About Us

Message From Executive director

KOPKOP COLLEGE AFTER CORONA VIRUS  

We are currently enduring the worst world pandemic in 100 years.  Nothing will be the same when Covid-19 is eventually controlled. How will it affect Education?  How will it affect Kopkop College?  Will we continue to be able to produce well-educated and formed youngster to plough ahead into the unknown After the Virus World?

Kopkop College is a very proud National School guided by the Motto ‘Nihil Nisi Melius; which, in English means We will always strive to Do Better’.  This is the critical foundation for our Vision, Philosophy, and Mission.

Firstly, our Vision is to pursue excellence in providing quality education in a vigorous and progressive environment which embodies the most desirable family-centered and traditional values.

Secondly, our Philosophy is to produce children with predictable results. This implies dedicated teachers who can plan, program, teach, assess and report their student learning in terms of outcomes. This teaching is defined as TokTok Wantaim and Tingim Bek.

Thirdly, our five-fold Mission is our concern for caring, respect, justice and equal opportunity for all.  We are committed to multi-cultural diversity as represented in the College community. We are committed to community development.  Student and Teachers welfare is one of our foremost aims.  And finally, we are comitted to ensure our children gain the highest level of their personal potential through basic education – academically, socially, physically and spiritually.

We are indeed the College of Excellence.

Kopkop College has a recognized history as a home-grown educational institution, which follows and adds to the official Government education Curriculum. Since our inception as the first private Day Care and Pre-School organization in suburban Gerehu, notwithstanding the success of National and Church-run Schools, we have undergone continuing changes in both name and location and educational infrastructure.

In 1983 our first intake was of 20 students in our Pre-School Day Care program.  A decade later, we introduced our Elementary School in 1993, after procuring land and erecting infrastructure.  Proceeding year by year, we completed the Basic Primary education with Grade 8 in 2002.

A name change occurred from Bambi Primary School to Kopkop College in 2006.  Lower Secondary Education commenced with Grade 9 in 2007 and each Grade progress a year at a time. 

In 2014, further infrastructure activities commenced, now giving our students access to modern Science Laboratories, IT Labs, Libraries, Design &Technology and Expressive Arts Facilities.  These practical service areas are now in full use to enhance student skills, knowledge and attitudes.

Currently, Kopkop College has been continually exploring ways and means of preparing our Grade 12 Graduates to be able to enter Tertiary Institutions such as PNG Universities and Technical Colleges, as well as Universities in Australia, with a close contact with James Cook University in Townsville.

What does the future hold?  During this Covid-19 pandemic we are already well ahead of many other schools in developing on-line education.  This is one area that we may wish to explore, so that students, parents and teachers can be encouraged to extend their digital learning capacity to invigorate their own desires to achieve the best outcomes for their future lives.

We will continue to develop our Kavieng campus, instill the campus by enlarging its present school building infrastructure, and improve current modern equipment services such science lab, information communication technology, design and technology and expressive arts facilities.

We will continue to instigate, improve and reconstruct our curriculum and assessment policies. The purpose of these changes will enable knowledge and skills, that are priority to building students’ technical confidence, to embrace the digital world and the experience Covid-19 has been deemed fit to consider.

Our Primary School curriculum from early childhood to grade 6 will remain high in English literacy and numeracy, PNG community living and expressive arts. Our lower and upper secondary school will retain enabling core subjects English and Mathematics. As we know these core skills and knowledge coupled with the correct attitudes are essential to develop further subject skills, placing emphasis and focus on ICT, Business, Social Science and the Science streams. After Covid-19, we want to see our students become much better prepared with these necessary skills, knowledge and attitude with an accompanying high level of confidence before entering tertiary education now and beyond.   

Kopkop College aims to establish an All-Girls School (Kopkop Girls College) for Grade 11 and 12.  The obvious reason is to ensure we have more women educated to participate meaningfully and successfully in the business and economic affairs of Papua New Guinea.  The curriculum and program of study will prepare students academically with a strong focus on developing language and mathematical skills, information communication technology and business skills. These strong basic academic foundation skills will pave the way to providing confidence and enjoyment in learning at tertiary level in PNG and overseas.

