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  • Stationery | Kokopu School

    Stationery ​ Each class has a specific list for the stationery the children need. Stationery can be purchased through OfficeMax. www.myschool.co.nz/ Search for Kokopu School and the class your child is in. ​ Room 1 = NE-Yr1 Room 2 = Yr 2/3 Room 3 = Yr 5-6 Room 4 = Yr 3-4 Room 6 = Yr 7-8 A small amount is kept at school for purchase in emergencies. For your child’s classroom stationery list please ask at the office. A notice will be sent home by the classroom teacher if any further supplies are required during the year.

  • Emergency Management | Kokopu School

    Emergency Management Emergencies Emergencies can be a variety of things including, pandemics, fires, earthquakes, and lockdowns. The signal for an evacuation, such as fire, is a continuous ringing or evacuation message. We meet on the tennis courts close to the PE Shed. A roll of all students, staff and visitors is taken. In case of an earthquake we Drop, Cover and Hold until it is safe to exit the buildings. A lockdown or shelter-in-place may be signalled by the principal or their delegate, and authorities such as the New Zealand Police. If required, parents will be contacted to come pick up their child when it is safe for everyone. Even though tsunamis don't affect the school, parents may be affected in their ability to pick up their children. We will hold children at school until someone is able to pick them up. or arrangements are made. Communication During an Emerge ncy, Disaster, or Crisis We have developed a communication plan that identifies who is responsible for communications, which communication methods we will use, and who we will contact and liaise with in the event of an emergency, disaster, or crisis. The principal is in charge of overseeing emergency communications, but may delegate this to other board or staff members. ​ Communicating with staff and students We have a plan for communicating with staff during an emergency, disaster, or crisis. We also consider how to share appropriate information with students to help them deal with the event. ​ Communicating with whānau In an emergency, disaster, or crisis the school contacts parents/caregivers/whānau when it can, using the emergency contact details provided, and releases information to the school community as appropriate. Depending on the circumstances, our available communication options may include: texting/messaging or phoning parents/caregivers The school website has a dedicated emergency communication page for ongoing emergencies. https://www.kokopu.school.nz/specialnews Social Facebook and school app are also used​ putting up signs emailing parents/caregivers informing local media outlets. Parents/Caregivers must follow any instructions issued by the school, including not coming to the school to see or collect their children if advised. This is particularly important when the school is in lockdown under police instruction. Our communications with whānau explain how parents/caregivers can be reunited with their children in the event of school closure . ​ Other communications Our communication plan includes procedures for notifying and liaising with the appropriate emergency service organisations and other relevant services and stakeholders to gain advice, support, and discuss logistics. We also consider how to manage media enquiries . At our school, the designated media contacts are the board chair and/or principal. The board chair and principal may work closely to prepare a response to a media enquiry, and determine together who speaks to the media.

