Super-curricular vs Co-curricular

How can a Sixth Form pupil best prepare for university applications?

The term 'super-curricular' is not new; it has been used by elite universities since the 2010s and has subsequently been adopted by many schools and sixth form colleges. However, whenever I use the term with pupils or parents it inevitably produces the same question: “What is the difference between super-curricular and co-curricular?”.

Then throw in extra-curricular and the confusion is understandable! For the purposes of university applications let us treat co-curricular and extra-curricular as interchangeable (which I know will ruffle some feathers). The different use of the terms tends to come down to how each school wishes to present their own offering.

However, the distinction between 'super' and 'co' is quite significant. Co-curricular can be thought of as activities which happen alongside the curriculum and are sometimes complimentary in nature. Classic examples would include school productions, competitive sport, Combned Cadet Course and Duke of Edinb.urgh However, co-curricular knows no bounds in terms of what might be on offer at any school or college: Italian for beginners, coding, gardening, debate club, sushi making – the list is endless.

Pupils and well-meaning parents sometimes fixate on co-curricular as essential for a competitive university application. Although it highlights a pupil’s ability to balance their commitments and makes them a 'well-rounded' applicant; co-curricular is not the be all and end all. For example, a pupil applying for medicine will not receive an offer based on playing the lead in West Side Story, achieving their Gold DofE and making beautiful Nigiri rolls. They will receive an offer based on their engagement in 'super-curricular' activities, allowing them to impress at interview with an understanding of medicine beyond what they have learnt in biology and chemistry A-Level.

'Super' originates from Latin meaning 'beyond'. Put simply, super-curricular activities push a pupil beyond the curriculum in the subject where their academic interests lie.

They extend a pupil’s knowledge beyond what they would gain just purely excelling in their studies. A pupil could achieve three A*s at A-Level without engaging in any super-curricular and it is for this reason that elite universities expect to see this when identifying the creme de la crème amongst their applicants.

Universities want to see a pupil’s genuine interest and hunger for knowledge in their chosen subject. Super-curricular activities should allow a pupil to write eloquently about unique learning experiences and reflect upon them in their personal statement. Typical Super-curricular examples include MOOCs, academic podcasts, relevant work experience and reading academic books or magazines. Completing an EPQ on a topic that aligns with the course the pupil intends to apply for is a perfect super-curricular opportunity. At BCS, we currently have a pupil completing an EPQ investigating how AI is affecting dentistry to support his dentistry application and a pupil investigating why the USA has never elected a female president to support her application for politics.

Although the distinction between 'super' and 'co' can be made clear, the value of each depends on the individual pupil and their aspirations. Broadly, UK universities are more interested in super-curricular over co-curricular. Whereas US universities are interested in hearing about a range of co-curricular as an indication of a potential contribution to wider university life. Similarly, if a pupil is applying for academic courses without a practical element (e.g. philosophy) then super-curricular engagement should be emphasised. Whereas when applying for courses that have a significant practical component (e.g. Sports therapy) a balance of the two may be more suitable.

In fact, relevant co-curricular activities can be the perfect springboard for discussion of super-curricular engagement. For example, a pupil applying for drama and literature might discuss how their own take on the characterisation of Malvolio in a production of Twelfth Night, led to research into the Meisner technique. A pupil applying for sports psychology could explain how their commitment to netball training despite minor injury, sparked an interest in psychological research into resilience in elite sport. The line between the two can be blurred by the pupil, exposing how their interest in the subject drives their endeavours.

Ultimately, whether it be full to the brim of co-curricular or super-curricular, personal statements are an implicit test of a pupil’s ability to communicate in writing. Pupils should not collect co-curricular or super-curricular activities like Pokemon and reel them off as a list. My advice is for pupil’s to be selective in what they choose and discuss a handful of key experiences explaining the impact they have had. Relevance and quality over quantity.

Find out more about Super-curricular opportunities at BCS Sixth Form

Author: Mr Alex Eberlin, Deputy Head of Sixth Form, Head of Psychology
BSc Hons, MSc Hons, PGCE