HIP PRIMARY GUIDEBOOK

Activity 3: Holiday Fun Learning

Brief Description 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 (Listening
and Speaking, Reading, Writing and Grammar) to immerse pupils in the language.

Objectives • To listen and speak in English on selected themes/topics.
• To read and answer comprehension questions on selected themes/topics.
• To write compositions on the selected themes/topics.
• To communicate in English throughout this activity.

Best Practices • Ensure English is used as a medium of instructions/communication throughout this activity.

(Creating an immersive • Design activities that are fun and meaningful that engages pupils.
• Ensure the activities planned addresses all four skills.
environment)

Implementation 1. Plan and discuss logistics (i.e. time frame, types of activities, venue, funds, manpower).
Steps 2. Set up a working committee and delegate tasks.
3. Decide on the number of pupils involved. Select pupils based on different proficiency level.
4. Prepare and obtain letter of consent from the parents concern prior to the camp.
5. Divide pupils into groups consisting of different proficiency level (i.e. beginner, intermediate,

advanced).
6. Plan activities that cater to mix-ability pupils.
7. Prepare materials and resources prior to the camp.
8. Provide rules and regulations for the camp.
9. Facilitate and monitor pupils and activities during the camp.

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Activity 3: Holiday Fun Learning

Adaptation Ideas • Identify pupils who are proficient in English to be facilitators for activities.
• Get teacher helpers (e.g. undergraduates/graduates, parents, community) to assist in the
(To adapt to restrictions,
special requirements, camp.
and/or cost) • Reward to encourage pupils to use English.

Tips for Effective • Ensure teachers/volunteers involved have the expertise in the subject matter.
Implementation • Ensure teachers/volunteers are committed to this activity.
• Ensure pupils’ attendance prior to camp.
• Encourage parents and community involvement.

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

All Level 2 (Year Both High High Med Ensure attendance and

5&6) usage of English

throughout camp.

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Activity 4: Sunflower Programme

Brief Description 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.

Objectives • To enhance the use of English in oral and written communication.
• To use idioms, proverbs and similes accurately in oral and written communication.

Best Practices • Create situations where pupils can practice using idioms, proverbs and similes accurately.
• Incorporate language games, role plays, songs and communicative activities to stimulate pupils’
(Creating an
immersive interest and engagement during the activity.
environment)

Implementation 1. Select a list of idioms/proverbs/similes to focus.
Steps 2. Employ different activities (e.g. readers theatre, drama/role play, poetry recitation) to familiarize

pupils with the idioms/proverbs/similes.
3. Use relevant resources (e.g. video clips/pictures/story books) to familiarize pupils with the idioms/

proverbs/similes.
4. Create situations for the pupils to use idioms/proverbs/similes.
5. Get pupils to use suitable idioms/proverbs/similes in their writing.

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Activity 4: Sunflower Programme

Adaptation Ideas • Encourage pupils to produce creative works (e.g. poems, stories, jazz chant) by using the
idioms/proverbs/similes learnt.
(To adapt to restrictions, Create a print-rich environment to expose pupils to idioms/proverbs/similes.
special requirements, and/or •
Ensure teachers/volunteers involved have the expertise in the subject matter.
cost) Create a non-threatening environment for learning.

Tips for Effective •
Implementation •

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

High Level 2 Both low High Med Time suggested: 15-20
minutes before the first
bell.

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Activity 5: LINUS 2.0 (Literasi Bahasa Inggeris)

Brief Description This activity is carried out to provide extra assistance to the remedial pupils who have not mastered
the constructs in LINUS 2.0. This activity aims to ensure that pupils master the constructs in LINUS
2.0 and join the mainstream.

Objectives • To master the constructs in LINUS 2.0
• To assist remedial pupils to read simple sentences.

Best Practices • Employ different phonics approaches that appeal to pupils’

(Creating an immersive interest/needs.

environment) • Provide individual coaching on letter-sound relationship.

• Design activities that cater to pupils’ multiple intelligences.

• Employ positive reinforcement throughout the lesson to

motivate pupils.

Implementation 1. Plan lesson according to constructs to suit individual needs.
Steps
2. Select and prepare relevant materials from the LINUS 2.0 booklet for the lesson.
3. Carry out lesson and monitor pupils’ progress.

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 1 Both Low Med - High Med Use the existing LINUS
2.0 booklet.

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OUTREACH ACTIVITIES

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List of activities: Outreach activities

No. Activity Brief Description

1 International/Local Skype This activity promotes two-way communication between pupils from two schools by
@ Webinar using Skype, Webinar or other communicative platforms.

2 Mentoring of schools This activity allows teachers to share and explore best practices in the teaching of
English amongst teachers within their districts/zones spearheaded by SBT or SKK
schools.