  • Reading | Kokopu School

    Reading How You Can Help at Home Research shows that the single most effective way to improve a child’s reading ability is by reading! It is recommended that Primary aged school children should read at home every day for 20 minutes. This time should be an easy and fun process, not one which creates a daily battle. The easiest way for this to happen is to make reading an enjoyable experience for all involved by mixing up the reading that takes place. This might include: Your child(ren) reading to you You reading to your child(ren) Taking turns to read a page each Your child(ren) reading silently Your child listening to an ebook At Kokopu School we use the better start literacy approach in our junior school. It is based on learning to sound out letters, groups of letters and whole words. Click the link to see online versions of the Better Start Literacy readers your child will bring home. On the back pages are extra activities and ideas you can do at home. Storytime (formerly Children’s Treasure Chest) has hundreds of New Zealand’s best children’s stories by some of our most celebrated writers including Lynley Dodd, Joy Cowley and Tessa Duder. The collection is organised by topic, title and listening age so you can easily find the right story for your little ones (or they can find it for themselves!) Listen to the full collection on our dedicated Storytime website Read the NZ School Journals online. These are the same journals that our students use at school. They are full of interesting article, stories and poems. Search for something of interest or a year. Online version are from 2016 onwards. YEAR 1 Make reading fun Reading at home should be fun and easy. It should be something you both look forward to and a time for laughter and talk. Share the reading, take turns or see whether your child wants to read or be read to today All children like to be read to, so keep reading to them. You can read in your first language Visit the library together and help them choose books to share Read emails from family or whānau aloud Play card and board games together. Here’s a tip: talk a lot to your child while you are doing things together. Use the language that works best for you and your child. Talk about reading Ask about the sounds of letters and groups of letters. Eg sh, tr, mop, top, pop… Talk about pictures in books Sing waiata and songs, read poems and make up rhymes together (the funnier the better) Be a role model. Let your child see you enjoying reading and talk about what you are enjoying Point out words on signs, shops and labels Play word games like “I spy” and “Simon says” Make it a special time together Reading is a great chance for you and your child to spend special time together. Make reading: quiet and relaxing a time to sit close to your child 10–15 minutes without interruption, away from the TV an enjoyable, interesting and special time a time to praise your child for making an effort Here are some tips: if your child is stuck on a word wait a few seconds, give them a chance to think. If they are still stuck, help them to try to work the word out by saying, “read the sentence again and think what would make sense”. Ask “could it be …?” (and give a word that might fit). The pictures also help them check they have got the right word. If they still can’t work out the word, tell them and praise their efforts. Remember, reading should be fun. Help your child to link stories to their own life. Remind them about what they have done when a similar thing happens in the story. YEAR 2 Make reading fun Reading at home needs to be fun and easy. It should be something you both look forward to, a time for laughter and talk. Find a comfortable, quiet place away from the TV for the two of you to cosy up and read for 10–15 minutes If you or your child start to feel stressed, take a break and read the rest of the story aloud yourself – keep it fun Make some puppets (from old socks or cardboard tubes, or use cut-outs on sticks etc.) that you and your child can use to act out the story you have read. Or dress up and make it into a play Play card games (you can make the cards yourself) Read songs, waiata, poems and rhymes and sing them together, too. Here’s a tip: when they are reading, your child will still be coming across words they don’t know. When this happens, you could remind them to think about what they already know to do when they get stuck. If that doesn’t help you might ask “What word would make sense that starts like that?” or “What do you know about that word that might help?” If they still can’t work it out – tell them the word and praise their efforts. Take your child to the library help them choose books to share find other books by the same author or on the same topic (or look for more information on the web – you might have to be the reader for this one). Here’s a tip: help your child to link stories to their own life. Remind them about what they have done when a similar thing happens in the story. Talk about reading Talk about the story and the pictures, other stories you have read, and experiences you have both had that are like those in the story Sometimes you can be the listener, sometimes the reader and sometimes you can take turns. They might like to read to the cat, the dog, their teddy or a big brother All children like to be read to, so don’t stop reading to them no matter how old they are Encourage your child to read all sorts of things, for example, the TV guide in the newspaper, street signs and food labels. Simple recipes are great and you get to eat what you’ve read about, too! Here’s a tip: talk with your child all the time and give them time to talk with you. You can use your first language. YEAR 3 Make reading fun Have fun singing along to karaoke songs or playing board games together Read to your child every day. You can use your first language Have a pile of reading materials available. For example, library books (non-fiction and fiction), kids’ cookery books, simple timetables, newspapers and magazines, catalogues and any other reading that supports your child’s current interest Encourage your child to retell favourite stories or parts of stories in their own words. Play card games (you can make the cards yourself) and board games together. Here are some tips: when they are reading, your child will be working at solving unfamiliar words by themself. If they need help you could ask them to work their way across the word looking for things they know that might help. At this level, reading involves bringing everything they know together to solve problems and build understanding. If they can’t work it out, tell them the word and carry on with reading. If you or your child starts to feel stressed by what they’re reading, take a break and read the rest of the story aloud yourself. Keep it fun. Make it real Reading makes more sense if your child can relate it to their own life. Help them to make connections between what they are reading and their own lives and experiences. For example, “that’s a funny story about a grandad. What does your grandad do that makes you laugh?”, “We saw a big mountain in that book, what is our mountain called, and where did the name come from?” Look for opportunities for your child to read wherever you are, for example, signs, advertising billboards, junk mail, recipes Show your child that reading is fun and important to you by letting them see you reading magazines, books, newspapers. Find out together Visit the library often and help your child to choose books about topics that interest them Talk with older people or kaumātua in your family about interesting stories and people from your child’s past that you could find out more about together Ask your child questions (and support them to find the answers) to widen their reading experiences. For example, “What’s the quickest biscuit recipe?”, “What time is the next bus to town?” Help your child with any words that they don’t understand. Look them up together in the dictionary if you need to. YEAR 4 Read and talk together Get your child to tell you about what they are reading. Who is their favourite character and why? Is there anyone like that in your family? What do they think is going to happen? What have they learnt from their reading? Does it remind them of any of their own experiences? Help your child with any words they don’t understand – look them up together in the dictionary if you need to Read recipes, instructions, manuals, maps, diagrams, signs and emails. It will help your child to understand that words can be organised in different ways on a page, depending on what it’s for Read junk mail – your child could compare costs, make their own ‘advertisements’ by cutting up junk mail or come up with clever sentences for a product they like. Here’s a tip: talk a lot to your child while you are doing things together. Use the language that works best for you and your child. Read with others If your child has chosen something to read that is too hard at the moment, take turns and read it together Reading to younger brothers or sisters, whānau or grandparents will give your child an opportunity to practise reading out loud Encourage other family members (Aunty, Grandma, Koro) to read to and with your child Playing board games and card games is important, too Choose games that everyone wants to play. Make them challenging, not too easy. Here are some tips: keep the magic of listening to a good story alive by reading either made-up, retold or read-aloud