CO-CURRICULAR ACTIVITIES IN SCHOOL

RELATING TO TEACHING OF ECONOMICS

PEDAGOGY OF ECONOMICS

Gaibul Preet
Roll No – 2626
Lyallpur Khalsa College of Education for Women, Jalandhar.
Email- gaibul.p@gmail.com

Under the guidance of

Mrs. Vandana

Submitted to

Lyallpur Khalsa College of Education for Women, Jalandhar

November
1 07, 2022
SI. Content Page No.
No.
Acknowledgement 3
Declaration 4
1 Introduction 5
Meaning of co-curricular activity 6
Definitions of co-curricular activity 7
2 Different Types of co-curricular activities 8
3 Specific CCA for teaching of Economics 9
3.1 Student Magazine and Newspaper 9
3.2 Debate 9
3.3 School Bank 10
3.4 Cooperative Society/Store 10
3.5 Project Work on Entrepreneurship 11
3.6 Economic Seminars and Workshops 12
3.7 Discussion 12
3.8 Economic Trade Fairs 13
3.9 Market Studies 14
3.10 Field Visit to Industrial Centers 14
4 Conclusion 15
Role of CCA in a Student’s life 15
Role of a Teacher in Organising CCA 15

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ACKNOWLEDGEMENT

This assignment was carried out under the guidance of Mrs Vandana. A gesture of gratitude
is expressed to her for her constant support and for providing a great opportunity to conduct
this study on the topic, Co-curricular Activities in School Related to Teaching Economics,
which has helped in gaining a vast extent of knowledge.

Any opinions, findings, conclusions, and recommendations expressed in this material are
those of the author and from the research papers referenced below.

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Declaration

I declare that this assignment titled “Co-curricular Activities in School Related to

Teaching of Economics” represents my ideas in my own words and where others’
ideas and words have been included, I have adequately cited and referenced the
sources.

I also declare that I have adhered to all principles of academic honesty and integrity
and have not misrepresented or fabricated or falsified any idea/fact/source in my
submission.

I understand that I will be solely responsible for any violation of the above.

Name: Ms Gaibul Preet

Signature:

Date: 07-011-2022

Certified that Ms Gaibul Preet has worked under my supervision and submitted the
assignment titled above to Lyallpur Khalsa College of Education for Women,
Jalandhar.

Name: Mrs Vandana

Signature:

Date: 07-011-2022

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 Introduction
According to modem education thinkers, the curriculum is not only teaching and
learning in the classroom. It also includes work in the library, laboratory and
workshop, participation in games and sports in the playground and numerous
informal contacts between teachers and pupils in these places. 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.

Curricular activities are those activities that are a part of the curriculum.
Co-curricular activities are those activities that are outside of but usually
complement the regular curriculum.
Extracurricular activities are defined as those school-based activities that are
not tied to the curriculum.

Essential skills and values that students can develop through co-curricular
activities are:

1. Logical and analytical thinking – Analysing reasons behind events and

situations
2. Critical thinking – That is examining concepts, ideas as well as problems and
issues
3. Creative thinking – In other words, thinking of newer ways to solve problems;
visualization; thinking of new ideas
4. Problem-solving skills – For instance, solving problems utilizing various
concepts, solutions, etc.
5. Leadership skills – For instance, taking initiative and responsibilities;
influencing others in working for a good purpose; setting goals; motivating
others to work towards goals; taking accountability
6. Social skills – Includes collaboration; teamwork; building good relationships
with others
7. Emotional skills – Understanding your strengths and weaknesses; controlling
your emotions as well as empathy for others
8. Communication skill – Includes the power of expression, listening to others,
public speaking etc.

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9. Technology skills – Using various computer software and apps to get things
done
10.Social values – In other words, respecting differences among individuals,
respecting others’ values and culture
11.Ethical values – For example, maintaining ethics in public life; good moral
values etc.
12.Recreational values – Understanding the importance of leisure and recreation;
participating in leisure and recreational activities.

