribute to the physical development of students,
other co-curricular activities also indirectly contribute to it. These activities provide a useful
channel for the growth and development of the body.

6. Recreational Value

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  Lack of ability and training in proper utilization of one's leisure time is one of the major
defects in the present system of education. By providing and organizing various activities, we
provide wholesome opportunities to our students, rather than to spend their spare time in
undesirable activities e.g. movies, TV, idle talk etc. Hobbies developed at the secondary
school stage become lifelong habits.
7. Cultural Virtue
 Some co-curricular activities are of tremendous value, as they help in providing opportunities
for better understanding of our cultural heritage and traditions, for example, activities like
dramatics, folk songs, dance, folk music, exhibitions, and celebration of various religious and
social festivals provide better knowledge and understanding of our culture, foster cultural
tastes and awaken cultural interests among students. Students would appreciate learning all
these though our language, religion, culture, food habits, dress etc. are different but we are
one, and that we are leman beings of the same universe.
 Thus, co-curricular activities will help in developing national and international understanding
[8].

2.2.2. Scope of co-curricular activities

Co-curricular activities play a key role in a student’s mental, physical, and moral growth. Co-
curricular activities not only make the students active and energetic but also enable them to harness
the in-depth potential of students. It enhances knowledge in many domains, which benefits the
student as well as the school [10].
 The scope of co-curricular activities is wide due to a nearly inexhaustible list of interests.
Some of the major groups include Computer Club, Art Club, Dance Club, Swimming,
Basketball and Photography Club etc
 Co-curricular activities are held outside standard curriculum hours and the activities taken
depend on the nature of co-curricular activities. For example, uniformed groups do foot
drills and team-building exercises while competitive sportsmen spend most of the time
training and learning techniques from their instructors.
 There is a wide choice of co-curricular activities in schools, for which students can sign up
based on their interest and ability [8].
 Co-curricular activities are good platforms to secure the future both professionally and
socially and promote leadership quality.

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  It nurtures student’s ability in co-operation, co-ordination, organization and leads toward
leadership.
 Extra-curricular activities provide exposure to personality and helps in psychological and
sociological transformation [10].
 These activities prepare a child for future challenges.
 Co-curricular activities are a great source of developing student’s interest in studies,
classroom, and school routine.
 Co-curricular activities provide multiple and flexible ways of learning, teaching, and
presenting.
 A regular curriculum usually consists of academic theories and is taught within the
boundaries of a classroom with no idea of the real world, so students do not know exactly
how to apply their knowledge practically. So, participation in co-curricular activities boosts
student’s abilities [11].
2.3. 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, 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 [7].
 The aim of co-curricular activities is to make the students fit for the future time and to
develop a sense of competitive spirit, co-operation, leadership, diligence, punctuality, and
team-spirit as well as to provide a backdrop for the development of their creative talents.
 When the students in their early teens are given some responsibilities like giving first aid
they acquire a sense of responsibility.
 Physical activities like running, football etc., help not only in the physical fitness they also
refresh the burdened mind [12].
 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 students both at the school as well as college levels [7].
2.4. Role of a teacher in organizing co-curricular activities

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 According to Singh and Singh (2007) the objectives of co-curricular activities can only be achieved by
effective implementation of such activities. It requires following fulfillments by school
administration and instructors/teachers [13]:
 The teacher must be a good planner so that the different activities can 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 programs.
 The teacher must be a good organizer so that the students experience the maximum of it. He
should act like director, recorder, evaluator, manager, decision maker, advisor, motivator,
communicator, and coordinator [7].
2.5. Benefits of Co-Curricular Activities
1. Co-curricular activities stimulate playing, acting, singing, recitation, speaking and narrating in
students.
2. Activities like participation in game debates, music, drama etc. help in achieving overall
functioning of education.
3. It enables the students to express themselves freely through debates.
4. Games and sports help to be fit and energetic to the child.
5. Helps to develop the spirit of healthy competition.
6. These activities guide students on 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.
7. It provides the avenues of socialization, self-identification, and self-assessment when the child
meets organizers, fellow participants, teachers, and people outside the school
during cultural activity.
8. Inculcate the values to respect other’s view and feeling.
9. It develops a sense of belongingness.
10. Co-curricular activities provide motivation for learning.
11. Co-curricular activities develop values like physical, psychological, ethical, academic, civic,
social, aesthetic, cultural recreational and disciplinary values.