stories to your child – with lots of excitement through the use of your voice! When they are reading, the most common difficulty your child is likely to have is working out the meaning of new words, phrases and expressions. To do this your child will use their knowledge of words and word patterns (eg prefixes, suffixes and root words) to help build meaning. You may need to remind your child to read back and forward for clues to help their understanding of what they are reading. Talk with your child about the meaning. Take your child to the library Help your child to choose a variety of books they want to read Help them look for books about topics they’re learning about at school Get your child to choose a book that you can read to them (listening to you read helps them with their reading) Encourage your child to retell favourite stories or parts of stories in their own words. Here’s a tip: help your child link stories to their own life. Remind them about what they have done when a similar thing happens in the story. YEAR 5 Talk about their reading Ask your child what they are reading and talk about their ideas: What is the ‘picture’ they have of particular characters? Are there people like that in your family or whānau? What do they want to find out from the book? What are the important messages? What do they think is going to happen next? What else do they need to know to understand the story or topic? Talk about books on similar topics. This helps your child to pull together ideas from different places Talk about different types of stories that are read or spoken. Newspaper articles, internet sites, whakataukī (proverbs), comics, bible stories, songs, waiata or novels will each have different points you can talk about together. Find a newspaper article you’re both interested in and talk about what it means to each of you Help your child to share their thinking. Get them to share opinions and talk about why they think that. Listen, even when you don’t agree with their ideas. Here’s a tip: give your child space and time to read. Reading longer books they have chosen needs plenty of time. Read together Find out information together from different places. For example, manuals, dictionaries, the Internet, magazines, television guides, atlases, family tree information, whakapapa Play games that involve reading in a fun way Encourage your child to read to others Younger brothers and sisters, whānau or grandparents are great audiences for practising smooth and interesting reading out loud Visit the library regularly. Help your child choose books they’re interested in (about hobbies, interests or who they are and where they come from) or encourage them to get books out that are about what they are studying at school. They may need you to help by reading to them, as well Find books of movies or TV programmes. It can help your child to learn different ways to tell the same story if they read the ‘stories’ they have watched. Here’s a tip: help your child to link stories to their own life. Remind them about what they have done when a similar thing happens in the story. Be a reader yourself Talk about what you are reading and why you are enjoying it or what is challenging about it. Read a book to your child that they might find difficult but want to read, and talk about it as you read. Use your first language whenever you can – it can help your child’s learning Read the same book or magazine as your child. You can then share your ideas about what you have read. You could talk about why the authors made the choices they did when writing the story. Here’s a tip: keep the magic of listening to a good story alive by reading either made up, retold or read-aloud stories to your child – with lots of excitement through the use of your voice. YEAR 6 Make reading fun Have discussions together about books – read the books your child is reading Encourage Internet research about topics of interest – notice what they are keen on Make your home a reader-friendly home with plenty of books, magazines, newspapers that everyone can read – look for books and magazines at fairs and second-hand shops. Ask your family or whānau if they have any they no longer want Share what you think and how you feel about the characters, the story or the opinions in magazines and newspapers you are reading. It is important that your child sees you as a reader and you talk about what you are reading. Here’s a tip: encourage your child to read every day. Make reading fun and praise your child’s efforts, all the time. Read together Reading to your child is one of the most important things you can do, no matter how old they are. You can use your first language When you are reading to your child, you can talk about words or ideas in the text that your child might not have come across before Children are often interested in new words and what they mean – encourage them to look them up in a dictionary or ask family/whānau about the meaning and origin. Here’s a tip: keep the magic of listening to a good story alive by reading either made up, retold or read-aloud stories to your child – with lots of excitement through the use of your voice! Keep them interested Help your child identify an author, character or series of books they particularly like and find more in the series or by the author Talk about the lyrics of songs or waiata, or the words of poems your child is learning, and see if there are any links to who they are, and where they come from Think about subscribing to a magazine on your child’s special interest, eg animals, their iwi, kapa haka or sport, or check out the magazines at the library, or on the Internet Go to your local library to choose books together. These might be books your child can read easily by themself. They might be books your child wants to read but are a bit hard – you can help by reading a page to them, then helping them read the next one Play card and board games together – the more challenging the better. Here’s a tip: be a great role model. Let your child see you enjoying reading – whether it’s the newspaper, a magazine, a comic, a cookbook or a novel. Read in the language that works best for you. YEAR 7-8 Make reading fun Play card and board games and do complicated puzzles Help your child to follow a recipe and cook for the family Encourage your child to read and follow instructions for playing a game, making or using a piece of equipment, or completing a competition entry form. Remember their reading doesn’t have to be a book – it could be a magazine, comic, newspaper or something from the Internet. Here’s a tip: talk a lot to your child while you are doing things together. Use the language that works best for you and your child. Talk about it Ask your child to talk about parts of a story they liked and why Talk about the key facts, characters, plot, setting, theme and author’s purpose Have them retell the main ideas or describe characters, events or facts they were interested in Ask them to show you where the story supports their thinking Be a role model. Show you read for a variety of reasons; eg to compare products advertised in brochures, to be informed on current issues, to find a phone number or a bus timetable, to relax etc Try reading the same book as your child so you can talk about it together Talk about the TV show you are watching. What were the main ideas? Talk about the order events happen in – practising this skill is important as children can find this difficult to learn. What did they like/dislike and why? Here are some tips: encourage your child to read every day. Make reading fun and praise your child’s efforts, all the time. Help your child to link stories to their own life. Remind them about what they have done when a similar thing happens in the story. Read to your child Just because your child can read doesn’t mean that they don’t enjoy listening to someone else reading. It could be a non-fiction book on a topic they like, a magazine, a newspaper, a short story or a longer book read in instalments. It could also be a more difficult book/article that your child needs your help to read and understand You could also listen to audio stories together – you can borrow these from the library or download from the internet Encourage your child to read the lyrics to their favourite songs, waiata or haka. Talk about why the composer wrote the song. What were they trying to say? Search the internet for more information Here’s a tip: keep the magic of just listening to a good story alive by reading either made up, retold or read-aloud stories – with lots of excitement through the use of your voice. Keep them interested Find books or magazines about your child’s interests. Reading about their favourite sport, player, team or kapa haka group or an issue they are interested in will help them to be an expert on a particular subject Find books that relate to TV shows or movies they know, or the area they come from. Knowing some of the ideas, characters or ancestors/tīpuna before you start reading can make it easier to understand a book. Talk about how the book differs from the TV show or movie and how it builds on what they already know Join the library and visit regularly to help your child choose books that interest them – you may want to encourage your child to read different types of books including non-fiction stories. Here’s a tip: be positive whenever your child is reading, no matter what they are reading. Respect your child’s opinion as it shows they are thinking about what they read.

