This document discusses co-curricular activities and their importance in a student's development. It begins by explaining that co-curricular activities facilitate intellectual, emotional, social, moral and aesthetic development. It then provides definitions of co-curricular activities and examples of different types of activities. The document emphasizes that co-curricular activities provide true, practical experiences for students and complement classroom learning. It outlines several benefits of co-curricular activities, including stimulating creativity and developing leadership skills. Finally, it discusses the role of teachers in organizing co-curricular activities and principles for doing so.

1. 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.
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
 Sports
 Musical activities
 Debate
 Model
 Art
 Music
 Drama
 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

2.  Flower show
 School decoration
 Sculpture making
 Fancy dress competition
 Preparation of chart & models
 Album making
 Photography
 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
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 helps to be fit and energetic to the child.
5. Helps to develop the spirit of healthy competition.
6. 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.
7. 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.
8. Inculcate the values to respects other’s view and feeling.
9. It makes you perfect in decision making.
10. It develop a sense of belongingness.

3. 11. CCA provide motivation for learning.
12. 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
1. The teacher must be a good planner so that the different activities could be carried out
systematically throughout the year.
2. It should be the duty of the teacher to give more and more opportunity to the child while
performing co-curricular activities.
3. The Teacher should act as Innovator by introducing some innovative programmes.
4. The teacher must be a good organiser so that the students experienced maximum of it.
5. 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
1. Mass parade
2. Mass drill
3. Yoga
4. Athletics
5. Bicycling
6. Gardening
7. Cricket
8. Football
9. Basketball
10. Volleyball
11. Kabaddi
12. Khokho
13. Hand ball
14. Trips to place of geographical, historical, economic or cultural interest
15. Mass prayer
16. Morning assembly
17. Excursions
18. Social service in neighborhood
19. Village Survey
List of Indoor Co-curricular Activities
1. Dramatics
2. Music and dance
3. Drawing and painting
4. Decoration

4. 5. Weaving
6. Clay modeling
7. First Aid
8. Tailoring
9. Rangoli
10. Book binding
11. Card board work
12. Leather work
13. Organizing school panchayat
14. Student self government
Principle of organizing co-curricular activities
15. The need and importance of co-curricular activities discussed in previous article makes it
clear that co-curricular activities are an integral part of school education. Such activities
are organised in school with following objectives in mind.
16. 1 To provide equal opportunity to all the students to take part in
17. 2. To enrich their interest and understandings of the contributions made by other streams
to the teaching of commerce.
18. In organising such activities the following points are kept in mind.
19. 1. Such activities should always be executed through the active and willing cooperation
of the students, staff and school management.
20. 2. Different age groups of students of commerce are always kept in mind while
organising co-curricular activities for them.
21. 3. The time spent on such activities should be reasonable.
22. 4. All efforts are made to keep a proper balance within the activities of each individual
student and the programme of the department as a whole.
Values of co-curricular activities
It has been amply emphasised in previous pages that co-curricular activities are supplementary
and complementary to curricular activities. Such activities are of immense values to students, to
teachers, to schools and to the business community.
Some of these are listed here:
(i) Helps to develop in student's proper individual and collective responsibilities with desirable
qualities of leadership.
(ii) Helps to develop the ability to work with others.
(iii) Helps to develop the leisure time advantageously.
(iv) Helps to train them to become good citizens of the country.

