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The 'National Principles' or Rukun Negara

 Malaysian declaration of national philosophy instituted by royal proclamation on Merdeka Day, 1970
 the efforts of the National Consultative Council (Majlis Perundingan Negara or MAPEN), headed by Tun Abdul Razak
 In reaction to a serious race riot known as the 13 May Incident (1969) due to fragile Malaysian racial balance and stability
 Aim: to foster harmony and unity among the various races in Malaysia
WHEREAS OUR COUNTRY, MALAYSIA nurtures the ambitions of:
 Achieving a more perfect unity amongst the whole of her society;
 Preserving a democratic way of life;
 Creating a just society where the prosperity of the country can be enjoyed together in a fair and equitable manner;
 Guaranteeing a liberal approach towards her rich and varied cultural traditions; and
 Building a progressive society that will make use of science and modern technology.

WE, HER PEOPLE, pledge our united efforts to attain these ends guided by these principles:
 BELIEF IN GOD (Kepercayaan kepada Tuhan)
 LOYALTY TO KING AND COUNTRY (Kesetiaan kepada Raja dan Negara)
 THE RULE OF LAW (Kedaulatan Undang-Undang)
 COURTESY AND MORALITY (Kesopanan dan Kesusilaan)

Yang di-Pertuan Agong

The Yang di-Pertuan Agong, also known as the Supreme Head or the King, is the monarch and head of state of Malaysia. The office
was established in 1957, when the Federation of Malaya gained independence from the United Kingdom. Malaysia is a constitutional
monarchy with an elected monarch as head of state.

Kebawah Duli Yang Maha Mulia Seri Paduka Baginda Yang di-Pertuan Agong XVI Al-Sultan Abdullah Ri'ayatuddin Al-Mustafa
Billah Shah Ibni Sultan Haji Ahmad Shah Al-Musta'in Billah Negeri: Pahang Tempoh: 31 Januari 2019 - kini

Ministry of Education Malaysia

Vision: Quality Education Begets Learned Individuals for a Prosperous Nation (Pendidikan Berkualiti, Insan Terdidik, Negara Sejahtera)
Mission: Upholding a quality education system that develops individuals to their full potential and fulfils the aspirations of the nation
(Melestarikan Sistem Pendidikan yang Berkualiti untuk Membangunkan Potensi Individu bagi Memenuhi Aspirasi Negara)
Education Minister : YB Dr. Maszlee bin Malik
Deputy Education Minister : YB Pn. Teo Nie Ching
Secretary-General : YBhg. Dato' Dr. Mohd Gazali bin Abas
Director-General of Education : YBhg. Datuk Dr. Amin bin Senin
Division Name Scope of Management
Strategic Planning Dato’ Kamel bin Mohamad International Relations, Policies planning and coordination
Development Dato’ Azizan bin Mohamad Sidin Development, Finance, Account, Asset Management, Attainment
Management Mohamad Azhan bin Md Amir Human Resource Management, Information Management,
Psychology and Counselling, Service Management, Scholarships
and Financing
Policies & Curriculum Dr. Habibah binti Abdul Rahim Planning and Educational Policies Research, Curriculum
Development, Educational Resources and Technology
School Operation Shaari bin Osman Daily Schools, Special Schools, SBP, Sports and Arts Education,
Private Education
Professionalism Dato’ Sulaiman bin Wak Teacher Education, IPGM, ELTC, Aminuddin Baki Institute (IAB)

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Razak Statement 1956 and Education Ordinance 1957 – Consolidation Era

 Formulation of a national education system
 Declaration of the ultimate goal of making Malay the key medium of instruction
 Commencement of a Malaysian environment oriented curriculum
 Establishing a common system of examination for all

Rahman Talib Report and Education Act 1961 – Review Era

 Emphasis on basic education in the 3Rs, reading, writing and arithmetic
 Emphasis on a strong spiritual education and the desired disciplinary elements
 Emphasis on a Malaysian oriented curriculum
 Upper secondary education offers two streams, academic and vocational
 Opportunity to extend schooling from 9 to 11 years
 Streamlining the education management procedure to improve the overall quality of education

Features of the Cabinet Report 1979

 Affirmation of basic 3M education (Reading, Writing, Arithmetic Skills)
 Affirmation of strong spiritual education and the desired discipline elements
 Affirmation of Malaysian style curriculum
 Secondary education through two major, academic and vocational courses
 Opportunity to continue schooling from 9 to 11 years
 Providing lesson management procedures to improve the overall lesson quality

Education Act 1995

 The national education system is designed to produce world-class education in terms of quality in order to achieve national
 The National Education Philosophy is the basis for the national education policy
 Primary education of 5-7 years
 Pre-school education as part of the national education system
 Enhancement of technical & polytechnic education
 Provisions to regulate private education