  • Policies & Procedures | Kokopu School

    Policies and Procedures Our School Documents are now available through SchoolDocs Ltd. ​ To access the password protected link, please use the username: 1036 ​ Please contact the school to be issued the password. View School Documents ​ Copyright: Except where stated, the content on this site is the copyright of SchoolDocs Ltd. It may not be reproduced without written permission from SchoolDocs Ltd.

  • Our Local Curriculum | Kokopu School

    Kōkopu School Local Curriculum ​ The Local Curriculum The local curriculum is the school’s interpretation of the New Zealand curriculum. Every state school in New Zealand is required to teach the New Zealand curriculum but how this looks will depend on the value certain aspects carry. At Kōkopu School we have many key features and strengths that are unique to our school and are reflected below. Vision & Values Kōkopu School’s vision is for all our children to be: INSPIRED (Inquiring, Nurtured, Self-Motivated, Positive, Involved, Respectful, Enthusiastic, Dynamic) and to live our school motto of “To Learn and Serve.” In our school, you will see we continuously refer to our values. Respect for Others, Respect for Ourselves and Respect for our Environment. Our values are part of who we are as a school. It is what we expect from ourselves, the children and the community. The values are closely linked to our PB4L, Tuakana Teina and Enviro Schools philosophies. As a school, we look to celebrate students who are showing our values. Proudly Country Kids We are a rural school and students have the opportunity to embrace being proudly ‘country kids’. Students show this through practical activities, where students are challenged and encouraged to be risk-takers, inventors, practical problem solvers, and entrepreneurs. They have a strong connection to the land and are kaitiakitanga or guardians of their environment and rural community. Agricultural day is an important event that brings our community together and provides unique learning opportunities for our students. Learning At Kōkopu School we have high expectations for student learning. We have a balanced approach which includes academic, sporting, artistic, cultural and social learning opportunities. Creative learning through an integrated approach with a local focus is important to us. We focus on students achieving their best and reward effort and progress, not just achievement. We have a growing focus on using the phonetical approach in reading (Literacy), utilize the Write that Essay program in writing and a strong numeracy approach in mathematics. We support and extend all learns to be the best they can be. Behaviour At Kōkopu School we have high expectations of student behaviour and demonstrating our school values. Learning and serving through our tuakana teina approach is important to us. We are a PB4L school (Positive Behaviour for Learning). This means we work hard to create a positive school environment that enables academic and social success for all students. This is based on the expectation that opportunities for learning and achievement increase if: Our school environment is positive Expectations are clear and consistent Children are consistently taught desired behaviours Children are consistently acknowledged for desired behaviours Children are consistently responded to in a fair and equitable way ​ Environmental kaitiakitanga/guardians Students at Kōkopu School become kaitiakitanga or guardians of their environment and rural community. They do this through learning and looking for ways to make the school and local community greener, sustainable and more beautiful. This is evident in our local planting days and caring for our streams and waterways. Culturally Responsive Practice Cultural awareness is embedded in our daily routines and practices. We value the importance of cultural diversity being celebrated and acknowledged the unique position of the Māori culture and Te Tiriti o Waitangi in the NZC and our school curriculum. At Kokopu we strive to make learning relevant and effective for learners by drawing on students’ cultural knowledge, life experiences, languages, and connections. At Kokopu School we do this in a variety of ways. Our Tuakana Teina approach enables genuine and across school relationships that create a whanau culture and connections. We are committed to the revitalization of te reo in our school through staff PLD, student learning, involving our community and celebrating the use to te reo on a daily basis. Our whole school Kapa Haka/Tikanga program continues to provide great joy and pride as children learn together. Students love participating in the Kapa Haka festival each year at one of our neighbouring schools. We have a yearly whole school country study where we celebrate cultures, their histories, food and traditions. We look for ways to connect more with our community and use these to link for learning. The school has an ongoing commitment to develop relationships with the Korokota and Maungarongo Marae. Leadership We believe that all children have the qualities and attribute to be leaders. At Kokopu there are many opportunities for our students to experience leadership roles. House captains, student council, monitors, peer mediators, enviro groups, animal care, and cultural leaders, to name a few. Education outside the classroom Each year all our students go on camp and participate in EOTC activities. We believe the key to good EOTC experiences include; Promotion of leadership and self-management skills. Encouraging independence, interdependence and cooperation. Risk-taking. Physical, mental and social challenges that strengthen student wellbeing. Parental and whanau being involved. FUN! Community At Kōkopu School our local community is the heart of our school. Having been established in 1884, we have a long history with many of our families who have been here for multiple generations. This connection to people, the land, and history is important to us and adds to our learning. We have events that allow our community to be part of school and our school to be part of the community. These include agriculture day, planting days, sports days, cultural events, productions, open days, parent interviews, and more. We have strong relationships with the wider school community especially other local country schools through shared events and Community of Learning (Kāhui Ako).

  • Playgroup / Kokopu School

    Community Playgroup Kokopu School Community playgroup runs on a Tuesday from 9am - 11:30am in the school whanau room. Come along and enjoy mixing with other families and getting to know the school.

  • School App | Kokopu School

    School App Stay in touch with our School App. Get notices Get newsletters Send absences and lots more Download Now! Available on Android and IOS. ​

  • Reading | Kokopu School

    Reading Hoot Hook Kakano 1 Slide4.PNG Slide9.PNG Slide7.PNG Slide5.PNG Slide6.PNG

  • School Hours | Kokopu School

    Quiz Night Silent Auctions This is an amazing fundraiser for the school with fund this year contributing the shade sails for pool area. ​ The Silent Auction runs until 3pm on Friday 24 November ​ Full Live Auction (with any silent auction bids) will run during the Kokopu School Quiz night at Kara Hall from 7pm on Friday 24th November ​ Instructions: 1. Select the Auction you are interested in below 2. Enter your details and bid (you can view current bids also - your personal details are not visible just the bid amounts) 3. Click send Auction 1: Donaghys Farm Supplies (value $373.00) Approximate Start Bid $100.00 Auction 2: Your health and Beauty Pack (value $663) Approximate Start Bid $150.00 Auction 3: Family Holiday Pack (value $809) Start Bid $200.00 Auction 4: Home is where the heart is (value $950) Approximate Start Bid $150.00 Auction 5: DIY Master Pack ($752) Approximate Start Bid $200.00 Auction 6: Weekend Getaway - Paihia ($980) Approximate Start Bid $200.00 Auction 7: Donaghys Farm Supplies (value $161) Approximate Start Bid $50.00 Auction 8: Making Memories Family Pack (value $571) Approximate Start Bid $100.00 Auction 9: All the Action (value $660) Approximate Start Bid $150.00 Auction 10: It's all about Fishing (value $1350) Approximate Start Bid $300.00 Auction 11: Donaghys Farm Supplies (value $161) Approximate Start Bid $50.00 Auction 12: Modern Chic (value $530) Approximate Start Bid $100.00 Auction 13: Petlovers Pack (value $565) Approximate Start Bid $10.00 Auction 14: Gaming Enthusiest (value $655) Approximate Start Bid $100.00 Auction 15: Lifestyle Farm Pack (value $735) Approximate Start Bid $250.00 Auction 16: Sportsfan Pack (value $926) Approximate Start Bid $150.00 Auction 17: Donaghys Farm Supplies (value $410.00) Approximate Start Bid $100.00 ​

