Xin Ying: Spelling out this ideal vision matters: it shows the gap between the dream and reality.
CO-TEACHING is coming to our classrooms in 2027.
My social media feed was filled with knee-jerk responses when the announcement was first made.
I had mixed feelings about it. But when it became clearer that the approach would only be implemented for two integrated learning subjects at the primary level (see infographic), I began imagining how students at higher levels could also benefit.
Two teachers in a classroom could be amazing. In fact, plenty of studies back this up.
Here’s my wish list for what co-teaching could eventually look like as students progress to higher levels.
Team talk
Let me be very clear about what students don’t want. We don’t want a “tag-team” approach where Teacher A finishes History and tags in Teacher B for English, with no interaction.
We also don’t want “two bosses” giving us different instructions. That would be confusing, if not disastrous.
What we want is an intellectual partnership, where the math of collaboration makes 1 + 1 > 2 possible, like great talk shows with two hosts who just click. One asks the perfect question, the other builds on it, and together they make the conversation far more engaging than either could alone.
But how would this work? Picture this: a renewable energy project co-taught by Science and Design and Technology (RBT) teachers.
The Science teacher explains how a turbine works, while the RBT teacher shows us how to design one and turn it into a viable product.
Isn’t this the kind of real-world application people say our generation is lacking?
Get the ‘how’ right
You can’t expect silver bullets by asking teachers to figure things out themselves during recess or after school. That’s like putting two random musicians together and expecting them to form a great band overnight.
Co-teaching takes serious thinking and dedicated time.
My wish? Bring in experts to design lesson plans and train teachers in this new pedagogy.
Without proper support, it will only lead to awkward lessons – and trust me, students can spot a disorganised class from a mile away.
Rethink the test
Stop testing us on things we can easily search online. If teaching is going to be innovative, assessment needs to reflect that too.
Co-teaching should open doors to more meaningful evaluation. Let’s step out of the examination hall.
Imagine this: after completing a hydro-generator project, our final “exam” is a live pitch. We present our prototype and business plan to a panel of teachers acting as investors. They assess our science knowledge, design skills and presentation all at once.
This is the kind of shift that values using knowledge, not just memorising it.
One size doesn’t fit all
What works for a school in Kuala Lumpur may not work for a school in Sarawak. This policy can’t be a rigid rulebook; it has to be a flexible toolkit.
In smaller schools, co-teaching might only happen during major projects. In others, both teachers may teach together one day, then split students into groups the next based on who needs more support.
Listen up
Don’t roll this out nationwide without testing it properly. That’s a sure way for critics to say, “I told you so.”
Run pilot programmes in schools with the right resources. Get feedback from teachers and from students too. Otherwise, it becomes yet another adult conversation about us, without us.
Keep it real
By now, you might be thinking: this kid is dreaming up a fantasy. The criticisms are already ringing in my ears: “Unrealistic! We don’t have enough teachers!”
You’re not entirely wrong – I have my doubts too. That’s exactly why spelling out this ideal vision matters: it shows the gap between the dream and reality.
Co-teaching cannot become a top-down policy rushed into classrooms. Even the best ideas only succeed when the “how” is treated with the same care as the “what”, from the most important seat in the room: the students’.
Xin Ying, 16, a student in Melaka, is a participant of the BRATs Young Journalist Programme run by The Star’s Newspaper-in-Education (Star-NiE) team.
For updates on the BRATs programme, go to facebook.com/niebrats.
In the news
Nov 5
Education Minister Fadhlina Sidek said co-teaching will be part of the 2027 school curriculum.
Nov 6
The Education Ministry said co-teaching involves joint lesson planning, teaching and assessment to support personalised learning, improve classroom management, and strengthen multidisciplinary teaching.
Nov 12
Deputy Education Minister Wong Kah Woh clarified that co-teaching will be limited to integrated learning subjects:
> Level 1 (Years 1 to 2): Integrated Learning: Nature and Humanity (which covers science, arts, music, health, technical and vocational education and training (TVET), technology, and digital literacy)
> Level 2 (Years 3 to 4): Integrated Science and Technology Exploration (which covers science education, environmental studies, TVET, technology, and digital elements) and Integrated Arts and World Exploration (which covers geography, history, arts, and music)
He added that the ministry has conducted a pilot involving 130 teachers in 65 primary schools.
Source: Media reports
With the theme of the article in mind, carry out the following English language activities.
1 What is one thing you would change or improve about classroom learning? Discuss in groups. Each group presents their points, then as a class, compile and rank the top five recommendations.
2 In pairs, imagine you are teachers in a co-taught classroom. Create a “dream lesson plan” on a topic of your choice, showing what each of you would teach, how you would collaborate, and how students would participate. Then, conduct a mini co-teaching session to test your plan.
The Star’s Newspaper-in-Education (Star-NiE) programme promotes English language learning in primary and secondary schools nationwide.
For Star-NiE enquiries, email starnie@thestar.com.my.