The Compulsory Education Act

 Enforced on 1 January 2003 – Completing the primary schooling in five to seven years
 A fine of RM 5,000 or jail for a period of ≤ 6 months or both can be imposed upon parents who fail to abide this Act.
 Objectives:
 To increase awareness among parents and the society on the importance of education
 To ensure all children receive primary education
 To reduce illiteracy
 To curb dropouts from the school system
 To improve transition rates from Year One onwards
 To reduce wastage in the education system

National Education Philosophy (FPK)

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner,
so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm
belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who
possess high moral standards, and who are responsible and capable of achieving high level of personal well-being as well as being
able to contribute to the harmony and betterment of the family, the society and the nation at large.

Element of NEP Interpretation

Education as an on-  Education is a process of acquiring and transferring of knowledge, skills and noble values
going effort  The acquisition and transfer processes are on-going starting from early age till death

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 Early education is important in order to shape the personality of young children (1-6 years old)
 Upon completion of schooling, the individual continues to enhance his knowledge, skills and character
 Continuous education will assist the individual to adapt to various types of changes
Development of  Every individual has been blessed by God with hidden talents, potentials and abilities
individual potentials  Talents, potentials and ability should be tapped, nurtured, developed and enhanced through social
interaction with others and the environment
 Education should offer individual opportunities to develop their talents / potentials / abilities
Holistic and  Enhancements and development should preferably encompass all aspects (intellectual, spiritual,
integrated emotional and physical)
development of the
Balanced and  Importance of knowledge (Intellectual) – Good personality (Emotional)
harmonic being  Belief in God and good character (spiritual) – Good health (physical)
 Balance of the four aspects will produce an individual who can live in harmony with others
 Resilience to face all of life’s challenges and problems
Intellectual element  Possess four basic skills (reading, writing, arithmetic, reasoning)
 Always strives to acquire and develop true knowledge
 Possess creative, critical and reflective thinking skills
 Willing to share knowledge with others and the environment
Spiritual element  Thankful for God’s gifts
 Possess good character and upholds moral values
Emotional element  Matured and stable emotions
 Possess and nurtures love
 A feeling of togetherness (unity)
Physical element  Be aware of the importance of good health
 Develop technical, manipulative and social talents and skills
 Uses physical fitness skills for the benefit of society
Belief in and  Admit the existence of God and accept Him as the Creator of mankind and the universe
obedience to God  Be aware that God determines nature’s laws and phenomena
 Be aware that every individual is fully responsible for his deeds and actions
 Practise all the teachings of the faith professed
 Emphasises vertical relationship (human with God) and horizontal relationship (human with others)
 Emphasises religious and moral education, human and personality development

Teacher Education Philosophy (FPG)

Teachers who have a good personal well-being, progressive and scientifically-oriented, ready to uphold the nation’s aspirations and
preserve his/her cultural heritage, promises individual development and maintains a united, democratic, progressive and disciplined

Element of TEP Interpretation

Personal well-being  Good personality, well-mannered, disciplined, morally good
Progressive and  Develop according to the present times with due emphasis on science and technology
Ready to uphold the  Comprehends fully the nation’s unique culture
nation’s aspirations  Foster sense of pride with respect to our diversified culture
 Nurture patriotism and love for the country
Promises individual  Teachers role in self-development and pupils’ holistic development
Maintains a united,  Teachers responsibility as a member of the society to contribute towards nation-building
democratic, progressive  Endeavour so that the society can fulfil the nation’s aspirations
and disciplined society

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The Pupils’ Integration Programme for Unity (RIMUP) – Introduced in 1986

 Encourages pupils from schools with a majority of one race to interact with multi-racial students from other schools
 Encourages participation from local community, school administrators, teachers and pupils (primary & secondary) in special
joint activities (academic, co-curricular activities, sports, e-Integration)
 e-Integration Programme: With 10 virtual modules that enable pupils to learn, understand and appreciate different cultures

Nadi Ilmu Amalan Membaca – NILAM (Reading Habit the Key to Knowledge)
 A reading programme established from 1999 to recognise and award good reading habits among pupils in school
 Emerged from the combination or integration of all activities to inculcate the love for knowledge in schools
 Objectives:
 To produce pupils who are avid readers of quality materials from various fields;
 To encourage school to continuously generate creative & innovative ideas in instilling good reading habits among pupils
 NILAM Activities: Bulk Loan, Book Review, Book Forum, Story-telling, Info-track (Problem-based learning)