  • School History | Kokopu School

    Kokopu School History The following was compiled for the 105th Jubilee in 1989 ​ In 1912 there was one school situated between the Kara and Kōkopu districts. It was situated on Mr M. McKinley's property at the Kōkopu end of McKinley Road. Children from both districts attended the one school. This school was then moved to a site adjoining the Kara District Hall, and a teacher's dwelling was erected as well in 1913. The Kara residents decided to work timber from Mr Henry Cleary's property (later to become Colonel Wood's property). Mr F Watts was the carpenter. He married Miss Cope, and her brother was one of the timber workers. Some time after the project was started, Mrs Watts died suddenly. A messenger was sent to the timber workers to relay the news, only to be met by the workers carrying out her brother's body. He had been killed earlier that morning when a log rolled on top of him. When a tragedy like this happened on those days, the relatives were shown great respect. It was some time before the work continued. Nor was the completion of the work without its problems! William and Henry Wrack were the wagon men employed to cart the logs to the mill and the timber back to the building site. (These two brothers have streets named after them in Kensington, Whangarei. Wrack Street and Henry Street) While one of the brothers was jacking logs on to his wagon, the jack slipped and speared the upper part of his arm. The jack had to be dismantled and he was taken to hospital in Mr Nobe's wagon. The buildings were finally completed in 1913. Mr Brennan came to teach in the Kara school on it's new site. Kokopu School was opened on February 2, 1914, with Mr Kruger as the first Headmaster and a roll of thirteen pupils. These children came from the Guignier, Leca, Snelgar, Waymouth, Kokich and Baker families. At first is was a part time school with Kara. The six days a week were shared between the two schools. This meant that pupils often had to attend school on Saturdays! ​ In August, 1914 the Great War broke out. This took all the young men from the valley including the Kara school teacher. Twelve men left during the war period. They were Donald Stuart, Melven Cleary, Jack and Charlie Nelson, Willie Dent, Harold, Ned and Henry Smith, George and Charlie Matthew, Bert Attwood and William Miller. The Matthew brothers failed to return home. During this time, Mr Kruger came to teach at the school, but because he was a German, problems arose through prejudices on both sides, and he had to leave the district. During Mr Kruger's term at the school it was changed to a half time school, three days at Kara and three at Kokopu, taught by the same teacher. This state of affairs remained for over twenty years. The next teacher was Mr Izod, a middle-aged man who had been a good athlete in his younger days. He played games with the children. It took a number of good strong boys to stop him from making a touchdown when he had the football in his hands. He had a big beardie dog who joined in the game too. The dog was really good in a tackle! He beat the boys for the ball! It was a sad day for the children at the end of 1918 when the teacher and his dog left the school. This was the end of the war. The soldiers returned with the plague aboard the boat. Donald Stuart returned home a very sick man. He stayed in Kara with his mother and brother, Murdock, for some time, then was admitted to hospital and died on Easter Monday, 1921. The next teacher was an Irishman by the name of Michael Daniel Regan. He came to teach the children, but had an alcohol problem. Many a morning the children arrived at school and found that there was no teacher to teach them. One morning a prefect sent the children home and a week later there was an enquiry held by an education board official, the school committee, and the teacher and the children. It ended with the teacher being dismissed. ​ At the end of 1919, Lewis Cheeseman came to teach. He was from a well known family in the north. His wife died suddenly and a relieving teacher took over for a short time. His name was Mr Oswald Guest, and he was single. He left early in 1921. The next teacher was the first lady teacher that the school had ever had. She was Mrs Dyer. She had three sons and two daughters. Her husband was a Wayby farmer. Val(Pip), her youngest son, has been teaching school for many years at Tikipunga. In 1925, Mrs Dyer gave up teaching through ill health. She was succeeded by another lady teacher, Mrs Lennane. Her husband was a farrier and he took over the blacksmith's shop in Maungatapere for a time while his wife taught the two schools, Kara and Kokopu. ​ In 1928, Mrs Lennane left and Mrs Brewer came. Her husband was a farm hand and proved a valuable asset to the district. The Depression in 1930 made things very hard for those leaving school because there was no work available. The local farmers were self sufficient, growing their own meat and vegatables, but many of the older identities remember the townsfolk who were forced to seek work, food, and shelter for their families in the country. In the early 1930s, Mrs Brewer left and Miss McDonald taught for a short time. She was succeeded by Mr Jim Wilson, who rode his motorbike out from town each day. The Kara school was closed down in April 1937 and about this time the original Kokopu school was moved to Waiotemarama and a