HIP PRIMARY GUIDEBOOK

Addressing Fundamental Factors to enhance English proficiency

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

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

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

Implementation Plan

Best Implementation Adaptation Possible
Practices Steps Ideas Challenges

Parameters

Students Which level of Suitable for Total cost of Impact on Ease of Special/
involved? students? rural/ urban? the activity? English implement- critical
requirements
proficiency? ation?
1

Highly Immersive Programme (HIP) | BEST PRACTICES

Best Practices: Fundamental Factors

School Heads

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

Be a leader and • Maintain a high level of commitment by being actively involved in meetings and activities.
constant motivator • Provide constant motivation and support to teachers to carry out various English programmes.
• Initiate English support programmes and provide facilities– Reading corner, SAL centre, Book
Ensure Sustainability
Kiosk, etc.
• 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).
• Support all English programmes carried out in school.
• Observe English lessons.

Involve parents and • Encourage teachers, parents and students to work together to ensure maximum impact.
community • Greet and meet parents and students at the gates - all conversations are in English.
• Seek involvement of higher education institutions and private sectors to carry out English

programmes and provide career guidance.
• Work proactively to transform and change perception of parents and community towards

English through active engagement.

Highly Immersive Programme (HIP) | BEST PRACTICES

Best Practices: Fundamental Factors

Teachers

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

For All Teachers
• Practise English in the school with colleagues, students, parents and community.
• Organise and support the use of English in the learning of subjects and school events.

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

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

Encourage Learning For English Teachers
Using English • Implement creative and innovative teaching strategies (21st century skills).
• Conduct differentiated teaching and learning for different levels.
• Organise inter-school/class competitions.
• Work together with parents and community to organise activities using English.
• Create a print-rich English environment in the school.

Highly Immersive Programme (HIP) | BEST PRACTICES

Best Practices: Fundamental Factors

Students

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

activities.

Build Confidence in 1. Participate actively in English language activities and competitions.
Using English 2. Engage in activities that develop motivation to learn English.
3. Encourage peers to participate in English based activities.

Engage in Personal 1. Lead English activities such as newspaper in education, debates, spelling, story telling, English
Development and Month/Week activities.

Learning 2. Utilize alternative media to learn English.

Highly Immersive Programme (HIP) | BEST PRACTICES

Best Practices: Fundamental Factors

Parents and Community

Create an English • Support actively via PIBG to create a school culture and environment that supports the use
Environment of English.

Direct Involvement in • Encourage the use of English at home.
School Activities • Buy English reading materials for use at home.
• Encourage children to watch English programmes on the television.
Provide Support and
Assistance • Organise Story-telling corner
• Organise Parents Talk ( e.g. Career Talk)
• Organise Remedial / supplementary classes
• Organise Training for choral speaking competitions
• 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).
• Become teaching assistants.
• Attend at monthly performance dialogue.
• Ensure students complete homework.
• Parents “Support Group”
• implement English enrichment activities in schools by seeking assistance from private sector.
• Undergraduates from Higher Education Institutions to support schools in English activities and

provide extra classes.
• Seek Sponsorship of UPSR materials from employer and corporate sector.
• Support for Tuition/remedial classes in English.
• Support and prepare for SSR/DEAR reading materials.
• Donation to school.

Supporting activities to create a highly immersive environment

1 In-Class 2 Out-of-Class 3 Extra Classes 4 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

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

Implementation Best Implementation Adaptation Possible
Plan Practices Steps Ideas Challenges

Parameters Group of Suitability for Cost of the Impact on Ease of Critical
students English implement- requirements
involved rural/ urban activity
proficiency ation 6

IN-CLASS ACTIVITIES

7

List of activities: In-Class

Objective: To create in-class programmes that are engaging for students to learn English

No. Activity Brief Description

1 Fun Learning • Pupils are involved in fun learning activities. For example:
o role-play
2 Let’s Talk o action songs, jazz chants, poems
3 Let’s Read Together o storytelling
o drama
o language games (e.g. board game, puzzle)

• Pupils talk to others (in groups and in pairs) for one to two minutes on a selected topic.
• Pupils talk on a topic individually.

• Pupils are involved in shared and guided reading activity.

4 Show Your Talent • Pupils are given the opportunity to show case their talents through different genres, for
example:
5 Project-based o role play/drama/puppet show
Learning o singing/rhymes/poem recital
o dance/flash mob

• Pupils carry out a project-based task on a specific theme or topic. Examples of project-
based tasks include
o scrapbook
o concertina book
o video clip
o vocabulary tree
o daily diary

8

Activity 1: Fun Learning

Brief Description Fun learning focuses on creating a non-threatening environment for pupils to use the language

creatively. This activity also aims to boost pupils’ confidence and engagement in using English.

Objectives • To develop pupils’ creative and critical thinking skills.
• To use the English language to communicate ideas confidently in both oral and written forms.

Best Practices • Encourage whole class participation.
(Creating an immersive • Employ collaborative and cooperative learning strategies.
• Create student-centred activities.
environment) Link activities to real world situations.
•

Implementation 1. Identify the activity(s) that is/are suitable to the topic and pupils’ needs.
Steps 2. Set clear student outcomes for the activity(s).
3. Prepare relevant materials.
4. Provide clear instructions on how to carry out the activity(s).
5. Maximise pupils’ participation and monitor the use of English throughout the activity(s).