5. (v) Helps to train the students as how to plan and direct their own enterprises and to exercise
initiative and judgment.
(vi) To create confidence in students to rely on their own capabilities to do the work.
(vii) To foster a spirit of self-reliance in work when they grow old and settle in different walks of
life.
Facial expressions- facialexpressionscanconveyfeelingsof surprise,happiness,angerandsadness.If
youmeeta longlostfriendandsay "I am very happyto meetyouagain",butwitha sadfacial
eexpression,itconveysthe exactopposite meaning.
Eye movements-the eyemovementssuchaswide openpupilcontactressfeelingsof surprise,excitement
or evenfear.the importanceof eye contactwithone'saudience waspointedoutearlier.Directeye
contact isan indicationof intensityandinterest,whilelackof itcan conveyfeelingsof nervousnand
guilt.Asprolongedeye contactcanintimidate people,itisnotagoodideato stare at people.Different
culturesperceive eyecontactdifferently.InAsia,LatinAmericaandAfricapeople avoiddirecteye contact
to showrespect.Arabsuse prolongedeye contacttomeasure trustworthiness.
GGestures- the gesture ssuchas movementof the handswhilegivingalecture orpresentationindicates
a highlevel of involvementinwhatyouare saying.onthe otherhand,shufflingof the feetisa signof
nervousnessandspeakingwithoneshandsinonespocketsisconsideredtobe casual or evenrude.
Headmovements- The headmovementslike noddingthe headcanconveyinterest,appreciation,
agreementorunderstanding.
Posture- posture,referstocarriage or attitude.Ourposture can iindicate ourfeelings.informal settings
such as jobinterviewsandclassroomsettings,itisessential thatyoumaintainanerectposture can
conveythatyou are defensiveandrigid.uncrossingyourarmsand legscan indicate thatyouare willing
to listen.
Physical appearance- ouroutwardappearance,includingthe waywe dressandthe jewelleryand make
up that we wearcan conveyan impressionof formalityorinformality.goingtoajob interview dressedin
blue jeansornot stickingtoa stipulateddresscode atthe workplace can conveythatyou a rebel,
nonconformistora verycasual person.thereforeitisimportanttotake care of yourappearance,sothat
youconveythe right meaningtoothers.
Promexics- promexicsisderivedfromthe word'proximity'orclosenessandisthe communicationterm
for personal space anddistance.The space anddistance whichwe choose tokeepfrompeople isalso
part of non-verbal communication.Eachof us hadour own innerandoutercircle,whichdifferfor
differentpeople.The differenttypesof spacesare asfollows:

6. Intimate space- ourinnermostcircle isan 'intimatespace',intowhichwe generallyadmitonlyselect
people suchasfamilyandclose friends.
Personal space-A 'personalspace'mightinclude otherfriendsandcolleaguesorco-workers.The
intimate andppersonal spacesinvolvecommunicationof aninformal nature.
Social and publicspace- the'social andpublicspace'includesofficial orworkplace relationships,where
the communicationisof a more formal nature.
Fixedspace- Fixedspace meansthatthe physical ffeaturesof the workenvironmentsuchasfurniture,
room size andseatingarrangementsare permanent.Thisconveysanimpressionof formality
Semi-fixedspace- Semi-fixedspace meansthatcertainelementsof the environmentcanbe changed
.For example,changingthe seatingarrangementconveysanimpressionof informality
Importance of businesscommunication
Internal businesscommunicationisthe exchangeof informationwithinacompany.Internal business
communicationinvolvesinteractionwiththe followingsstakeholders:
Superiors
Peers
SSubordinates
Employees/unions
Shareholders
Communicationinvolvedinthisinternal stakeholders
Superiors- Everyorganisationhasaformal reportingsystem.Superiorsare the higherupsinthe
organisationtowhomyoureport.The frequencyof interactionwiththemwill vary,dependingonyour
positionandresponsibilities,aswell astheirneedforinformation.Asasalesperson,youmayhave to
submitdailyorweeklyreportsonsalesprogress.Asamarketing,youmaybe requiredtomake periodic
presentationsonmarketingstrategyfornew productlaunchestothe vice President,marketing.
Occasionally,youmayalsoapproachyoursuperiorstocommunicate yoursuggestionsforimprovement
of the organisation.
Communicationwithssuperiorscouldbe throughwrittenchannels,suchasreports,orthroughoral face-
to-face channels,suchaspresentationsandone-to-one meetings.Whentryingtosolve problemsor
improve relationships,oral face-to-face channelsare mosteffective

7. Peers-peersare yourcoworkers,orpeople atthe same level withinanorganisation.Forexample,a
marketingmanagerandan HR manger are peers,since theyworkat the same level withindifferent
departments.Communicationbetweenpeersisessential forfunctional coordination.Anadvertising
managerfor example,willneedtocommunicate withthe finance .managerregardingapproval of the
advertisingbudgetfora newproductlaunch.Informationsharingisanotherreasonforcommunication
betweenpeers.
The advertisingmanagerandthe salesmanagerinthe marketingdepartmentmayneedto
communicate regardingthe special featuresof aproductto be highlightedinanadvertisingcampaign.
Regularcommunicationbetweencoworkersindifferentdepartmentsisalsoessential toensure that
theyworktogetheras a teamto achieve the commongoalsof the organisation
The most appropriate channel of communicationbetweenpeersisthe oral face-to-face cchannel,since
it helpstobuildgoodrapportand improvesworkrelationships
Subordinates- Subordinatesare the peopleinthe organisationwhoworkbelow youorreportdirectlyto
you.Forexample,asthe marketing manager,youmayhave assistantmanagersreportingtoyou,whoin
turn mayhave marketingexecutivesreportingtothem.The mostcommonreasonforcommunication
withsubordinatesistoconveyorganisational procedures,policies,targetsandgoals.otherreasons
include performanceappraisal andfeedback,rewardandrecognitionaspectsanddisciplinaryissues.
appropriate channelsof communicationwithsubordinate smaybe both oral and written,dependingon
the situation.Communicatingaboutorganisationalproceduresisbestdone through
writtencommunication.Butperformance appraisalsandfeedbackshouldbe done throughanoral one-
to-one meetinganddiscussion.
Employees/unions- employees/unionscanbe quite powerfull.Therefore communicationwiththemis
essential.The reasonsfor communicationinclude welfare aspectsdisciplinaryaspectsandtermsof
employmentAll theseshouldbe clearlyspeltoutandkepton record.Hence writtenchannelssuchas
writtencontractsare the mostappropriate channels
Shareholders-shareholdersare veryimportantinternalstakeholders,sincetheyare the ownersof the
company.It isessential tocommunicate withshareholderstokeepingthe informedof all developments
inthe company.Itis essential tocommunicatewithshareholderstokeepingtheminformedaboutthe
following:
Company'sprogressondifferentfronts
Developmentpprogrammes
Newprojectsundertakenbythe company
New capital issues
Anymajor problemsfacedbythe company