larger school was brought from Maungatapere. ​ World War Two began is 1939, taking young men away from the district once again. Mr W. Attwood's son, Tom was killed in action. During the war years, there were two more lady teachers, Mrs Kokich and Mrs Spehr, and at the end of the war the children were taught by a Returned Serviceman, Mr Neville Ward, who had served in the islands. In 1942, the Kara school house was brought to Kokopu and in 1950 work was begun on the Kokopu Block. A road was put through from Kokopu to Maungatapere and called the Kokopu Block Road. Returned Servicemen were settled there in 1952. The Kara school was put up for tender and purchased by the Dent brothers, who removed it on to their property. The Education Board recommended that the Kokopu school have a new school built and playing fields brought up to standard, with a school bus taking secondary children to the main road to connect with another into Whangarei, and returning, picking up primary school children and bringing them to Kokopu. Peter Buisman, a local farmer, drove this bus for twenty three years. School History 1958-1989 These 31 years have witnessed a variety of changes in the school and Kara-Kokopu District. In 1958, two brand new classroom were opened, and thanks to community involvement, the learners swimming pool was also built and opened. The original school house, constructed with upright weather boards, was replaced in 1959 when a new house was erected on the present site, west of the school. The original house can be seen near the road about 3 kms east of school. The school roll has fluctuated dramatically, being a 2 teacher school in 1958, increasing to 3 teachers in 1963 for 2 years, then levelling out a 2 teacher school until 1985, when the roll exceeded 50 pupils, and a 3rd teacher was again employed. A new classroom was transported from Auckland in 1986 and resited at Kokopu, testimony to an expanding community. A contributing factor to the increase in the school roll has been to subdivision of traditional farms on Kara Road, allowing greater diversification into horticulture. In conjunction with a growing community there have also been vast improvements to roads in the district. The Kokopu Block Rd was sealed in 1987 and later Kokopu Rd was sealed from the intersection with Block Rd to as far as the school. Kara Road is due to be sealed this year. ​ Children in the district have been transported to school by bus. The days of Peter Buisman driving the Departmental Bus have gone, with a private company contracted in 1980 to take over the run. It was very convenient in those days when the bus was parked in the bus shed next to school, as the teacher was able to drive the children to sports days and take cultural and educational trips without having to rely on parents for transport. ​ Improvements made around the school include erecting a flying fox, fencing the top field so the children are able to play without the worry of standing or landing in sheep manure, planting trees, shrubs and gardens, improved drains, a new water tank and an upgraded water pumping system which has allowed the teacher time to "teach" rather than call on his small motor expertise down by the river. A new administration block with library facilities was installed in 1981 and a covered walkway built to link it with the old staffroom which is now used for storing teaching resources. A skyline garage was erected in 1980 and to complete the compliment of buildings, our third classroom was resited in 1986. Teaching aids used in the classroom have kept pace with technology, making the classroom a more interesting place for learning. From the early 1970's equipment such as Over Head Projectors, listening posts, film and slide projectors, cameras, calculators, video camera and TV monitor and most recently a Commodore computer have all been acquired. These improvements have been subsidised by the various school committees, from funds generated by the "Working Bees". Up to the present day, the children have all had their part to play in cleaning the school, however in 1986 the cleaner's hours were increased from 5hrs per week to 15hrs, so a cleaner had to be employed to vaccum, dust and clean windows, floors and toilets. The grounds and building exteriors have continued to be maintained by parents at the "Working Bee". ​ Many of the traditional school events have continued to be highlights on the school calendar. Picnics have been held at various beaches including Ruakaka, Ngunguru, and Wellington's Bay. The Calf Club Day is still enjoyed by children and adults. The Sports Days with other small schools in the district have been a feature, as has the annual cross-country meeting. Of course the dances at the Kara Hall have provided much enjoyment over the years, and the charm that the hall gives that little bit of "magic" to the popular end of year concert. Added to these have been the Guy Fawkes evening, and the annual School Camp which has been a popular highlight for senior pupils since 1975 when the children visited Port Waikato. Throughout the past 105 years the school has enjoyed a close working relationship with the community, giving a firm basis for a well rounded education. The extended-family quality of the school reflects the close-knit community spirit and this has ensured a memorable association for past, present and future pupils, parents and teachers.