In developing this concept, we are seeking a continual partnership with the UPNG CTS program and UP Learning Pathways, an Off-Shore program with Education Queensland International.

Covid-19 has taught us first of all, that we do not own this world to ourselves. This world we are living in is a shared world with other mammals. And so, for this reason we must learn to appreciate, respect and love what the environment has given us, the vast land and seas that we feed from. Covid-19 has allowed us to reorganise our lives, evaluate family plans and reorganise our social, economic and political destiny from its impact.   

In the social development sphere, we have all accepted and endorsed that health and education are the most critical and essential services for long term quality living and quality learning for our children through education. In education we agree and endorse the philosophy that education is the Key to success and for this reason we need to evaluate and redirect the education policy to be responsible and responsive to the changes Covid-19 is predicting on how our human resource development is being defined.  The health and education services must be provided to us without any questions by our government departmental services. It is their role to provide the much needed care today than ever before Covid-19. Why I say this? It is because the economic changes tarnished by Covid-19 on our economy must not be taken lightly. The disruption of the PNG curriculum, its delivery and timetables since term 1 must now supported with quality and prompt response by both National and Local governments. The teachers were left in disarray without prompt and urgent support to their educational system, basic and tertiary alike. Examples were felt throughout the community education system. I believe parents from the local level government are looking forward to seeing much better changes from before the Covid-19 pandemic.

We must salute our PNG families as well as Kopkop College families for showing great courage and resilience during this time. With our KC families we thank you for supporting the Covid-19 prompt actions of our educational time table amendments, especially in supporting our alternate delivery mode, our very own KC Moodle on-line learning. Kopkop College will continue to make adjustments to enable our system to ensure its full operation for now and beyond.

WE ARE KOPKOP COLLEGE

 

We are a private, coeducational, family-oriented, college preparatory day school serving Primary School and Secondary School students in Early Childhood Care and Education through grade 12, at our two campuses in Kavieng and Port Moresby.

Since our establishment in 1984, we have been a school of choice for families who value academic excellence and character development. For more than 35 years we have offered an education that   broadens perspectives, sharpens minds, strengthens bodies, and engages hearts.

We have a long, proud tradition of scholarly excellence and is considered one of the nation’s top independent schools as we continued to grow our academic and arts programs, helping elevate our students to their highest levels of achievement. Developing character strength has led our young men and women to serve others in PNG and across the globe.

Our key for academic excellence

ROLE OF THE TEACHER, STUDENT AND PARENT TO ACHIEVE GREATER ACADEMIC EXCELLENCE

To accomplish our purpose, we believe that we must do it as partners; students, teachers, administration, board of education, and community. Specifically, we acknowledge the parents’ role as primary and continuing educators of their children. Kopkop College encourages and appreciates parental and community interest and participation within the school. We recognize the importance of a strong positive working relationship among these groups and us working together to provide rewarding experiences for all in our continuing effort to achieve quality education for our students.

  1. The teacher at Kopkop College is responsible for providing excellence in the academic curriculum and physical education through Quality Teaching to achieve Quality Learning.

    The teacher is trained teacher to teach inside and outside the classroom during lunch, play and rest period. The teacher is equipped with the curriculum subject contents, knowledge and experience to teach the student. Having a teacher in the classroom makes student life more purposeful, fun and enjoyable – to allow student explore and learn. The teacher is the Friend and Mentor of the student at Kopkop. In the Kopkop college family principle, the teacher is the uncle, aunty, brother or sister of the student. 

