CCAs in the school system can be viewed in many different ways. Here are three examples:1. CCAs are unimportant and a waste of time. They need not be taken seriously. The student should focus on studying.
2. Every student needs a break from studying sometimes. CCAs are a great way to relax, have fun and do something other than homework.
3. Students need to strive to excel in both studies as well as CCAs. Therefore CCAs add even more pressure to a system that's already too stressful.
All three views have validity. How valid they are, for any individual student, really depends on his own opinions, beliefs and personal circumstances. There is no right or wrong. However, there are more-optimal and less-optimal possible paths (again, for each individual student). Some relevant factors to consider would be (1) how well or badly the student is already coping with his studies, (2) how interested he is in his CCAs, and (3) what he expects to learn or gain from the time and effort spent on his CCAs.
Personally, as a student I had participated very actively in CCAs and had enjoyed myself enormously. In fact, all my happiest memories of school days are associated with my CCAs and my CCA friends. I also feel that from my CCAs, I had gained certain skills and attributes which continue to serve me well today. (In contrast, I regard a significant amount of my classroom knowledge as practically useless to me today).
In its ideal form, the school CCA system can be seen as providing the infrastructure to help students explore and pursue their individual interests. If you like sports, the system provides you with the facilities, the the coaches, the opportunity to compete, and so on. If you like art or music or something else, the system similarly provides with the necessary resources.
If the school provides all these resources, and you don't make use of them, then that is your own loss. It is a loss that you may rationally choose to suffer - for example, you judge that you are better off spending the time studying your textbooks. It's still your loss, anyway.
I recently blogged about my son's school offering various optional courses to the students. My son himself is at the age when he's tentatively interested in almost everything, but hasn't got any strong specific preference. After some discussion with Daddy and Mum, he chose Speech & Drama. So we signed him up for that.
I think that Speech & Drama could help him to be more self-confident (with things like standing in front of an audience, or even expressing a view in class). He'll probably have a lot of fun with the drama activities and make some new friends. I think it's reasonable to expect that his speaking skills should also improve.
Taken far enough, this Speech and Drama course will lead to some sort of international examination / certification in speech and drama, from Trinity Guildhall in London. I am not sure whether my son will go that far, or whether that would be a good thing. It is quite possible that he may lose interest halfway, or become interested in something else (or perhaps the time will come when he is better off spending the time studying).
I wouldn't know, at this stage. I don't think it matters. My son can just jump in first, and get his feet wet. And have fun. We'll figure out the rest later.
Personally, as a student I had participated very actively in CCAs and had enjoyed myself enormously. In fact, all my happiest memories of school days are associated with my CCAs and my CCA friends. I also feel that from my CCAs, I had gained certain skills and attributes which continue to serve me well today. (In contrast, I regard a significant amount of my classroom knowledge as practically useless to me today).
In its ideal form, the school CCA system can be seen as providing the infrastructure to help students explore and pursue their individual interests. If you like sports, the system provides you with the facilities, the the coaches, the opportunity to compete, and so on. If you like art or music or something else, the system similarly provides with the necessary resources.
If the school provides all these resources, and you don't make use of them, then that is your own loss. It is a loss that you may rationally choose to suffer - for example, you judge that you are better off spending the time studying your textbooks. It's still your loss, anyway.
I recently blogged about my son's school offering various optional courses to the students. My son himself is at the age when he's tentatively interested in almost everything, but hasn't got any strong specific preference. After some discussion with Daddy and Mum, he chose Speech & Drama. So we signed him up for that.
I think that Speech & Drama could help him to be more self-confident (with things like standing in front of an audience, or even expressing a view in class). He'll probably have a lot of fun with the drama activities and make some new friends. I think it's reasonable to expect that his speaking skills should also improve.
Taken far enough, this Speech and Drama course will lead to some sort of international examination / certification in speech and drama, from Trinity Guildhall in London. I am not sure whether my son will go that far, or whether that would be a good thing. It is quite possible that he may lose interest halfway, or become interested in something else (or perhaps the time will come when he is better off spending the time studying).
I wouldn't know, at this stage. I don't think it matters. My son can just jump in first, and get his feet wet. And have fun. We'll figure out the rest later.