Suggested activity
1. Find a short video clip i.e. from a movies or advertisement that are suitable for the target pupils.
2. Allow pupils to watch the video clip.
3. Ask pupils to write their own scripts.
4. Assist pupils by providing structure for script writing.
5. Play the video clip by turning off the sound.
6. Ask pupils to role play the scene in the video by using their own scripts.
7. Use a checklist to observe and record pupils’ use of English.

9

Activity 1: Fun Learning

Adaptation Ideas • Use cartoon strips and get pupils to add/ replace/ fill in dialogues in speech bubbles.
• Use cue cards to help pupils with low proficiency.
(To adapt to restrictions, • Preferably carry out lesson in the language lab or computer lab.
special requirements, • Suggested resources
and/or cost)
• Video clips/Movies
• Internet (e.g. YouTube)

Tips for Effective • Employ effective time management.
Implementation • Ensure effective class control.
• Manage effective grouping of pupils.
• Select activities that are familiar and popular among pupils.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/ Medium = < RM 1000
Performing, etc) Both High = > RM 1000 Impact (Low, Med, High) (Qualified parents,

(Low, Med, High) sufficient teachers,

transportation)

All Level 2 Both Low High Low difficulty Parents assist their

children

10

Activity 2: Let’s Talk

Brief Description Let’s Talk focuses on creating a non-threatening environment for pupils to use the language creatively
to develop pupils’ fluency in English. This activity also aims to boost pupils’ confidence and engagement

in using English. It can be carried out at any stage of the lesson where pupils talk for 1 minute on a

selected item or topic for the day.

Objectives • To use the language confidently by talking about topics of interest.
• To share knowledge with others.

Best Practices • Encourage whole class and individual participation.

(Creating an immersive • Employ collaborative and cooperative learning strategies.
• Link activities to real world situations.
environment)
• Provide positive feedback to pupils.

Implementation 1. Identify the activity(s) that is/are suitable to the topic and pupils’ needs.
Steps 2. Set clear student outcomes for the activity(s).
3. Prepare relevant materials.
4. Provide clear instructions on how to carry out the activity(s).
5. Maximise pupils’ participation and monitor the use of English throughout the activity(s).

Suggested Activity
1. Teacher selects a topic to model the structures of a talk.
2. Brainstorm ideas for content.
3. Provide structure for presenting the talk e.g. greetings, introduction

to the topic, content and conclusion.
4. Encourage pupils to choose topics they want to talk about.
5. Give 3-4 minutes for pupils to prepare their talk.
6. Allocate 1-2 minutes for each pupil to present in groups/ whole

class depending on pupils’ readiness.
7. Provide help if needed.

11

Activity 2: Let’s Talk

Adaptation Ideas • Use stimulus or cue cards to help pupils to present their talk.
• Prepare materials to start, for example, different objects in a box and let the pupils to choose
(To adapt to restrictions,
special requirements, an object to talk about.
and/or cost) • Teacher models the activity.
• Suggested activities:

o Poster presentation
o Present ending of a story

Tips for Effective • Provide encouragement and non-threatening environment.
Implementation • Progress from talking within a group to individual presentation (confidence building).
• Employ effective time management..
• Ensure effective class control.
• Select topics that are familiar and popular among pupils.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/ Medium = < RM 1000
Performing, etc) Both High = > RM 1000 Impact (Low/Med/High) (Qualified parents,

(Low, Med, High) sufficient teachers,

transportation)

All Both Both Low High Low difficulty N/A

12

Activity 3: Let’s Read Together

Brief Description Let’s Read focuses on creating a non-threatening reading environment for pupils to read and
understand texts. This activity also aims to boost pupils’ confidence and engagement in reading. This is

a shared and guided reading activity. Teacher selects a suitable reading text to be shared with pupils.

Objectives • To develop reading fluency.
• To read and understand texts by responding to questions.
• To build and enhance pupils’ vocabulary.

Best Practices • Encourage whole class and individual participation.

(Creating an immersive • Employ collaborative and cooperative learning strategies.
• Link activities to real world situations.
environment)
• Provide positive feedback to pupils.

• Model accurate pronunciation to pupils.

Implementation 1. Identify the activity(s) that is/are suitable to the topic and pupils’ needs.
Steps 2. Set clear student outcomes for the activity(s).

3. Prepare relevant materials.

4. Provide clear instructions on how to carry out the activity(s).
5. Maximise pupils’ participation and monitor the use of English throughout the activity(s).

Suggested Activity
1. Choose an interesting book – big book/illustrated book/story book.
2. Ask questions to stimulate thinking based on the cover/illustrations.
3. Teacher reads a section of the page and elicit responses from pupils.
4. Encourage pupils to read along.
5. Initiate a discussion about the plot, characters, setting, moral values of

the story.
6. Ask pupils to give an alternative ending of the story in groups.

13

Activity 3: Let’s Read Together

Adaptation Ideas • Prepare cue cards to help pupils to talk about the story.
• Conduct jigsaw reading.
(To adapt to restrictions, • Conduct readers theatre.
special requirements,
and/or cost)

Tips for Effective • Provide encouragement and non-threatening environment.
Implementation • Progress from talking within a group to individual presentation (confidence building).
• Employ effective time management.
• Manage effective class control.
• Select topics that are familiar and popular among pupils.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/ Medium = < RM 1000
Performing, etc) Both High = > RM 1000 Impact (Low/Med/High) (Qualified parents,

(Low, Med, High) sufficient teachers,

transportation)

Selected Both Both High High Low difficulty Qualified parents to
help pupils enhance
their reading skills

14

Activity 4: Show Your Talent

Brief Description Show Your Talent focuses on creating a non-threatening environment for pupils to use the language
creatively. This activity aims to develop pupils’ fluency in English by boosting their confidence and

engagement in using English. Pupils are to choose what they would like to perform in English.

