The Purpose of the Student Talent Development Room

In a progressive move to support students' holistic growth, an old storage room in the school has been refurbished and transformed into a Student Talent Development Room. This room, once filled with unused and outdated items, has been given a fresh purpose—to become a comfortable and inspiring space for students to explore and enhance their talents and interests beyond the classroom.

Located next to the English Room, this new talent room will be managed by Sir Mazeri Bin Othman, a dedicated educator who has long been passionate about nurturing students' creative potential. The room will be equipped with essential furnishings and tools, including soft carpets, curtains, and an audio-visual system, making it suitable for various creative and performing arts activities. These facilities aim to create an environment that is both welcoming and stimulating for students to express themselves.

The main objective of the room is to provide students with a designated space where they can engage in activities such as drama, public speaking, storytelling, music, and other performance-based practices. It is envisioned as a platform where students can build their confidence, communication skills, and teamwork abilities while discovering their hidden talents.

This initiative is part of the school’s broader effort to promote student engagement and personal development. By recognizing that every child is unique and talented in different ways, the school aims to provide meaningful opportunities for all learners to shine. The Student Talent Development Room stands as a testament to this commitment, supporting a nurturing and inclusive educational environment.

eRPH Briefing Session for Teachers

A short yet impactful briefing session on the use of the eRPH (electronic Rancangan Pengajaran Harian) platform was held recently in the school’s computer lab. The session, which lasted approximately 1 hour, was attended by all teaching staff and led by Mr. Azman Bin Ahmad, Penolong Kanan Kokurikulum (PKKO).

The main objective of this session was to familiarize teachers with the proper steps to access and use the Dilemma system — the platform designated for uploading and managing daily lesson plans. Teachers were guided step by step, beginning with logging into their individual delima accounts, followed by navigating the platform interface. The highlight of the briefing included a hands-on tutorial on how to upload lesson plans efficiently and accurately.

During the session, Mr. Azman emphasized the importance of timely submission and standard formatting. He also reminded teachers that all completed eRPH files must be submitted via a designated Google Form. Each teacher is responsible for uploading their documents according to the due dates provided in the school calendar.

The session received positive feedback, especially from teachers who were new to the platform. The school administration hopes that with this briefing, all teachers will be better prepared and confident in managing their lesson planning digitally. This initiative aligns with the school’s move towards a more organized and paperless system, promoting efficiency, professionalism, and accountability in teaching and learning.

Kenangan yang telah pergi (ความทรงจำที่ผ่านพ้นไปแล้ว)

 KG GUAL TO'DEH - Setiap pagi, saya akan singgah di sebuah gerai kecil di Kampung Gual To'Deh untuk membeli sebungkus nasi ayam gulai. Gerai itu tidak besar, namun sentiasa didatangi pelanggan setia yang tahu akan keenakan masakan di situ. Bagi saya, nasi ayam gulai di situ bukan sekadar makanan, tetapi sebuah kenangan yang membangkitkan rasa rindu yang dalam terhadap arwah ibu saya.

Aroma gulai yang pekat dan harum, bersatu dengan nasi panas yang baru siap ditanak, sentiasa mengingatkan saya pada waktu kecil — ketika ibu masih ada, dan setiap pagi dia akan memasak dengan penuh kasih sayang. Gulai ibu tidak terlalu pedas, tetapi cukup lemak dan kaya dengan rempah ratus yang seimbang. Setiap suapan membawa rasa hangat dan kasih yang sukar saya lupakan.

Kini, walaupun ibu sudah tiada, rasa itu seakan hadir semula setiap kali saya menikmati nasi ayam gulai dari gerai ini. Mungkin tidak persis sama seperti air tangan ibu, tetapi cukup untuk mengubat rindu. Setiap pagi di gerai ini, saya bukan sekadar mengisi perut, tetapi juga menyambung semula kenangan yang telah pergi.

Every morning, I stop by a small stall in Kampung Gual To'Deh to buy a packet of nasi ayam gulai (chicken curry rice). The stall is not big, yet it is always frequented by loyal customers who know just how delicious the food is. For me, the nasi ayam gulai there is more than just a meal — it is a memory that stirs a deep longing for my late mother.

