What you know about After School Activities?

In this edition of the Weekly Bulletin we would like to inform you about the current After School Activities (ASAs) programme, its history, its main objectives and above all the relevance that these activities have in the learning of our pupils from Prekinder to 4°EM.

Perhaps the first thing to explain is that the After School Activities are under the umbrella of the Co-curricular area of the School.

So…what do you know about the Co-curricular Area at The Grange School? We invite you to have a look in our website.

At the beginning of the Second Semester of this year we launched the new version of Co-Curricular page on our website. In this section we aim to bring together all the information related to Co-curricular in a single, easily accessible space for all parents.

We share with you the words and vision from our Head of Co-curricular, Harry Harkins, about what Co-curricular means. You can find more information on our website. 

At The Grange School, we are committed to providing a comprehensive Co-curricular Programme that enriches the educational experience of our pupils. Our aim is to deliver a balanced programme with a clear purpose, upheld by quality standards and governance, ensuring that the education of the “whole child” remains at the forefront. From arts to music, drama, academic, service and sports, our diverse offerings encompass a range of after-school activities designed to foster holistic development. 

We will also emphasize and encourage participation in outdoor education, experiential learning, sustainability initiatives and, importantly, service opportunities. Developing and expanding the choice of both domestic and international educational trips will be a priority. By engaging in these varied pursuits in new environments, pupils not only cultivate their talents and interests but also develop essential life skills, global perspectives, and a profound sense of responsibility towards themselves and the world around them.

Harry Harkins
Head of Co-curricular Programme

Co-curricular at The Grange School focuses on 3 areas: After School Activities, Outdoor Education and International Tours.

We invite you to click over the photos and find out more about them.

Have a look at the images below. This is also available on the main page of the Co-curriculum website.

Difference between the concept of Extra- Curricular and Co-curriculum

Why was the name changed from ECAs to ASAs?

Why was the name changed from ECAs to ASAs?

At the beginning of this academic year we informed the community about the change of the name from ECAs to ASAs, this was a minor but important change to reflect the move to recognise co-curricular activities are those activities that are beyond, but complement, the regular curriculum.

There is a difference between Extra-Curricular and Co-Curricular activities but the line can be blurred and, arguably, becomes less well defined within ASAs.  The same activity can be extra-curricular in Senior School but very much co-curricular in Lower Prep. Co-curricular activities are those that complement the academic curriculum. These activities are integrated into the educational experience and are designed to reinforce what pupils are learning in the classroom. They support the overall development of pupils by bridging the gap between academics and practical application.

Examples of Co-curricular activities include science clubs, debate teams, language clubs, school sports teams, art exhibitions, and music performances. These activities often align with the school’s curriculum and learning objectives, helping pupils apply academic concepts in real-life situations while developing soft skills like teamwork, leadership, and time management.

Extra-curricular activities, on the other hand, are activities that fall outside the regular curriculum and are not directly tied to academic learning. They are voluntary and are typically pursued based on personal interests. While extra-curricular activities can still contribute to personal growth, they are generally more focused on recreation, socializing, or skill development outside the academic context.

Examples of Extra-curricular activities include pupil-run clubs, community service projects, recreational sports leagues, and hobbies like photography or cooking. While they are important for personal development, they are not usually assessed or graded as part of the formal education system.

The key differences between Co and Extra Curricular activities are:

• Integration with Curriculum: Co-curricular activities are integrated with the school curriculum and support academic learning, while extra-curricular activities are independent of the academic curriculum.
• Purpose: Co-curricular activities reinforce academic concepts and contribute to holistic development, whereas extra-curricular activities focus on personal interests, social interaction, and enjoyment.
• Assessment: Co-curricular activities may be assessed or graded as part of the school’s academic program, while extra-curricular activities are typically not graded or formally evaluated.

After-school activities that align with the school’s educational goals, such as academic clubs or sports teams, are considered Co-curricular. Meanwhile, activities that are more recreational or pursued independently of the curriculum are extra-curricular. Both play important roles in a pupil’s overall development, but co-curricular activities have a more direct connection to academic learning.

The Importance of Our After-School Activity Programme

The School has a strong history of providing After School Activities for the pupils. The activities offered vary from semester to semester and the aim is to provide as broad a selection as possible.  After School Activities play a crucial role in the development of pupils by offering opportunities for personal growth, social interaction, and skill enhancement beyond the traditional classroom setting. Engaging in activities such as sports, arts, and clubs allows pupils to explore their interests and passions, fostering creativity and self-expression. These activities also promote teamwork, leadership, and communication skills as pupils collaborate with peers and mentors. Furthermore, After School programmes provide a structured and supervised environment, reducing the likelihood of negative behaviours and encouraging positive use of free time. Pupils can build self-confidence, resilience, and a sense of accomplishment, all of which contribute to their overall development and future success.

What do ASAs aim to achieve for our pupils? What skills and tools do these courses aim to give your pupils?