Objectives • To use the English language to communicate ideas orally with confidence.
• To develop pupils’ creative and critical thinking skills.
• To work collaboratively with others to complete the task.

Best Practices • Allow pupils to decide on the type of performance.
(Creating an immersive • Allow pupils to showcase their talents.
• Encourage whole class participation.
environment) Employ collaborative and cooperative learning strategies.
• Create student-centred activities.
Link activities to real world situations.
•

•

Implementation 1. Identify the activity(s) that is/are suitable to the topic and pupils’ needs.
Steps
2. Set clear student outcomes for the activity(s).

3. Prepare relevant materials.

4. Provide clear instructions on how to carry out the activity(s).
5. Maximise pupils’ participation and monitor the use of English throughout the activity(s).

Suggested Activity
1. Choose an interesting topic or identify the situation based on the textbook.
2. Create questions that can stimulate critical and creative thinking.
3. Give options to the pupils to perform individually or in group.
4. Provide structures to present ideas/show talent/dramatize the story/scenario.
5. Encourage pupils to use simple language.
6. Discuss with pupils the criteria for presentations/performances.
7. Provide sufficient time for pupils to prepare their presentations/performances.
8. Ask pupils to present to the whole class.
9. Encourage pupils to give feedback to one another.

15

Activity 4: Show Your Talent

Adaptation Ideas • Pupils with higher ability may want to continue writing the script; others may write a short

(To adapt to restrictions, paragraph.
special requirements, • Pupils can show their talents in different ways.
and/or cost) • If this is adopted as a take-home activity, one blank paper could be provided. Pupils could also

be encouraged to draw illustrations of what they write.
• Suggested performance/presentation:

• role-play
• drama
• puppetry
• singing/poem recitation/jazz chant

Tips for Effective • Provide encouragement and non-threatening environment.
Implementation • Employ effective time management.
• Ensure effective class control.
• Select topics that are familiar and popular among pupils.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

Selected Both Both Medium to High High Low difficulty Qualified parents to help
pupils in their preparation

16

Activity 5: Project-based Learning

Brief Description Project-based Learning focuses on creating a non-threatening environment for pupils to use the
Objectives language creatively. This activity aims to boost pupils’ confidence and engagement in using English. It
allows pupils to gain knowledge and skills by working for an extended period of time to investigate and
respond to complex questions, problems or challenges. The range of task and implementation steps
are general for any kind of project-based learning.

• To develop pupils’ self-directed learning skills to work autonomously.
• To develop pupils’ collaborative skills and creative and critical thinking skills.
• To produce a project(s) within the time given.

Best Practices • Share and showcase end products with the school community – for example, in an exhibition or

(Creating an immersive presentation during assembly.
• Encourage teamwork among pupils.
environment)
• Employ collaborative and cooperative learning strategies.

• Link tasks to real world situations.

Implementation 1. Identify the activity(s) that is/are suitable to the topic and pupils’ needs.
Steps 2. Set clear student outcomes for the activity(s).

3. Prepare relevant materials.

4. Provide clear instructions on how to carry out the activity(s).
5. Maximise pupils’ participation and monitor the use of English throughout the activity(s).

Suggested Activity
1. Start with the relevant questions to activate pupils’ prior

knowledge in a given topic.

2. Design a plan for the project in groups based on the chosen
topic with teacher’s guidance i.e. create a timeline, create a

checklist, assign tasks.
3. Monitor pupils’ progress. This can be done through

observation, checklists and peer-feedback.

4. Assess the outcome of the project by using appropriate

tools i.e. rubrics, checklist, peer-feedback, reflection.

17

Activity 5: Project-based Learning

Adaptation Ideas • Personalise the project steps to suit the pupils’ level (e.g. simpler projects for lower performing

(To adapt to restrictions, pupils and more complex projects for higher performing pupils).
special requirements, • Source for printed and digital materials.
and/or cost) • Provide pictures with speech bubbles.
• Provide samples of end product(s).
• Suggested projects:

• comic book
• story book
• graphic novel
• video clips/ PowerPoint presentation

Tips for Effective • Provide encouragement and non-threatening environment.
Implementation • Employ effective time management.
• Manage effective grouping of pupils.
• Ensure effective class control.
• Select topics that are familiar to and popular among pupils.
• Empower pupils to work independently.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

Level 2 Level 2 Both Low High Low difficulty Assistance from parents

18

OUT-OF-CLASS ACTIVITIES

19

List of activities: Out-of-class

Objective: To create an environment that facilitates increased usage of the English
language outside of the formal classroom

No. Activity Brief Description

1 Drop Everything and This activity involves reading of printed materials in English (storybooks, magazines,

Read (DEAR) newspapers, articles, brochures, etc.) by primary school pupils (pre-school till Year 6). The

activity requires classroom time set aside for teachers and pupils to carry out Drop Everything

and Read. The goal is to encourage independent reading for pleasure for a period of time on a

weekly basis. Pupils choose the materials they wish to read based on their interests and

abilities. It is aimed that through this regular activity, pupils are motivated to read.

