Current National Literacy and Numeracy Standards

Number of students who have not reached targeted literacy standards by end of Year 1 (% in brackets) Number of Year 4 students who have not reached targeted numeracy standards (% in brackets) 117,024 (24%)

100,000
80,000 60,000 40,000 20,000 0 2006 2007 2008 50,253 (11%) 51,486 (10%) 54,272 (13%)

100,000 80,000 60,000 40,000 20,000 0 PROTIM started in 2008

2006

2007

2008

SOURCE: KIA2M for literacy rates and PROTIM for numeracy rates

Low illiteracy

We aspire to get almost 60,000 students to be literate by 2012

Number of Year 5 students without basic literacy skills in 2009 (Percentage of total students without literacy skills nationwide)
437(0.7%)
Perlis

Medium illiteracy High illiteracy

5,767(9.6%) 5,022(8.4%)
Kedah Kelantan

3,402 (5.8%)
Pulau Pinang

115 (0.2%) 2,151(3.6%)

3,999(6.7%)

Perak Terengganu W.P. Labuan

Sabah

9,252(15.4%)
Selangor Pahang

3,414(5.7%)

6829(11.4%) 5,508(9.2%)
Sarawak

W.P. Kuala Lumpur W.P. Putrajaya Negeri Sembilan Melaka

682 (1.1%)

2,761(4.6%) 1,036(1.7%)

Johor

64 (0.1%) 9,511(15.9%)

Total No. Of Students in PROTIM (2M) ~ 59,950

SOURCE: PROTIM Scores for 2M, 2009

District with the Most Number of Illiterate Students for selected states
Number of illiterate students 870 721 % of total illiterate students in the state 22.0 18.2

States

District Kuala Muda/Yan

Kedah

Kota Setar

Kulim Bandar Bharu Kuala Krai

Kelantan Tanah Merah/Jeli Bachok Seremban Negeri Sembilan Jempol/Jelebu Port Dickson Pasir Gudang Johor Johor Bharu Batu Pahat Miri Sarawak Kuching Padawan

709 446
672 505 907 477 310 934 895 739 807 743 655

17.9 19.4
19.1 18.0 43.1 22.7 14.7 17.9 17.1 14.1 11.4 10.5 9.2

PPD will need to understand the root causes behind the low literacy rates in these districts and come up with a tailored intervention strategy

What is LINUS Programme?

LINUS is an acronym for Literacy and Numeracy Screening LINUS is a remedial programme designed to ensure students acquire basic literacy (Bahasa Malaysia) and numeracy skills at the end of 3 years of primary education

LINUS is targeted at students who have difficulties in 3Rs i.e. Reading, wRiting and aRithmetic

Literacy Targets for 2010 - 2012

%

Screening 1 (March) Screening 2 (June) Screening 3 (Sept)

100 80 60 40 20 0

87 88 90

91 93 95

97 99 100

2010
Initial Stage (Year 1)

2011

2012
Year 3

Programme Stabilises (Year 2)

A moderate 3% increase from

87% in 2009 to 90% by the end of 2010

Expect larger improvements

and targeted to reach 95% (5% increase) by the end of 2011

Expect all students to be able

to acquire literacy skills and to reach the target of 100% literate (5% increase) by the end of 2012

Numeracy targets for 2010-2012

%

Screening 1 (March) Screening 2 (June) Screening 3 (Sept)

100 85 80 60 40 20 0 77

90

95 91 93

100 96 98

2010
Initial Stage (Year 1)

2011

2012
Year 3

Programme Stabilises (Year 2)

13% increase from 77% in

2009 to 90% by the end of 2010 Significant jump expected as numeracy skills required for Year 1 is less complex

Improvement and targeted to

reach 95% (5% increase) by the end of 2011

Expect all students to be able

to acquire numeracy skills and reach the target of 100% numerate (5% increase) by the end of 2012

