Highly Immersive Programme (HIP)

Introduction to HIP
Highly Immersive Programme (HIP)

Immersive …?
Highly Immersive Programme (HIP)
Highly Immersive Programme (HIP)

Why do we need HIP?

 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
CEFR-
Common C1
2%
European
Framework of
Reference for B2
Languages 55% 43%
(international B1
standard for
describing
language A2 Source: Cambridge Baseline Study 2013
ability)

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

5
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. Since 2006, poor English
proficiency among fresh graduates is consistently ranked as one of
the top five issues.
6
The Case for Change

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

through letters and articles in media
7
 FOR LIMITED CIRCULATION ONLY

The Highly Immersive Programme is a programme under the MBMMBI policy.

HIP supports the 5 Shifts of the MEB and reinforces the 1999 Circular

The MBMMBI Umbrella

2 1999 Circular on implementing
English enrichment activities
Programme under Wave
2 of MEB

Highly Immersive
Programme

THE 5 SHIFTS OF THE MEB

All schools to implement supporting

activities to increase students’
exposure to the English Language

Shift 1 Shift 2 Shift 3 Shift 5 Shift 9

 FOR LIMITED CIRCULATION ONLY

HIP aims to codify best practices of school leaders and scale up to all
schools via sharing, learning and support

What’s Goal of the Programme

New?
All schools put
into practice

• Schools adopt best

practices according
to level and capacity

• Sharing of schools’ best practices

• Cater for different levels and limitations
• Peer-to-peer school support
• Continuous support by SIP+, SISC+, district
and state
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

Increased Level of English 1. Fundamental Factors

1
acceptance towards immersiveness • How to build confidence
English language and level of
comprehension?

Increased overall 2 Capacity Gaps 2. Strategic Planner for

English proficiency Activities
of students • How to implement and
overcome challenges?

10
Highly Immersive Programme (HIP)

HIP Approach
HIP Approach
THE WHOLE SCHOOL APPROACH
• Create a conducive
• Lead and motivate environment for
learning English.

SCHOOL HEAD TEACHERS

LEARNERS

• Take charge of • Provide expertise and

learning and
lend assistance
development
Addressing Fundamental Factors to enhance English proficiency
1 2 3 4
School Teachers Students Parents &
Head 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 (Limitations)
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
13
Supporting activities to create a highly immersive environment
1 2 3 4
In-Class Out-of-Class Extra Classes Outreach
To create effective & engaging To increase immersive Further support for high-need To increase English immersive
in-class programmes to facilitate environment in school students and achieving students through community outreach
the learning of English & various collaborations

• Drop Everything and Read • International/Local Skype

• Fun learning
• Speakers’ Corner
• Let’s Talk!
• Assembly in English
• Let’s Read Together
(Shared/Guided) Reading • English Tunnel
• Show Your Talent • Dear Diary
• Project-based learning • Young Talent
• Junior Stage
• Language Games
• English Newsletter
• Young Reading Tutor
• Young Entrepreneur
• Merry Coaching in Merry Land
•
Welcome ABC
• Holiday Fun Learning
• Sunflower Programme
• LINUS 2.0 (Literasi Bahasa
Inggeris)
@Webinar
• Mentoring of schools
• Field trips
• Parents in the House
• Pupils Exchange Programme
• External Collaboration with
universities, colleges
• Parents’ Talk
• Pen-pal Programme
• Little Ambassadors

Implementation Best Implementation Adaptation Possible

Plan Practices Steps Ideas Challenges

Group of Impact on Ease of

Suitability for Cost of the Critical
Parameters students English implement-
rural/ urban activity requirements
involved proficiency ation
14
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)
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

• Ensure that there are
adequate support and
monitoring that is scalable
and sustainable for the
schools
• Able to respond to pilot
feedback and update
toolkit in a timely and
speedy manner
1. Ease of logistics and physical scalability:
• Peninsular by zones: North, South, Central
and East
• Sabah and Sarawak
2. Implement by PPD
3. Focus on good diversity of schools:
• Types of schools: SK, SJK C and SJK T
• Covers both rural and urban schools
• Bands 3, 4, 5 and 6
• Emphasise on poor and rural schools
Highly Immersive Programme (HIP)

DESCRIPTION OF
FUNDAMENTAL FACTORS
AND HIP GUIDEBOOK
Addressing Fundamental Factors to enhance English proficiency
1 2 3 4
School Teachers Students Parents &
Head 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
18
 HIGHLY IMMERSIVE PROGRAMME (HIP)

Best Practices: Fundamental Factors

School Heads
• Lead the school in creating an English environment.
Create • Provide constant motivation and support to teachers to carry out English programmes .
Create an
an English
English
• Speak in English during English Day/Week/Month activities/ assembly.
Environment
Environment • Greet students, teachers and school community in English .
• Ensure all English programmes are carried out effectively.