Activities to support the DEAR activity include:

• Spellathon, Learn a Word a Day,1Pupil 1Book, English Zone/Kiosks/Corner and

WOW (Words on Wheel)

2 Speaker’s Corner This activity requires a designated site in the school grounds (preferably near the school
canteen) where open-air public speaking can take place. Pupils are given the opportunity to
speak on topics of their interest at the Speaker’s Corner. This activity is preferably carried out
during break time. It aims to develop pupils’ oracy skills. Presentation can range from
storytelling, poem recitation, a book review, a synopsis of movie, show and tell to daily news.

Activities to support the Speaker’s Corner activity include:
• Let's Talk, Let’s Read, Show your Talent and Project-based Learning

3 Assembly in English Assembly in English is carried out fortnightly. This event involves all instructions,
announcements, speeches, invocation and presentations to be carried out in English. This
event aims to promote and create a highly immersive English environment in school.

Activities to support the assembly in English include:
• Storytelling, choir/choral speaking, poem recitation, book review, sketches,
riddles/quizzes

20

List of activities: Out-of-class (Cont’d)

No. Activity Brief Description

4 English Tunnel This activity encourages pupils to develop their literacy skills through the use of words,
phrases and sentences as reading materials. It also aims to consolidate the activities taught
5 Dear Diary in the classroom by showcasing the work in the English Tunnel.
6 Young Talent
Activities to support the English Tunnel include:
7 Junior Stage • Reading along, vocabulary tree, idioms, essays, newspaper cuttings and articles

This activity encourages pupils to reflect on events experienced throughout the day by writing
reflection in their diary. Pupils are encouraged to share their reflection with their friends.

Activities to support Dear Diary include:
• Thinking questions and usage of metaphors

This activity enables pupils to coordinate and organise events in school. It is aimed at
developing pupils’ oracy skills. It also develops pupils’ soft skills, organisational skills and
protocol procedures.

Activities to support the Young Talent activity include:
• Creating emcees, creating deejays, claying hosts, creating sport commentators

This activity encourages pupils to stage their performances with confidence to the school
community. It can be carried out for special occasions in school.

Activities to support Junior Stage include:
• Concerts, drama/theatre, song competition

21

List of activities: Out-of-class (Cont’d)

No. Activity Brief Description

8 Language Games This activity encourages pupils to play indoor or outdoor games. Pupils are to use English when

(Outdoor & playing the games. This activity aims to develop pupils’ language and social skills in a fun way.

Indoor) Games that can be used include:

• Outdoor – hopscotch, London bridge is falling down, hide & seek, treasure hunt, or

spellathon

• Indoor – card games, board games, scrabble, word search, bingo, naming things or

vocabulary games, charades

9 English Newsletter This activity involves a monthly publication produced by pupils. This activity encourages pupils
to take the role of journalists by reporting on events happening in school. It is aimed to develop
pupils’ language skills by employing the process writing approach – brainstorming, drafting,
editing, reviewing, publishing.

Activities to support English Newsletter include:
• Interviews, note-taking, reporting, summarising

10 Young Reading This activity allows pupils to tutor their peers with reading difficulties. It is aimed to provide
Tutor practice and encourage pupils with reading difficulties to read. It also fosters collaboration
among peers to improve reading.

Activities to support Young Reading Tutor include:
• Reading along, taking turn in reading, discussions and giving opinions

11 Young This activity allows pupils to practice real world situations by role playing or promoting item for
Entrepreneur sale. The aim of this activity is to promote confidence in speaking among pupils. It also raises
awareness of the concept of setting up a business.

Activities to support Young Entrepreneur include: 22
• Role play, canteen day, auction, school cooperative day

Activity 1: Drop Everything and Read (DEAR)

Brief Description This activity involves the reading of printed materials in English (storybooks, magazines, newspapers,
articles, brochures, etc.) by primary school pupils (pre-school till Year 6). The activity requires time set
aside for teachers and pupils to carry out Drop Everything and Read. The goal is to encourage
independent reading for pleasure for a period of time on a weekly basis. Pupils choose the materials
they wish to read based on their interests and abilities. It is aimed that through this regular activity,
pupils are motivated to read.

Objectives • To instill reading habit among pupils.
• To enhance pupils’ general knowledge.
• To share information and knowledge with others.
• To inculcate social skills and moral values among pupils.
• To boost pupils’ confidence in using English.

Best Practices 1. Activity can be carried out before the start of a school day.
2. Teachers facilitates and monitors pupils during the activity.
(Creating an immersive 3. Teacher gives support and encouragement to the pupils.
environment) 4. Teacher displays the outcomes of the activity from time to time.
5. Encourage pupils to write a review or a reflection on what they have read in their daily diary.
6. Encourage pupils to review a book during the assembly.

Implementation 1. Pupils bring their story books or any suitable printed English materials.
Steps 2. Pupils may seek teacher’s advice regarding the suitability of their material.
3. Carry out the activity 20 minutes before the start of a school day, three days in a week.
4. Pupils read the book or material at their own pace and ability.
5. Pupils read the book or material for 10 minutes and share what they have read with their peers for

another 10 minutes.
6. Encourage pupils to write a review or reflection of what they have read in their daily diary.
* Encourage pupils to read anytime in between classes, during recess and after school ends.