Definition of Basic Literacy and Numeracy under LINUS programme

Basic Literacy
Ability to read, write and understand words, simple and complex sentences (using conjunctions) in Bahasa Malaysia and apply such knowledge in learning and everyday communication Skill Able to read, write and understand Year 1 Year 2 Year 3

Minimum of 500 simple common words Simple sentences

Minimum of 800 simple common words Simple & compound sentences with conjunctions

Minimum of 1000 simple common words Simple & compound sentences with conjunctions in short paragraphs

Basic Numeracy
Ability to solve basic mathematical operations, understand the idea of simple mathematics and able to apply mathematical skills in everyday life Skill Read, write, count and arrange (in order) whole numbers Basic Operations Year 1 Year 2 Year 3

Numbers up to 50

Numbers up to 100

Numbers up to 1000

Basic facts for addition and subtraction

Basic facts for addition and subtraction, multiplication (for 2, 5 & 10) and division (for 2, 5 & 10) Count money up to RM 50 State time in hours on an analogue clock Measure length of objects in correct units

Basic facts for addition and subtraction, multiplication (for 3,4,6,7,8 & 9) and division (for 3,4,6,7,8 & 9) Count money up to RM 100 State time in hours on an analogue clock Measure length of objects in correct units (in cm only)

Application

Count money up to RM 10 State time of day Measure length of objects in relative units

SOURCE: BPK 2009

LINUS programme screening process

Year 1 Screening 1 (March) No No LINUS Screening 2 (June) Yes No Yes

Special needs students

Medical No Assessment No

Yes No LINUS Screening 3 (September)

Main stream education

No
No LINUS Year 2

Yes

LINUS programme is different from previous efforts

1

Program will focus on early intervention (Year 1 3) for both literacy and numeracy skills. Previous programs either only focused on literacy skills (KIA2M) or only in Years 4-6 (Protim) Reduced remedial teacher to student ratio to 1:15 from currently 1 per school Nurses in schools to identify students who require tailored special needs programmes

Management and supervision is decentralised to District Education Office & monitored by the School Inspectorates. Previously, this was done by the MOE
Best performing teachers will now be allocated to Year 1 and 2 i.e., LINUS program. (Not just exam year, i.e. Year 6) Professional support for LINUS teachers via dedicated facilitators (FasiLINUS)

We have identified several factors which will be critical to the success of the LINUS programme
Success Factors Remedial Teachers (1:15 students) Establishment of FasiLINUS (1:20 schools) Nurse in schools (1:700 students) Enhancement of Teachers Pedagogical Skills through In-service and pre-service training. All schools must participate unconditionally in LINUS Programme.

Currently, we plan to increase the number of remedial teachers to ensure sufficient coverage for students
From
Under KIA2M

To
Proposed under LINUS programme

1:1

Ratio of remedial teacher to schools

1:15 + 3,246

Ratio of remedial teacher to students. This ratio allows for 1:4 ratio per session (4 sessions daily) Additional remedial teachers required for LINUS programme

~7000

Remedial teachers currently

Example: SK Seri Permai Gua Musang

1 teacher for 59 students in Year 2 remedial classes

4 remedial teachers for 59 students in LINUS

We plan to place nurses permanently in schools, to assess children with disabilities and special learning needs
Currently, nurses come to schools once annually to conduct normal
Current situation

health check-up. Therefore, special needs children are not identified, unless teachers refer these cases to the parents

Plan to place nurses in schools, with the ratio of 1 nurse for every
Proposed solution 700 students

Nurses will conduct the following work at the schools: Test eyesight, hearing and normal health check-up Nurse will monitor children identified as potential candidate for
special needs programme (e.g., dyslexia) Referrals to doctors for specific cases Other medical duties

Implications

2,100 new posts to be created RM 71.8 million emolument and RM13.6 million
equipment cost for 5 years