Meaning of Co-curricular Activities

Co-Curricular Activities (CCA) are the activities which are undertaken along with
academic studies. They supplement the academic curriculum and help in learning
by doing. These activities help students to develop problem-solving and reassure
critical thinking, communication, and collaborative abilities. The Co-curricular
activities help students in emotional and overall personality development.

Co-curricular activities in school might be compulsory such as music, art, or

drama classes that take place during the day. Others could be voluntary, such as
participating in a school sports team, school debating teams, or student newsletters
editorial team. In either case, participation helps students in emotional
development, social skill development, and overall personality
development. Therefore, the importance of co-curricular activities is immense.

In simple words, co-curricular refers to activities, programs, and learning

experiences that complement, in some way, what students are learning in school
i.e., experiences that are connected to or mirror the academic curriculum.

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Definition of Co-curricular Activities

Co-curricular Activities are defined as activities that enable to supplement and

complement the curricular or main syllabi activities. These are a very important
part and parcel of educational institutions to develop the student's personality as
well as to strengthen classroom learning. The extracurricular activities definitions
by leading modern educational thinkers and others are:

“Co-curricular activities may be defined as the activities undertaken to strengthen

the classroom learning as well as other activities both inside and outside the
classroom to develop the personality of the child.”- Bhatia (1996)

“Activities sponsored or recognised by a school or college which are not part of

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 newspapers etc. They may also be classed as ‘Extracurricular’ that is
activities carried out outside the regular course of study; activities outside the
usual duties of a job, as extra class activities.”- The International Dictionary of
Education (1997)

“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 the school
curriculum.”- Mittal (1999).

“Co-curricular activities were mainly organized after school hours and so were the
extra-curricular but they are not an integral part of the activities of the school as
its curricular work”- Aggarwal (2000).

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Different Types of Co-Curricular Activities
It is the primary level, where the importance of co-curricular activities cannot be
ignored. All the education thinkers had given prominent space to CCA at this
stage. Co-curricular activity is an integral part of the secondary level as well. CCA
develops social interaction and healthy recreation in the atmosphere of formal
education. The different co-curricular activities examples are as follow:

CCA in Primary CCA in Secondary School

School
Recitation Debate and discussion National Cadet Corps
(NCC)

Simple story writing School magazine Social Survey

Play Dramatics Mass drill

Parade Study circle Stamp Collection

Music Clubs and Societies Workshops

Dancing Seminar National Sports

Organization (NSO)

Drawing Library work National Service Scheme

(NSS)

Fancy dress Sports and Games Project Work

Folk Dance Cultural Programmes Exhibition

Assembly Cooperative Bank Cooperative Stores

Reading Students’ Council Art groups

Painting Fair Excursions

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Co-curricular Activities for Teaching Economics

3.1 Student Magazine and Newspaper

Student magazines and newspapers are excellent venues to develop writing and
editing skills. Through this co-curricular activity, the students can be encouraged
to write on current issues related to economics and its branches.

For example, the student can voice their opinion about Russian - Ukraine war and
its repercussions for the Indian Economy.

There are usually multiple areas that the student can work on, including design,
editorial, writing and journalism. Many institutions have local news, political
reports, and comment sections that deal with more sensitive issues which allow
students to voice their opinion. At some institutes, the paper may not be the only
literature the institute publishes. Many have an academic journal, either published
by the institute or student-led, which publishes academic articles on various topics.
Finally, literary magazines can be a good place for the aspiring writer to start,
which are generally student-edited and publish much of the best prose and poetry
from students and alumni alike.

Learning how to write well is also essential if learners are going to be

communicating complicated economics ideas in monographs or in articles for
whichever company or institute they are working for, and something that writing
often will enable. Academic language is often impenetrable, so staying away from
that and presenting ideas clearly and concisely is an invaluable skill.

3.2 Debate

Debates provide a chance to practice oral presentation, argumentation, and critical

thinking skills, all of which are essential skills for all but especially economics
students. Debates are a great way to practice public speaking, which is an
important life skill to be able to express one’s ideas with verbal fluency.