Malaysia Education Blueprint (PPPM) 2013-2025

 Objectives:
– Understanding the current performance and challenges
– Establishing a clear vision and aspirations
– Outlining a comprehensive transformation programme for the system, including key changes to MoE
 Five system aspirations for the Malaysian education system
Access 100% enrolment across all levels from pre-school to upper secondary by 2020
Quality Top third of countries in international assessments (e.g. PISA) in 15 years
Equity 50% reduction in achievement gaps (urban-rural, SES, gender) by 2020
Unity Gives children shared values and experiences by embracing diversity
Efficiency Maximizes student outcomes within current budget
 Six key attributes needed by every student to be globally competitive: Knowledge, Thinking skills, Leadership skills, Bilingual
proficiency, Ethics and spirituality, National identity

Shift 1: Provide equal access to quality education of an international standard

• Benchmark the learning of languages, Mathematics, and Science to international standards.
• Launch new Secondary School Standard Curriculum or Kurikulum Standard Sekolah Menengah (KSSM) and revised Primary
School Standard Curriculum or Kurikulum Standard Sekolah Rendah (KSSR) in 2017.
• Revamp national examinations and school-based assessments to gradually increase percentage of questions that test higher-
order thinking.
• Raise quality of all preschools and encourage universal enrolment by 2020.
• Move from 6 to 11 years of compulsory schooling, starting at age 6+, supported by targeted retention programmes and job
ready vocational training.
• Increase investment in physical and teaching resources for student with specific needs.

Shift 2: Ensure every child is proficient in Bahasa Malaysia and English language
• Introduce a standard Bahasa Malaysia curriculum at the primary level, with intensive remedial support for struggling students.
• Expand the LINUS programme to include English literacy.
• Upskill English teachers and expand opportunities for greater exposure to the language.
• Encourage every child to learn an additional language by 2025.

Shift 3: Develop values-driven Malaysians

• Strengthen Islamic Education, Moral Education and civics elements by 2017.
• Develop students holistically by reinforcing the requirement for every pupil to participate in 1 Sport, 1 Club, & 1 Uniformed Body.
• Enhance and scale up RIMUP from 2016 to facilitate interaction across school types.

Shift 4: Transform teaching into the profession of choice

• Raise the entry bar for teachers from 2013 to be amongst top 30% of graduates.
• Upgrade the quality of continuous professional development (CPD) from 2013.

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• Focus teachers on their core function of teaching from 2013.

• Implement competency and performance-based career progression by 2016.
• Enhance pathways for teachers into leadership, master teaching and subject specialist roles by 2016.
• Develop a peer-led culture of professional excellence and certification process by 2025.

Shift 5: Ensure high-performing school leaders in every school

• Enhance selection criteria and succession planning processes for principals from 2013.
• Roll out a New Principal Career Package in waves from 2013 with greater support and sharper accountability for improving
student outcomes

Shift 6: Empower JPNs, PPDs, and schools to customise solutions based on need
• Accelerate school improvement through systematic, district-led programmes rolled-out across all states by 2014.
• Allow greater school-based management and autonomy for schools that meet a minimum performance criteria.
• Ensure 100% of schools meet basic infrastructure requirements by 2015, starting with Sabah and Sarawak.

Shift 7: Leverage ICT to scale up quality learning across Malaysia

• Provide internet access and virtual learning environments via 1BestariNet for all 10,000 schools by 2013.
• Augment online content to share best practices starting with a video library in 2013 of Guru Cemerlang delivering lessons in
Science, Mathematics, Bahasa Malaysia, and English language.
• Maximise use of ICT for distance and self-paced learning to expand access to high-quality teaching regardless of location or
student skill level.

Shift 8: Transform Ministry delivery capabilities and capacity

• Empower JPNs and PPDs through greater decision making power over budget and personnel from 2013, and greater
accountability for improving student outcomes.
• Deploy almost 2,500 more personnel from the Ministry and JPNs to PPDs in order to better support schools by 2014.
• Strengthen leadership capabilities in 150-200 pivotal leadership positions from 2013.
• Strengthen key central functions and rationalise structure from 2016.

Shift 9: Partner with parents, community, and private sector at scale

• Equip every parent to support their child’s learning through a parent engagement toolkit and online access to their child’s in-
school progress.
• Invite every PIBG to provide input on contextualisation of curriculum and teacher quality from 2016.
• Expand Trust School model to 500 schools by 2025 by including alumni groups and non-governmental organisations, (NGOs)
as potential sponsors

Shift 10: Maximise student outcomes for every ringgit

• Link every programme to clear student outcomes, and annually rationalise programmes that have low impact.
• Capture efficiency opportunities, with funding reallocated to the most critical areas such as teacher training and upskilling.

Shift 11: Increase transparency for direct public accountability

• Publish an annual public report on progress against Blueprint targets, starting from the year 2013.
• Conduct comprehensive stocktakes in 2015, 2020 and 2025.