The rich and fragrant aroma of the curry, combined with the freshly steamed rice, always reminds me of my childhood — when my mother was still around and would cook every morning with love and care. Her curry was never too spicy, but just creamy enough and rich with perfectly balanced spices. Every bite carried a warmth and affection that I could never forget.

Now, even though my mother is gone, that taste seems to return every time I enjoy the nasi ayam gulai from this stall. It may not be exactly the same as her cooking, but it is enough to soothe my longing. Every morning at this stall, I’m not just filling my stomach — I’m reconnecting with memories that have passed.

ทุกเช้า ฉันจะแวะที่แผงขายของเล็ก ๆ ในหมู่บ้านกัวล โต๊ะเดะ เพื่อซื้อข้าวไก่แกงหนึ่งห่อ แผงนี้ไม่ใหญ่โต แต่กลับมีลูกค้าประจำมาอุดหนุนอยู่เสมอ เพราะทุกคนรู้ดีว่าอาหารที่นี่อร่อยแค่ไหน สำหรับฉัน ข้าวไก่แกงที่นี่ไม่ใช่แค่อาหารธรรมดา แต่มันคือความทรงจำที่ปลุกความคิดถึงแม่ผู้ล่วงลับของฉันอย่างสุดซึ้ง

กลิ่นหอมของแกงที่เข้มข้น รวมกับข้าวร้อน ๆ ที่เพิ่งหุงเสร็จ ทำให้ฉันนึกถึงวัยเด็ก — ช่วงเวลาที่แม่ยังมีชีวิตอยู่ และทำอาหารทุกเช้าด้วยความรักและเอาใจใส่ แกงของแม่ไม่เคยเผ็ดเกินไป แต่มีความมันพอดีและเต็มไปด้วยเครื่องเทศที่ผสมผสานอย่างลงตัว ทุกคำที่กินเข้าไปให้ความรู้สึกอบอุ่นและรักใคร่ที่ฉันไม่มีวันลืม

แม้วันนี้แม่จะไม่อยู่แล้ว แต่รสชาตินั้นก็เหมือนจะกลับมาเสมอทุกครั้งที่ฉันกินข้าวไก่แกงจากแผงนี้ อาจจะไม่เหมือนฝีมือแม่เป๊ะ ๆ แต่ก็เพียงพอที่จะปลอบโยนความคิดถึงของฉันได้ ทุกเช้าที่แผงนี้ ฉันไม่ได้แค่เติมท้อง แต่ยังได้เชื่อมโยงกับความทรงจำที่ผ่านไปแล้วด้วย

เงาแห่งความทรงจำ

เงาจันทร์ทาบทาใจยามค่ำ

พาใจฉันรำลึกถึงวันเก่า

แม่เคยอยู่…เคียงข้างไม่ห่างเงา

เสียงเบาเบา…ยังดังก้องในใจ

แกงหอมไก่ที่แม่เคยปรุงให้

ยังติดลิ้นในห้วงยามห่างไกล

แม้วันนี้...แม่ลับดับแสงไป

แต่หัวใจยังผูกพันไม่จางเลย

มือที่ลูบเส้นผมยามหลับใหล

คือพลังให้ฉันฝ่าทุกทางเฉลย

แม้เพียงเงา...แม้เพียงเสียงเอื้อนเอ่ย

ก็อิ่มเอมเฉลย...ด้วยรักนิรันดร์

ความทรงจำนั้นแม้จะจาง

แต่ใจยังวางแม่ไว้ในความฝัน

ทุกเช้าฉันยังกินข้าวในความผูกพัน

กับกลิ่นแกงวันวาน...ที่ไม่เคยหายไป

Show and Talk Activity in HIPMaX: A Practical Implementation at SK Gual To'Deh

ENGLISH CORNER - The Show and Talk activity, as introduced in the Highly Immersive Programme HIPMaX Toolkit developed by ELTC, is designed to foster confidence, fluency, and creativity in English among primary school pupils. At SK Gual To'Deh, a school located near the Thai border in Kelantan, this activity has been effectively adapted to suit pupils’ cultural background and English proficiency levels.

