future of curicullum

1. Future of Co-Curriculum

2. DEFINITION

3.  gives our students an opportunity to showcase the transferable
skills they have gained through co-curricular involvement,
enhancing their resume and increasing their profile opportunities
with employers and graduate schools
 Students can create a personal record that highlights a variety of
experiences and transferable skills
 Students can reflect on key learning from these experiences and
make connections to their academic studies and career goals

4. • Having a wide range of experiences prepares people better for the
future, especially in today's uncertain world. The broad education that
the co-curriculum can provide is better preparation for life in a society
where an individual may change career several times in their life.
Students must therefore have a fundamental grasp of multiple skills.
For instance, athletes who had their career cut short due to mishaps
might venture into business, having had co-curricular experience of
entrepreneurship as part of their education. Speech and debate clubs
might give a doctor or engineer the communication skills to move into
broadcasting, teaching, or even politics. Placing more emphasis on the
co-curriculum thus ensures a variety of possibilities for young people
to choose from instead of being sidelined.
• Examples include: Badminton, Basketball, Cricket, Cross Country,
Flootball, Hockey, Netball, Swimming, Tennis, Volleyball to list but a
few.

5. Social Entrepreneurship

6.  As a school we want our students to have ambitions and aspirations, to be
motivated and to have a clear idea of the career choices open to them. In
creating opportunity for social enterprise projects we are developing citizenship
skills in students that will help future proof society
 focuses on theory and practice, utilizing conceptual frameworks for examples
from the field, and gives students the opportunity to design and develop a social
entrepreneurship prepare students to become social
 entrepreneurs because much of the skills that are needed to be effective are
embedded in applying theoretical frameworks to practical

7.  increase student self-confidence and commitment to learning through the work
relate
 Do curriculum by direct and indirect experiences.
 Plan and deliver a broad and balanced curriculum that promotes the spiritual,
moral, social and cultural values within the school and local community.
 Support students who are at risk of not completing their education.
 Encourage positive attitudes to lifelong learning.
 Enable students to gain experience of working practices and environments
 Facilitate student’s awareness of the extent and diversity of local and national
employment opportunities.
 Increase student understanding of the economy, enterprise, personal finance and
the structure of business organisations and how they work
 Extend student ability to relate their own strengths, attributes and achievements
to career intentions and make informed choices.
 Recognise, develop and apply their skills for enterprise and employment

8. Employability

9.  According to Knight and Yorke (2006),
employability is.....
 “a set of achievements – skills, understandings and
personal attributes - that make graduates more
 likely to gain employment and be successful in
their chosen occupations, which benefits
 themselves, the workforce, the community and the
economy.”

10. Opportunities to enhance the student experience
and allow students to recognize their skills
development can be provided through co-
curricular activities.
Employment now days looking graduates who are
equally excelled in academic and co-curricular
activities.
Both skills and knowledge should be shown to
ensure the employers have capability of being
effective in workplace.

11. Developing self-esteem and leadership
qualities

12. Students have opportunities to improve their
leadership and interpersonal skills while also
increasing their self-confidence.
Leading to a better understanding of their own
abilities, talents, and career goals.
Students frequently interact with peers who have
similar interests and play a role to coordinate the
group.

13. Communityservice is a way for students to live with diversity.

14.  Baltimore is an eclectic mix of people from myriad ethnic and
cultural backgrounds, and volunteering brings students face to
face with individuals and issues very different from their own.
 Working in a community health center or with prisoners, for
example, can provide future doctors, lawyers, or sociologists with
some real life experience and can help fuel the passion they have
for their studies and potential future career.
 Students embarking on any community service effort receive
training and guidance from both professional staff and seasoned
student volunteers.

15. MULTI TASK PERSON

16.  Why should a science student have to give up music, or
a social studies major not get opportunities for sport?
Many children have talents in all sorts of different areas,
and it is wrong to force them to specialise too early.
 Through equal balancing of academic and co-curriculum,
the students have the chance to exercise their rights and
the opportunity to be multi-talented.
 recognising each individual by their talents there exists a
higher possibility for young people to learn and to grow
in their studies

17. Having a wide range of experiences

18. # Having a wide range of experiences prepares people better for the future,
especially in today’s uncertain world. The broad education that the co-
curriculum can provide is better preparation for life in a society where an
individual may change career several times in their life.
# Students must therefore have a fundamental grasp of multiple skills. For
instance, athletes who had their career cut short due to mishaps might
venture into business, having had co-curricular experience of
entrepreneurship as part of their education.
# Speech and debate clubs might give a doctor or engineer the
communication skills to move into broadcasting, teaching, or even
politics. Placing more emphasis on the co-curriculum thus ensures a
variety of possibilities for young people to choose from instead of being
sidelined.

19. HEALTHY PERSON

20.  Most co-curricular activities are physically active, getting the
student out from behind their desk and making them try new
things.
 This is healthy and ensures that students are exposed to practical
tasks, not just what is taught in class. The outcome of giving the
co-curriculum the same status as the curriculum will therefore be
well balanced individuals.
 Future politicians, for example, will not only thrive on law or
social studies, but will also become fluent in multiple languages,
learn to tango and perform several calculus operations
simultaneously, while also experiencing service through
community work.

21. OTHER/OUR POINT

22. # The aim of 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. Whenever someone is chosen as a head
boy or is given leadership in certain matters, it boosts self-confidence and sense
of achievement.
# Help you gain valuable personal and professional skills in the areas of planning
and organization, oral and written communication, decision making, financial
management, problem solving, ethics and tolerance and personal and
professional balance.
# Provide a process for you to analyze and evaluate the skills and abilities you
have gained through your involvement, both on and off-campus or school.
# recognizing the skills gained through involvement, preparing resumes and for
job interviews, targeting skill areas to develop in order to achieve career goals
and enhance future growth and development.

24. Reference

25. • http://web.jhu.edu/parentsadvisinghandbook
/experience/other
• http://edchat.blogspot.com/2011/01/importa
nce-and-scope-of-co-curricular.html
• http://debatewise.org/debates/2978-co-
curricular-activities-in-schools/