Standard Curriculum for Primary Schools or Kurikulum Integrated Curriculum for Primary Schools or Kurikulum
Standard Sekolah Rendah Bersepadu Sekolah Rendah
When was it 1993 (Was called as Kurikulum Baru Sekolah Rendah on
introduced? 1983)
Yes, from Year 2017 Was it revised? Yes, from Year 2003 to 2010
Modular Curriculum Design Linear

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to equip pupils with skills and provide a basic

to equip pupils with basic language skills to enable them Aims of English
understanding of the English language so that they are
to communicate effectively in a variety of contexts that’s language
able to communicate, both orally and in writing, in and out
appropriate to the pupils’ level of development curriculum
of school
i. listen to and understand simple spoken English to
i. communicate with peers and adults confidently
be able to function in common everyday situations;
and appropriately in formal and informal situations;
ii. speak and respond clearly and appropriately in
ii. read and comprehend a range of English texts for
common everyday situations using simple
information and enjoyment;
iii. write a range of texts using appropriate language, Objectives of
iii. to read and understand different kinds of texts (from
style and form through a variety of media; English language
print and electronic sources) for enjoyment and
iv. appreciate and demonstrate understanding of curriculum
English language literary or creative works for
iv. write (including e-mail) for different purposes using
enjoyment; and
simple language;
v. use correct and appropriate rules of grammar in
v. show an awareness and appreciation of moral
speech and writing.
values and love towards the nation
 Communication
 Spiritual, Attitude and Values  Communication
Areas of
 Humanitarian  Man and his environment
Curriculum Design
 Physical & Aesthetical Development  Self-development of the individual
 Science and technology
Standards-Based Curriculum and Assessment Curriculum Curriculum Specifications for English (Consists of
Document (DSKP) and Scheme of Work (CEFR only) Materials learning outcomes, specifications, suggested activities)
Curriculum is written based on content standards and Reference of
Curriculum is written based on learning outcomes
learning standards Curriculum
Level 1 ( Year 1, 2 & 3 ) Level 1 ( 1, 2 & 3 )
Basic Core Modules, Thematic Core Core, Compulsory & Additional Subjects
Modules and Electives Modules Organisation of
the Curriculum
Level II ( Year 4, 5 & 6 ) Level II ( Year 4, 5 & 6 )
Core and Elective Subjects Core, Compulsory & Additional Subjects
Creativity and Innovation, Entrepreneurial, ICT Analytical and Creative Thinking Skills
(Added values)
Reading, Writing, Counting, Reasoning Focus skills Reading, Writing and Counting

Listening and Speaking, Reading, Writing, Language

Arts, Grammar (Not available in CEFR-aligned KSSR Listening, Speaking, Reading, Writing
Language Skills


KSSR ‘17 SK SJK Allocation of
Level I 240 mins 60 mins
Level I 300 mins 150 mins English Periods
Level II 210 mins 120 mins
Level II 300 mins 180 mins Per Week
KBSR ’94 (SJK) Y3: 60m / Y456: 90m
 Based on common words  A sample of the common words
 High frequency words that can be used repetitively Word List  High frequency words can be used and recycled in
in different contexts. different contexts and topics
 Multiple sources of evidence
 Teachers will build a profile of pupils’ language
development and assess them individually. Assessment  Clear emphasis on summative assessment
 A combination of formative and summative
assessment methods.

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Thinking Skill, Learning How to Learn Skill, ICT,

Multiple Intelligence, Values and Citizenship, Educational Thinking Skill, Learning how to Learn Skill, ICT,
Knowledge Acquisition, Mastery Learning, Multiple Intelligence, Values and Citizenship,
Constructivism, Contextual Learning, Knowledge Acquisition, Preparation for the real world
Creative and Innovation, Entrepreneurship