23

Activity 1: Drop Everything and Read (DEAR)

Adaptation Ideas • Use printed materials such as newspaper, articles and brochures.
• Encourage book donations from parents and community.
(To adapt to restrictions, • Integrate DEAR with the Young Reading Tutor activity.
special requirements, • Get parents’ involvement for the activity.
and/or cost) • Activities to support the DEAR activity include:

• Spellathon
• Learn a Word a Day
• 1Pupil 1Book
• English Zone/Kiosks/Corner
• WOW (Words on Wheel)

Tips for Effective • Provide reading materials based on pupils’ interest.
Implementation • Encourage low proficiency pupils to read in pairs.
• Create a non-threatening environment.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

All levels Both Both Medium - High High Low difficulty Supply of suitable
books for the school

24

Activity 2: Speaker’s Corner

Brief Description This activity requires a designated site in the school grounds (preferably, near the school canteen)

where open-air public speaking can take place. Pupils are given the opportunity to speak on topics of
their interest at the Speaker’s Corner. This activity aims to develop pupils’ oracy skills. Presentation
can range from storytelling, poem recitation, a book review, a synopsis of movie, show and tell to daily

news.

Objectives • To enhance pupils’ public speaking skills.
• To build pupils’ confidence in speaking.
• To motivate pupils to love the language.
• To inculcate social skills among pupils.

Best Practices • Allocate time for each presentation.

(Creating an immersive • Assign pupil in-charge of the Speaker’s Corner.
• Prepare guidelines for the different types of presentations and display the guidelines at the school,
environment)

e.g. at the English corner (e.g. public speaking, storytelling, poem recitation, speech).

• Nominate and award the best speaker of the month based on pupils’ feedback/vote.

Implementation 1. Pupils decide on the type of presentation they would like to give.
Steps 2. Pupils prepare for the presentation.
3. Pupils may seek assistance from teacher on the format of the

presentation.
4. Pupils present at any suitable time.

25

Activity 2: Speaker’s Corner

Adaptation Ideas Other activities to support the Speaker’s Corner activity

(To adapt to restrictions, include:
special requirements, • Let's Talk
and/or cost) • Let’s Read
• Show your Talent
• Project-based Learning

Tips for Effective • Provide clear guidelines on the different types of presentations.
Implementation • Display presenter’s name to acknowledge participation.
• Display presenters’ topics to encourage audience engagement.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

All levels Both Both Low - Medium High Low difficulty PA System,
Kiosks/Booth

26

Activity 3: Assembly in English

Brief Description Assembly in English is carried out fortnightly. This event involves all instructions, announcements,
speeches, invocation and presentations in English. This event aims to promote and create a highly
immersive English environment in school.

Objectives • To provide exposure to English.
• To build school head, teachers and pupils’ confidence to speak in English .

Best Practices • Employ the usage of English throughout the assembly.

(Creating an immersive • Engage and support the staff and pupils to give instructions, make announcements, deliver

environment) speeches, recite the invocation and conduct presentations in English.

Implementation 1. Greet pupils in English.
Steps 2. Give instructions to pupils in English.
3. Recite the invocation in English.
4. Deliver speeches in English.
5. Conduct presentations in English.

27

Activity 3: Assembly in English

Adaptation Ideas • School may prepare schedule for teachers to share information, knowledge or give

(To adapt to restrictions, motivational talk in English with the pupils.
special requirements, • Activities to support the Assembly in English include:
and/or cost)
• storytelling
• choir/choral speaking
• poem recitation
• book review
• sketches
• riddles/quizzes

Tips for Effective • Create a non-threatening environment.
Implementation • Provide encouragement to use English.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

All Both Both Low High Low difficulty PA System

28

Activity 4: English Tunnel

Brief Description This activity encourages pupils to develop their literacy skills through the use of words, phrases and
sentences as reading materials. It also aims to consolidate the activities taught in the classroom by
showcasing the work in a designated space in the school, i.e. the English Tunnel.

Objectives • To facilitate the pupils in obtaining English knowledge with suitable materials and a meaningful
learning process.

Best Practices • Quiz the pupils based on the materials available in the English tunnel.

(Creating an immersive • Update the tunnel with new materials according to specific themes (for example: Independence

environment) Day or other special events).

• Collaborate with other Panels.

Implementation 1. Identify a suitable place in the school for the English tunnel.
Steps 2. Research and select suitable materials to be placed in the tunnel.
3. Display or present the materials in fun and attractive ways.
4. Update the materials regularly.

29

Activity 4: English Tunnel

Adaptation Ideas • Use school corridor or classroom doors as the English Tunnel.
• Allow other subject teachers to provide materials for the English Tunnel.
(To adapt to restrictions, • A list of activities to support the English Tunnel include:
special requirements,
and/or cost) • Reading along
• Vocabulary tree
Tips for Effective • Idioms/proverbs/similes
Implementation • Essays
• Newspaper cuttings
• Articles

• Ensure English is used throughout the activity.
• Set up an organising committee to execute the activity.
• Encourage parents, community and private companies to support the activity.
• Create a non-threatening environment.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

All Both Both Low Low - High Low difficulty Strategic venue in the
school

30

Activity 5: Dear Diary

Brief Description This activity encourages pupils to reflect on events experienced throughout the day by writing
thoughts and reflections in their diary. Pupils are encouraged to share their thoughts and reflections
with friends.