In this implementation, pupils engaged in the activity by bringing pictures, toys, or models of animals, and talked about them in simple English. This task encouraged them to speak naturally and confidently about a topic they are familiar with — animals. See the video here.

Objectives of the Show and Talk Activity

Based on the HIPMaX guide, the primary objectives of Show and Talk are as follows:

1. To develop pupils' confidence in using English orally in a supportive, non-threatening environment.

2. To improve pupils’ fluency and accuracy by encouraging spontaneous speech using familiar topics and vocabulary.

3. To stimulate critical and creative thinking, especially when answering teacher’s prompts like:

   • “Why do you like this animal?”

   • “What does it eat?”

   • “Where can it be found?”

4. To strengthen interpersonal communication through peer sharing and active listening during presentations.

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Implementation at SK Gual To'Deh

Considering the location and socio-linguistic context of SK Gual To'Deh, where many pupils speak Malay, Thai, or Kelantanese dialects as their first language, the Show and Talk activity was tailored to accommodate their language readiness:

• Pupils were placed in small groups (5–8 students per group) to build comfort.

• Bilingual scaffolding was used at the beginning (e.g., teacher modeled in BM + English) before moving into full English use.

• Teachers introduced animal-related vocabulary in earlier lessons to build their background knowledge and reduce language anxiety.

• Pupils were given visual aids, such as animal flashcards, drawings, or even plush toys, to support their talk.

Theme: Animals

Each pupil presents their chosen animal and then discusses the following questions with their group:

1. Can you describe your animal in detail (appearance, size, colour)?
   Example: “My animal is a large mammal. It has thick grey skin, big ears, and a long trunk.”

2. Where is this animal usually found? Is it native to Malaysia or other countries?
   Example: “This animal is usually found in the rainforest in Southeast Asia. It is native to Malaysia.”

3. What is its diet? Is it a carnivore, herbivore, or omnivore?
   Example: “It is a herbivore. It eats grass, leaves, and fruits.”

4. How does this animal behave in the wild or in captivity?
   Example: “In the wild, it travels in herds and protects its young. In captivity, it is usually calm and friendly.”

5. Why did you choose this animal to talk about?
   Example: “I chose this animal because I think it’s unique and intelligent. I’ve always wanted to see one up close.”

6. What makes your animal special or interesting?
   Example: “It can remember people and places, which shows it has a good memory.”

7. What threats does this animal face in the wild (e.g., hunting, pollution)?
   Example: “This animal is endangered because of illegal poaching and deforestation.”

8. Do you think this animal should be kept in a zoo or in the wild? Why?
   Example: “I think it should live in the wild, but if it is endangered, zoos can help protect it.”

9. Have you ever seen this animal in real life? If yes, where? If not, where would you like to see it?
   Example: “Yes, I saw it at the Kuala Lumpur Zoo.” / “I’d love to see it in the jungle of Taman Negara.”

10. If you could be this animal for a day, what would you do?
    Example: “If I were a tiger, I would run through the forest and hunt for food.”

Impact on Pupils

The results were encouraging:

• Pupils became more confident in speaking English, especially those in the CEFR Pre-A1, A1 and B1 levels.

• Some students from bilingual households (Thai–Malay) began to use English spontaneously in class activities.

• The fun and engaging nature of the activity created a positive learning climate and reduced the fear of making mistakes.

Reflection and Recommendation

This activity aligns well with CEFR-aligned teaching, especially for young learners in rural and border areas. For future sessions, the following enhancements are suggested:

• Introduce peer feedback rubrics to guide pupils in giving simple compliments or suggestions in English.

• Record pupil presentations as a form of formative assessment and parental engagement (e.g., WhatsApp sharing).

• Link the Show and Talk content to writing activities (e.g., a simple paragraph about “My Favourite Animal”) for integrated language development.

