Kawai Robot: Inspiring Learning and Engagement at the 5th HIP Launching Ceremony

ENGLISH ROOM - The Kawai Robot, a dog-shaped robot recently purchased through TikTok, has brought an exciting new element to our classroom. Designed with advanced features such as dancing, greeting, swimming, and many other interactive skills, this robot instantly captures the attention of my pupils. Its lifelike movements and cheerful personality make it more than just a piece of technology—it feels like a fun and friendly companion.

Youtube click here Kawai Dog Robot

During the 5th Highly Immersive Programme (HIP) Launching Ceremony on August 28, 2025, the Kawai Robot will be one of the highlights of the event. Its lively performances, especially its ability to dance and greet the audience, will create an engaging and joyful atmosphere. This will not only entertain the pupils but also spark their curiosity about robotics, technology, and creative innovation.

The positive impact on my students is evident even before the official event. Many of them have shown increased enthusiasm for participating in English-related activities when the robot is involved. For example, they enjoy practising English greetings and simple conversations with the robot, which helps to boost their confidence in speaking. Its interactive nature encourages shy students to engage, as they see the robot as a non-judgmental partner in communication.

Furthermore, the Kawai Robot can be integrated into various learning activities, such as storytelling, role-play, and even basic coding demonstrations. This allows students to develop not only their language skills but also critical thinking, creativity, and problem-solving abilities.

Overall, the Kawai Robot is more than an entertaining gadget—it is a valuable educational tool that brings technology, language learning, and fun together. Its presence during the 5th HIP Launching Ceremony will undoubtedly inspire my students and leave them with lasting memories of how learning can be both exciting and meaningful.

Preparations for the 5th Highly Immersive Programme Launch

ENGLISH PANEL SK GUAL TO'DEH - The Highly Immersive Programme (HIP) Launch will be held on Thursday, 28 August 2025. As of now, the English Language Panel has completed approximately 80% of the preparations for the event. Teachers and students have been working hand in hand to ensure that this annual programme, now in its fifth edition, will be a memorable and successful occasion.

In the weeks leading up to the launch, students have been putting in tremendous effort to perfect their performances. They are currently engaged in rehearsals for a variety of segments, including traditional dance performances, short conversational dialogues, public speaking sessions, and other creative presentations. Each activity is designed to highlight students’ language skills, cultural appreciation, and confidence in using English in different contexts.

The atmosphere during practice sessions has been energetic and filled with enthusiasm. Students have shown remarkable dedication, attending extra practice sessions outside their normal class hours. Teachers have been providing guidance and constructive feedback, ensuring that each performance meets a high standard of quality. This collaboration between students and teachers reflects the spirit of teamwork that lies at the heart of the HIP initiative.

As the coordinator and head of the English Language Panel, I am deeply proud of the commitment shown by everyone involved. Their determination, hard work, and positive attitude are truly commendable. Such dedication is a testament to the programme’s success over the years and its role in fostering a love for the English language among students.

I would like to extend my heartfelt gratitude to all the teachers, students, and supporting staff who have contributed their time and energy to make this event possible. The HIP has always been more than just a language programme — it is a platform for students to showcase their talents, build confidence, and engage in meaningful cultural exchange.

With the preparations almost complete, we are eagerly looking forward to the launch day, where months of hard work will come to life in an inspiring and vibrant celebration of language and culture.

School Library Organises Book Arrangement Activity

PUSAT SUMBER SEKOLAH (LIBRARY) - On Wednesday, 6 August 2025, a group of students and teachers came together for a gotong-royong activity at the School Resource Centre (Library). The programme was organised to improve the library’s organisation and create a more conducive environment for reading and learning.

The activity began in the morning with all participants gathering for a short briefing by the teacher-in-charge. Students were divided into smaller teams, each assigned to handle specific book categories. The books were classified according to subjects such as Bahasa Melayu, English, Science, Mathematics, and general reading materials. This classification aimed to make it easier for library users to locate books based on their areas of interest or study needs.

Teachers guided the students in arranging the books neatly on the shelves provided. They also shared tips on handling books carefully to maintain their quality and lifespan. The process not only involved physical arrangement but also encouraged teamwork, discipline, and a sense of responsibility among the students.

Throughout the morning, the atmosphere in the library was lively yet focused. Students worked hand in hand, chatting happily while ensuring every book was placed in the right section. By the end of the activity, the library looked more organised, clean, and inviting for users.