8. The stepsbeingtakentotackle the major problems
Thisis part of publicrelations,throughwhichthe companyprojectsapositiveimage of itself inthe eyes
of shareholders
. Ans5 Thisthe most importantstage of the jobapplicationprocess,duringwhichattentionshouldbe
paidto the followingaspects:
Openingformalities- Sinceitisimportanttocreate a good firstimpression,the wayyougreetand
iintroduce yourself isimportant.Usingthe name of the interviewercorrectly,givingafirmhandshake,
waitingtill youare askedtobe seatedandsittingwithanerectposture are commoncourtesiesthat
shouldbe observedtoprojectagood image.
Non-verbal communication- Thiswasemphasised that inface-to-face communication,non-verbal cues
can enhance communicationandconveyapositive message.Apartfroma firmhandshake anderect
posture,yournon- verbal behaviourshouldindicate thatyouare confidentandattentive towhatthe
interviewerissaying.Directeye contact,facial gesturesandnoddingtoshow thatyouare listeningare
all importantaspectsof non-verbal communicationthatshouldbe observedduringthe interview.
Group interview-Agroupinterviewisone where apanel of interview asingle aapplicat.The groupmay
comprise people fromdifferentfunctionalareasinthe organisation,suchasHR,marketingandfinance.
Whenaskeda questionbyone groupmembers,itiscommoncourtesytomake eye contact withas
addressyourresponsestoall the interviewers.
Two-wayinterview-Althoughthe aapplicant'staskisprimarilytolistenandthe interviewer'sjobis
primarilytoaskquestions,itisinthe handsof the applicanttomake the communicationatwo-way
process.Apartfromansweringquestions,the intervieweeshouldshow interestinthe jobandthe
companyby askingrelevantquestions,whereverpossible.
Honestyandhumility-itisimportanttobe honestandto avoidgivingvague answersorbeatingaround
the bush,if youdonot knowthe answerto a particularquestion.Employer'sappreciate honesty,rather
than over-smartanswers.Humilityisequallyimportant.Forexample,whenaskedaboutyour
weaknessesdonotstate that youhave no weaknesses.Anotherpointtorememberistoavoid
exaggeration.Forexample,if youare beinginterviewedbyatopexecutive of the company,donot
suggestthatyou can turn the companyaround.
Positive answers- Donotspeakill of yourpreviousemployers.If askedaboutyourpreviousexperiences,
youmay give honestfeedback,butyoushoulddosotactfully.Youranswersshouldalwaysendona
positive note.
Salarydiscussion-Anydiscussiononsalaryshouldbe initiatedbythe iinterviewerandnotbythe
interviewee,especiallyduringthe initialinterview.When askedaboutyoursalaryexpectations,you
shouldindicate arange,ratherthana specificfigure.Therefore,youshouldhave foundoutthe general
salaryrange forcandidateswithyourqualificationsandexperience,before the interview.Onlythencan
yougive a reasonable responsetothe question.Youalsoneedtoassessyourownexperience,