Objectives • To encourage pupils to share their experiences in written form.
• To improve writing and speaking skills.
• To promote critical and creative thinking skills.

Best Practices • Provide option for pupils to publish their diaries in a designated space for other pupils to read.

(Creating an immersive • Invite pupils to share their reflections orally at the Speaker’s Corner or English Assembly.

environment)

Implementation 1. Provide guidance on the structure for reflections writing to pupils.
Steps 2. Provide samples of reflections to guide pupils who require support.
3. Post questions for pupils to reflect.
4. Ask pupils to write their experiences of the day in their diary.
5. Encourage pupils to share their diary entries with their teacher.
6. Provide positive feedback to pupils.

31

Activity 5: Dear Diary

Adaptation Ideas • Allow pupils to use different types of notebooks as their diary.
• Activities to support the Dear Diary activity include:
(To adapt to restrictions,
special requirements, • Thinking questions
and/or cost) • Usage of metaphors

Tips for Effective • Create a non-threatening environment.
Implementation • Encourage pupils to showcase their diaries.
• Encourage parent involvement in executing the activity.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

All Both Both Low Med - High Low difficulty N/A

32

Activity 6: Young Talent

Brief Description This activity enables pupils to coordinate and organise events in school. It is aimed at developing

pupils’ oracy skills. It also develops pupils’ soft skills, organisational skills and protocol procedures.

Objectives • To develop pupils’ oracy skills.
• To use language creatively.

Best Practices • Provide and assist pupils with different communication skills and techniques to be put into practice.

(Creating an immersive • Acknowledge and award the young talent.
• Get pupils to be in-charge of formal events.
environment)

Implementation 1. Select pupils with talent and interpersonal skills.
Steps 2. Conduct activities to promote the talents (e.g. school radio station, song competitions, drama

competitions, debates).
3. Assist and provide pupils with avenue to showcase their talents.
4. Encourage pupils to showcase their talents at the school events.
5. Provide pupils with positive feedback and encouragement to motivate them.

33

Activity 6: Young Talent

Adaptation Ideas • Allow pupils to work in pairs or groups.
• Provide pupils with inspirational videos of young talents to motivate them.
(To adapt to restrictions, • A list of activities to support the Young Talent activity
special requirements,
and/or cost) • creating emcees
• creating deejays
Tips for Effective • playing hosts
Implementation • creating sport commentators

• Create a non-threatening environment.
• Provide encouragement to showcase their talent.
• Conduct training sessions for pupils who wish to showcase their talent.
• Encourage parent involvement in executing the activity.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

Selected Both Both Low - Med High Medium N/A

34

Activity 7: Junior Stage

Brief Description This activity encourages pupils to stage their performances with confidence to the school community.

It can be carried out for special occasions in school.

Objectives • To stage performances in English with confidence.
• To give pupils opportunities to be creative.
• To provide a fun learning environment where pupils are encouraged to speak English.

Best Practices • Encourage creativity in performance.

(Creating an immersive • Create opportunity for learner autonomy, e.g. pupils to come up with ideas for their performances.
• Involvement from parents, e.g. provide assistance in props/ costumes, guide pupils in their
environment)

performances.

Implementation 1. Provide option for pupils to choose the type of
Steps performance they want to carry out.

2. Facilitate training of pupils for the performance.
3. Reach out to parents for support and involvement.
4. Get pupils and/or parents to prepare.

props/resources/materials/stage/costumes/lighting/ for
the performances.
5. Delegate work or assign roles for pupils to assist in
performance.
6. Provide feedback and award certification as
acknowledgement.

35

Activity 7: Junior Stage

Adaptation Ideas • Use costumes and musical instruments.
• Involve parents and community in this activity.
(To adapt to restrictions, • Activities to support the Junior Stage include:
special requirements,
and/or cost) • Concerts
• Drama/ theatre
• Singing competition

Tips for Effective • Ensure English is used throughout the activity.
Implementation • Set up an organising committee to execute the activity.
• Encourage parents/community/private companies to support the activity.
• Create a non-threatening environment.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

Selected Both Both Medium High Medium Parental involvement

36

Activity 8: Language Games

Brief Description This activity encourages pupils to play indoor or outdoor games. Pupils are to use English when

playing the games. This activity aims to develop pupils’ language and social skills in a fun way.

Objectives • To use English in a fun way.
• To increase pupils’ motivation to use English.

Best Practices • Carry out the language games in the school English Village or at the school compound.

(Creating an immersive • Encourage and support pupils’ participation in the language games.

environment)

Implementation 1. Identify the language games.
Steps 2. Decide on the location to carry out the language games.
3. Provide instructions to play the language games.
4. Prepare relevant resources/materials for the language games.
5. Store the resources/materials and display the instructions at the English Village.
6. Guide pupils in playing the language games.

37

Activity 8: Language Games

Adaptation Ideas The list of games include:
• Outdoor – hopscotch, London bridge is falling down, hide & seek, treasure hunt, or
(To adapt to restrictions,
special requirements, spellathon
and/or cost) • Indoor – card games, board games, scrabble, word search, bingo, naming things or

vocabulary games, charades

Tips for Effective • Ensure English is used while playing the language games.
Implementation • Encourage parents, community and private companies to support the activity.
• Create a non-threatening environment.
• Organise language games competitions to encourage pupils’ participation.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

All Both Both Low - Medium High Low - Medium Storage for the
language games

38

Activity 9: English Newsletter

Brief Description This activity involves a monthly publication produced by pupils. This activity encourages pupils to take
the role of journalists by reporting on events happening in school. It is aimed to develop pupils’
language skills by employing the process writing approach – brainstorming, drafting, editing,

reviewing, publishing.