Communication is one of the most important soft skills to have, useful in all
aspects of life, from giving presentations on a thesis to asking for a pay rise at
work. It helps built all other soft skills needed to be successful: leadership,
networking, delegation, and others. Being able to effectively communicate one’s

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ideas and research, or back up one’s economic findings, is essential to being
successful.

3.3 School Bank

While diving deep into the theory and study of various subjects, the school
curriculum doesn’t often focus on imparting the type of practical education that
would be useful in the day-to-day adult world.

Through a co-curriculum activity such as a school bank, the students can learn
about the processes and importance of saving, investing, depositing, withdrawing,
and earning back interest. Such an activity let the students get hands-on experience
with the banking system.

Such activities make the students independent thinkers and learn how to manage
their finances, so they can be more responsible with the money their parents give
them for expenses. It encourages a saving mindset amongst the students.

For Example: To instil a sense of ownership, each student has a personalised

locker where they can deposit money. They are also given handmade passbooks
where teachers note down the amount of money they have saved. If they wish to
withdraw money, they must fill in a handmade challan and withdraw money
through a handmade cheque. Administratively as well, the bank can be handled
by students, managers, accountants, and as a cashier.

3.4 Cooperative Stores/Society

Co-curricular activities which focus on planning, purchasing, selling, pricing,

and maintaining records, such as cooperative stores can be organized for
economics students.

Through a cooperative society, the students learn and work through actual
practice under the careful supervision of a teacher on how a cooperative society

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is run.

Additionally, Cooperation is one of the most important lessons a school should

provide to its students. Cooperative societies provide practical knowledge
concerning cooperative living.

For example, A school co-operative society can deal with books and stationery
which can be purchased by a school or by students acting as shareholders, and
sold by students.

The selling of books can be done in a specific space and at a specific time.
Accounts of buying and selling or income and expenditure are to be maintained
under the close supervision of a teacher-in-charge. Decisions concerning buying
and selling books and stationery should be taken participative through regular
meetings. A cooperative shop can also sell other things apart from books and
stationery if it wants. All buying and selling should be in cash and no credit should
be given. A check should be kept in stock daily by a teacher-in-charge.

3.5 Project Work on Entrepreneurship

Economics students can get practical experience through project work related to
entrepreneurship. Project work is an excellent venue to develop analytical and
logical thinking; innovation and creativity; decision-making and problem-solving
skills.

Additionally, for an ambitious student who wants to start their own business, such
co-curricular activities provide an excellent opportunity. It provides the students
with an environment with plenty of time and resources to develop their ideas.
Often, institutions have entrepreneur challenges where students pitch their ideas

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against one another to win a certain pool of money which can help them get the
idea off the ground.

For example, students may have the following project work as part of their co-
curricular activity for economics class:

1. Conduct a case study of any entrepreneurial venture in your nearby area.

2. Write about any business firm near your locality; interact with the owner of the
business firm and prepare a field report on parameters like type of business, the
scale of business, product/service dealing in, target customer, problems faced and
measures to solve the faced challenges.
3. Know your State Handicrafts and Handlooms as a means of economic activity
for the livelihood of people and intellectual property rights attached to them for
the promotion of local specific skills.

3.6 Economic Seminars and Workshops

Economic seminars by Experts with experience helps the students to learn

about new topics and meet leaders in their field student feels encouraged and
motivated. Listening to any prominent personality in any seminar or
workshop helps the student to gain information about their way of work or how
things take place.

Seminars, however, are small group sessions that allow the students to discuss
topics in some depth. These are often related to the lectures, but in addition, you
may be given work to do beforehand. Depending on your academic field, you
might be asked to; read a case study.
A seminar can be conducted for students to understand in dept about budget, taxes,
and public investment.

3.7 Discussion

Discussing ideas with peers and teachers broadens the mental horizon, and
thinking, listening, and speaking abilities of the students. It also promotes
confidence levels among students. It is an effective tool in problem-solving,
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decision making and personality assessment. Communication is one of the most
important soft skills to have, useful in all aspects of life. It helps built all other soft
skills needed to be successful: leadership, networking, delegation, and others.
Being able to effectively communicate one’s ideas and research, or back up one’s
economic findings, is an essential skill.