3 Field Trips This activity allows for real-life experiences by meeting and interacting with people
outside the school. It also enhances team work.

4 Parents in the House This is a parental support activity to assist pupils’ learning.

5 Pupils Exchange This activity provides opportunity for pupils to experience learning in other schools within
Programme a given time frame.

6 External Collaboration This activity is a collaborative effort initiated by SBT/SKK schools with universities which
with Universities aims to provide support to the mentee schools.

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List of activities: Outreach activities (Cont’d)

No. Activity Brief Description

7 Parents Talk This activity provides a platform for parental involvement in sharing their knowledge and
skills in their area of expertise (music, craft, unique profession).
8 Pen-pal Programme
This activity provides opportunities for pupils to establish friendships with pupils from
9 The Little Ambassadors different schools through letter writing/emails.

This activity provides a platform for pupils to promote their schools at events and
functions.

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Activity 1: lnternational/Local Skype @ Webinar

Brief Description This activity promotes two-way communication between pupils from two schools by using Skype,

Webinar or other communicative platforms.

Objectives • To promote the use of English between two or more pupils from different schools.
• To collaborate on projects, activities and tasks facilitated by the teacher.
• To exchange and share information on topics of interests (pupil-pupil) or topics set by the teacher.

Best Practices • Encourage and employ the use of free communicative tools (e.g. Canvas, VLE, Facetime).
• Utilise communicative tools that are familiar to pupils to eliminate technical preparation.
(Creating an immersive • Create active users of English through the usage of these communicative tools.
environment) • Collaborate amongst teachers and pupils via these tools by bringing the outside world into the
classroom.

Implementation 1. Identify and link with partner schools.
Steps 2. Plan schedules and ensure communication tools are ready for use.
3. Select topics for classroom project.
4. Ensure projects are facilitated by teacher until completion.
5. Allow student autonomy to encourage social interaction.
6. Encourage and support until objectives are achieved.

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Activity 1 : International/ Local Skype@ Webinar

Adaptation Ideas Use mobile devices and mobile apps (e.g. WhatsApp, Wechat,
Line)
(To adapt to restrictions,
special requirements,
and/or cost)

Tips for Effective • Ensure English is used as a medium of instructions/communication.
Implementation • Ensure good internet connection.
• Ensure teachers are well-equipped with technical skills and knowledge (tech savvy).
• Encourage parental assistance in supporting school projects.
• Encourage private companies to provide free technical equipments/facilities through the

CSR.

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

All Both Both Low to Medium Med-High Medium 1. Parental

(based on involvement (during

projects) pupil-pupil

interaction)

2. Parental assistance

in supporting school

projects

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Activity 2: Mentoring Schools

Brief Description This activity allows teachers to share and explore best practices in the teaching of English amongst

teachers within their districts/zones spearheaded by SBT or SKK schools.

Objectives • To share best practices in the teaching of English amongst teachers in neighboring schools.
• To enhance teaching methods and approaches.
Best Practices • To share English language resources.
• To build professional learning community (PLC).
(Creating an
immersive • Encourage easy access and accessibility to resources in ELTC among teachers in the
environment) neighboring schools.

• Create platforms (e.g. workshops, coffee & chat, colloquiums, forum) for teachers to share best
teaching practices.

• Encourage support visit by teachers to view effective English lessons in neighbouring schools.

Implementation 1. Identify and link with neighboring SBT and SKK schools.
Steps 2. Identify areas of sharing and mode of implementation.

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Activity 2: Mentoring Schools

Adaptation Ideas • Use e-learning platforms to share and learn (e.g. Facebook, WhatsApp, Telegram, Blogs).
• Promote lesson study within neighbouring schools.
(To adapt to restrictions,
special requirements, • Ensure English is used as a medium of instructions/communication.
and/or cost) • Ensure good documentation of ideas and resources.
• Set up a committee to execute this activity.
Tips for Effective • Encourage private companies to provide training and funding through the CSR.
Implementation • Involve JPNs and PPDs.
• Tap on parents and community to provide assistance.

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
Performing, etc) Both 1000 Impact Low, Med, High (Qualified parents,
High = > RM 1000
Low, Med, High sufficient teachers,

transportation)

- Both Both Low High Low SBT and SKK
commitment and driven
by school leadership.

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Activity 3: Field Trips

Brief Description This activity allows for real-life experiences by meeting and interacting with people outside the school.

It also enhances team work.