We plan to enhance teachers pedagogical skills to ensure various learning strategies for effective learning
Currently, the number of teachers who are experts in teaching basic
Current situation literacy and numeracy are limited. Thus, we need to train teachers various teaching styles and techniques to enhance students learning

Plan to conduct professional training courses for LINUS and remedial

Proposed solution
teachers in teaching literacy and numeracy

Training should include: Incorporating various pedagogical methods Enhancing teaching skills using technology Providing a variety of teaching and learning resources Exposing to best practices in teaching basic literacy and numeracy Reengineering of in-service and pre service training
Implications

Findings from Nationwide Poll (2009) by TNS international research: 69% of respondents suggested that improving teacher quality should be a priority for the government 30% of respondents suggested that improving students outcomes in primary education should be a priority for the government

This solution needs a change of mindset among teacher trainers and teachers

We plan to establish at the PPD level, a group of FasiLINUS, who will play a prominent role in ensuring success at the district level
Who are they?

Good experienced teachers (jurulatih utama) who are based at each of the 154 PPDs About 884 new FasiLINUS required, with minimum of 4, and maximum of 12 per

What is their role?

PPD Ratio of roughly 1 FasiLINUS per 20 schools Advice state for deployment of remedial teachers Dissemination of LINUS programme to Head Teachers and Teachers Coaching and mentoring of LINUS programme Capacity building of remedial teachers, other teachers, and schools administrators Helping schools prepare corrective action plans

Case study: Brazil (state)

Goal

Approach

Result

Obtain 100% literacy by

2010, for ~300 thousand children in 2500 schools

Creating and preparing a

central and regional team to visit and support all schools

1,500 central and regional

educational analysts trained in supporting teachers across 2,450 schools (1 to 1.6 schools) Jump in literacy rates from 25% to 75% in short span

We need to ensure SJKC and SJKT students able to read and write in Bahasa Malaysia
There were 28,198 students (20081) from SJKC and SJKT who were
Current situation placed in Remove Classes in Form 1. These students were considered weak in Bahasa Malaysia. At present, there is an inadequate number of Bahasa Malaysia teachers and remedial teachers in SJKC, especially Chinese teachers whose option is Bahasa Malaysia

Suitably qualified Bahasa Malaysia teachers will be provided by MOE

Proposed solution and accepted by these schools to fill the vacancies to teach this subject in schools

Bahasa Malaysia must be upheld as the national language in all

Implications schools, in parallel with emphasis on mother tongue languages

Communication to school and public will be managed, emphasizing

the literacy and numeracy support offered to ensure acceptance by all parties

1 Data as of June 2008: EPRD, MOE SOURCE: Education Lab

LINUS: Management & Administration

BPK MOE BPG LPM JNJK

Secretariat for LINUS Programme Development of LINUS Curriculum, T&L modules Teacher Training In-service & Pre service, training modules
Development of Screening Instrument Development of Monitoring Instrument, Monitoring, Supervision & Assessment Deployment of Remedial teachers Special Education Needs Form cooperation with MOH, Welfare Department, JHEOA School & LINUS Data Management, LINUS awareness programme/ road shows promotion materials brochures, electronic media

BPKhas BPSH

JPN

Deployment of Teachers Coordination of Monitoring, Supervision & Assessment Activities at State Level Implement FasiLINUS initiative Facilitate LINUS Programme (assist teachers, plan, monitor, supervise, assess LINUS
Programme)

PPD

School

Implement LINUS Programme LINUS teachers (Bahasa Malaysia & Mathematics); Build linkages with parents, community, NGOs Build smart partnerships with universities & private sector

1 Data as of June 2008: EPRD, MOE SOURCE: Education Lab

Delivery chain for LINUS programme

MOE (NKRA)

BPK
Curriculum div

BPG
Training div

LPM
Exam div

JNJK
Inspectorate

BPKhas
Special ed.

