Forum: Let CCA support students’ growth in what they’re passionate about
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The current co-curricular activity (CCA) system, where students are expected to remain in the same CCA for four years, may no longer support the broader goal of developing students beyond academics.
When CCAs replaced extra-curricular activities (ECAs) in 1999, the shift was a purposeful one – recognising that education should go beyond books to foster teamwork, resilience and character.
As a parent, I welcomed this move as a reminder that what happens outside the classroom matters too.
But today, the system feels increasingly rigid. While students do have options within a fixed list of school-approved CCAs, it does not account for those who are already actively pursuing specialised interests outside school such as figure skating, fencing and chess – areas they are passionate about and committed to developing further.
While students may initiate new CCAs with school approval, this depends on available resources and staff support, and may not be feasible for externally conducted activities.
As a result, these students are often required to take on an additional school-based CCA, on top of their existing commitments.
Instead of supporting their growth, the system adds pressure and limits the time they can invest meaningfully in what matters most to them.
Also missing is the opportunity for exploration. Not all students start out at Secondary 1 knowing what they are passionate about.
Some might be curious about activities not offered by the school or stumble upon others that ignite their passion, but the structure offers little space to try, switch or discover new paths. This discourages self-discovery and assumes that interests remain fixed over four years.
Currently, it feels like students are placed in a box and told to grow, but only within its walls. Yet the world is far bigger than the box. True development often happens beyond structured boundaries, through trial, failure and personal exploration. Time is finite. Every hour spent fulfilling a rigid requirement is an hour not spent deepening a passion or chasing a dream.
Holistic education shouldn’t just produce well-rounded individuals. It should create space for those who dare to pursue excellence and aim higher. The system should support not just broad exposure, but deep pursuit. That is how we grow world-beaters, not just box-tickers.
Marcus Tang Chee Wei