  • Writing | Kokopu School

    Writing At Kokopu School we use the Write That Essay program to teach writing from year 2-8. It is a system that teaches children the rules, structures and patterns of writing. Click the link to view an explanation of each year level writing expectations and what area means. Writing Overview Goals and Explanations for parents ​ ​ ​ ​ ​ ​ ​ The easiest way to support your child(ren)’s writing at home is by providing them with authentic situations for them to write. This could include writing shopping lists, emails or letters to friends and family or starting a diary to capture everyday life. Some of the most common questions we have are around spelling and children not wanting to write at home. If your child(ren) is avoiding writing at home try to use materials and tools that support both their thinking process and the physical act of writing: ​ Use wide lined paper which help them line up and space their letters Use a whiteboard, which allows them to easily erase and try again Use a keyboard, which also allows children to easily edit ​ All year 4-8 students at Kokopu School have a Writers Toolbox login. It is a great tool for practising what is learnt in class. Pobble 365 provides a daily interesting picture, writing prompt and philosophical questions to spark an idea for children’s writing. This is a great tool for keeping writing flowing during the school holidays. Storybird lets anyone make visual stories in seconds. Storybird curates artwork from illustrators and animators around the world and inspires writers of any age to turn those images into fresh stories. YEAR 1 Make writing fun Help your child write an alphabet letter, then go letter hunting in your house or in a book to find that letter Let your child see you writing – you can use your first language Encourage them to write shopping lists or make birthday cards Water and a paintbrush on a dry path or a stick in the sand are fun ways to write letters and words. Here’s a tip: don’t worry if your child’s letters or words are sometimes backwards or misspelt at this age. The important thing is that they have fun writing at home and are making an effort. Give them reasons to write Write to each other. Write notes to your child and leave them in interesting places, like their lunch box. Ask them to write a reply Help them email, text or write to family, whānau or friends Work with them to put labels on special things – like the door to their room or their toy box. Here’s a tip: display their work. Put it on the fridge. Be proud of it. Share it with others. Talk about their writing Talk about the letters in your child’s name and where the name comes from. Help them create a scrapbook with pictures. Encourage them to write stories under the pictures and talk to you about them. Ask them to write about pictures they draw on paper or on the computer. Or get them to tell you the story and you write it under the picture. Here’s a tip: talk about what your child writes. Be interested. If you don’t understand what your child’s picture or story is about, ask them to tell you about it. Encourage writing Have felt pens, pencils, crayons, and paper available Put magnetic letters on the fridge and ask what words they can make with the letters. YEAR 2 Make writing fun Encourage your child to write whether it is on paper or on the computer. It is OK for you to help and share the writing. Give lots of praise Enjoy the message and don’t make your child anxious about spelling or neatness Make a photo book and get your child to write captions Scrapbooks are fun, too. Old magazine or newspaper pictures about a favourite subject, dogs, your family, motorbikes or the latest toy craze, pasted on to blank pages with room for captions or stories, too Play with words. Finding and discussing interesting new words can help increase the words your child uses when they write. Look up words in the dictionary or on the Internet or talk to family and whānau to find out more about the meaning and the whakapapa (origins) of the words. Here’s a tip: talk a lot to your child while you are doing things together. Use the language that works best for you and your child. Give them reasons to write Write lists: ‘Things I need from the shop’, ‘Games to play when I am bored, ‘Things I want to do in the holidays’. The last one can be cut up and go into a box or bag for a lucky dip when the holidays finally arrive Write out recipes or instructions for other people to follow (especially fun if the instructions are for an adult) Keep a diary, especially if you are doing something different and exciting. Your child can draw the pictures or stick in photos. Their diary could be a web page on the computer Write letters, cards, notes and emails to friends and family and the Tooth Fairy (you might write replies sometimes, too) Cut out letters from old magazines and newspapers to make messages write secret messages for others to find in their lunch box or under their pillow. Here’s a tip: display their work. Be proud of it. Put it on the fridge or share it with others. Talk about their writing Make up a different ending for a favourite story together and get them to write it down Ask them to write about pictures they draw. Get them to tell you the story Keep writing fun and use any excuse you can think of to encourage your child to write about anything, any time. Here’s a tip: don’t worry if your child’s letters are sometimes backwards or words are misspelt at this age. The important thing is that they have fun writing at home and are making an effort. YEAR 3 Writing for fun Talk about interesting words with your child, especially ones that are fun to say, like “hippopotamus” or “ringaringa”. Short and simple games could involve finding how many little words can be found using the letters in the word ‘elephant’ Work together on the small word games found in the children’s section (or word section) of the newspaper Make up a story or think of a pakiwaitara (legend) or traditional tale and act it out with costumes and music, write down the names of the characters or tīpuna (ancestors) Make up a play with your child. You could help your child to write the play down. Use puppets they design and make themselves to give a performance to the family Here’s a tip: keep writing fun and use any excuse to encourage your child to write about anything, any time. Writing for a reason Writing for a real purpose can help your child want to write. For example, writing invitations, typing emails or writing and posting small notes Personalising notes by cutting, decorating, sticking or stamping are great skills for coordinating fingers and being creative. Postcards are a good size for a sentence or two and they are cheap to post, too Encourage your child to write what they need to pack for a holiday, dictate your shopping list to them, or get them to write a list of jobs that need doing. Here’s a tip: talk about what your child writes. Be interested. If you don’t understand what your child’s picture or story is about, ask them to explain. Supporting your child’s writing Talk to your child about what you are writing. Let them see you making lists, writing emails, filling in forms Keep envelopes, banking slips, forms you don’t need so that your child can do their own ‘grown up’ writing Display your child’s writing where others can admire and read it Play with words. Find and discuss interesting new words (this can help increase the words your child uses when they write). Look words up in the dictionary or on the internet or talk to family and whānau members to learn the whakapapa (origins) of the words. Here’s a tip: be a great role model. Show your child that you write for all sorts of reasons. Let them see you enjoying writing. You can use your first language – this helps your child’s learning, too. YEAR 4 Write for fun Writing about their heroes, sports events, tīpuna (ancestors), hobbies and interests helps your child to stay interested in what they are writing about Help your child to leave messages in sand on the beach, send a message in a bottle, do code crackers, word puzzles, crosswords, word finds – these are all fun to do together Make up a story or think of a pakiwaitara (legend) and act it out with costumes and music. Write down the names of the characters or tīpuna (ancestors) If you or someone in your family has a computer, encourage your child to use it to write, email and publish or print for pleasure (emails, birthday cards, poems, jokes, letters, pictures with captions). Or you could use a computer at the library. Here’s a tip: keep writing fun and use any excuse you can think of to encourage your child to write about anything, any time. Talk about your child’s writing Get your child to talk about their writing and share it Cut out words and letters to make stories, codes, poems, puzzles and more… Play word games together Play with words. Thinking of interesting words and discussing new ones can help increase the words your child uses when they write – look words up in the dictionary or on the Internet or talk with family/whānau to find out more about where the words come from. Here’s a tip: talk about what your child writes. Be interested. If you don’t understand what their story is about, ask them to tell you more about it. Use questions they will want to answer. Write for a reason Get your child to help write the shopping list, invitation lists for family events, menus for special dinners, thank-you cards when someone does something nice Postcards are a