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Purpose of today’s briefing

Overview of the Highly Immersive Programme (HIP)

What is your role in HIP?

Questions and Answers

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Highly Immersive Programme (HIP)

Aligned to the Malaysia Education Blueprint
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The Highly Immersive Programme is a programme under the MBMMBI

policy. HIP supports the 5 Shifts of the MEB and reinforce 1999 Circular

1 Malaysian Education Blueprint (MEB) 2 1999 Circular on implementing

English enrichment activities

MEB: Malaysia’s multicultural society makes it a natural

environment for producing students who are proficient in
more than one language. The current system produces
commendably strong Bahasa Malaysia learning
outcomes.

... Operational proficiency in English is, however,

All schools to implement supporting
much lower. Only 28% of students achieved a minimum activities to increase students’ exposure
credit in the 2011 SPM English paper against Cambridge
to the English Language
1119 standards. Poor English proficiency among fresh
graduates has, since 2006, also been consistently ranked as
one of the top five issues facing Malaysian
employers
 The Case for Change

Malaysia’s English is not at par with neighbouring counterparts

Third in S.E.A., behind Singapore and Philippines in proficiency.
Source: Jobstreet ELA, 2011, http://www.thestar.com.my/story/?file=/2011/6/7/nation/20110607160637

English Proficiency of Form 5 Students

C2

C1
2%

B2
55% 43%
B1

A2 Source: Cambridge Baseline Study 2013

A1 C1 B2 and below A2 and below

In general, local graduates are highly qualified but are not proficient in English –
National Graduate Employability Blueprint 2012-2017 by MoE

Source: Survey conducted by Manpower (2008), extracted from the National Graduate Employability Blueprint 2012-2017

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The Case for Change

1 Enhance Knowledge
Able to read, understand, explore and learn more from the
information available on the internet. Enjoy and benefit other
subjects/domains

2 Further Studies
Poor IELTS results have hampered students to apply to study
overseas. Poor English hampers the ability to cope in higher
education especially in science, medicine, law, engineering,
technical and economic fields.

3 Workplace requirements
Even for entry levels and junior level jobs, employers say
they need people who are proficient in English to work and
interact with customers, suppliers, as well as write reports
and read manuals.

95% employers believe that an enhanced quality of the

English Language improves the productivity of staff members

Parents want an increase in exposure to the English language – Evident

through letters and articles in media
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The Highly Immersive Programme aims to codify best practices of school

leaders and scale up to all schools via sharing, learning and support

Goal of the Programme

All schools put

into practice

• Schools adopt best

practices according
to level and capacity

• A toolkit consisting of self-assessment tool

and guide book of schools’ best practices
• Cater for different levels and limitations
• Peer-to-peer school support
• Continuous support by SIP+, SISC+, district
and state
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The programme aims to improve the English proficiency of students

through increased immersion and usage

Programme Targets HIP Toolkit

(A) Self Assessment Tool (B) Guide Book

Increase self-assessed
levels of English
immersion of schools

Level of English 1. Fundamental Factors

Increase 1
Immersion • How to build confidence
acceptance towards and level of
English comprehension?

2 Capacity Gaps 2. Strategic Planner for

Activities
Increase overall
English proficiency • How to implement and
overcome challenges?
of students
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Addressing Fundamental Factors to enhance English proficiency

1 2 3 4
Principal Teachers Students Parents &
Community
The Anchor The Doer The Learner The Supporter

• Create an English • Create an English • Take charge of • Create an English

environment
• Be a leader and
constant motivator
• Ensure Sustainability
• Involve parents and
community
environment personal development environment
• Conduct effective and learning • Provide Expertise
teaching and learning • Support teachers in • Lend help and
• Create English activities assistance
programmes, tools, and • Involve parents and • Provide financial aid
aids community in • Implement CSR
• Organize events and activities activities
activities

Implementation Plan
Best Implementation Adaptation Possible
Practices Steps Ideas Challenges

Parameters
Impact on Ease of Special/
Students Which level of Suitable for Total cost of
English implement- critical
involved? students? rural/ urban? the activity?
proficiency? ation? requirements
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Supporting Activities to create a highly immersive environment

1 2 3
In-Class Out-of-Class Extra Classes
To create effective & engaging To encourage and increase usage Further support for high-need
in-class teaching and learning and the practice of English students and elite students to reach
their highest potential