    QUALITY TEACHING

    Quality teaching is provided by teachers who

    * create a learning environment that promotes and supports the learning of all students;

    *  apply a wide range of organizational and instructional strategies that are appropriate to student learning styles and educational needs, the subject being taught, the school context, and a disciplined and purposeful classroom;

    * monitor individual student learning; give relevant feedback; and plan according to the needs of individuals, groups and the whole class;

    * foster independent learning, give students a language to talk about it, and expect students to take responsibility for their learning;

    * develop ethical relationships based on good communication skills, and respect for all students as individuals and expect respect in return;

    * possess an up-to-date knowledge and are enthusiastic proponents of curriculum content;

    * critically reflect on their practice and demonstrate their commitment to life-long learning by seeking out appropriate collegial support and furthering their own professional development;

    * articulate their beliefs about learning and the principles that underpin their teaching;

    * believe in the ability of all students to learn, expect all students to learn and convey this expectation to individuals, the class and the community;

    *  actively engage a student in learning experiences that deal with issues that students regard as important to their lives;

    * help students to make connections, to understand relationship within and between content areas, and to deal with general principles as well as individual facts.

    QUALITY ASSESSMENT AND REPORTING

    Assessment and Reporting are continuous and based on learning outcomes.

    This means that teachers:

    • identify assessment activities based on the learning outcomes described in the syllabuses;
    • plan a series of assessment activities within term and yearly assessment programs;
    • provide opportunities for students to demonstrate their achievement of learning outcomes;
    • use professional judgment to make decisions about students’ learning progress; and
    • provide additional support to those students who require assistance.

    Assessment and Reporting are appropriate for Papua New Guinea.

    This means that teachers:

    • design assessment activities that take into account Papua New Guinean cultural values and practices where appropriate.

    Assessment and Reporting will be based on a balanced approach.

    This means that teachers:

    • use a range of assessment methods appropriate to individual needs and levels of schooling;
    • assess students as individuals and as members in a group; and
    • place emphasis on both theoretical and practical assessments.

    Assessment and Reporting must be manageable.

    This means that teachers:

    • plan in consideration of other school activities when arranging the assessment and reporting programs; and
    • develop assessment plans that are realistic and meet the needs of students and teachers.

    Assessment and Reporting must be fair and equitable.

    This means that teachers:

    • use assessment and reporting methods that are fair, sensitive and broad enough to cater for differences in gender, culture, language, religion, socio-economic status and geographical location; and
    • take into account special needs of individual students.

    Assessment and Reporting must be valid and reliable.

    This means that teachers:

    • use a variety of strategies to assess and communicate the range of student achievement described in the syllabus learning outcomes;
    • gather a range of suitable evidence to make accurate decisions on students’ achievements; and appropriate to different subjects and levels of schooling.

       

    • Assessment, Reporting and Evaluation

      • Assessment should reflect students’ achievement of the learning outcomes described in the syllabuses. The assessment and reporting process requires teachers to select appropriate methods of assessment, recording and reporting as approved from time to time by the appropriate Board of Studies. Assessment will be carried out continuously at all levels from Elementary Prep through to Grade 6 and will be used to gather information concerning individual students’ learning and achievement.
      • Assessment will be criterion-referenced and will provide information on the actual learning that has taken place. This information will be used to enhance further teaching and learning and will be reported to parents and guardians, teachers and students.

      REMEMBER: – What a teacher can and cannot do: –

      1. A teacher can teach but cannot make students learn;
      2. A teacher can explain but cannot make students understand;
      3. A teacher can give homework but cannot make students complete their homework;
      4. A teacher can set a test but cannot give students the answers.

      This means that students have to make it their business to make an effort to learn, understand, complete their work, and study hard to pass a test.

      –           The student and the teacher can both come out winners if they both work hard together:-

      –           If the student has difficulty learning something always ask for more questions, ask their mums and dads at home and their teacher at school so the student can understand better or do some more reading on their own and try out a few examples without the teachers help;

      –           If the student cannot complete their homework then they must always ask for extension of time.