BPSH
School div

State education
offices (SEO) JHEOA
Dept. of Orang Asli

MOH
Min. of Health

District Education
Parents Community NGOs Universities Private sectors Offices (DEO) FasiLINUS

Dept. of Welfare

Schools Head Teachers LINUS Teachers Remedial Teachers

6 Strategies for the Implementation of LINUS Programme

1

Screening of Students (Year 1, Year 2 and Year 3)

2 Development of Materials

LINUS Programme (Literacy and Numeracy Screening)

Enhancement of Teachers Pedagogical Skill Awareness Programmes for Schools and Community Monitoring, Supervision & Evaluation Establishment of FasiLINUS

Strategy 1: Screening for Students in Year 1, Year 2, and Year 3

Screening for students in Year 1 (2010) will be conducted in March, June and September Health screening to identify children with special needs Students who do not achieve the screening target will be placed in the LINUS Programme Students who are identified with learning disabilities will be channeled to special education classes

Strategy 1 Development of Screening Materials

Lead agency

LPM Dr. Jamil Adimin

Target Date Output/outcome

Action Plan Development of screening instrument Instrument Year 1 Instrument Year 2 Instrument Year 3 Quality control Instrument Year 1 Instrument Year 2 Instrument Year 3 Validation Instrument Year 1 Instrument Year 2 Instrument Year 3 Printing & distribution of screening instrument Materials Year 1

Oct 22, 2009 May 1,2010 May 1, 2011 Nov 13, 2009 Jun 1, 2010 Jun 1, 2011
Dec 3, 2009 July 1, 2010 July 1, 2011 Jan1 30,2010 May 1- 31,2010 Aug 1-31, 2010 Jan 1-30, 2011 May1 - 31 2011 Aug 1-31, 2011 Jan 1-31, 2012 May 1-31, 2012 Aug 1-31, 2012

Instrument developed

Instrument piloted

Printing & distribution of screening instrument Materials Year 2 Printing & distribution of screening instrument Materials Year 3

Instrument validated

Materials delivered to schools Materials delivered to schools Materials delivered to schools

Strategy 2: Development of Teaching & Learning Materials

Development of Learning Modules Development of Teachers Guide

Strategy 2 Development of Teaching and Learning Materials

Lead agency

BPK
En. Mohd Fauzan Hamzah (Literacy) En. Mazlan bin Awi (Numeracy) Target Date Output/outcome

Action Plan Development of teaching and learning modules Year 1 Year 2 Year 3 Refinement of Modules Year 1 Year 2 Year 3 Quality control Year 1 Year 2 Year 3 Printing & distribution of Modules Year 1 Printing & distribution of Modules Year 2 Printing & distribution of Modules Year 3

Oct 15, 2009 Aug 19,2010 May 1, 2011 Oct 29, 2009 Sep 9, 2010 Jun 1, 2011 Nov 12, 2009 Oct 8, 2010 July 1, 2011 Feb 28, 2010 Nov 30, 2010 Jan 31, 2012

Modules developed

Modules piloted

Modules validated

Modules delivered to schools Modules delivered to schools Modules delivered to schools

Strategy 3: Enhancement of Teachers Pedagogical Skills

In-service Training for Teachers

LINUS programme Enhancement of Pedagogical Skills

Insitu Training at Schools and District Levels

Pre service Training

Revised of curriculum to include T&L of

literacy and numeracy Work shops on Add On Module

Strategy 3 Enhancement of Teachers Pedagogical Skills

Lead agency

BPG (Development of Training Modules, In-service and Pre-service Teacher Training)

En. Roomainoor Rabbu (Development of Training Modules & In-service Teacher Training) Dr. Kartini bt Baharom (Pre-service Teacher Training) Target Date Output/outcome

Action Plan 1. Development of Training Modules

Development Quality Control Validation

2. In-service Teacher Training Training of trainers National Level Training of trainers State Level Discussions with State Education Offices Teacher training Phase 1 Phase 2 Recordings of Best Practices in LINUS

