Beyond “Extra” Curricular: Robust Activities as Essential Learning

Aiglon's philosophy of holistic education extends beyond the classroom. Through a varied activity programme, students embrace experiences integral to growth and development. Steve Cook, Aiglon’s Director of Character Education, highlights how this is woven into daily life at the school.

“While activities take place outside of the formal timetable,” explains Mr Cook, “we prefer not to use the term ‘extra-curricular’ because we view our activities as integral to the overall learning that happens at the school. Both the academic curriculum and activities complement each other, and there are a lot of links between these two areas.”

Diverse activities as part of a structured week

Activities are offered in two afternoon and two evening blocks each week day. The sessions are far more than a “nice to have” but are rather an integral expectation in each student’s journey. “Students join a minimum of two activities per term,” explains Activities Coordinator, Alexandra Anne Needoba. “Enthusiasm is high because the breadth of choice ensures unique options for everyone.”

Students immerse themselves in over 120 activity options ranging from Taekwondo to Model United Nations, with new offerings continually being introduced. “We recently introduced fencing,” says Mr. Cook, noting that many new additions are a direct result of student feedback. “There are lots of occasions when we will get approached about starting a new activity — for example, we have recently had students ask about bringing in a ‘law society’ which we are actively working to introduce” Mr. Cook shares.

Student involvement and leadership as a tool for learning

When innovative requests like these arise, Mr. Cook empowers students to be the catalysts for something new. “I try to say yes, but I get the students involved. I tell them they need to find 10-12 others who might want to join, and to do some research to see if there’s a local coach we might bring in to oversee the activity,” he explains. “It is a great way of getting the students involved, and then of course we know the activity will be a success if we have this genuine participation.”

This student-led philosophy is a central and distinctive element of Aiglon activities. “The year groups are mixed, so the History Society, for example, has students from Year 10 through to Year 13 taking part together, which really opens up opportunities for leadership and mentorship,” Ms Neeboda observes. “It is very much student driven, student led, and is built on a culture of community and care, which connects with all the virtues we value here at Aiglon.”

The remarkable diversity of activities is also a direct reflection of the vibrant student body. “We have students from such a range of backgrounds, societies and cultures, so we end up with really interesting ideas that we might not have thought of otherwise,” says Ms Needboda. “For example, a student suggested a tapas cooking class that could weave in elements of the Spanish they have been learning.” Even seemingly challenging suggestions can often be realised if there’s widespread interest. “One that comes to mind is horse riding,” Mr. Cook recounts. “You might think, how can you do that in a ski resort? But we found a way and it’s now a part of the programme.”

Freedom to explore and try new things

For students, the most delightful challenge might be making their selection each term. Fortunately, Aiglon’s dedicated staff are there to provide guidance. “We encourage balance,” says Ms Needboda, explaining that all activities are categorized into nine areas, including familiar ones like sport and music, and innovative ones such as environmentalism and interculturalism. Students are also given the flexibility to explore: “Students can try out an activity for two or three weeks, after which point they can always come back to us and say, you know what, that’s not for me.”

This freedom to explore and experiment is a cornerstone of the programme. In an era that often emphasises outcomes, Aiglon seeks to emphasise the journey: providing students with the opportunity to explore new pursuits, dedicate their best effort and savour the learning process. “If a student does recreational boxing, for example, it teaches them important qualities like discipline, even if they are not performing at a really high level,” reflects Ms Needboda. “We want students to try new things. We want them to find their passion. And we want them to do it as part of the community”.