• Project-based learning (e.g. • Reading Programme

• Story Time
drama, scrapbook, comic books,
graphic novels) • Young Talent
• Choral Speaking, Drama, Song
• Fun & interactive learning
and Dance
(e.g. language games) • English Newsletter
• Structured (Shared/ Guided) • Weekly Assembly
Reading • Language Games
• Let’s Talk! – one minute per • Maths & Science Games
pupil • Skype, Field trips, Students
exchange
• School events e.g. Teachers Day
• Reach For The Stars
• Sunflower Programme
• Holiday Fun Learning
• Merry Coaching in Merry
Land
• Extended LINUS 2.0
• Parents-in-the-house
• Little Ambassador
• Mentoring of schools

Implementation Plan
Best Implementation Adaptation Possible
Practices Steps Ideas Challenges

Parameters
Impact on Ease of Special/
Students Which level of Suitable for Total cost of
English implement- critical
involved? students? rural/ urban? the activity?
proficiency? ation? requirements
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Supporting Activities to create a highly immersive environment

2
Out-of-Class
To encourage and increase usage and practice of English

• Reading Programme
• Story Time
• Young Talent
• Choral Speaking, Drama, Song and Dance
• English Newsletter
• Weekly Assembly
• Language Games
• Maths & Science Games
• Skype, Field trips (local/overseas), Students exchange
• School events e.g. Teachers Day
More activities can be added

Implementation Plan
Best Implementation Adaptation Possible
Practices Steps Ideas Challenges

Parameters
Impact on Ease of Special/
Students Which level of Suitable for Total cost of
English implement- critical
involved? students? rural/ urban? the activity?
proficiency? ation? requirements
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Collaboration with external parties would contribute highly to the

effectiveness and sustainability of HIP in schools

Three (3) Types of Partners for HIP:

1 Parents and 2 Institutions of 3 Corporates

Alumni Higher Learning and NGOs

Public Higher Polytechnics & Private Higher

Institut Pendidikan
Education Community Education
Guru
Institutions (IPTA) Colleges Institutions (IPTS)
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Schools will be given support and recognition to ensure sustainable and

scalable implementation
Jan – Jul – Dec
2017 2018
Jun 2016 2016
94 1,200 5,500 10,000
schools schools schools schools

Building Building
Interest and Confidence
(1) Capability and (3)
Strengthen Momentum External
delivery in Recognition
schools (2) & Support
Internal
Recognitio
n by MoE
• School communication pack and
training sessions • Showcase schools, students
• Strengthen support and • Peer learning and recognition and parents/ community in
monitoring by district and state media
for principals and teachers
• Reinforce coaching support • Achievement Awards for
• Letter of commendation for
schools in different categories
• Peer learning for principals and progress made by schools
teachers
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Strengthen Delivery and Recognition of Schools: Peer Learning and

sharing – amongst School Head, PK1, Ketua Panitia with other schools

(1)
Strengthen
delivery in
schools
1 2
Orientation School Head Sharing
Workshop Session @ PPD Level

Throughout • See, Experience, • Dialog Prestasi

the year Implement - Sharing and
visits to model schools
Letter of
Commendation
Professional Learning Community
for School Heads, PK1, Ketua Panitias
• MOE and JPN
celebrate and
recognise
4 3
progress made National level School Head Sharing
by schools Colloquium Session @ State &
District level
• Sharing of • End of year in
school videos • State ELO / DLO meeting at
Nov/Dec
Mesyuarat Kurikulum
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Pilot and Implementation Strategy

Pilot 2016 Scale 2017 Implement 2018
Test, revise, showcase Learn, improve, showcase Monitor, refine, celebrate
Stage 1 Stage 2 Staged Full
Jan–Jun 2016 Jul-Dec 2016 Roll-Out Roll-Out
94 1,200 5,500 10,000
schools Schools schools schools

• Objective of Pilot Stage 1 is to ensure that there are adequate support, monitoring and
capacity to make changes in a timely and speedy manner

• Pilot Stage 1: Identify states and schools based on objective selection criteria :
1. Ease of logistics and physical scalability: implement by zones
• Peninsular: North, South, Central and East
• Sabah and Sarawak
2. 2014 UPSR results: choose the state within the zone, with the lowest GPMP
3. Implement by PPD to pilot the Support, Monitoring and Peer Learning Model
4. Choose PPDs where there is a good diversity of schools:
• Types of schools: SK, SJK C and SJK T
• Rural and urban
• Bands 3, 4, 5 and 6
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2016 Pilot and Implementation

