3.

Implementation of HIP

3.1 How will HIP implemented

Schools will be provided with a toolkit which contain some examples of best practices
from schools that have been implemented the enrichment activities in and out of class
successfully in English. It is as a guide for a more purposeful planning of activities which
are based on their local context and capabilities.

Implementation of HIP is a whole school approach, where it involves the

headmasters/principles, teachers, students, parents and community. The support and
participation of parents and community are very much encouraged in ensuring
sustainability of the activities carried out in the school.

Rather than that there will be a full support from the district, state and also at the national
level to encourage schools to share, learn and encourage each other on the
implementation of these activities. This approach is to empower schools, by the schools
and for the schools.

3.2 When will be HIP implemented?

HIP will be implemented in stages, commencing with the Pilot Phase in 2016 and will
eventually roll-out to all schools by 2018. In Pilot Phase 2016, only selected schools will
be implement this program. Identification of the pilot states are based on objective
selection criteria that were agreed upon by lab members:

 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.

3.3 What does the school need to do?

Headmasters/ Principles will play a crucial role and they will act as the
‘Anchor’, who will be leading the school in creating an English environment,
motivating teachers and students by involving parents and community actively.

Teachers in school must support the Headmasters or Principles in creating bi-

lingual rich environment by adopting effective teaching and learning, proactively
implement activities that uses English, develop tools, aids and organize school
events.

Not just the English teachers who will be responsible in implementing HIP, all the
teacher in the school are very much encouraged to use English in their out of class
activities. Teachers need to plan project based learning to encourage and support
their students to conduct a research on the internet in which the content will be in
English. All these rules and regulations are well explained in the toolkit.

3.4 What are the roles of students and parents?

Students and parents need to be involved in and need to be 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.
3.5 Supporting activities to create a highly immersive environment

3.5.1 In-Class Activities

The aim of in-class activities is to enhance the pupils’ engagement during English
language lessons. A repertoire of best practices fun learning activities have been
documented to support a non-threatening environment for pupils to use English
creatively during lessons. This will boost pupils’ confidence and motivation in using
English.

3.5.2 Out-of-Class Activities

The out-of-class activities are aimed to maximise the acquisition of English
language through the creation of an immersive English language environment
outside the classroom. The activities should be carried out in a fun learning
environment that builds the confidence level of students to use the language more
frequently. This will create a positive behavioural change in the school towards
learning English. The out-of-class activities encourage active participation from the
community and parents.

3.5.3 Extra Class

The suggested activities for extra classes are geared towards providing remedial
as well as enrichment activities that cater to the individual needs of pupils to attain
a better level of proficiency. The extra class activities aim to put in place a support
mechanism such as peer learning and greater involvement from parents and
community.

3.5.4 Outreach Programmes

The outreach programmes aim to increase English immersion in schools through

community outreach and various collaborations. These programmes require the
development of strong linkages between the schools and other stakeholders such
as universities, non-governmental organisations and corporate bodies. These
stakeholders assist schools in implementing HIP activities in terms of finance,
expertise and sponsorship.
 1. School Head
2. Teachers
3. Students
HIP IMPLEMENTATION CYCLE 4. Parents and Community
Set up a
Re-administer panel to
Identify level of immersiveness complete the
self-
at the end of an activity self-
assessment assessment
tool tool
Measure Complete the
student self-assessment
outcomes tool

Review and Analyse the

improve self-assessment
strategic plan tool

Re-administer
self- Identify progressive
Identify beginning level
level of immersiveness
assessment of immersiveness
tool

Identify gap
Implement the
based on
plan
analysis

Develop a
strategic plan
Refer to the HIP
Guidebook