Example: While learning about types of unemployment, students can discuss and
conclude about the type of unemployment that is caused by the displacement of
factory workers due to automation. The teacher plays the role of a facilitator in
such a scenario.

3.8 Economics Trade Fairs

Experiential learning is a well-known model in education. It is a process where

knowledge is created through experience and exposure. In this activity, students
can become international traders from various continents such as Asia, Africa,
Australia, Europe, North America or South America. They negotiate prices with
buyers and sellers from other continents. Sometimes they are thwarted from
trading by barriers, and they come to understand how the IMF, by fostering free
trade, enhances the flow of goods and services worldwide.

Alternatively, the school can organise actual trade fairs amongst schools in the
city. Here, the students pool in a very small lump sum which can be considered as
their investment and with that, they put forth various stalls born out of innovative
ideas including daily use products, stationery, food and many interactive games
all designed by the students themselves. Keeping the budget in mind the team
comes up with themes, decorations etc. which makes the event more engaging and
interesting. This is their first step towards a successful business venture as
effective use of funds and team synergy are paramount in the successful execution
of a business plan. Importantly, the trade fair provides students with an
opportunity to better understand their market, test their value propositions, and
meet their first customers.
Students take responsibility for their defined roles and team spirit to work
together like well-oiled machinery to set up their stalls with their ideas neatly

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incorporated and budget judiciously spent. Teamwork ensures that their business
model is ready to give them the desired profits.
This is part of an active approach to learning and teaching, where students
experience first-hand a start-up company, developing and bringing products to
market.

3.9 Market studies

A market study is the proactive analysis of market demand for a product or

service. A market study looks at all of the factors involved in the market that
influence the demand for that product or service. This includes price, location,
competition, substitutes, and general economic activity. It can be done through
surveys, product testing, and focus groups.

Co-curricular activities such as market studies are conducted at the school

level to understand the viability of a new service or product through research
conducted directly with potential customers. This helps to discover the target
market and get opinions and other feedback from consumers about their interest
in the product or service.

3.10 Field Visit to Industrial Centers

Economics is described as a social science that deals with the analysis,

distribution, production and consumption of goods and services. The subject can
be a bit tedious and students tend to get bored with it easily. Thus, co-curricular
activities such as field visits that intend to concentrate on the social aspect of
this science make it more invigorating.

The students can learn by observing on a field visit to industrial centres and
stock exchanges etc. They can learn about the production process, storage of
raw materials, packing and grading of goods, buying and selling of shares, the
listing of securities etc. Moreover, students can have a question-answer session
with actual industry experts.

For example, can be taken on a factory tour of a cotton mill, where they observed
various stages of preparing the product.
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The visit would give students good insights into the concepts related to production
and operations within a manufacturing plant.

Conclusion
Role of CCA in a student’s life

Co-curricular activities are the true and practical experiences received by

students. It helps students to make a career in Economics, Commerce,
Mathematics, Accountancy, Nutrition, etc. 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 the classroom, while aesthetic development, character
building, spiritual growth, physical growth, moral values, creativity, etc. are
supported by co-curricular activities. It helps to develop coordination, adjustment,
speech fluency, extempore expressions, etc. among students both at the school as
well as college levels. If one is good in co-curricular activities, the subjects like
Commerce and Economics are handled easily by them.

Role of a Teacher in Organising CCA

The teacher must be a good planner and organizer so that the different activities
could be carried out systematically throughout the year and students experienced
a maximum of it. It should be the duty of the teacher to give more and more
opportunities for the child while performing co-curricular activities. The Teacher
should act as an Innovator by introducing some innovative programs.
The teacher should also act as director, recorder, evaluator, manager, decision-
maker, advisor, motivator, communicator, and coordinator so that the student and
child could gain a maximum of finer aspects of Co-curricular activities.

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