• Maintain a high level of commitment by being actively involved in meetings and activities.
• Provide constant motivation and support to teachers to carry out various English programmes.
Be
Be aa leader
leader and
and • Initiate English support programmes and provide facilities– Reading corner, SAL centre, Book
constant
constant Kiosk, etc.
motivator
motivator • Ensure effective and fun teaching methods are carried out.
• Lead by example (role model) e.g. communicate in English and lead specific English activities.
• Create a learning culture by participating and encouraging teachers to be involved in professional
learning communities.

• Monitor English teachers– Management by Walking Around (WAYS).

Ensure
Ensure • Support all English programmes carried out in school.
Sustainability
Sustainability • Observe English lessons.

• Encourage teachers, parents and students to work together to ensure maximum impact.
• Greet and meet parents and students at the gates - all conversations are in English.
Involve • Seek involvement of higher education institutions and private sectors to carry out English
Involve parents
parents
programmes and provide career guidance.
and
and community
community • Work proactively to transform and change perception of parents and community towards English
through active engagement.
 HIGHLY IMMERSIVE PROGRAMME (HIP)
Best Practices: Fundamental Factors

Teachers
For English Teachers
• Encourage learning and sharing in the school with peers, students, parents and community.
Create
Create an
an English
English • Organise and implement the use of English in school events and the learning of English.
Environment
Environment
For All Teachers
• Practise English in school with colleagues, students, parents and community.
• Organise and support the use of English in the learning of subjects and school events.

For English Teachers

• English teachers act as mentors to all other teachers
• Encourage Professional Learning Communities (PLC)-sharing of professional practices
Be
Be aa Leader
Leader and
and • Encourage students to use English in the learning of subjects and school events
Constant
Constant
Motivator
Motivator For All Teachers
• Peer encouragement and support in the use of English
• Encourage students to use English in the learning of subjects and school events

For English Teachers

• Implement creative and innovative teaching strategies (21 st century skills)
Encourage
Encourage • Conduct differentiated teaching and learning for different levels
Learning
Learning Using
Using • Organise inter-school/class competitions
English
English • Collaborate with parents and community to organise activities using English
• Create a print-rich English environment in the school
 HIGHLY IMMERSIVE PROGRAMME (HIP)
Best Practices: Fundamental Factors

Students
Encourage peers to use English.
Create
Create an
an English
English 1. Use English with peers, teachers, parents and community.
Environment
Environment 2. Collaborate with peers, teachers, parents and community to create
and implement English activities.

1. Participate actively in English language activities and competitions.

Build
Build Confidence
Confidence in
in 2. Engage in activities that develop motivation to learn English.
Using English
Using English 3. Encourage peers to participate in English based activities.

1. Lead English activities such as newspaper in education, debates,

Engage
Engage in
in Personal
Personal spelling, story telling, English Month/Week activities.
Development
Development and
and 2. Utilize alternative media to learn English.
Learning
Learning
 HIGHLY IMMERSIVE PROGRAMME (HIP)
Best Practices: Fundamental Factors

Parents and
Create
Create an
an English
English
•
•
Community
Support actively via PIBG to create a school culture and environment that supports the use of English.
Encourage the use of English at home.
• Buy English reading materials for use at home.
Environment
Environment • Encourage children to watch English programmes on the television.

• Organise Story-telling corner

• Organise Parents Talk ( e.g. Career Talk).
• Organise Remedial / supplementary classes.
Direct
Direct Involvement
Involvement • Organise Training for choral speaking competitions.
in
in School
School Activities
Activities • Organise Mind Your English lessons – before/ after school.
• Organise international exchange programmes.
• Organise Educational Camps – during holidays.
• Organise Talentimes programmes.
• Provide transportation for English-related activities.
• “Reserve” teaching (taking into account qualifications of parents) .
• Provide and support Teaching assistants.
• Attend monthly performance dialogue.
• Ensure students complete homework.
Provide
Provide Support
Support • Initiate and be involved in Parents “Support Group.”
and Assistance
and Assistance • Implement English enrichment activities in schools through the partnership and assistance of employees
from the private sector.
• Support schools in English activities and provide extra classes through the assistance and effort of
undergraduates from Higher Education Institutions.
• Sponsor UPSR materials (employer; corporate sector).
• Support for Tuition/remedial classes in English
• Support and Prepare for SSR/DEAR reading materials
• Donation to school
The HIP guidebook consists of a set of supporting activities to create
a highly immersive environment
1 2 3 4
In-Class Out-of-Class Extra Classes Outreach
To create effective & engaging To increase immersive Further support for high-need To increase English immersive
in-class programmes to facilitate environment in school students and achieving students through community outreach
the learning of English & various collaborations