Objectives • To provide opportunities for pupils to interact and communicate with people outside their classroom
in English.
• To create real-life experiences for pupils to learn and share amongst themselves.
• To collaborate and support each other in ensuring that the language is used extensively before,
while and after the field trip.
Best Practices •
Integrate the field trip as part of the curriculum (based on topics taught – i.e. environment, health)
(Creating an immersive • Get pupils to be part of the planning and managing the field trip – making calls, planning the
schedule, etc.
environment)

Implementation 1. Decide on the date and place (depending on pupils’ interest).
Steps 2. Plan for the field trips (e.g. permission, logistics, schedule etc).
3. Prepare pupils with pre, while and post tasks (e.g. questions, readings – print or digital).
4. Get pupils to take photos of the sites as part of documentation.
5. Provide a template for report writing to be used during field trips.
6. Get pupils to present their reports orally or in written form.

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Activity 3: Field Trips

Adaptation Ideas • Virtual field trips
• Link to project-based learning (in-class component)
(To adapt to restrictions,

special requirements, and/or

cost)

Tips for Effective • Ensure English is used as a medium of instructions/communication.
Implementation • Set up a committee to execute this activity.
• Encourage private companies to provide funding through the CSR.
• Involve JPNs and PPDs.
• Tap on parents and community to provide assistance.

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 Medium High Medium - High Funds (if trip is outside

school premise)

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Activity 4: Parents in the House

Brief Description This is a parental support activity to assist pupils’ learning.

Objectives • To involve parents as teaching assistants in the English language classrooms (team-teaching).
• To support the instructional practices in the identified English language classes (focus on weak

pupils).

Best Practices • Involve parents in their children’s learning of English.

(Creating an immersive • Foster good relationship between school, parents and community.
• Obtain support from interested parties (parents) to ease workload.
environment)

Implementation 1. Identify suitable volunteers (parents).
Steps 2. Hold discussions between parents and teachers on classroom practices (topics, activities, group

work, etc).

3. Conduct brief and de-brief sessions (before and after class) with parents to address arising issues
(e.g. teaching practices, pupils’ weakness).

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Activity 4: Parents in the House

Adaptation Ideas • Introduce flipped classroom approach as an alternative for involvement of parents at home.

(To adapt to restrictions,

special requirements, and/or

cost)

Tips for Effective • Ensure English is used as a medium of instructions/communication.
Implementation • Advertise for participation of parents to assist in areas of specilisation (e.g. drama, debates,

singing, using software/apps).
• Advertise for volunteers (parents) to assist pupils’ learning of English.
• Encourage parents to provide funding.

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

Selected (Low Both Both Low Med-High Medium JPN & PPDs to support
performing) school & community
and expand to as many
other schools

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Activity 5: Pupils Exchange Programme

Brief Description This activity provides opportunity for pupils to experience learning in other schools within a given time

frame.

Objectives • To provide opportunities for pupils to learn with other pupils in a different school (preferably

International Schools).
• To enable pupils to experience a ‘new’ school culture which is predominantly English.

Best Practices • Select nearby schools that have the existing immersive approach to learning English.

(Creating an immersive • Encourage sharing of ideas in English to boost confidence.

environment)

Implementation 1. Identify and select school.
Steps 2. Plan and discuss logistics (time frame, selection of pupils and

parental involvement).
3. Implement the programme through monitoring and facilitation.
4. Create platform for sharing of experiences amongst the

schools and pupils (e.g. assembly, workshops).

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Activity 5: Pupils Exchange Programme

Adaptation Ideas • Introduce a teacher-exchange programme.

(To adapt to restrictions,

special requirements, and/or

cost)

Tips for Effective • Ensure English is used as a medium of
Implementation
instructions/communication.
• Develop criteria for selection of pupils.
• Set up a committee to execute this activity.
• Tap on parents and community to provide assistance.
• Focus on feasibility of logistics.

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

All 2 Both Low - Medium High Med - High Time factor to be
considered (how long is
sufficient)

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Activity 6: External Collaboration With Universities

Brief Description This activity is a collaborative effort initiated by schools with universities which aims to provide support

to the mentee schools.

Objectives • To provide opportunities for pupils and teachers to learn and share with other lecturers and

university students from the higher education sector
• To be involved in university-affiliated activities as a gateway for teachers and pupils to explore

tertiary education

Best Practices • SBT/SKK schools should provide continuous support to mentee schools.

(Creating an immersive • Motivate pupils towards tertiary education.
• Ensure this activity is part of the universities’ collaborative agenda (two-way collaboration).
environment)

Implementation 1. Identify university for collaboration.
Steps 2. Plan and discuss logistics (time frame, types of activities)
3. Implement the programme through monitoring and facilitation.
4. Create platform for sharing of experiences between the schools and universities.

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Activity 6: External Collaboration With Universities

Adaptation Ideas • Develop collaboration with teacher training institutes, community colleges, polytechnics etc.

