At BIS Abu Dhabi, co-curriculars unlock passion, purpose, and potential in every learner — every day
PARTNER CONTENT: The British International School Abu Dhabi’s Co-Curricular Activities empower students to grow, lead and thrive, building confidence, skills and lifelong passions.
Through a dynamic and inclusive Co-Curricular Activities (CCA) programme, the school is creating meaningful opportunities for students to explore their interests, discover new strengths, and grow into confident, well-rounded individuals.
Whether it’s through academic clubs, creative pursuits, or sporting teams, BIS Abu Dhabi uses CCAs to help students build essential life skills like leadership, resilience and teamwork to support them long after they leave school.
Ben Stanier, Assistant Headteacher in Secondary, explains that the CCA programme is vital in preparing students for their future. “It’s not just about exams or school success; it’s about life – globally and locally. Our CCAs also align with the ‘We Are the UAE 2031’ vision, developing forward-thinking global citizens. These activities instil principles of a cohesive society and foster innovation, supporting the national vision for progress.”
From Model United Nations to debating clubs, BIS Abu Dhabi offers students the chance to engage with real-world issues, developing resilience, critical thinking, and a sense of global responsibility.
Ben explains how the school takes a broad, inclusive approach to CCAs, breaking it down into three areas: academic, creative and sport. That way, the school offers something for every interest and every learner.
Academic CCAs include masterclasses in core subjects, especially tailored for GCSE and IB students. On the creative side, students can choose from clubs like robotics, poetry, and creative writing.
Sports are equally diverse, with offerings from football and rugby to more student-requested pursuits like F1 in Schools.
And student input is crucial throughout. “We regularly run student voice surveys,” Ben shares. “We ask them what they enjoy and what they want to see more of. That’s how we know where their passions lie.”
One recent example is the creation of an Inclusion CCA, designed specifically for students with additional educational needs. “It’s about tailoring opportunities, not excluding. Those students can still access everything but also have a space just for them.”
Ben also highlights the flexibility of the programme, allowing students to take part in multiple clubs across different days and times, before school, at lunch, and after school.
“Some students will do a sport before school, a lunchtime CCA, and another one after school. It’s impressive how much energy and motivation they have when they’re passionate about something.”
When it comes to leadership and personal growth, the results speak for themselves.
“Through these clubs, students are learning how to collaborate, prepare, and lead. Whether it’s planning for a debate, training for a sports event, or presenting at MedSoc (BIS Abu Dhabi’s Medical Society), they’re developing the kind of maturity that sets them up for success beyond school.”
Parents are noticing, too. “We get great feedback about the impact these clubs have; not just academically, but socially and emotionally. They help students navigate challenges and give them a strong sense of self.” From F1 in Schools to environmental debate, Ben is clear on the value of a strong CCA programme: “It’s not just about filling time after school. It’s about building young people who are confident, adaptable, and ready to take on whatever comes next.”
The power of CCAs
Co-curricular activities (CCAs) at BIS Abu Dhabi are more than just a way to pass the time after school; they’re a vital extension of learning. As Matthew Harper, Deputy Head of Primary explains, the CCA programme fosters leadership, teamwork, and a love of learning among students, especially at the primary level.
“Term two is our most outdoor-heavy season for CCAs,” Matthew begins, “and it gives us the best opportunity to make use of our outdoor spaces as the weather allows.
“However, we’re always having to think creatively because the weather really impacts what we can offer.”
With 70 per cent of the student body involved in CCAs, there’s a constant need to provide flexible and diverse options to meet the interests and needs of students across the school.
Matthew is particularly passionate about how CCAs contribute to the development of key character traits like leadership and responsibility, even in the youngest learners.
“Primary students primarily work with others in their year group during the day, so these sessions give them the opportunity to collaborate with peers from different year groups. You’ll see students leading naturally, especially in areas like STEAM, dance, sports, or even chess, when they have a strength or passion.”
One standout programme he mentions is a ‘Maths Through Magic’ club, blending numeracy with performance skills. “It’s a great example of making learning fun. You’re learning measurement, timing and sequencing; without even realising it.”
He’s quick to point out that clubs also offer exposure to completely new interests. “Not everyone in primary knows what their passion is yet. Part of our job is helping them find it.”
To help spark that interest, many CCAs are extensions of what’s already being taught in class. STEAM is a popular one; students get hands-on experiences with challenges and experiments that build on what they’ve seen during the school day.
The school also ensures a balance between academic, physical, performance-based, and creative options, so there’s truly something for every child.
One initiative Matthew helped introduce is the Eco Edventure Programme, which began in curriculum time but now also runs as a CCA.
“We use our garden, we involve older students; it’s hands-on learning, leadership, and environmental awareness all rolled into one.”
When asked what the most rewarding part of seeing students engage in CCAs is, he is clear: “It’s about the whole child. Yes, our curriculum is strong, but CCAs give students a chance to explore, take risks, and build resilience.”