Oct 10, 2009 Nov 13, 2009 Nov 19, 2009 Nov 26, 2009 Dec 12, 2009 Mac Dec, 2010
Jan 28, 2010 Feb 25, 2010 Aug, 2010 Feb, 2011 May-Jun, 2010

Training module Training module piloted Validated training module 60 teachers trained 800 teachers trained Discussions (4 times) 16000 teachers trained Recorded T&L Best Practices 154 support programmes
Revised curriculum Number of work shops

Support Programmes (In-situ)

2. Pre-service Teacher Training Revised of curriculum to include T&L of literacy and numeracy Work shops on Add On Module

May-June, 2010
May 31, 2010

Strategy 4: Awareness Programme for Schools and Community

Dissemination of Information on LINUS to Schools and Community Dissemination of Brochures on LINUS Programme to the Public Promotion of LINUS Programme to the Public

Exhibitions Mass media (e.g.: Newspapers, Radio & Television, Eduweb) Literacy & Numeracy Day in Schools

Strategy 4 - Schools and Community Awareness Programme

Lead agency
Action Plan

BPSH
En. Bilezan Bahgdadi Target Date Output/outcome

1. Dissemination of Information on LINUS to Schools and community

Discourse with Head Teachers Discourse with PTA Discourse with SEDs & DEOs
2. Dissemination of Brochures on LINUS Programme to the Public

Jan 31,2010 March 31,2010 Dec 2009-2012

7,669 head teachers 15,000 Head teachers

and parents 154 SEDs & DEOs

Print & Distribute LINUS Brochures

Jan 7, 2010

Brochures printed and

distributed

3. Promotion of LINUS Programme to the Public

Literacy and numeracy day in schools Publish information on LINUS programme

through newspapers, radio & television, Eduweb)

Open house

Dec 18, 2009 Mac 31,2010 Feb 28, 2010

Well-informed public Well-informed public Well-informed public

Strategy 5: Monitoring, Supervision and Evaluation

Development of Monitoring Instrument

Teaching and Learning Methodology Students Assessment Management of LINUS in School

Monitoring and Supervision

Schools Teacher Training Institutes

Evaluation of LINUS Programme

Evaluation Research

Strategy 5 Monitoring, Supervision and Evaluation (School Inspectorates)

Lead agency

JNJK Pn. Dayang Rositer Target Date Output/outcome

Action Plan 1. Development of Monitoring Instrument

Development Instrument and briefing on Data entry and analysis Briefings on Monitoring Process

Feb 26, 2010 Apr 15, 2010

Instrument for monitoring 150 MOE personnel

2. Monitoring and supervision Monitoring (8% of 8,000 Schools = 640 Schools) Phase 1 (6 zones)

640 schools

May 14, 2010

Phase 2 (6 zones)
3. Evaluation of LINUS programme

Sep 17, 2010

Workshops on Data Analysis on Screening & Monitoring Phase 1 (6 zones) Phase 2 (6 zones)

May 28, 2010

Analyzed Data

Sept 24, 2010

Jun 5, 2010 Oct 8, 2010 Monitoring report

Report Writing Phase 1 ( 6 zones) Phase 2 (6 zones)

Strategy 6: Establishment of FasiLINUS

Teacher Deployment

FasiLINUS Capacity Building Dissemination of LINUS to Head Teachers and Teachers Coaching and mentoring by FasiLINUS

Professional Support Action Plan

Strategy 6 Establishment of FasiLINUS

Lead agency Action Plan

PPD Seberang Perai Tengah: Tn Hj Khalid Ahmad

Target Date Output/outcome

Special Task Force Meeting Teacher Deployment to replace FasiLINUS FasiLINUS Capacity Building

Dissemination of LINUS Programme to Head Teachers and teachers Coaching and mentoring Monitoring and supervision Screening Process 1, 2 & 3