Objectives • To encourage pupils to write in English.
• To expose pupils to creative and informal writing.
• To improve on the main language skills (L&S, Reading & Writing).

Best Practices • Make full use of technology.

(Creating an immersive • Give freedom for pupils to create their own concept of newsletter.

environment)

Implementation 1. Select pupils to form the publication group.
Steps 2. Brief pupils on themes, topics or content of the

newsletter.
3. Guide pupils on how to write and create the newsletter.
4. Pupils to collect suitable information to be added in the

newsletter.
5. Get pupils to publish the newsletter in the school.

39

Activity 9: English Newsletter

Adaptation Ideas • Create newsletter using the traditional way for schools without ICT facilities (e.g. recycled

(To adapt to restrictions, items, cut and paste print materials, draw). It can be displayed at one specific place that can
special requirements,
and/or cost) be seen by others in the school compound
• Provide workshops to assist pupils in publishing
• Activities to support the English Newsletter include:

• Interviews
• Note-taking
• Reporting
• Summarising

Tips for Effective • Create a non-threatening environment
Implementation • Provide encouragement to use English
• Involve parents and community to assist in publication of newsletter

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

Selected Level 2 Both Medium Medium - Medium ICT (printers,
High computers), papers
(variety of colours,
stationery)

40

Activity 10: Young Reading Tutor

Brief Description This activity allows pupils to tutor their peers with reading difficulties. It is aimed to provide practice
and encourage pupils with reading difficulties to read. It also fosters collaboration among peers to
improve reading.

Objectives • To support pupils’ with reading difficulties.
• To boost the confidence of weak readers.
• To instill the habit of reading among pupils.

Best Practices • Allow the young reading tutors to identify a suitable time to carry out the tutoring sessions.

(Creating an immersive • Provide supervision and assistance to the young reading tutors.
• Use reading assessment tools i.e. word correct per minute to track pupils’ reading fluency.
environment)
• Record the peer’s readings in a specific book to track the reading progress.

• Share the records with the English language teacher.

Implementation 1. Identify the weak readers.
Steps 2. Identify the young reading tutors.
3. Brief the tutors on how to carry out the activity.
4. Model the process.
5. Take the role as a facilitator in assisting the weak readers at the beginning of the implementation,

and gradually release the responsibility to the young reading tutors.
6. Get the young reading tutors to assist their peers during breaks or any time during or outside

school hours.

41

Activity 10: Young Reading Tutor

Adaptation Ideas • Use graded reading materials based on pupils’ level and interest
• A list of activities to support the Young Reading Tutor:
(To adapt to restrictions,
special requirements, • Reading along
and/or cost) • Shared reading
• Taking turns in reading
• Discussions
• Giving opinions

Tips for Effective • Ensure English is used during the tutoring sessions.
Implementation • Encourage parents, community and private companies to support the activity (e.g. funds,

book donations).
• Create a non-threatening environment.
• Monitor the Young Reading Tutor sessions.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

Selected All Both Medium High Low Set of graded reading
books

42

Activity 11: Young Entrepreneur

Brief Description This activity allows pupils to practice real world situations by role playing or promoting actual products
for sale. The aim of this activity is to promote confidence in speaking among pupils. It also raises
awareness of the concept of setting up a business.

Objectives • To use English in a real life context.
• To boost confidence in using English.

Best Practices • Involve the school, parents and the community in the activity.

(Creating an immersive • Use technology to promote products.
• Give freedom to pupils to create their own business strategy.
environment)

Implementation 1. Select pupils to form the group to set up the small
Steps enterprise.

2. Conduct workshop on business management.
3. Brief and guide pupils on setting up the business.
4. Promote the products to the school’s community

using various ways (e.g. school newsletter, Frog
Virtual Learning Environment (VLE), Facebook or
blog).
5. Brainstorm ideas on expanding the business.

43

Activity 11: Young Entrepreneur

Adaptation Ideas • Collaborate with other subject teachers such as Living Skills, Mathematics, Art teachers,

(To adapt to restrictions, parents or NGOs to set up the small enterprise.
special requirements, • Allow pupils to be creative and innovative.
and/or cost) • Collaborate with parents, community as well as private sectors to share their expertise.
• A list of activities to support the Young Entrepreneur activity:

• Role play
• Canteen day
• Auction
• School cooperative day

Tips for Effective • Create a non-threatening environment.
Implementation • Provide encouragement to use English.
• Encourage parents, community and private companies to support the activity (e.g. funds).
• Provide guidance and monitor the progress of pupils.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical

(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementation Requirements
Performing, Low 1/2/Both Urban/
Performing, etc) Both Medium = < RM 1000 Impact (Low/Med/High) (Qualified parents,
High = > RM 1000
(Low, Med, High) sufficient teachers,

transportation)

Selected Level 2 Both Medium High High difficulty ICT (printers,
computers), papers
(variety of colours,
stationery)

44

EXTRA CLASSES

45

List of activities: Extra classes

No. Activity Brief Description

1 Merry Time Coaching in This activity is carried out by teachers to guide pupils who have difficulty in completing
Merry Land their homework or need assistance in English. This activity aims to help pupils who fall
behind in their studies and need help especially in coping with their homework. It is
carried out before school, during recess or after school, depending on the pupils’ needs
in a conducive environment. Teachers will be available for pupil-teacher meeting in a
specific room.