• Drop Everything and Read • International/Local Skype

• Fun learning
• Speakers’ Corner
• Let’s Talk!
• Assembly in English
• Let’s Read Together
(Shared/Guided) Reading • English Tunnel
• Show Your Talent • Dear Diary
• Project-based learning • Young Talent
• Junior Stage
• Language Games
• English Newsletter
• Young Reading Tutor
• Young Entrepreneur
• Merry Coaching in Merry Land
•
Welcome ABC
• Holiday Fun Learning
• Sunflower Programme
• LINUS 2.0 (Literasi Bahasa
Inggeris)
@Webinar
• Mentoring of schools
• Field trips
• Parents-in-the-house
• Pupils Exchange Programme
• External Collaboration with
universities, colleges
• Parents’ Talk
• Pen-pal Programme
• Little Ambassadors

Implementation Best Implementation Adaptation Possible

Plan Practices Steps Ideas Challenges

Group of Impact on Ease of

Suitability for Cost of the Critical
Parameters students English implement-
rural/ urban activity requirements
involved proficiency ation

1
Highly Immersive Programme
(HIP)

SUPPORT SYSTEM AND

COMMUNICATION
ROLES
HIP SUPPORT
SYSTEM
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
School Head Sharing
Orientation Workshop
Session @ PPD Level

• See, Experience, Implement - • Dialog Prestasi

Throughout Sharing and visits to model
the year schools

Letter of
Commendation
Professional Learning Community
for School Heads, PK1, Ketua Panitias
• MOE and JPN
celebrate and
recognise progress
made by schools 4 3
• Sharing of school School Head Sharing
National level
videos Session @ State & District
Colloquium
level

• End of year in Nov/Dec • State ELO / DLO meeting at

Mesyuarat Kurikulum
 HIP SUPPORT SYSTEM

Schools will be given support and recognition to ensure sustainable and

scalable implementation
Building
Building Confidence
Interest and
and Momentum
(1) (3)
Capability
Strengthen External
delivery in Recognition
schools & Support
(2)
Internal
Recognition
by MoE

• School communication • Peer learning and • Showcase schools,

pack and training recognition for students and parents/
sessions principals and teachers community in media
• Strengthen support and • Letter of commendation • Achievement Awards
monitoring by district for progress made by for schools in different
and state schools categories
• Reinforce coaching
support
• Peer learning for
principals and teachers
 SUPPORT MATERIALS FROM BTP

BAHAN untuk menyokong

Program DLP

BAHAN untuk menyokong

Program HIP

BAHAN DIGITAL (mengikut tahun 2010 hingga

2016)
SUPPORT MATERIALS FROM BTP

www.eduwebtv.com
ROLES AND RESPONSIBILITIES

School Head Teachers SIP+ SISC+

• Create an • Conduct the self • Support • Mentor

• Manage HIP • Coordinate HIP
English assessment tool school head teachers in
implementation implementation
immersive for school in creating an implement
in states in districts
environment • Develop English ation of
• Be THE • Be the anchor in school immersive HIP
strategic plan
ANCHOR person at district • Be a leader environment teaching
and implement
person for HIP based in school and
and constant activities to
management at management of learning
motivator create an • Support
state based HIP orientation activities in
• Ensure English school in
ORIENTATION • Ensure the environment in the class
sustainability conducting
• Ensure the smooth running and out of class HIP
• Involve
smooth running of HIP at district • Conduct programmes
level parents and
of HIP at state effective
community in • Support
level • Conduct teaching and
HIP school to
• Conduct monitoring of learning in class Organize
• Head the
monitoring of HIP in schools • Organize events events and
within district strategic
HIP and and activities in activities in
and prepare planning of
prepare STATE English English
district report on HIP activities
report on HIP
in school • Engage all • Report on the
• Anticipate and HIP
students in status of HIP
resolve issues activities in in schools
pertaining to schools. using existing
HIP reporting
• Monitor and
record student template
participation in
HIP activities
HIP IMPLEMENTATION AND ROLL OUT PLAN FOR PHASE 2 (10 STATES)
2016 2017 2018

2 PPDs
Eg. 20 489 Schools 668
Johor Schools Schools
State
school Roll
out

Eg.
Johor 2017
State HIP 2016
Orientation 2 PPDs 2 School Reps, SI
Workshops Partners +, 2
SISC+, 1
FasiLINUS, 1PIBG
rep.
Nov 2017
Nov 2016 Jan 2017 Conduct
Conduct Jan 2018
Conduct orientation for
orientation for new DELOs of new Conduct
orientation for
schools within orientation for new
DELOs of new districts
districts schools within
districts
districts
 IMPLEMENTATION PLAN AT SCHOOL LEVEL

• Gather participants from each school as a group (School

Head, English Panel Head, Senior Assistant, SIPartner+ &
SISC+ [where related])

• Members of the group develop a timeline for HIP

implementation at school level.

• Group needs to consider the following steps:

1. When to administer self-assessment tool.
Refer to HIP
2. When to analyse and report beginning level of
Activity
immersiveness. Implementation
3. When to develop the strategic plan for HIP. Timeline as in
4. Duration for implementation of plan. Toolkit
5. When to measure second level of immersiveness.
6. When to measure final level of immersiveness.