The School has a strong history of providing After School Activities for the pupils. The activities offered vary from semester to semester and the aim is to provide as broad a selection as possible.  After School Activities play a crucial role in the development of pupils by offering opportunities for personal growth, social interaction, and skill enhancement beyond the traditional classroom setting. Engaging in activities such as sports, arts, and clubs allows pupils to explore their interests and passions, fostering creativity and self-expression. These activities also promote teamwork, leadership, and communication skills as pupils collaborate with peers and mentors. Furthermore, After School programmes provide a structured and supervised environment, reducing the likelihood of negative behaviours and encouraging positive use of free time. Pupils can build self-confidence, resilience, and a sense of accomplishment, all of which contribute to their overall development and future success.

What do ASAs aim to achieve for our pupils? What skills and tools do these courses aim to give your pupils?

We view After School Activities as an essential extension of our educational programme. These programmes offer pupils invaluable opportunities to explore interests outside the traditional classroom setting, nurturing their creativity, curiosity, and personal growth. By providing a wide range of activities, from games, arts, to STEM clubs and service initiatives, we ensure that each pupil has the chance to discover new talents. This diversity of offerings is key to helping pupils develop into well-rounded individuals who are confident, adaptable, and prepared for the challenges of the future.

Currently at The Grange School, excluding sports, we are running 77 different activities each week.

One of the primary benefits of our After School Activity programme is the enhancement of social and emotional skills. Through collaborative activities, pupils learn the importance of teamwork, communication, and leadership. These experiences foster strong relationships with peers and mentors, creating a supportive community that helps pupils navigate the complexities of childhood. Participation in ASAs also boosts self-esteem and resilience, as pupils tackle new challenges, celebrate successes, and learn from setbacks in a positive and nurturing environment.

In addition to supporting academic and personal growth, our After School Activities play a crucial role in promoting physical and mental well-being. Regular participation in sports, dance, and outdoor activities encourages a healthy and active lifestyle, reducing stress and improving overall health. Moreover, creative activities such as art, music, and drama provide essential outlets for self-expression, helping pupils manage their emotions and develop a sense of identity. In a world where pupils face increasing academic and social pressures, ASAs offer a vital balance, allowing them to relax, recharge, and enjoy their time at school.

Finally, our programme fosters a strong sense of community and School spirit. By participating in group activities, pupils develop a sense of belonging and pride in their School. These shared experiences create lasting memories and help pupils form deep connections with their peers and the wider school community. Ultimately, our ASAs are not just an add-on to the School day—they are an integral part of what makes The Grange a vibrant and dynamic place to learn and grow.

What ideas are there for ASAs 2025?

The ASAs will continually evolve and we are keen to make them more relevant to the pupils. For the Second Semester, we were able to start a number of new activities and reintroduced some previous favourites.  We are already looking at the offer for the Academic Year 2025 (AY25) and intend to further broaden the choice.  We are also very cognisant of the balance of activities through the week; we need to consider the number and type of activities on each week day. For example there are fewer activities on a Monday and Tuesday, this needs to be addressed.  Likewise, certainly in Lower Prep, we need to have a balance of STEM, Arts, Games each day for more choice.  A focus for AY25 will be broadening the range of activities for the Senior School pupils; there will be a survey sent to the pupils after the Fiestas Patrias to help inform our decisions and grow participation. 

There are a number of factors impacting the development of ASAs.  As a School we are anticipating and planning for the introduction of the labour legislation governing the maximum permissible hours within the regular curriculum and, by extension, within the Co-curricular offer.  Whilst there are some difficulties, this is also an opportunity to identify and secure external agencies, of the required quality, to begin to augment the current activities.  In particular we are looking at the STEM and Performing Arts activities.  The external agencies will also help address the balance of activities through the week, especially on days when many teaching Staff are committed to meetings after School.  

Whilst not strictly an ASA, it is worth mentioning that we are assessing the possibility of introducing a grading system for the private music lessons.  There are a number of organisations that provide a framework (ABRSM, LCM, RCM and Trinity).  Grading in private music lessons is essential because it provides a structured framework for measuring a pupil’s progress and development over time. It also sets clear goals and benchmarks, motivating pupils to practice and strive for excellence, whilst offering valuable feedback that helps identify areas needing further attention. For parents and pupils, grading offers reassurance that the lessons are yielding tangible results, reinforcing the value of the investment in private music instruction. 

Another seemingly straightforward consideration is developing, with our technology partner Colegium, the SchoolNet interface to make it more user-friendly and improve navigation.  We believe that the changes will make the portal easier to use during sign-up and enable parents to make amendments online, hopefully removing a current area of frustration.

How will on 2025 applications happen?

The portal for applying for AY25’s First Semester ASAs will open before the term starts in mid-February; the exact date and time will be communicated in advance.   Once again we will produce Instagram reels promoting the activities before the sign-up opens and, with the upgrade to SchoolNet, parents will see all the ASAs available for their children.  The popular activities are closed very quickly, within seconds of the portal opening and we strongly recommend accessing the portal from laptop or desktop.  Sign-up is recorded with the system’s date/time stamp.  Again closer to the date, we shall release an instruction video on how to subscribe, change or delete an activity directly via SchoolNet.