2 Welcome ABC This activity is carried out to assist pupils who have low proficiency in English. (those

who could not master the basic level of the four skills). This activity aims to prepare

pupils for the intended lesson. It is a pre-stage activity conducted in the first 10-15
minutes of the lesson to stimulate pupils’ interest.

3 Holiday Fun Learning This activity is similar to an English Camp which is carried out during weekends or
holidays. It is targeted at Year 5 and 6 pupils. The activity aims at enhancing the four
language skills (L&S, R, W) and grammar. to immerse pupils in the language.

4 Sun Flower Programme This activity focuses on the aesthetic use of English language targeted at average and
above average pupils. This activity aims to provide practice for pupils to use idioms,
proverbs and similes in their oral and written communication. It is carried out 15-20
minutes before the start of a lesson.

5 LINUS 2.0 (Literasi Bahasa This activity is carried out to provide extra assistance to the remedial pupils who have

Inggeris) not mastered the constructs in Linus 2.0. This activity aims to ensure that pupils master

the constructs in Linus 2.0 and able to read simple sentences.

46

Activity 1: Merry Time Coaching in Merry Land

Brief Description This activity is carried out by teachers to guide pupils who have difficulty in completing their homework

or need assistance in English. This activity aims to help pupils who fall behind in their studies and

need help especially in coping with their homework. It is carried out before school, during recess or
after school, depending on the pupils’ needs in a conducive environment. Teachers will be available
for pupil-teacher meeting in a specific room.

Objectives • To improve pupils’ English language proficiency.
• To provide assistance to pupils in completing homework.

Best Practices • Equip room with English language resources and facilities.
• Decorate room to provide conducive and pupil-friendly environment.
(Creating an immersive • Maintain small groups for easy facilitation.
environment) • Provide guidance and feedback in English learning.
• Reward pupils.

Implementation 1. Identify pupils who need help.
Steps
2. Prepare and obtain letter of consent from the parents concern prior to the activity.
3. Analyse data on pupils ‘ progress (e.g. homework, scores, activities) and devise action plan to

coach pupils.
4. Chart pupils’ progress throughout the coaching sessions.

5. Motivate pupils by highlighting their progress or by rewarding them.

MERRY LAND

47

Activity 1: Merry Time Coaching in Merry Land

Tips for Effective • Ensure teachers/volunteers involved have the expertise in the subject matter.
Implementation • Ensure teachers/volunteers are committed to this activity.
• Negotiate timetable with administration and parents.
• Involve parents and community for funds or other forms of support.
• Create an informal environment.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical
Requirements
(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementati
Performing, Low 1/2/Both Urban/ Medium = < RM 1000 (Qualified parents,
Performing, etc) Both High = > RM 1000 Impact on sufficient teachers,
transportation)
Low, Med, High Low, Med, High

Low Both Both Low Low & Med Low to Med Qualified Coaches

MERRY LAND

48

Activity 2: Welcome ABC

Brief Description This activity is carried out to assist pupils who have low proficiency in English (those who could not

master the basic level of the four skills). This activity aims to prepare pupils for the intended lesson. It
is a pre-stage activity conducted in the first 10-15 minutes of the lesson to stimulate pupils’ interest.

Objectives • To improve the proficiency level of weak pupils.
• To stimulate pupils’ interest prior to lesson.

Best Practices • Incorporate language games, role play and interactive activities to stimulate pupils’ interest and
engagement during the extra class.
(Creating an immersive • Use simple and precise sentence structures and employ gestures to support learning.
environment) • Provide individual attention to extremely weak pupils.
• Employ positive reinforcement throughout the activity to motivate pupils.

Implementation 1. Plan fun and meaningful activity to stimulate pupils’ interest (e.g. language games/role plays/video
Steps clips/interactive tools/pictures).

2. Link the activity to the intended topic/theme.
3. Prepare the resources for the activity.
4. Carry out the activity in the class for 10-15 minutes.

49

Activity 2: Welcome ABC

Adaptation Ideas • Integrate fun, play-based element throughout this activity.

(To adapt to restrictions,

special requirements, and/or

cost)

Tips for Effective • Ensure teachers/volunteers involved have the expertise in the subject matter.
Implementation • Ensure teachers/volunteers are committed to this activity.
• Seek assistance from parents, volunteers (e.g. teacher trainees, teacher assistants,

undergraduates/graduates) to assist in planning and conducting the activities.
• Involve parents to provide refreshment during the extra class.

Pupils involved Suitable for Suitable for Total Cost English Ease of Special/Critical
Requirements
(All, Selected, High Level Rural/ Low = < RM 100 Proficiency Implementati
Performing, Low 1/2/Both Urban/ Medium = < RM 1000 (Qualified parents,
Performing, etc) Both High = > RM 1000 Impact on sufficient teachers,
transportation)
Low, Med, High Low, Med, High

Low performing Both Both Low Med Med Qualified individual in
the subject matter.

50