HIGHLY IMMERSIVE PROGRAMME (HIP)
1.
What is the Highly Immersive Programme (HIP)?
The
Highly Immersive Programme (HIP) is a programme introduced under the MBMMBI
policy that will improve the English proficiency of students through increased
exposure in schools. It is a reinforcement of the 1999 MOE circular on
implementing English enrichment activities in and out of class. It also aims to inculcate positive behaviours
towards the learning and usage of the English Language.
2. .
Is HIP a new programme?
No, it
is not a new programme since it is a reinforcement of the 1999 MOE circular on
implementing English enrichment activities in and out of class.
What is
different is the way we are implementing HIP.
The approach is to empower schools, by the schools and for the
schools. Schools will be provided with a
toolkit so that they will be guided for a more purposeful planning of
activities, based on their local context and capabilities. The toolkit will contain examples of best
practices from schools that have implemented English enrichment activities in
and out of class successfully.
There
will be a support mechanism to encourage schools to share, learn and encourage
each other on the implementation of English enrichment activities.
3.
Why do we need HIP?
While the 1999 circular already states that schools are required to
implement English enrichment activities, the Ministry recognises that its
implementation has been yielding varying levels of success across schools in
the country. This is largely due to different levels of understanding and
operational know-how.
As
such, HIP is being introduced to put in place a mechanism of support, such as
peer-to-peer learning, support by coaches, district and state officers, a
toolkit that considers different levels of readiness and greater involvement
from parents and community.
4.
What type of activities can the schools
implement?
HIP
toolkit contains a menu of activities that schools can adopt according to their
levels of readiness. These activities
are categorised into In-Class, Out of Class and Extra Classes. The list of activities are options for
schools to choose from, in which schools can opt to choose to implement one or
more, if they wish.
These
activities are existing examples obtained from schools throughout the country,
from both rural and urban schools.
Examples of these activities are Story Time, A Word A Day, Action Song,
presentations in Weekly Assembly and using English during Teachers Day and
school events .
Schools
are also encouraged to come up with their own creative activities that are not
in the toolkit. If these activities prove to be effective, they may be
considered for inclusion in future iterations of the toolkit as best practices.
4.
What will happen to the existing English
enrichment activities that we are currently doing?
Any
existing English enrichment activities can be continued and folded under the
HIP programme. Schools are encouraged to
continue on implementing and improving their existing English enrichment
activities if they have achieved success and yield good results.
However,
under HIP, we would like schools to further strengthen the implementation of
activities and look at introducing more and higher level activities to constantly increase the bar.
8. .
How does HIP fit in our education policy?
HIP is
very much in alignment with the Student Aspirations of the Malaysian Education
Blueprint (MEB) in which the MEB espouses students to be bilingually proficient
to be globally competitive.
Shift 2
under the MEB ensures every child to be proficient in Bahasa Malaysia and
English language, and also encourages every child to learn an additional third
language.
9. .
Isn’t English language class enough to gain
proficiency?
According
to the MEB, “International research indicates that more exposure time than the
current 15-20% is required for students to achieve operational
proficiency”. Therefore, HIP will
increase exposure time to the language through its usage in out-of-class
activities. 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.
HIP
will run alongside programmes for MBMMBI, to strengthen the proficiency in both
languages.
1
How will HIP be implemented?
The
approach is to empower schools, by the schools and for the schools. Schools will be provided with a toolkit so
that they will be guided for a more purposeful planning of activities, based on
their local context and capabilities.
The toolkit will contain examples of best practices from schools that
have implemented English enrichment activities in and out of class
successfully.
There
will be a support mechanism at district, state and national level to encourage
schools to share, learn and encourage each other on the implementation of these
activities.
HIP is
based on a whole school approach, where it involves the principals, teachers,
students, parents and community. Parents
and community support and participation are very much encouraged in ensuring
sustainability of the activities carried out in the school.
When will HIP be implemented?
HIP
will be implemented in stages, commencing with the Pilot Phase in 2016 and will
eventually roll-out to all schools by 2018.
How are the pilot states and schools
selected?
Identification
of the pilot states are based on objective selection criteria that were agreed
upon by lab members:
v
Start with primary schools and select state within
a geographical zone with the lowest 2014 UPSR results in English
·
For ease of logistics and physical
scalability: implement the pilot by zones
·
Peninsular: North, South, Central and East
·
North: Perlis
·
Central: Perak
·
South: Negeri Sembilan
·
East: Pahang
·
Sabah and Sarawak
Implement
by districts to pilot the Support, Monitoring and Peer Learning Model. Districts selected to have a good diversity
of schools e.g. types, rural and urban, low to medium performing
.
What does the school need to do?
Principals
play a crucial role and they act as the “Anchor”, leading the school in
creating an English environment, motivating teachers and students, and actively
involving parents and the community.
Teachers
should support the Principal in creating a bi-lingual rich environment by
adopting effective teaching and learning, proactively implement activities that
uses English, develop tools and aids, and organise school events.
All
teachers, and not just the English teachers, are very much encouraged to use
English in their out-of-class activities.
Teachers will also implement project-based learning and encourage their
students to conduct research on the internet, in which the content will be in
English.
In the
toolkit, the roles for Principals and Teachers are explained as they are
crucial for the success of HIP.
.
What are the roles of students and parents?
Students
and parents need to be involved in and committed to HIP in order for it to be a
success.
Students
are at the core of the programme, and their roles are to take charge of
personal development and learning and provide support to teachers in
activities. Student feedback is also
important in ensuring continuous improvement of HIP in the school.
Parents
and community play the role of “Supporters”. They may assist the school in many
ways, such as providing expertise, lending help and assistance wherever and
whenever needed and providing financial aids. Parental feedback on their
children’s development is vital.
Is the HIP Implementation involving changes of school time table?
The HIP Implementation will not changes the school time table.The time table will run as usual where the english subject is teach in the class while the extra co curicullum will conducted after the school hours.
My school has very limited resources. Can I
still implement HIP?
Yes,
you absolutely can. The activities in the toolkit include parameters such as
cost required for the activity, ease of implementation and special requirements
of the particular activity.
Hence,
schools can refer to these parameters and select activites that are most suited
for their current level of readiness and resources.
Would the progress of the school be
evaluated?
The
toolkit is accompanied by an assessment tool that is designed for schools to
continuously evaluate their progress and take on more complex activities as and
when they are ready.
.
How is success measured? Are there KPIs for
the school?
HIP is
meant to increase the usage and exposure of the English language in school,
especially out of class. All activities
are encouraged to be carried out in a fun, learning environment which builds
the confidence level of the student to use the language more frequently.
Hence,
success is measured based on positive behavioural changes in the school and the
participation of the principals, teachers, students, parents and community.
There
will be no academic KPI for the schools as HIP is not meant to encourage
exams-based learning.
Surat Pekeliling Ikhtisas Kementerian pendidikan Malaysia Bil 4/2016
(Pelaksanaan HIP Bahasa Inggeris di semua Institusi Pendidikan di bawah KPM mulai 2016)
HIP Paperwork
Doa(Prayer) and National Philosophy(RUKUN NEGARA)
Text for MC School Assembly
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