9. qualificationsandwhetheryouhave otherjoboffers,before respondingtoa questiononsalary
expectations.
Closingthe interview-How you.closethe interview isasimportantashow youopenit.Normally,the
interviewergivesasignal whenthe interview isover,eitherthroughbodylanguage,orbymakinga
commentonthe nextstepforaction.At thispoint,youmustthankthe interviewer,give anotherfirm
handshake and saythat you lookforwardto hearingfromthe companysoon.sometimesthe
interviewer,give anotherfirmhandshake andsaythatyou lookforwardtohearingfromthe company
soon.sometimes,the interviewermayconclude byinvitingyoutoaskquestions.Inthiscase,youshould
onlyask questionsthatare relevanttothe jobor the organisationandavoidaskingquestionsrelatedto
your performance inthe interview.Itwouldbe agoodideato prepare a listof questionsforthe endof
the interview.
Ans5 b circularsalsowrittenformsof communicationwithinthe organisation.The basicdifference
betweenacircularand notice isthatcirculars are announcementsthatare distributedtosmall or
selectivegroupsof people withinthe organisation,whereasnotices are mentfora largergroup of
people.Anotherwaytodifferentiateacircularand notice isthat circulararecirculatedtorespective
individuals,whereasnoticesare putupon notice boards.
Example,if amanagerwantsto call a meetingof headsof departments,he will passaroundacircular
onlyto the heads,requestingthemtoattendthatmeeting
Circularisan aannouncementthatissentto a selective groupof people,butnotice isanannouncement
that issentto everyone concerned.Show cause notice is aspecial kindof notice thatissentto
individualsorgroupdemandingforanexplanationonanissue .circular like memoisbrief andtothe
point.Ithas a captionthatindicatesthe message tobe conveyed,like amemo,there isnoformal
salutationorclose.
Ans6a SQ3R technique of readingwasdevelopedbyRobinsoninhisbook"EffectiveStudy"(1970).SQ3R
standsfor the initial letter'sof the five steps
Steps. Expansion. AAbbreviation
Step1. Survey. S
Step2. Question. Q
Step3. Read. R
Step4. Recall. R
Step5. Review. R

10. 1. Survey-Surveyreferstoaquickglance throughthe title page,preface andchapter headingsof atext.
By surveying,youwillbe able togauge the mainideasof the text.Besides,the author'sname,date,place
of publicationandtitle page cangive youanideaof the general subjectarea.the tableof contents,
preface or forewordinabook wouldgive youanideaof the themesandhow theyare organised.A
surveyof the index orbibliographytellsyouimmediatelywhetherthe bookcontainswhatyouneed.
Question-Thesecondstepinthe SQ3Rtechnique of readingisquestion.A surveyof the textwill surely
raise a fewquestionsinyourmindregardingthe text.some of the questionscouldbe:
Is the bookuseful orrelevanttomystudy?
Doesit providessome guidelines/informationonthe subjectathand?
However,asyougo throughthe individual chapters,youmighthave specificquestionsregardingthe
topic.Thiswill surelyhelpyoutogainsome insightsintothe text,topicandthe author'scomments.You
will be surprisedtosee howyourquestionare answerdinthe processof readingandunderstandingthe
text.Therefore,don'ttreatreadingasan automaticprocess.It hasto be consciousanddeliberate,witha
definitepurpose ,where youinteractwiththe topicandthe author
Reading-Aftersurveyingandquestioning,youbeginthe actual reading.Youneedtodevelopacritical
approach to readinganythingforthatmatter.Readthe textoverand overagain,each time witha
differentquestionandadifferentpurposeinmind."Ireaditonce andunderstandeverything"kindof
attitude isnothingbut a myth.hence,while readingforthe firsttime,youmustjustfocuson the main
pointsor ideasandsupportingdetails.Make anote of importantpointsthatyouhave read.
Recall-Recallingorrecitingfollowsreadinglevel.Inthislevelthe readerrrecalls orrecitesthe contents
afterreadingsome portionof text.Thisisdone because everyreadingexercise,increasesyour
backgroundknowledgeandyoumustbe able to connectthe informationgainedwiththe existing
knowledge.Thus,recallingwhateveryouhave readenablesyoutoconnectandrelate the contentwith
the previousandfuture learningof the subjects.Youcanrecite aloud,silentlyorbywritingdownthe
keypointsthatsums upthe majorpoints.Itis a goodpractice to put across the pointsinyour own
wordswhenyourecall.
Review-Reviewingisthe processof checkingwhetherwe have followedthe earlierstagespromptlyand
eefficiently.Have we surveyedthe book,article ormagazine properly?Have we askedthe appropriate
questionsrelatingtothe content?Have we readitcriticallyand have we recalledthe mostsignificant
detailsorinformationrequiredforourstudy?These are questionsthatmustbe askedinthe final stage
of reading.Reviewwill sharpenyourcritical ability,enableyoutoform yourown opinionsonthe topic
and expressthemtoothers.