Common European Framework of References (CEFR) for Languages

 English Language Standards and Quality Council (ELSQC) was established in 2013 to help the Ministry of Education to
elevate and improve English language proficiency of Malaysian pupils.
 The council was responsible for introducing the CEFR framework onto the education system and also for developing a
roadmap for systematic reforms of English language education.
 Alignment of education system against CEFR is aimed to boost the level of education to international standards.
 The minimum curriculum target levels for primary based on the CEFR:
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Working towards A1 A1 Low A2 Mid A1 High A2 Low A2 Mid
 Important changes:
 Added 6th SBELC objective: 6. Appreciate and inculcate values, positive attitudes and patriotism.
 Fundamental strands of CEFR-aligned SBELC: Communication; Spirituality, Attitudes and Values; Humanities;
Personal Competence; Physical Development and Aesthetics; and Science and Technology
 Modules: Listening, Speaking, Reading, Writing, Language Arts
 Curriculum Principles: Back to Basics, Fun, Meaningful and Purposeful Learning, Pupil-Centeredness in Teaching
and Learning, Integration of Salient New Technologies, Character Building
 Aspects of Grammar are infused during the teaching of these language skills. The grammatical elements aim to
develop pupils’ awareness of the underlying conventions of language use.
 Scheme of Work is developed specifically to the allotted contact hours for English Language. SoW ties the various
key components of a lesson namely; themes, topics, Content and Learning Standards, Cross-Curricular Elements,
Differentiation Strategies and Assessment together.
 Cross-Curricular Elements: Language, Environmental Sustainability, Values, Science and Technology,
Patriotism, Creativity and Innovation, Entrepreneurship, ICT, Global Sustainability, Financial Education
 Pupils encounter grammar and language functions all the time as they learn English. One of the aims of learning
English in Year 3 is to build on a successful introduction to early A1-level grammar and language functions in Years
1 and 2. This focus on meaning and enjoyment helps pupils to build positive attitudes and confidence with learning
English. In Year 3 pupils can carry forward this positive attitude and motivation and begin to focus more explicitly
on grammar. Pupils will begin to become aware of the underlying conventions of language use. [Teaching grammar
in context: Grammar teaching should be through example, practice, correction and use.]
 Lists of grammatical items, main language functions and vocabulary to be taught to pupils are provided in DSKP.

English language teachers to sit for the Malaysian University English Test (MUET)
 The directive was issued in a circular dated April 14, 2019 by Education director-general Datuk Dr Amin Senin to gauge
language competency among teachers, adding that this was important to ensure students would be taught by those who
had high proficiency as Malaysia aimed to raise its English education standards.
 The move was necessary to allow such teachers, apart from the minimum C1 qualification they were required to have from
the CEFR to teach the language, in line with the requirements set out in MEB 2013-2015 (Teo Nie Ching, 2019).
 MoE is in the process of producing autonomous teachers via continuous professionalism development as it strives to further
uplift and strengthen the teaching profession so that it can be at an international standard. In this context, all English
language option teachers must have the drive towards efforts to elevate English language proficiency and pedagogical skills.
 This had engaged with NUTP on the roll out of the Professional Up-Skilling of English Language Teachers’ (Pro-ELT) course
and the level of proficiency for English teachers based on the CEFR to assure (all interested parties) that it will give priority
to addressing the shortage of English teachers and at the same time will not burden the teachers.
 All Malaysian English teachers are required to sit for MUET before the end of December 2019 and it is self-funded.
 Arguments proposed by National Union of Teaching Profession (NUTP):
 The issue of the shortage of English language teachers has yet to be rectified.

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 English option teachers already have English language teaching qualification, i.e. TESL, TESOL.
 For non-option English teachers (those are not trained in the field and are to teach due to lack of teachers), they
certainly can’t reach the set level because English is not their field.
 Apart from teaching, English language teachers also had to perform various activities such as HIP and PLC
programmes, compared with teachers teaching other subjects.

Theme of Teacher’s Day 2019

 Teachers: Beacons that light up the nation (Guru: Obor Hemah Menyinari Pertiwi)
 Highlighting the dedication, sacrifices, responsibilities, challenges and commitment of an educator.
 Teachers are the pearls of society and the guide of the people, just like a burning candle that burns itself to illuminate dark
spaces. Hopefully, their deeds and sacrifices in building the nation will have a special place in our hearts and minds.

i-Think Thinking Maps

 Graphics in the form of mind maps to help individuals structure their thoughts to understand a certain topic, follow a certain
story, and resolve a certain issue etc. (i-Think  Innovative thinking)
 Introduced by David Hyerle to support cognition and critical thinking among students in school. Later Richard Cummins
through his organisation, Thinking School International (TSI) worked closely with the Ministry of Education Malaysia, to help
develop thinking skill in all Malaysian schools. MoE and Agensi Inovasi Malaysia (AIM) worked together to create i-THINK
project to help Malaysian students to think critically and be prepared for the future. Prime Minister then launched the online
i-THINK programme for 9000 schools nationwide on 1st April 2014.
 Objectives:
1) to nurture and develop innovative human capital,
2) to increase thinking skills amongst children,
3) to equip future generations with HOTS,
4) to produce human capital that has a critical and creative thinking, innovative and competitive in future.
 Eight types of thinking maps:
Circle Map Defining in Context Brace Map Part-Whole
Bubble Map Describing Qualities Flow Map Sequencing
Double Bubble Map Comparing and Contrasting Multi-Flow Map Cause and Effect
Tree Map Classifying Bridge Map Seeing Analogies
 These tools assist pupils and teachers to perform thinking skills and reasoning, resulting in making the process of thinking
and reasoning a culture when they practice these skills during teaching and learning to solve higher level inquiry-based
questions through student-centred activities by using the thinking tools.