Stage 1 (Jan – June 2016): 94 schools in 6 pilot states 2016 Stage 1

Stage 2 (Jul – Dec 2016): 1,200 schools in all states

2016 Stage 2
Perlis
(10 schools)

Sabah
(20 schools)
Perak
(15 schools)
Pahang
(15 schools)

Sarawak
(24 schools)
Negeri Sembilan
(10 schools)

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Stakeholders – HIP Implementation at state levels (Job Scope)
School Heads
• Create an English
environment
• Be a leader and constant
motivator
• Ensure sustainability
• Involve parents and
community in HIP
• Head the strategic
planning of HIP activities in
school
ELO
• Coordinate HIP
implementation in states
/districts and schools.
• Be an anchor person for HIP
management at state based
implementation
• Ensure the smooth running
of HIP at state level
• Prepare status reporting on
HIP in state on a regular
basis.
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SIP+
• Assist school heads in
strategic planning and
implementation of HIP.
• Act as a point of reference
for school heads in
resolving issues
• Play an active role in the
Dialog Prestasi sessions
with school heads and PP
Partners
• Provide status report on
HIP for school level
DELO
• Assist ELOs in HIP
coordination and
implementation in districts
and schools.
• Be an anchor person for
ELO at district based
management of HIP
• Ensure the smooth running
of HIP at district level
• Prepare status reporting on
HIP in district on a regular
basis.
SISC+
• Assist teachers in
implementation of HIP in
schools .
• Act as a point of reference
for teachers in resolving
issues
• Play an active role in the
development and
management of HIP
activities in school.
• Assist teachers in preparing
status reports for HIP
activities in schools.
JNJK
• Provide assistance
in the monitoring and
evaluation of HIP in
schools.
Teacher
• Create an English
environment in and out of
class
• Conduct effective teaching
and learning
• Conduct programmes in
English, using tools, and
aids
• Organize events and
activities in English
• Engage all students in
activities in schools.
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Monthly Reporting Structure

ELOs send
ELOs collate report to main
district reports committee in
and develop ELTC for final
DELOs collate state based report collation
school reports report using
Teachers and and prepare given template
SISC+ officers district based
report using a
prepare report
fortnightly given template ELTC
ELO
DELO
School

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Example: Best practices in SK (Rural)

SK Tan Sri Ghazali Jawi (Grik, Perak)
▪ Number of students = 330 Primary; 50 Preschool
Demographic
Demographic ▪ Students from low to medium income ( 80% - work in
the village, 20% - Government servants & lecturers)

▪ HM communicates in English with students, teachers,

staff, canteen operator and school guards
Principal
Principal and
and ▪ 36 teachers : 5 English option teachers
Teachers
Teachers ▪ Very dedicated, passionate and hardworking teachers
despite insufficient facilities and infrastructure.
▪ Works from 7.00 am – 5.00 pm for year 6. Good
teamwork

• Weekly school assembly is conducted in English

• English materials and the English corners are updated
Immersive
Immersive regularly
Environment
Environment • Special functions e.g. Teachers Day and English Week
are conducted in English
• Implement daily and monthly English activities (e.g.
A word a day, A sentence a day, reading aloud, 5
minutes public speaking, walking dictionary)

• Supportive parents
Parents
Parents and
and • Funding from state assemblyman, MP and alumni
Community
Community • Source for funds and to help establish more linkages
Involvement
Involvement • Linkages with MRSM and Community College

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Example: Best practices in SJK (Rural)

SJK(T) Durian Tunggal, Melaka

▪ Number of students = 664

Demographic
Demographic ▪ Students from low socio-economic background

▪ Head teacher supports English language and takes the

initiative to train teachers who lack English language
Principal
Principal and
and skills
Teachers
Teachers ▪ All staff are encouraged to communicate in English
▪ Participate in benchmarking visits to other states
organised by JPN and PPD
▪ Only 1 EL option teacher

▪ English taught in a fun way to motivate students to like

the language
Immersive
Immersive ▪ Policy suggestion for more time to be allocated for
Environment
Environment English in SJK schools
▪ Library has an up-to-date selection of books
▪ All co-curricular activities are carried out and linked with
neighbouring schools for help

Parents
Parents and
and ▪ Parents are very supportive
Community
Community ▪ Parents contribute to improve the quality of English
Involvement
Involvement (e.g LINUS 2.0)

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HIP builds a strong linkage between higher education and basic education
towards Malaysia’s vision of the 6 attributes for students.
HIP supports 3 attributes that we aspire in our students
1 2 3