She Loves for Traditional Cloth

Nur Damia Sofea Bt Rahaizul, an 11-year-old student in Year 5 at SK Gual To'Deh, stands out among her peers for her deep appreciation of traditional culture. This morning, she arrived at school wearing a beautiful Kebaya Pendek, a classic piece of Malay traditional attire. Known as a symbol of grace and cultural heritage, the kebaya is rarely worn by children her age, making Damia’s choice both admirable and inspiring.

Her love for traditional and classic clothing reflects a maturity beyond her years. While many young girls today are drawn to modern trends, Damia finds joy in celebrating the past. She explains that she enjoys wearing the kebaya because it makes her feel connected to her heritage. The intricate patterns and elegant design of the Classic Cloth not only enhance her appearance but also spark conversations among teachers and classmates about the beauty of traditional fashion.

Damia’s interest is nurtured by her family, who often expose her to cultural exhibitions, traditional performances, and events that highlight the richness of Malay heritage. Through these experiences, she has developed a deep respect for the customs and values passed down from previous generations.

Her passion is a reminder of how important it is to introduce cultural education at a young age. Students like Damia play a vital role in keeping traditions alive in a rapidly changing world. She represents the new generation who proudly wear their identity — not just on the outside, but in their hearts.

If you're curious about more stories like Damia’s, check out students who preserve cultural heritage and why traditional clothing matters in youth identity.

A Bright Day at SK Gual To’Deh

 SK GUAL TO'DEH - This morning at SK Gual To’Deh, a small yet proud school nestled near the Malaysia-Thailand border, the sunshine bathed our classrooms in golden warmth. The natural brightness seemed to reflect the energy and optimism of our students, creating a cheerful atmosphere that motivated everyone to start the day with a smile. Being in a remote area doesn’t stop our pupils from dreaming big or working hard — in fact, it strengthens their spirit and resilience.

In our classrooms, the students showed excellent enthusiasm, maintaining not only focus on their lessons but also a healthy attitude towards learning. Thanks to the morning’s cool breeze and the sun's gentle rays filtering through the windows, the environment was just right for active engagement. Some students were eager to present during English class, while others confidently asked questions, showing their readiness to improve day by day.

Today was also a proud day for our school, as a group of selected students represented SK Gual To’Deh in a sports tournament held at the district level. These students had trained tirelessly, showing dedication, teamwork, and discipline — qualities that reflect the values we nurture in our school community. Whether they win or lose, they have already made us proud by stepping onto that field with courage and determination.

While they were away, the rest of the students showed support by creating motivational posters and cheering their names. This spirit of unity and encouragement truly defines the character of SK Gual To’Deh. As teachers, we are blessed to witness how every little act — a sunny day, a class discussion, or a sports event — becomes a powerful moment of growth for our young learners.

Here in our humble school at the border, we continue to strive, to shine, and to inspire. And on days like this, filled with sunlight, laughter, and purpose, we are reminded that even in the most rural corners, greatness can blossom.

A Message of Deep Condolences on the Air India Tragedy

SK GUAL TO'DEH - With a heavy heart, I, Khun Matt, extend my deepest condolences to the families, friends, and loved ones affected by the tragic Air India crash. The news of the incident has sent shockwaves across the globe, reminding us all how fragile life truly is. As someone who believes in the strength of community and shared humanity, I feel profoundly saddened by the loss of so many innocent lives.

In moments like this, words may feel inadequate, yet silence cannot convey the sorrow that binds us all. The bravery of the rescue teams and the compassion shown by volunteers during this devastating time are testaments to the human spirit, which rises even in grief.

To those who have lost family members, friends, or colleagues, please know that you are not alone in your pain. Your grief is shared by people far beyond your borders. My thoughts and prayers go out to everyone enduring this heartbreak, especially the children and elderly who now face life without their loved ones.

May the souls of those who perished rest in eternal peace. May those who survived find strength, healing, and support in the days ahead. Tragedies like these remind us to hold our loved ones a little tighter and to cherish each day we are given.

From the depths of my heart, I stand with you in mourning.

With sincere sympathy,
Khun Matt