Upholding the Malay Language and Strengthening Command of English (MBMMBI)

 Efforts to fortify the implementation of the Malay language while strengthening the command of English in schools
 Introduced by the Deputy Prime Minister Tan Sri Muhyiddin Yassin to replace the PPSMI policy from 2012.
 With the implementation of MBMMBI policy, the medium of instruction reverts back to Malay language in national schools.
However, the efforts to improve the command of English language are not abandoned.
 Strategies:
 Increased teaching and learning time for the English Language
 Enhancing the proficiency and pedagogy skills of BI teachers through pre-service and in-service training
 Hiring of native speaking teachers’ service to provide mentors to BI teachers in schools and Training Fellows to BI
lecturers in the five IPGs which have been identified as the Centres of Excellence for English Language.
 Supporting teaching and learning materials such as additional reading and digital materials are also provided to
assist teachers and students in learning English.
 Annual In-service courses – to enhance the knowledge and pedagogy skills of Maths and Science teachers

Highly Immersive Programme (HIP)

 A programme introduced under the MBMMBI policy that will improve the English proficiency of students through increased
exposure in schools. (Pilot Phase in 2016 and eventually rolled out to all schools by 2018)

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 It is a reinforcement of the 1999 MOE circular on implementing English enrichment activities in and out of class.
 International research indicates that more exposure time than the current 15-20% is required for students to
achieve operational proficiency.
 When students play, interact and have fun using English as a medium of communication and learning, they will
develop an appreciation for the language and be comfortable to use it in their daily lives.
 It also aims to inculcate positive behaviours towards the learning and usage of the English Language.
 Aligned with Malaysian Education Blueprint 2013-2025:
 Student’s Aspiration: Bilingual Proficiency
 Shift 2: Ensure every child to be proficient in Bahasa Malaysia and English language, and also encourages every
child to learn an additional third language
 Schools will be provided with a toolkit so that they will be guided for a more purposeful planning of activities (In-Class, Out
of Class and Extra Classes), based on their local context and capabilities. A support mechanism (i.e. peer-to-peer
learning, support by coaches, district and state officers) is provided to encourage schools to share, learn and encourage
each other on the implementation of English enrichment activities.
 E.g.: Story Time, A Word A Day, Action Song, presentations in Weekly Assembly and using English during school events

Official IPGM Flag (Takes effect from 17 June 2019)

The Coat of Arms of Malaysia

A coat of arms comprising a shield or escutcheon, two tigers for supporters, a crescent and fourteen-
pointed star for a crest and a motto. As the Malaysian coat of arms descended from that of the Federated
Malay States under British colonial rule, it resembles European heraldic designs. The coat of arms
consists of a shield guarded by two supporters as rampant tigers. The shield is topped by a crest consisting
of a yellow crescent with a 14-pointed "federal star", and includes a motto, on a banner, at the bottom.

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Crest or helm The yellow colour of the crest, a crescent and a 14-pointed federal star, symbolises the country's monarchy. The
(crescent and crescent also represents Islam as the official religion while the federal star represents the thirteen states and
federal star) the Federal Territories of Malaysia.

Originally, the fourteen-pointed star represented the original fourteen states of Malaysia, which included
Singapore. It was not changed when Singapore left the Federation in 1965, but it has generally been accepted
that the 14th point represents the Federal Territories.
Escutcheon The escutcheon, represented by a shield, is primarily intended to serve as a representation of states unified
(shield) under the Malaysian federation, and is subdivided into ten divisions.

The upper portion or chief of the shield contains five krises on a red background, representing the five former
Unfederated Malay States, Johore, Terengganu, Kelantan, Kedah and Perlis. The remainder of the shield, which
in the coat of arms of Malaya was divided in three per pale (longitudinally) between the former Federated Malay
States, Penang and Malacca, is now divided into four sections:
In the dexter (left from the observer's point of view) section is the Pinang palm along with the Penang Bridge
representing Penang

In the upper middle of the shield, below the row of krises, are the colours of the Federated Malay States (red,
black, white and yellow) arranged from left to right. The permutations of the colours red, black, white and yellow
make up the colours of these states' flags. Red, black and yellow are for Negeri Sembilan; black and white for
Pahang; black, white and yellow for Perak; and red and yellow for Selangor.
In the lower middle of the shield, there are three sections formerly representing the new (in 1963) states of
Sabah, Singapore and Sarawak. Since 1965, Singapore's section has been replaced by a depiction of the
national flower, the hibiscus.