This is especially valuable in a transient international school setting, where developing adaptable, well-rounded learners is key. He also highlights the strong student voice in shaping the programme where students have taken ownership by suggesting some of the best clubs which have been established.
Parent feedback has also been overwhelmingly positive, with many calling for even more options. To meet demand, the school sometimes brings in external providers for specialised paid clubs, while keeping a wide range of high-quality, free options led by enthusiastic staff.
“The sign-ups speak for themselves,” Matthew smiles. “The kids love it; and that’s what matters.”
Finding strength in movement: building character through sport
CCAs at BIS Abu Dhabi are intentionally designed to do more than fill time after school, they help students build character, develop resilience, and foster a lifelong love for sport and wellbeing.
Leading the way is Team Falcon, the school’s flagship sports programme, open to students from Year 3 to Year 13. It runs across all three terms and includes a wide range of sporting opportunities for both boys and girls.
“The aim is to create a fun, challenging, and supportive environment where students can explore different sports and grow in confidence,” says Ryan Baker, Director of Sport.
More than just skill development, Team Falcon is about building personal and social qualities that extend far beyond the playing field.
“Students train and compete alongside peers from different year groups and backgrounds, learning the value of communication, collaboration, and sportsmanship,” he explains.
Importantly, Team Falcon is inclusive. “No one is turned away,” he adds. “It’s a community built on accessibility, enthusiasm, and the pursuit of personal excellence.”
The programme also offers competitive opportunities at both local and regional levels.
“Every effort is made to field as many teams as possible, ensuring that every student who wants to represent the school gets a chance to do so.”
For many students, Team Falcon ignites a passion that continues long after school. “The habits they form often stay with them well into adulthood,” Ryan says.
Complementing this broad sports offering is a more intimate fitness-based CCA led by Caleb Questel, one of the school’s counsellors. His Fitness and Leisure club blends physical training with subtle, supportive mentoring.
“It’s just a fitness and leisure CCA on the surface,” Caleb says, “but for me, it’s also a quiet space for mentoring, connection, and building self-worth, without making it a therapy session.”
Students engage in circuit training, stretching and group workouts, but they also build leadership and accountability. “They reflect on previous sessions, sometimes lead exercises, and push one another to keep going.”
Caleb sees it as preparation for life beyond BIS Abu Dhabi. “The biggest transition for many is university. And no one’s chasing you there. If you’ve learned discipline and how to move your body when you don’t feel like it, you’re in a better place to cope.”
Together, Team Falcon and fitness-focused CCAs demonstrate the school’s commitment to nurturing not just athletes, but strong, confident, and resilient individuals.
The Eco Edventure
The Eco Edventure is a unique outdoor learning space designed to immerse young students in nature through hands-on experiences. With features like waterfalls, ponds, plant life, and garden areas, it supports children’s development in a rich, multi-sensory environment.
Angela Burns, Nursery School teacher, explains that three co-curricular activities (CCAs) linked to Eco Edventure are offered to students in Years 1 to 4.
“The students make fires, do woodwork, water the plants and do planting, read stories, and help look after the rabbits,” she says, adding that quails have recently been introduced, with students now involved in their care too.
Angela highlights how the learning deepens as children progress through the years. While Year 1 students focus on basic skills like safely using tools, those in Years 3 and 4 follow structured plans during woodwork activities, giving them a greater sense of independence and purpose.
She also shares that in future, older primary and secondary students will support younger ones during Eco Edventure sessions, fostering leadership, collaboration, and peer-to-peer learning across age groups.
How students are leading the way
From founding dance productions to debating global issues, students at BIS Abu Dhabi are taking charge of their extracurricular journeys and growing in the process.
Grade 12 student Serafina has danced for over a decade. Now, she’s leading a full-scale student-run production, Dancing Through the Decades, set to premiere in October.
“It’s not just about performing,” she says. “There are roles for everyone, backstage, lighting, sound, being involved builds creativity, teamwork, and friendships across year groups.”
Meanwhile, Salma co-founded the Current Affairs CCA, a discussion-based club that encourages students to bring in global news articles and lead open forums.
“It’s more than academics,” she explains. “We’re learning to communicate, organise, and think critically. Plus, it’s a chance to connect with students from different backgrounds and age groups.”
Year 13 student Bilal attended the Model United Nations (MUN) club. He believes it’s preparing him for real life.
“It’s all about collaboration, negotiation and leadership. You’re not just learning facts; you’re learning how to work with people and represent different perspectives.”
All three students agree that CCAs are vital. They don’t just add to a university application; they build confidence, spark passion, and shape well-rounded individuals. Whether the students are choreographing a show, analysing politics, or representing a country in a mock UN, there’s a place for everyone to grow.
As Serafina says, “You don’t need to be on stage to be part of something big. Just show up and try.”
For further information, visit The British International School Abu Dhabi
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