2.6. Types Of Co-Curricular Activities

There are thirteen main kinds of co- curricular activities including:

1. Academic development activities

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2. Aesthetic development activities
3. Cultural development activities
4. Emotional development activities
5. Leisure utilization activities
6. Literacy development activities
7. Moral development activities
8. Physical development activities
9. Productive activities
10. Social development activities
11. Scientific development activities
12. Spiritual development activities
13. Multipurpose activities and projects

The details of these activities are given below in detail:

Academic development activities:

 Surveys
 Quizzes
 Projects
 Symposiums
 Preparation of charts, models etc
 School magazines, essay writing, story writing etc.
 Subject clubs e.g. social science clubs, geographical clubs

Aesthetic development activities:

 Music
 Painting
 Drawing
 Dramatic
 Sculpture
 Exhibition
 Fancy dress

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  Flower festival
 Decoration etc

Cultural development activities:

 Social service
 Student’s council
 Youth parliament
 Visit to assembly and parliament.

Emotional development activities:

 Camps
 Speeches
 Educational tours
 Celebration of national and international day

Leisure utilization activities:

 Photography
 Album making
 Coin collecting
 Stamp collecting
 Educational tours

Literacy development activities:

 Debates
 Magazines
 Recitation
 Book reading
 Essay writing
 Story writing
 Library work

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Moral development activities:

 Social service
 Morning assembly
 Celebration of birthdays of great men

Physical development activities:

 NCC
 Yogic
 Athletics
 Mass drill
 Swimming, Cycling
 Indoor and outdoor games

Productive activities:

 Clay work
 Toy making
 Soap making
 Book binding
 Leather work
 Cardboard work
 Kitchen gardening
 Manufacture of teaching aids

Social development activities:

 NCC
 Scouting
 Girl guiding
 Junior red cross
 School cleanliness
 Community service
 National service scheme

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 Scientific development activities:

 Field trips
 Science quiz
 Science fairs
 Science clubs
 Science models
 Spiritual development activities

Spiritual development activities:

 Yoga
 Meditation
 School choir

Multipurpose activities and projects:

 Tree plantation
 Adult education
 Prize distribution.

 Scouting and girl guiding

 Undertaking various projects

3. CONCLUSION

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 In conclusion, co-curricular activities have been proven to have many positive benefits for students
in various aspects. Students not only gain benefits through these activities, but also amplify their self-
enthusiasm. Furthermore, it may also increase their range of lifelong skills.
Co-curricular activities help a lot in improving the health mentally, psychologically, and
emotionally. It can help to raise self-motivation, such as self-expression, self-confidence, and self-esteem.
Self-expression is a kind of motivation that can encourage students to express their thoughts. Students are in
an environment to openly convey their opinion generally. Co-curricular activities also encourage students to
speak up and contribute to an existing idea or topic. Students will be motivated by having self-esteem in
their life. Self-esteem can teach students to believe in themselves. Students will have confidence in their
own choices especially when people don’t trust them. It also can teach students not to fear or to be de-
motivated by rejection. These skills may prepare a student practically in future especially when they work.

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4. REFERENCES

1. http://edt.ite.edu.sg/papers/tcpast/tc02_paper/tc02_Management%20of%20Co.pdf
2. http://edchat.blogspot.com/2011/01/definition-and-concept-of-co-curricular.html
3. https://www.wordnik.com/words/time-table
4. http://www.preservearticles.com/2012011721028/what-is-the-importance-of-time-
table.html

5. http://www.emeraldinsight.com/journals.htm?articleid=1665448
6. http://www.ask.com/question/what-is-a-co-curricular-activity
7. http://www.gyanunlimited.com/education/co-curricular-activities-meaning-definition-
examples-importance-benefits/2437/
8. http://edchat.blogspot.com/2011/01/importance-and-scope-of-co-curricular.html
9. http://www.gyanunlimited.com/education/co-curricular-activities-examples-meaning-and-
definitions/7878/
10. http://www.gyanunlimited.com/education/co-curricular-activities-examples-meaning-and-
definitions/7878/
11. http://co-andextracurricularactivities.blogspot.com/p/scope-of-co-curricular-activities.html
12. http://m.targetstudy.com/articles/role-of-co-curricular-activities-in-a-students-life.html
13. http://www.academia.edu/1373152/
CoCurricular_Activities_in_Education_The_Axle_of_Individuals_Holistic_Development

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