In the sinister (right from the observer's point of view) section is the "Malacca" tree representing Malacca.
Supporters The two rampant tigers supporting the shield are traditional Malay symbols. They are retained from the earlier
(tigers) armorial ensign of the Federation of Malaya, and prior to that of the Federated Malay States. They symbolise
strength and courage.
Motto (banner) The motto of the arms, located below the shield, consists of a banner with the phrase "Unity is Strength"
(Bersekutu Bertambah Mutu) written in both romanised Malay and Jawi. The original English phrase was
replaced by romanised Malay some time after independence.
**The logo of MOE had been changed to The Coat of Arms from 1 January 2017.

Dual Language Programme (DLP) – started since 2016

 The reborn of English for the Teaching of Mathematics and Science (widely known as PPSMI) policy (under MBMMBI)
 Objectives:
1. Enabling students to have the access and exploration of knowledge in order to compete globally and to increase
the marketability of the students in the working field
2. Assisting and capturing students’ enthusiasm of STEM education in the tertiary level
3. Increasing students’ contact hours to English language, which indirectly enriches their language skills
 Relevant to MEB Shift 1 (Equal access to quality education) and Shift 2 in Transforming the System (Bilingual proficiency)
 Voluntary basis: The school needs to fulfil four criteria outlined by MOE to implement DLP;
1. Sufficient resource – Sufficient and able to cater to the needs of DLP teachers and students
2. Principal/Headmaster/Teachers’ readiness to practise DLP – Have short and long term plan in
ensuring the number of teachers accommodate the number of students involved in DLP
3. Parental demands and support – Submit a written consent to allow their children taking part DLP
4. School’s performance in Bahasa Melayu – Performance must be in par with good Gred Purata MP
 Astro Awani (2017) reported Datuk Seri Mahdzir Khalid the Minister of Education proclaimed that 139,197 students are
involved in DLP, equivalent to 2.9% of Malaysian students. This number includes the participation of 1,216 schools,
comprising 587 primary schools and another 629 secondary schools.
 DLP does not impose on the mandatory use of English language in the teaching of Mathematics and Science. However,
DLP emphasises the utilization of BI as the means of disseminating information and knowledge on Science and Mathematics.

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STEM Education
 Based on educating students in four different fields, namely science, technology, engineering and mathematics
 MEB underlines several steps to strengthen STEM education in Malaysia:
– To increase students’ interest through new learning approaches as well as improved curriculum
– Inclusion of higher order thinking skills to making subject content relevant in everyday life
– Improving teachers’ skills and competencies through continuous training
– To increase both students and parents’ awareness about the importance and opportunities in STEM fields.
– Initiating various programmes in the form of curriculum and co-curricular activities to capture the students’
involvement in STEM education

Higher Order Thinking Skills (HOTS/KBAT)

The ability to apply knowledge, skills and values in making sense and reflect to solve problems, make decisions, innovate and create
something. MEB 2013-2025 happens to be a long-term strategic plan that is aimed at enhancing the quality of education nationwide
within the next 13 years with the implementation of comprehensive education transformation. In order to implement HOTS effectively,
the resource materials must be structured so that they can realize the application of knowledge, skills and values that students
acquire to help them understand, reflect and solve problems, make decisions, innovate and create. Compiling of resource materials
should provide an opportunity for students to interact with the material through challenging learning activities that students apply
HOTS (MOE, 2014).

Primary Assessment Reporting (PPSR)

A new reporting assessment derived as part of the School-Based Assessment (PBS) system that has been in use since 2017. PPSR
reports on the all HOLISTICS achievement of students encompassing academic and non-academic aspects at primary (primary).
PPSR comprises of 4 components, i.e.;
• Classroom Assessment Results Declaration
• UPSR Results Declaration
• Physical, Sports and Co-curriculum Activities Assessment (PAJSK) Results Declaration
• Psychometric Results Report Declaration

Classroom-Based Assessment (PBD)

• No examinations means pupils in Years One to Three will not be sitting for any mid-year or year-end examinations to free them
from the pressure to study for exams. Teachers will give more focus on character building through establishing a teaching and
learning culture which is fun and meaningful.
• Examinations is only one form of assessment. Assessment for your child will be done continuously as part of the teaching and
learning process. You will know the strengths and weaknesses of your children and can decide on the type of support for them.
• PBD was introduced in 2011 at primary schools. Starting from 2019, it will be reinforced for lower primary school pupils focusing
on student learning. The learning approach will be fun and student centred to build and reinforce basic skills before they move
on to the upper primary school level.
• Focus will be on four skills which are reading, writing, counting and reasoning. Each pupil will have the opportunity to learn
according to their ability. The consolidation of classroom-based assessment will be carried out through activities in the form of
quizzes, games, role play, story-telling and simple projects.
• The State Education Department and the District Education Office will give support to schools that have classes with more than
40 pupils each. There will no longer be any requirement to stream pupils in lower primary levels. However, students can be
grouped together in a class temporarily for remedial teaching purposes.
• Previously, students were screened to identify those who cannot read, write and calculate through the LINUS Programme. Now
that the programme has ended, the schools will determine the appropriate screening according to the requirements. They will
have the autonomy to implement T&L method for pupils who have difficulty mastering reading, writing and counting skills.
• Meetings with parents will be at least twice a year. Your child’s learning development will be reported in the form of mastery
level. It covers the strengths and weaknesses of the child. Teachers will make additional comments on the potential
development, skills and personality of students.
• Teachers who have most contact hours with students will be appointed as class teachers as they will know them to identify their
strengths and weaknesses. Examples are those who teach Bahasa Melayu, English and Mathematics. Assessment will be
implemented in a transparent and ethical manner. Teachers will use their professional judgment.