     

Student Role and Responsibilities:

–           To be actively and purposefully engaged with issues and activities you regard as important;

–           To be willing to try new things and to take risks in applying plan or tactics or strategies to solve problems in the normal, traditional or conventional and in creative ways;

–           To involve different ways in the planning of your study work and take responsibility for your learning;

–           To believe in your own ability to learn and are able to discuss and think over or consider or reflect on your own learning to make sure what you have done is right;

–           You work independently and in group work as well to discuss common ideas, and always ask questions to support and help better understanding;

–           You must be committed and self-motivated and look or ask for suitable or appropriate resources and help for a different variety of resources for your study work;

–           You must learn to be thankful for what you receive or appreciate clean and honesty, respect and care for those who are in distress or concerns, respect other people’s views and feelings of others;

–           You must know that your family and community members are welcome to visit you in the school;

–           Learn to discuss issues that are said to support our society such as democracy, culture, fairness, equity and justice and relate them to any situation to your own lives;

–           Learn to develop positive relationships with teachers, students and other adults;

QUALITY LEARNING

Quality learning is likely to occur when:

*students are actively and purposefully engaged with issues and activities they regard as important;

*students are willing to try new things and to take risks in applying strategies to solve problems in conventional and creative ways;

*students are involved in the planning of their work and take responsibility for their learning;

*students believe in their own ability to learn and are able to discuss and reflect on their own learning;

*students want to work independently and in groups, and are given support to do so;

*students are committed and self-motivated and can seek out appropriate resources and help for a variety of sources;

*students appreciate, respect and care for the concerns, views and feelings of others;

*students know that their family and community members are welcome in the school;

*students are able to discuss issues that are said to underpin our society such as democracy, culture, fairness, equity and justice and relate them to their own lives;

*students are able to develop positive relationships with teachers, students and other adults.

Quality learning will occur when both Teacher and Student: –

  • Both are actively and purposefully engaged with issues and activities regarded as important;
  • Both are willing to try new things and to take risks in applying strategies to solve problems in conventional or standard and creative ways;
  • Both are involved in the planning of their work and take responsibility for the student’s learning;
  • Both must believe in their own abilities to learn together and are able to discuss and reflect on their own learning;
  • Both works independently on research projects or in groups, and are given the support to do so;
  • Both must be committed and self-motivated and can seek out appropriate resources and help for a variety of sources;
  • Both appreciate, respect and care for the concerns, views and feelings of others in the classes;
  • Both must know that their family and community members are welcome in the school to discuss specialist subjects in line with traditional values;
  • Both must be able to discuss issues that are said to underpin our society such as democracy, culture, fairness, equity and justice and relate them to their own lives;

Both must be able to develop positive relationships with teachers, students and other adults in Kopkop College.

The Role and Responsibility of the Parents or Mums and Dads are towards their children’s Well-Being and Quality Home Management.  The Parent or mum and dad are the essential Home Tool. The role and responsibility of mum and dad are critical and significantly important in student’s health and education Life and Well-Being. These are essential recommended way forward for Family Home Environment and Family Management, such as:

  • Develop the role and responsibility of students at home;
  • Develop and maintain a culture of Team Work and Team Participation in home family management through monthly family meeting, allow senior members to be responsible for the meeting agenda;
  • Develop a family yearly home and budget plan and program;
  • Develop a family program on the importance of Nutritious Diet & Water;
  • Develop home rules in order for students to take owner ship of each personal items and action;
  • Develop a monitoring timetable to cater for home work at home;
  • Develop general hygiene and cleanliness culture for better healthy environment, such as educate children and other members of family within the house hold to keep wet areas clean and dry at all times;
  • Develop each meeting timetable to discuss and teach children about health, physical and psychological social problem such protect children against chewing buai and smoking.

 

Our Rules and regulations

SCHOOL RULES AND REGULATIONS

The following list covers the main daily routines and activities, and defines the College’s policy on these matters. It is not intended to be exclusive, and any behaviour or attitude which may be deemed contrary to common sense or good manners shall be taken to be a breach of the school rules.

  1. BEHAVIOUR
  2. COLLEGE ROUTINE
  3. AMENITIES