A major curriculum shift in 2027, why Malaysia is moving to co teaching
Malaysia plans a sweeping change to classroom teaching in 2027. The Education Ministry will place two qualified teachers in a single classroom, beginning with Year 1 to Year 3 in primary schools, and scale up after. The goal is to make lessons more engaging, provide individual attention, and reduce learning gaps that widened in recent years. The policy also responds to concerns about discipline and student well being by putting character and values at the heart of school life.
Under the plan, teachers will collaborate as equal partners. They will co plan lessons, co teach a single group of students, and co assess learning. The approach allows flexible grouping, quicker intervention for students who are falling behind, and more dynamic instruction, for example combining English, Science, and Music into a single session when it makes sense for a topic. The ministry has begun upskilling programmes so teachers can learn to share classroom responsibilities effectively before the 2027 rollout.
The reform arrives alongside the revival of Alam dan Manusia (Nature and Humanity) for Year 1 pupils. The subject will integrate Science, Health Education, Visual Arts, Music, elements of technical and vocational education and training (TVET), and digital literacy. Policymakers say the aim is holistic development that builds curiosity, creativity, and social awareness in the early years. A weekly 60 minute Character Development Programme for primary and secondary students will further embed ethics and positive behaviour into daily school routines.
What is co teaching and how will it work
Co teaching is a model in which two trained teachers share responsibility for the same class. Both plan together, teach together, and monitor progress together. This is different from a main teacher with an aide. In co teaching, educators are peers with complementary strengths. One might lead a science investigation while the other facilitates small group practice or checks for understanding. In crowded classrooms, this format increases the number of meaningful interactions between students and adults without splitting classes permanently.
Common models schools may use
- Station teaching: Teachers divide content into stations. Students rotate in groups, receiving targeted instruction at each station.
- Parallel teaching: The class splits into two groups. Each teacher delivers the same content, then groups reconvene for a shared task.
- Team teaching: Both teachers co lead the same lesson, alternating roles and modeling dialogue, problem solving, and feedback.
- One teach, one assist: One teacher leads instruction while the other provides on the spot support to students who need help.
- Alternative teaching: One teacher works with a small group for focused support or extension while the other continues with the main group.
Schools can mix these models across a week. Success depends on designated time to co plan, clear role definitions, and training in shared classroom management. Without protected planning time in the timetable, the extra coordination can spill beyond school hours and strain teachers.
Why now, a push for engagement and character
The new curriculum places character, discipline, and integrity alongside academic aims. All teachers, including those in Science, English, and Mathematics, will be expected to incorporate values in their lessons. The weekly Character Development Programme gives schools a structured space for activities that build respect, self control, teamwork, and civic awareness. By making lessons more interactive and personal, policymakers hope to improve attendance, focus, and student safety, and to reduce dropout risks.
Officials argue that students who get more attention and meaningful practice will consolidate reading, writing, and numeracy skills more effectively. The intent is a classroom experience that feels less like passive note taking and more like purposeful work. Co teaching is also viewed as a practical way to cope with overcrowded classes while school infrastructure improvements take time.
Teacher supply and workload, the big test
Supporters and critics agree on one issue. The plan must match the teacher workforce on the ground. A teachers group has urged the ministry to run a full audit of educator numbers, recruitment, and attrition, and to plan deployment strategically. Early retirements in recent years underline the challenge. Data shared in Parliament show yearly waves of early exits, with a majority citing a loss of interest in the profession, followed by family and health reasons. Rural schools and high density urban schools are most exposed if staffing is tight.
Advocates say co teaching can sharpen classroom management and help lower attaining students. They also warn about workload. Two teachers in one room does not cut the preparation in half. Planning often increases because instruction, assessment, and routines must be coordinated. Parent Action Group for Education chairperson Datin Noor Azimah Abdul Rahim welcomed the move toward collaborative practice, but stressed the need for clarity and training.
Introducing her view, PAGE said the policy only works if both educators are equals and their roles are written down and understood. Datin Noor Azimah explained that the aim is collaboration, not placing a helper next to a lead teacher.