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Professional Learning Community (PLC)

• collaborative initiatives by a group of teachers who are committed to work as a team to enhance the quality of T&L
• provides a platform for teachers to share their views and experiences, providing them more added-value as they can “learn
to teach”
• useful in assisting in-service teachers to plan their own professional development by collaboratively resolving the problems
they face in their classrooms and improving their instructional practice through site-based inquiry
• Dimensions of PLC:
 Shared visions and missions
 Leadership sharing and supportive leadership
 Collective learning and learning application
 Personal practice sharing
 Organisation support
• Objectives:
 to enable T&L process more dynamic and have more quality
 to enhance the students’ academic achievement can be enhanced
 to cultivate positive and dynamic school culture
 enhance students’ academic achievement
 promote professional development among teachers
• Strategies: Learning Walk, Peer Coaching, Lesson Study, Teacher Sharing Sessions, Reflective Dialogues

Vision 2020
 Introduced by the 4th (now 7th) Prime Minister of Malaysia, Mahathir Mohamad in 1991
 The vision calls for the nation to achieve a self-sufficient industrialised nation by the year 2020, encompasses all aspects
of life, from economic prosperity, social well-being, educational worldclass, political stability, and psychological balance.
 By the year 2020, Malaysia can be a united nation, with a confident Malaysian society, infused by strong moral and ethical
values, living in a society that is democratic, liberal and tolerant, caring, economically just and equitable, progressive and
prosperous, and in full possession of an economy that is competitive, dynamic, robust and resilient.
 There can be no fully developed Malaysia until we have finally overcome the nine central strategic challenges that have
confronted us from the moment of our birth as an independent nation.
 Mahathir outlined nine strategic challenges that Malaysia must overcome to achieve Vision 2020:
Challenge 1: Establishing a united Malaysian nation made up of one Bangsa Malaysia (Malaysian Race).
Challenge 2: Creating a psychologically liberated, secure and developed Malaysian society.
Challenge 3: Fostering and developing a mature democratic society.
Challenge 4: Establishing a fully moral and ethical society.
Challenge 5: Establishing a matured liberal and tolerant society.
Challenge 6: Establishing a scientific and progressive society.
Challenge 7: Establishing a fully caring society.
Challenge 8: Ensuring an economically just society, in which there is a fair and equitable distribution of the wealth of the nation.
Challenge 9: Establishing a prosperous society with an economy that is fully competitive, dynamic, robust and resilient.

National Transformation 2050 (TN50)

 A vision introduced by 6th Prime Minister Datuk Seri Najib Razak, announcing this at the 2017 Budget tabling in Parliament
(2016) to replace New Economic Policy and form a calibre nation state as well as with par excellent mind set.
 “Malaysia as a Top 20 Nation”
 Objectives from the aspirations of all segments of society, not just Economic but encompassing Social Wellbeing, Values &
Global Standing
 Bottom-up approach (to get aspirations and ideas from Malaysian citizens) – to ensure a National Transformation by the
people, with the people & for the people
 Strategies:
 Shape trends for Malaysia
 Integrated strategies across themes & sectors
 Pivot existing strengths & refocus resources to new growth opportunities

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The School Transformation 2025 Programme (TS25)

 A major agenda of the Ministry of Education Malaysia (MOE) in an effort to transform education from various aspects
including administration, learning, school climate and surroundings that supports the 21st century education.
 Implements the Malaysian Education Development Plan (2015-2025), among others, to focus and uplift the teaching
profession and to raise the excellence of educational institutions as the main social agent of change to prepare Malaysia to
face the challenges and competition of the 21st century, as well as to achieve effective quality and relevant education that
would lead to lifelong learning.
 In addition, the advancement of technology and innovation in education, play a vital role in preparing Malaysia to compete
globally in this digital and borderless world. Research in technology and educational innovation can produce a positive
impact toward raising the quality of the Malaysian education.

Industrial Revolution 4.0

© TWC 2019

Organisation of Education Service Commission Malaysia (SPP)

Hope this helps and wish you all the best in your coming interview 
© TWC 2019