Extracurricular Offering is just as Vital as Academics

We believe that co-curricular activities are just as important as what happens in the classroom. Here’s why.

As an English medium school that provides education from a full-day creche all the way up to primary and high school level, we’re firmly focused on our extracurricular offering. We’ve seen first-hand the immense benefits that come with each pupil balancing both academics and activities. Although many private schools in Gaborone offer such after-school curriculars, not all of them are created to bring out the best in your child.

At Gaborone International School, our enhanced curriculum and extracurricular offering results in pupils who are ready to compete at an international standard (IGCSE) and take on the world with total confidence.

6 Reasons Why We’re Passionate About Helping Every Child Embrace Co-Curriculars

Their academic performance will improve
Several studies have shown that pupils who partake in extra curriculars experience better results. This can be attributed to the skills they gain through these activities. Although a skill like time management is useful for certain sports, it is certainly most useful when applied in everyday life. This is something that has the potential to make a positive impact on the future when it comes to a thriving school and vocational career.
Time management becomes an easier feat
Whilst we’re on the subject of time management, pupils must learn to balance their academics with their chosen curriculars. By learning how to make time for each aspect, they’ll be able to master the skill early on in life. This will teach them how to make the most of any free time available to them. Often, children who can manage their time are also far less likely to procrastinate when it comes to their studies.
They understand commitment
This is one of the most important elements that come with extra curriculars. In understanding what commitment is and how they can show their commitment, they will be less likely to abandon their team or activity. This is another asset to any pupil’s skillset as it’s something that is exceptionally useful throughout life.
New friends can be made
Many pupils form bonds with those in the same class as them but the friends made through after-school activities can have a positive impact too. For starters, they get to interact with people who have a similar common interest as them. They also get to learn about different points of view. This shapes the decision making of every pupil because they’re able to consider things from another perspective.
They can enjoy increased opportunities
For older pupils, these extra curriculars have the potential to improve the likelihood of getting into their chosen universities. This is because tertiary institutions can tell a lot about a pupil’s potential by how balanced and well-rounded their interests are. If your child is good at a particular activity, this might lead to a scholarship or perhaps even a career in their chosen discipline.
Giving every pupil a place to succeed
Our private school in Botswana delivers education for a successful and bright future.

To read more insightful blogs from our teachers and educational experts, click here .

To find out more about Gaborone International School and the work we do, click here .

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BACK TO SCHOOL ANXIETY

By Gaborone International School • January 6, 2025

Going back to school can evoke feelings of joy for some but not others. One child may be filled with feelings of excitement as they anticipate having to see their friends once again at school, whilst another child may be overwhelmed with feelings of anxiety at the thought of starting school. Although it can be quite normal to experience some degree of uneasiness at the idea of returning to school, changing school or commencing kindergarten some children find it hard to overcome these feelings of anxiety. One may wonder why children sometimes experience back to school anxiety. Let us explore a few possible factors: a) Going back to early mornings, homework and extracurricular activities can be quite overwhelming for some. b) Worries about fitting in and/or making friends c) Conflict with peers or fellow students, d) Insecurities about their physical appearance e) Unpleasant interactions with school personnel, e.g. teacher, coach etc. f) Bad memories of their past experiences in school may make one think that the current year will be the same g) Much younger learners may feel uneasy about being away from their parents and caretakers. This is very common amongst kindergarten and lower primary school pupils h) Fear of academic failure and/or not meeting the expectations of their parents or teachers can be quite anxiety provoking. With that said, it is important that learners are provided with the necessary support to ensure adequate adaptation to a school environment. Tips to help ease back to school anxiety a) Parents are encouraged to check their own temperatures first. The idea of having to reinstate routines, assist with homework, manage after school activities just to mention a few can be daunting for parents. Since children take cues from their parents, it can be quite easy for the parent to transfer their own anxious feelings on the child. Remain calm and model calm behavior for your child. b) Prepare early. Get bedtimes and wake up times back to normal a week or two before school starts. c) Create a routine for getting up, getting dressed, having breakfast and leaving for school. Establish a consistent daily schedule ahead of time. d) Take heed to the child’s concerns. Concerns may range from complaints about homework or a fight with a friend. Try not to be dismissive and listen attentively. Acknowledge the child’s feelings and where possible give comfort, assurance and assistance on how to sufficiently address the difficulties raised. e) Take a trip to the school before school opens. This is especially helpful if it’s a new school. You and the child may take a tour of the school premises to help the child familiarize themselves with the environment ahead of time. For kindergarten pupils you may also practice with them ‘sitting in class’ and ‘getting out of the car at the drop off point.’ The school trip may be conducted repeatedly as exposure and repetition may ease their anxiety. f) Allow for the use of small comfort items, e.g. a photo or favorite toy can help sooth a child in distress. g) Plan a hand-off on the first morning if you anticipate that your child will probably refuse or be hesitant to separate from you, then. A friend or school personnel could get ready to meet your child and distract them by giving them something to do immediately. If the hand-off is successful, be sure to offer positive reinforcement later. You may say, “you did exceptionally well by heading straight to class this morning.” h) Practice relaxation techniques to help your child manage anxious feelings. Teach them deep breathing exercises, mindfulness etc. i) Set realistic expectations. Let your child know that what matters is for them to exert effort in all they do. Avoid emphasizing outcomes. j) Stay positive. Talk with your children about the things that make school fun. For example, making new friends and attending extracurricular activities. Feel free to share some of your own pleasant experiences of the time you were in school Although children are different, ideally a child should be able to adjust to a school environment after some time. However, if considerable amount of time has elapsed and the child still presents with debilitating anxiety, sad mood, refusal to attend school, frequent physical symptoms such as stomach aches, headaches etc., link the child to care. Start with teachers and the School Psychologist so as to offer the child the necessary support. Early intervention can have a significant impact in your child’s wellbeing and overall school success!