The school hopes that this effort will inspire students to appreciate the library as a valuable source of knowledge. Such activities also strengthen the bond between students and teachers, fostering a culture of cooperation and respect for shared learning spaces.

Dare To Spell Competition 2025: An Enriching Experience for SK Gual To'Deh Pupils

SK GUAL TO'DEH - On 30 Jun 2025, the Dare To Spell competition was held at SMK Rantau Panjang, bringing together the best young spellers from across the district. SK Gual To'Deh proudly sent two Year 6 representatives to participate in this challenging event: Aiyah Humairah Bt Hamizan and Ainul Nabilah Bt Mohd Firdaus.

Although our school did not bring home the main prize, both pupils were awarded certificates for competing at the district level. More importantly, this opportunity served as a valuable platform for them to build confidence, develop their English proficiency, and be exposed to real-world competition beyond the classroom.

The competition was intense, with participants required to spell challenging English words under strict time limits. However, Aiyah Humairah and Ainul Nabilah displayed commendable effort and determination throughout the rounds. Their participation was not just about winning, but about learning new vocabulary, improving listening and spelling skills, and understanding the rules and structure of English words.

As a school near the border and under the TS25 initiative, SK Gual To'Deh continues to encourage its pupils to take part in such programs to boost language learning and holistic development. This event has also inspired other students to prepare and participate in future spelling competitions.

In conclusion, while this year's Dare To Spell event may not have ended in a trophy, the journey itself was meaningful. The experience gained by Aiyah Humairah and Ainul Nabilah is an achievement in its own right—fostering motivation, exposure, and readiness for further English language endeavors. Congratulations to both participants for making SK Gual To'Deh proud!

Class Cleaning Session – 30th July 2025

ENGLISH CENTER - A Class Cleaning Session was successfully conducted on Wednesday, 30th July 2025. The activity took place in the morning and involved the participation of all pupils, teachers, and school support staff. The main objective of this program was to instill a sense of responsibility, teamwork, and cleanliness among students while ensuring that each classroom remains neat, clean, and conducive for learning.

The session began with a short briefing by the teachers regarding the importance of hygiene and the role of every individual in maintaining a clean learning environment. Pupils were divided into groups according to their respective tasks such as sweeping, mopping, wiping windows and doors, arranging desks and chairs, and decorating the classroom notice boards. Some students were also responsible for organizing learning materials and cleaning the reading corners.

Teachers worked alongside their students, guiding and motivating them throughout the session. School support staff also lent their assistance, especially in handling heavy furniture and cleaning hard-to-reach areas. The teamwork displayed by all participants was remarkable and uplifting. Everyone worked together enthusiastically, showing commitment and mutual respect throughout the activity.

By the end of the session, every classroom was visibly cleaner and more cheerful. Pupils felt proud of their work, and many expressed a desire to continue keeping their learning spaces tidy on a daily basis. The program not only achieved its goal of cleanliness but also helped foster unity and a strong sense of belonging among school members.

The school management praised the effort and expressed appreciation to everyone involved. This simple yet meaningful initiative has left a positive impact and will be continued regularly to maintain a healthy and pleasant school environment.

The Anti-Drug Programme

 SK GUAL TO'DEH - The Anti-Drug Programme in Malaysian Schools: An Academic Review

1. Introduction
The Drug Prevention Education Programme (Program Pendidikan Pencegahan Dadah, PPDa), commonly known as the Anti-Drug Programme, is implemented simultaneously nationwide across Malaysia. Coordinated by the Ministry of Education Malaysia (MOE) in collaboration with the National Anti-Drugs Agency (AADK), the Royal Malaysian Police, parents, and the local community, the primary aim of the programme is to build "Drug-Free Schools" through education, intervention, and community collaboration.

2. Programme Structure at the School Level

The PPDa programme consists of various initiatives, including:

• 5-Minute Anti-Drug Messages: Delivered weekly during school assemblies (typically every Tuesday), these messages focus on drug awareness and reinforce the anti-drug pledge.

• Anti-Drug Talks and Exhibitions: Collaboration with AADK and external agencies to deliver talks, video screenings, and interactive exhibitions in school compounds.

• Creative and Co-Curricular Activities: Competitions such as poster making, mural painting, essay writing, poetry recitations, quizzes, and anti-drug aerobic sessions, facilitated through clubs such as the Anti-Drug Badge Scheme (SLAD) and Peer Helpers.