Nov 12,2009 Jan 15, 2010 Dec 31, 2009 Dec 31, 2010 Jan 31, 2010 Mac 30, 2010 Jun 30, 2010 Dec 31,2010 Feb 28, 2010

Strategic plan on implementation of FasiLINUS 884 teachers 221 FasiLINUS trained 221 FasiLINUS trained 221 FasiLINUS trained 221 FasiLINUS trained 23 000 Head teachers and teachers

Apr-Dec, 2010 Mac , Jun and Sept 2010-12

15 338 LINUS teachers monitored Number of students for LINUS programme

Management of Screening Data (Screening 1, 2 & 3)

LINUS Audit Meeting with Head Teachers (1, 2 & 3)

Mac-Apr Jun-July Aug-Sept 2010-12 May 31, 2009 Aug 31, 2009 Oct 30,2009

Apr-Dec,2010

Clean Data obtained

7669 Head Teachers

Professional Support Action Plan Teacher Capacity Building

15 338 LINUS teachers trained

Financial requirement for LINUS programme submitted to EPU

Activities
Screening Instrument Cohort 1 Cohort 2 Cohort 3

2009 (RM)
279,200.00 -

2010 (RM)
12,117,305.00 -

2011 (RM)
9,600,352.00 8,704,172.00 -

2012 (RM)
4,233,755.00 4,704,172.00

Development of Learning & Training Modules Cohort 1 Cohort 2 Cohort 3 Enhancement of Teachers Pedagogical Skill Cohort 1 Cohort 2 Cohort 3 Awareness Programmes for Parents and Community Cohort 1 Cohort 2 Cohort 3 Monitoring & Supervision Assessment, Data Mgmt System Cohort 1 Cohort 2 Cohort 3
Total

397,200.00 -

7,933,870.00 -

6,538,225.00 7,243,730.00 -

2,919,357.00 3,243,730.00

776,200.00 -

9,579,780.00 -

8,085,400.00 7,961,846.00 -

8,085,400.00 3,961,400.00 1,900,800.00

699,000.00 -

619,500.00 -

885,000.00 533,650.00 -

885,000.00 433,650.00 270,000.00

391,600.00 2,543,200.00*

1,749,545.00 32,000,000.00*

3,309,300.00 1,138,325.00 54,000,000.00

2,309,300.00 1,131,557.00 1,921,879.00

36,000,000.00

Total
* Approved

RM 124,543,200.00

LINUS programme additional operational budget

Activities Establishment of FasiLINUS (1:20 = 884) Laptops for FasiLINUS one off (882 x 5,000) Remedial Teachers (1:15; 3,246 teachers) Nurse in School (420 nurses/year) Health Equipment (420 unit/year) Total 2010 (RM) 36,332,400 2011 (RM) 36,332,400 2012 (RM) 36,332,400 Priority High

4,420,000

39,111,600

78,223,200

115,414,776

High

14,359,8671

28,719,734

43,079,601

Med

2,713,000

2,713,000

2,713,000

96,936,867

145,988,334

197,539,777

1 Cadre Post for Nurses: Nurses attached in schools SOURCE: Education lab

Stakeholder engagement plan (1/2)

Stakeholder Engagement plan Responsibility Date

Parents

Promote LINUS programme during school activities. Head Teachers E.g. during Year 1 registration day, PTA General Meeting Engage parents to support literacy programmes through various activities such as: Literacy Day Parent to child Reading Programme Recruit Volunteers to read & work with students Engage parents to contribute materials and money to schools Make sure their children do their homework Make sure they talk to school/teachers about the progress of their children Outreach programme - send teacher/officer to the homes to solve truancy problem Disseminate information regarding LINUS programme during the First Teachers Meeting Develop Buddy Support System and Team Teaching (expert-novice teachers) Conduct Reflective Practice on Teaching Hold dialogues among Teachers, Head Teachers, FasiLINUS and Community Construct Strategic Plan for LINUS Campaign for Literacy and Numeracy House to House Visitation Campaign Publicity through dialogue and mass/popular media