good size for a sentence or two and they are cheap to post, too. Have a special place to keep your child’s writing at home (notice board, fridge, folder). You might frame a piece of writing and hang it up, too. Here’s a tip: be a great role model. Show your child that you write for all sorts of reasons. Let them see you enjoying writing. Write to them sometimes, too. You can use your first language – this helps your child’s learning, too. YEAR 5 Make writing fun Help your child write about their heroes, sports events, tīpuna (ancestors), hobbies and interests. This helps them stay interested in what they are writing about Play word games and do puzzles together to help your child learn more about words and spelling Have interesting paper and pens available or help them make a special book to write in Write to your child, or give them jokes, cartoons or short articles you think they’ll like to read from the newspaper Play with words. Thinking of interesting words and discussing new ones can help increase the words your child uses when they write – look words up in the dictionary or on the Internet, or talk to family and whānau members to learn more about the background and the whakapapa (origins) of the words. Here’s a tip: be a great role model. Show your child that you write for all sorts of reasons. Let them see you enjoy writing. You can use your first language – this helps your child’s learning, too. Talk about your child’s writing Talk about ideas and information they are going to write about. Talk about experiences, diagrams, graphs, pictures, photos and material that your child is planning to use for school work. Discussing the information and main ideas can help their planning for writing and their understanding, too Share enjoyment of their writing. Read and talk about the writing that your child does. Give praise for things they have done well to support their learning. Play with words. Thinking of interesting words and discussing new ones can help increase the words your child uses when they write Share your own writing with your child – lists, planning for family events or an email. You can help them to see that you too use writing for different purposes. Here’s a tip: keep writing fun and use any excuse you can think of to encourage your child to write about anything, anytime. Write for a reason Encourage your child to write emails, invitations, thank you letters, poems, stories or postcards to friends, family and whānau – make it fun. Ask your child who they would like to write to. It is helpful if what they write is given or sent to others Ask them to write a story to read to a younger sibling A diary or journal – on paper or on a computer – can help your child to write about their experiences and their own feelings about things that have happened at school, at home, in the world, on the marae, at sports events and on TV. Here’s a tip: talk about what your child writes. Be interested. If you don’t understand something they are writing about, ask them to explain. YEAR 6 Make writing fun Encourage your child to write about their heroes, tīpuna (ancestors), sports events, hobbies and interests to help keep them interested in what they are writing about Play word games and do puzzles together. Games and puzzles such as crosswords, tongue twisters and word puzzles help build your child’s knowledge of words, spelling, thinking and planning skills Start a blog about a family interest. Find a topic you’re both interested in and set up your own blog. Here’s a tip: be a great role model. Show your child that you write for all sorts of reasons. Let them see you enjoying writing. Use your first language – this helps your child’s learning, too. Write for a reason Encourage your child to write: Suggest your child is responsible for the weekly shopping list, equipment list for weekends away and holidays, task lists for the week Encourage your child to write to others – emails, letters, texts, postcards. It will help if some of what your child writes about is for others Short stories or a journal – on paper or on a computer – can help them to write about their experiences and their own feelings about things that have happened at school, in their family, on the marae, in the world, at sports events and on TV Report on a new baby or pet addition to the family. This might be a slide show, scrapbook, page on the computer Make an argument in writing for a special request – trip, event, present etc Draw up written contracts for agreed jobs; eg Every day I will…(make my bed, do one lot of dishes, and when I complete the contract I can choose…). Here’s a tip: keep writing fun and use any excuse you can think of to encourage your child to write about anything, anytime. Talk about your child’s writing Talk about ideas and information they are going to write about. Talk about experiences, diagrams, graphs, photos, treasures and taonga, waiata, pictures, whakapapa and material that your child is planning to use for school work. Discussing the information and main ideas can help their planning for writing and their understanding, too Share enjoyment of their writing. Read and talk about the writing that your child does. Give praise for things they have done well and say what you liked and why – this all supports their learning Play with words. Thinking of interesting words and discussing new ones can help increase the words your child uses when they write – look words up in the dictionary or on the Internet to find out more about what they mean. Talk to family and whānau members to learn more about the background and the whakapapa (origins) of the words Share your own writing with your child – lists, planning for family events, song lyrics or letters and emails. You can help them to see that you too use writing for different purposes. Here’s a tip: talk about what your child writes. Be interested. Use it as a way of starting conversations. Listen to their opinion, even if you don’t agree with it. YEAR 7-8 Make writing fun Encourage your child to listen for and use interesting words. Having a wide range of words will help your child create stories which will increase in complexity Use technology. Text messages and emails are a form of writing even if the language is not always standard English Use computers if your child isn’t keen on writing. They don’t have to think about the presentation of their work and editing does not require a complete re-write. Spell-check helps, too Play card and board games and complete difficult crosswords and word puzzles Create a message board such as a white board, blackboard or pin board. The messages might be instructions, reminders, or praise for a job well done, as well as examples of work. Encourage your child and other family members to respond with messages, too. Here’s a tip: make writing fun and use any excuse you can think of to encourage your child to write about anything, any time. Talk about writing with your child Talk with your child about their day. Talking helps them to organise their thinking and is an important first step for any writing Talk about new words your child is not familiar with, using a dictionary to find out more – there are dictionaries online Be a positive audience for your child. Always respond to the effort behind the message and the message content first (regardless of how the message is written) and the presentation second. Keep in mind what your child is currently learning to do and comment just on that Keep a holiday journal. Before the holidays ask your child to write a list of possible activities they want to do that keep to your budget and get them to draw up an activity plan. Remember to include any events or activities you have to attend; e.g. school camp, noho marae, church, doctor, sports training, family/whānau reunion. Your child could write a list of what to pack. Here’s a tip: talk about what your child writes. Be interested. Use it as a way of starting conversations. Listen to your child’s opinion, even if you don’t agree with it. Keep them interested Encourage your child to read. Reading and writing are linked and success in one is likely to lead to success in the other Buy interesting stationery for your child to use. Coloured pens and pencils can be an incentive to write together with special paper or books. Give a diary, book or notebook as a present Plan for them to be able to use a computer for writing – at home or the library Look for real reasons for writing. Encourage your child to read and write letters, messages, postcards, invitations, lists, rosters, thank-you notes, recipes, emails. Start with postcards to family and friends – encourage your family to write back Make lists for a particular reason; eg shopping lists or jobs to be completed Encourage your child to write on their own – on paper or on the computer. Poems, songs, waiata, short stories or a diary or journal. A journal can be a way for your child to keep track of their thoughts, ideas or a particular interest. For example, keep a journal of their sports training, kapa haka practice or compile favourite recipes It might be fun to write to a favourite author or kaumātua to ask what helps them to write their stories and compositions. Here’s a tip: be a great role model. Show your child that you write for lots of reasons, eg replying to an email, writing a shopping list, invitation or letter, writing for your work or your own study. Use your first language – this helps your child’s learning, too.

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