(To adapt to restrictions,

special requirements, and/or

cost)

Tips for Effective • Ensure English is used as a medium of instructions/communication.
Implementation • Ensure the selected lecturers and students are proficient in English.
• Set up a committee to execute this activity.
• Tap on parents and community to provide assistance.
• Focus on feasibility of logistics.

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

All Both Both Low - Medium Med-High Medium Commitment from
university – ensure it’s
part of the university’s

local agenda

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Activity 7: Parents Talk

Brief Description This activity provides a platform for parental involvement in sharing their knowledge and skills in their

area of expertise (e.g. music, craft, unique profession).

Objectives • To promote parents’ involvement with the school.
• To expose pupils to different types of registers.
• To gain knowledge and skills from people from various professions.

Best Practices • Identify potential parents who are willing to volunteer their time and expertise.
• Expose pupils to the various job opportunities and opens their world-view on career choices.
(Creating an • Provide interactive sessions (e.g. Q&A , forums, workshops) between pupils and parents to
immersive
environment) enhance pupils’ confidence to speak in English.

Implementation 1. Identify potential parents and prepare yearly/semester schedule for talks.
Steps 2. Brief pupils on the person invited for the programme (Prior reading on the profession can help

pupils ask questions later).
3. Identify and guide the pupils with Q&A.
4. Get pupils to share their opinions and experiences based on the talks.

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Activity 7: Parents Talk

Adaptation Ideas • Invite celebrities or famous personalities once in a while to add flavour to the activity.

(To adapt to restrictions, Ensure English is used as a medium of instructions/communication.
special requirements, and/or Prepare guidelines for parents involvement.
cost) Invite parents to assist in areas of specialisation (e.g. engineering, sports, arts etc).
Advertise for volunteers (parents) to assist pupils’ learning of English.
Tips for Effective • Encourage parents to provide funding.
Implementation • Acknowledge parents’ contributions.
•
•
•
•

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

All Both Both Low High Medium Parents/Personalities
who are fluent in
English would be an
advantage

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Activity 8: Pen-pal Programme

Brief Description This activity provides opportunities for pupils to establish friendships with pupils from different

schools through letter writing/emails.

Objectives • To create opportunities for pupils to interact with new friends from different schools /
districts/states through letter writing/emails in English.
Best Practices
• To encourage pupils to write in English.
(Creating an • To build pupils’ confidence in expressing ideas in writing.
immersive
environment) • Encourage pupils write to peers without fear of making language errors.
• Encourage the use of online mode for quick implementation and easy access.

Implementation 1. Build a network with schools that are interested in this programme.
Steps 2. Begin initial communication through topics of common interests.
3. Allow pupils some freedom to write without correction
4. Create class sharing time for pupils to talk about their pen pals.

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Activity 8: Pen-pal Programme

Adaptation Ideas • Encourage expression of thoughts and feelings through greeting cards, postcards, letters,

(To adapt to restrictions, etc.

special requirements, and/or • Employ different modes of interaction (e.g. snail mail, email, class-initiated Facebook, class-

cost) iniated WhatsApps group).

Tips for Effective • Ensure English is used as a medium of instructions/communication.
Implementation • Prepare guidelines for pen pal programme (offline and online interaction etiquette).
• Inform parents to monitor their children’s involvement in this activity.
• Ensure teachers are the administrators in all online modes of interaction.

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

All Both Both Low High Medium Parents/Personalities
who are fluent in
English would be an
advantage

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Activity 9: The Little Ambassadors

Brief Description This activity provides a platform for pupils to promote their schools at events and functions locally

and internationally.

Objectives • To provide pupils the opportunity to talk about their school in special functions/events.
• To boost pupils’ confidence level to speak in English in public.
• To instill a sense of patriotism and love for the school.

Best Practices • Provide avenues for pupils to promote their schools at events/functions (e.g. RIMUP, English in

(Creating an Camp, Exchange Programme).
immersive • Acknowledge pupils involvement to motivate other pupils in their schools.
environment) • Provide simulation .

Implementation 1. Provide pupils with an overview of school’s
Steps achievements/historical moments/special events (e.g.
documents, videos, photos, awards).

2. Carry out simulation for pupils to practice their
talk/presentation.

3. Prepare appropriate materials prior to events/functions (e.g.
brochures, posters).

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Activity 9: The Little Ambassadors

Adaptation Ideas • Promote the school via video presentation and exhibition.
• Provide links to school website.
(To adapt to restrictions,

special requirements, and/or

cost)

Tips for Effective • Ensure English is used as a medium of instructions/communication.
Implementation • Provide coaching and mentoring to the pupils involved.
• Tap on parents and community to provide assistance for this activity.
• Prepare prompts or guidelines for the little ambassador activity.

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

All Both Both Med High Medium NA

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