Jan-Mar 2010

Teachers

Head Teachers

Jan 2010

Head teachers

Head Teachers

Jan 2010

Politicians & community leaders

MOE

Stakeholder engagement plan (2/2)

Stakeholder Engagement plan Responsibility Date

Ministry of health

Engage MOH to screen students health as early as aged 4 to identify learning disabilities MOE and MOH collaborate to screen students beginning Year 1 in school MOE and MOH create a post of Nurse in School to screen students periodically Expedite the registration of children with disabilities as OKU (OKU Cards will be issued for these children to receive benefits entitled for them) Work closely with schools to address drop-out issues Create linkages with universities to do research on illiteracy and adopting schools with LINUS Programme Encourage the NGOs and private sector to finance programmes and activities concerning LINUS as part of their social resposibilities

MOE

Welfare department

MOE Head Teachers

Jan 2010

Universities

MOE

NGOs & Private Sectors

MOE Head Teachers

Appendix: Screening instrument literacy

The instrument is developed based on the definition of literacy i.e. Ability to read, write and understand words, simple and complex sentences (using conjunctions) in Bahasa Malaysia and apply such knowledge in learning and everyday communication Instrument Constructs 1. 2. 3. 4. Ability to pronounce and write vocal and consonant alphabets Ability to pronounce and write open and close suku kata Ability to pronounce and write words of suku kata terbuka dan tertutup Ability to pronounce and write words to distinguish between vowel of e taling, e pepet and o 5. Ability to pronounce and write words containing suku kata tertutup ng 6. Ability to pronounce and write words containing dipthong and vokal berganding 7. Ability to pronounce and write words containing digraf ng, ny, sy 8. Ability to pronounce and write word with prefixes and suffixes 9. Ability to pronounce and write simple sentences 10. Ability to pronounce and write complex sentences 11. Ability to read and understand paragraphs 12. Ability to relay information in stimulus materials in oral and written form

Appendix: Screening instrument numeracy

The instrument is developed based on the definition of numeracyi.e. Ability to solve basic mathematical operations and understand the idea of simple mathematics and able to apply mathematical skills in everyday life Instrument Constructs 1. Ability to recognise numbers in oral and written form 2. Ability to count 3. Ability to understand the value of numbers 4. Ability to arrange numbers in sequence 5. Ability to perform basic mathematical operations 6. Ability to recognise Malaysian currency 7. Ability to tell time 8. Ability to perform basic mathematical operations using Malaysian currency 9. Ability to measure length, mass and volume of objects 10. Ability to translate normal sentences into mathematical equation and vice versa 11. Ability to apply knowledge and skill of round number in everyday life 12. Ability to apply knowledge and skill which involve currency, time and measurement in everyday life

Teaching and Learning Module

Aim: To help teachers in LINUS teaching and learning process. At the end of Year 1, students will be able to:
Modules 1. Write small and capital letters correctly 2. Read suku kata terbuka dan tertutup correctly 3. Build and write suku kata terbuka dan tertutup correctly 4. Read words containing suku kata terbuka dan tertutup correctly 5. Write words containing suku kata terbuka dan tertutup correctly 6. Read words containing digraf and dipthong correctly 7. Write words containing digraf and dipthong correctly 8. Read words containing vokal berganding and konsonan bergabung correctly 9. Write words containing vokal berganding and konsonan bergabung correctly 10. Read words containing prefixes and suffixes correctly 11. Write words with prefixes and suffixes correctly 12. Read phrases correctly 13. Write phrases correctly 14. Read simple sentences clearly and with correct intonation 15. Build and write simple sentences correctly

LINUS System Conceptual Framework to produce data and reports

Teachers Profile (EMIS) Students Profile (SMM)

School Profile (EMIS)

PPD/JPN Report School Literacy Performance Report School Numeracy Performance Report Student Linus Screening History School Performance Progress Report (Traffic Light)

