Extracurricular at Tate

Extracurricular activities is the second most important pilar at the Tate International Schools and forms an integral part of our teaching methodology. These activities are not only fun but serve as complimentary learning to the academic topics and subject matter that the children are learning in class. We have experimented with a number of activities but have found the following to be the most successful contributors to our academic achievements.

Spending time in the kitchen and cooking new recipes helps children to develop a positive connection to all different types of foods including fruits and vegetables. Forming a positive experience with fresh foods is so important because healthy foods are the foundation for good nutrition. Children will also learn basic cooking skills that they can use for the rest of their lives. Children learn by touching, tasting, feeling, smelling, and listening. Other practical and essential skills that are developed through this extracurricular activity such as reading, following directions, and measuring. Getting involved in cooking helps your child to develop fine motor skills, eye hand coordination, and concepts of math and science.  

The list below are just a few examples of tangible lessons learned during our culinary sessions. 


  • Math skills, such as counting, fractions, sequencing (determining orders of events), measuring and shapes

  • Problem-solving

  • Increasing vocabulary

  • Chemistry and science, including making predictions and understanding how food changes while cooking

  • Geography, such as where different foods grow and why they grow best there

  • Cultural lessons about the diets of people in other parts of the world

  • Creativity

  • History lessons about how people used to eat in the past

  • Health lessons, such as understanding nutrition and the food groups, as well as appreciating the importance of safety and cleanliness

  • Fine motor skills, through whisking, measuring, pouring, sifting, and rolling

  • And of course social skills, such as responsibility, cooperation, sharing, and self-esteem


Every week a full meal is prepared and the functions of setting a table, serving and social dining skills are experienced in a fun and creative way. 

Culinary Programme


Ball skills are oftentimes overlooked as an activity only for boys, or only for athletic children. However, ball skills are an important activity for children of all interests and abilities to practice consistently. Ball skills not only prepare children for gym class at school and extracurricular activities, but they help to address bilateral skills, hand-eye coordination, timing, sequencing, motor planning, and attention. Ball skills can include, but are not limited to: throwing and catching, dribbling, kicking, and aiming for a target. 

Some of our games that develop these objectives are:

  • Ball at the wall: The child throw a ball at the wall and catch it in their hands. Starts easy by throwing the ball at the wall, allow it to bounce once on the ground, and then catch it in hands. We use a playground size ball to start, and work towards using a tennis ball.

  • Overhead Bounce: Throw a ball overhead (towards the ceiling), trying to see how many times the child is able to clap their hands (while the ball is in the air) before catching the ball in their hands. For another challenge, see what words the child can spell while clapping their hands, before catching the ball.

  • Dribbling: Set-up cones or other obstacles for the child to weave between as they dribble a ball using either one hand or alternating hands. If they bump into a cone with their body or the ball, have them begin at the start again to help them to work on body awareness and a slow and steady pace, rather than rushing through the activity. Make it into a relay by timing them or having them race a partner.

  • Laundry-basket basketball: The child holds a laundry basket at about chest or trunk level as you toss beanbags or rolled up socks for them to catch. Make sure to make the throws unpredictable as the child becomes successful, to work on moving their body and keeping their eyes on the ball.

  • Upside down basketball: Place a barrel or bucket and a few balls behind the child to serve as the hoop and the basketball. Have the child lay on their back over an exercise ball so that their head is inverted (upside down), as you hold onto their legs. Next, have the child reach overhead with both hands to pick-up one ball and toss it into the hoop as they remain upside down. Lastly, have your child squeeze their tummy muscles to pull themselves back up into a seated position on top of the exercise ball.

Ball Skills Programme


Music Programme

The children are taught about beat, pitch and rhythm while playing musical games and instruments. The musical Stomp Out Loud is used as an inspiration to create their own music from everyday objects.

Expressive Art Programme

Our Art classes are inspirational teaching where we use a wide variety of materials, skills and textures to create a love of art in our students. We encourage our students to express their inner creativity and explore outside their normal creative comfort zone to experiment with different genres.


Our Gardenscaping Programme, creates particular linkages between our curriculum and our teaching methodology. It creates links between Geography, Science, Biology, Mathematics, Economics as well as our culinary programme. Here are 20 more reasons why we have gardening as an extracurricular activity. 

  • The garden provides a context for understanding seasonality and life cycles.

  • It’s an opportunity to work cooperatively on real tasks.

  • Sensory experience becomes a part of a child’s day at school.

  • The garden provides opportunities for one-on-one time for teachers and students to talk.
    The garden creates a common experience to build on in multiple settings – from classroom to celebration.

  • Students understand the role of food in life – the garden allows us to improve nutrition and highlight healthy foods.

  • Students learn about where food really comes from.

  • Garden experiences reinforce classroom curriculum.

  • Gardens provide opportunities for community involvement – a link with neighbours, volunteers, parents and community businesses.

  • A garden offers opportunities to teach life skills such as gardening and cooking.

  • The garden setting helps broaden the way teachers look at both curriculum and their students.

  • The garden provides a connection for the students to their school.

  • The garden can provide a context for rituals and celebrations.

  • A garden promotes risk taking, such as trying new foods, activities and friends.

  • Students value the garden – their sense of pride and ownership discourages vandalism.

  • The garden offers opportunities for students to practice their observation skills.

  • In the garden students build vocabulary both small and large.

  • The garden offers opportunities to integrate curriculum across subject areas.

  • In the garden, students can observe all of the principles of ecology in practice.

  • The skills and messages students learn about healthy food in the school garden can be transferred back to their homes.

Gardenscaping Programme


Mindfulness Programme

At Tate International School we believe that the most fundamental part of a child’s development is the understanding of their emotions and feelings. Practicing  mindfulness drastically reduces the risks of mental issues such as anxiety and depression. Mindfulness creates an awareness of gratitude and helps children to notice the positive aspects when they find themselves in tough or tricky situations. It develops compassion, empathy and appreciation for the people and the world around them. A typical school day will start with a 10 minute Mindfulness topic. Each teacher leads the conversation and guides the children to give their input. The last 10 minutes is dedicated to mindfulness meditation. Mindfulness meditation is a mental training practice that requires focusing your mind on your experiences, thoughts, emotions or sensations, as it happens in the present moment. It involves breathing practice, awareness of body and mind, mental imagery and body relaxation. At Tate International School we believe that our mindset sets the tone for our day and when our day starts with a focused and calm approach, our minds and bodies are ready to learn.


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