• Urine Screening and Intervention Programmes: Implemented for secondary students identified as at-risk or positive through initiatives like the PIP (Student Intervention Programme) or SHIELDS (Love Life, Avoid Suffering Forever), including multi-day camps and life resilience counselling.

3. Age-Specific Programme Models

• Primary School (Ages 10–12): The PINTAR 2.0 Programme (Program Intelek Asuhan Rohani) builds awareness, knowledge, and life skills through a 4-day 3-night camp for at-risk students.

• Secondary School (Ages 13–18): The SHIELDS Programme focuses on students involved with or at risk of drug use, including urine testing, 3-day 2-night camps, and skill-building modules.

4. Implementation Strategies and Collaboration

• The School Counselling Unit and school administrators play a key role in yearly planning. Parent-Teacher Associations (PIBG), local communities, AADK, police, and NGOs like PEMADAM also provide support.

• A holistic approach integrates anti-drug messages across curriculum and co-curricular subjects, such as Moral Education, Physical and Health Education, Languages, and Islamic Studies.

5. Benefits and Impacts

• Early Awareness and Prevention: Early detection of at-risk students enables timely intervention to prevent deeper involvement in drug abuse.

• Improved Life Skills: Through modules focusing on coping skills, assertiveness, and stress management, students gain resilience to peer pressure and life challenges.

• Positive Values and Healthy Lifestyles: Activities such as quizzes and sports promote healthy living and anti-drug values.

• Community and Family Involvement: Active participation from parents and local communities strengthens the support network for students.

6. Implementation Challenges

• Resource and Logistical Constraints: Not all schools have equal access to AADK officers, multimedia tools, or the facilities needed to conduct intervention camps.

• Continuity of Activities: Some schools only conduct anti-drug events during Drug Awareness Month, with limited follow-up activities throughout the year.

• Teacher and Student Engagement: Varying levels of awareness and commitment among teachers and students affect programme effectiveness.

7. Recommendations for Improvement (Based on Recent Findings)

• Evidence-Based Programme Implementation: Research supports the use of life skills training frameworks for adolescent interventions, which should be integrated into PPDa.

• Digitalisation of PPDa Modules: Leveraging online platforms (social media, interactive videos) can help deliver anti-drug messages in a format appealing to the digital-native generation.

• Student-Led Peer Engagement: Assigning Peer Helpers or SLAD members as advocates for drug awareness among their peers can increase programme impact.

• Peer-Led Evaluation: Involving students in observing and providing feedback on PPDa activities can support continuous improvement from the ground up.

8. Conclusion
The PPDa Anti-Drug Programme in schools is a comprehensive national initiative that uses education, intervention, and community support to build a drug-free school environment. From daily pledges to structured intervention camps, its success depends on ongoing school commitment, collaboration with stakeholders, and promoting values and life skills among students. For greater impact, the programme should adopt evidence-based strategies, digitise its learning modules, and empower students as change agents in their own learning environments.

Students Gear Up for 5th HIP 2025 with Passionate Dialogue Practice at Gual Café

A group of enthusiastic students — Adam, Amir, Afiq, Nabila, and Aisyah — is currently practicing their English dialogue at Gual Café in preparation for the upcoming 5th Highly Immersive Programme (HIP) 2025, scheduled for August 28. This marks the first week of their training, and the energy and excitement they bring into the practice sessions are truly inspiring.

The setting at Gual Café offers a casual yet stimulating environment that enhances the students' confidence in using English authentically. These young learners, coming from a school near the Malaysia-Thailand border, prove that language is not a barrier when motivation and support are present. Despite being from a rural area, they exhibit remarkable fluency and courage in speaking English, which reflects the positive outcomes of dedicated intervention programs and effective teaching strategies implemented in their school.

The upcoming HIP event is expected to be a highlight of the academic year, and these students are determined to leave a lasting impression on the audience. Their hard work, collaborative spirit, and enthusiasm are not only preparing them for the performance but also nurturing their lifelong communication skills.

As their teacher, witnessing this growth brings immense joy and pride. It is heartwarming to see how much they value this opportunity and how committed they are to making it a success. Their journey demonstrates the power of perseverance, community support, and the belief that with effort, every child can shine — even in English.

Let us look forward to their performance on August 28 — one that will surely surprise and impress the audience.