NKRA LINUS Database

School Report NKRA Portal Students Screening Form (Literacy, Numeracy) Students Literacy Performance Report Students Numeracy Performance Report Teacher- Student Linkage List Student Linus Screening History

MOE Report

School/PPD/JPN Literacy Performance Report

School/PPD/JPN Numeracy Performance Report

Student Linus Screening History

School/PPD/JPN Performance Progress Report (Traffic Light)

Literacy and Numeracy FAQs (1 of 3)

Q1: What is LINUS? A: LINUS is an acronym for Literacy and Numeracy Screening. LINUS is a remedial programme designed to ensure students acquire basic literacy (Bahasa Malaysia) and numeracy skills at the end of 3 years of primary education. Q2: Who are the targeted students in the LINUS Programme? A: LINUS is targeted at students in Year 1, 2 and 3 in primary schools who have difficulties in 3Rs i.e. Reading, wRiting and aRithmetic.

Q3: When will the LINUS programme be implemented? A: The LINUS programme will be implemented in 2010 in all government and government aided primary schools.

Q4: Why must LINUS Programme focus on literacy only in Bahasa Malaysia (BM) instead of other languages? A: Bahasa Malaysia is the national language of the country. Bahasa Malaysia is also the language of unity. All Malaysian citizens must be able to read, write and communicate in the language to foster understanding and unity in the spirit of 1Malaysia.

Q5: Will numeracy also be taught in BM? A: No. Students will learn numeracy in the respective medium of instruction in the schools. E.g.: BM in SK; Chinese language in Chinese schools and Tamil language in Tamil schools.

Literacy and Numeracy FAQs (2 of 3)

Q6: How do schools identify students for the LINUS programme?
A: Students will undergo a screening process at school level. Students who do not meet the required target will go through a medical assessment. A nurse will assess students learning ability and refer them to a medical doctor to confirm their status.

Q7: How does a student in the LINUS programme consider to be literate and numerate? A: A student is considered to be literate and numerate when he/she managed to achieve the target set after the screening in the LINUS programme.

Q8: What are the targets set under the LINUS Programme for special needs children? A: No targets has been set for special needs children. They will be channelled into special education programme. Q9: What is the difference between LINUS and previous intervention programmes on literacy and numeracy? A: LINUS will focus on early intervention (Year 1 3) for both literacy and numeracy skills. Previous programs either only focused on literacy skills (KIA2M) or only in Years 4-6 (PROTIM) Q10: What are the indicators that measures students ability in reading, writing and arithmetic under the LINUS programme? A: Twelve constructs have been developed to assess the level of literacy and numeracy. The achievement in each construct will determine the students ability in reading, writing and arithmetic . Students have to successfully master the 12 constructs.

Literacy and Numeracy FAQs (3 of 3)

Q11: What are the measures taken to ensure teachers are able to increase students literacy and numeracy skills? A. Teachers are taught the pedagogical skills in teaching the 3Rs during the preservice training. Inservice training is also provided to enhance teachers content knowledge and pedagogical skills.

Q12: What are other strategies to assist teachers in ensuring the success of LINUS? A: One of the initiatives taken by the MOE is to establish FasiLINUS at the district level. FasiLINUS are experienced teachers who act as facilitators to assist teachers in their teaching and learning (T&L). They will coach teachers and also act as mentors to devise lessons, develop T&L materials, and monitor teachers delivery. The FasiLINUS will also collect and analyse students achievement, and work with teachers to designed alternative learning T&L modules.

Q13: How does the MOE ensure parents and community understand the purpose of the LINUS programme? A: The MOE will disseminate information concerning the programme through various mechanism. First, the head teachers will be informed about the programme. The head teachers will then share the knowledge with parents through Parents Teachers Associations. The ministry will also hold open houses for the public to explain about the program to ensure better understanding and support among parents and community. In addition, publicity will be carried out using mass media.