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.

Pre-schoolers Shine Bright with Gummy Bear Dance at the 5th HIP 2025

Under the cheerful guidance of Cikgu Norhayati, a group of enthusiastic pre-school students at SK Gual To’Deh have been practicing tirelessly for their special performance in the upcoming 5th Highly Immersive Programme (HIP) 2025. Their chosen piece? The ever-popular and fun-filled “Gummy Bear Dance”—a favourite among young learners due to its catchy tune and lively moves.

Over the past four weeks, these young performers have gathered daily to rehearse their steps, facial expressions, and hand movements with excitement and dedication. Though still very young, they have shown great commitment and teamwork. Guided by Cikgu Norhayati’s patience and creativity, the children are learning not just dance moves, but also rhythm, coordination, and confidence.

The HIP programme, which promotes English language learning through engaging activities, has given these pre-schoolers a wonderful opportunity to shine. The “Gummy Bear Dance” is performed entirely in English, helping the children build listening and speaking skills in a joyful and pressure-free environment.

Parents and teachers alike are amazed at how the children have progressed—from simple steps in the first week to fully synchronized group movements now. Their laughter and energy during rehearsals show how much they enjoy being part of something meaningful.

As the performance day approaches, the excitement grows. With glittery costumes and happy hearts, these young learners are ready to bring smiles to the crowd. The Gummy Bear Dance promises to be a colourful and memorable highlight of HIP 2025.

Puteri Tanjung: Pre-Fotoshoot 2025

In preparation for the upcoming 5th Highly Immersive Programme (HIP) 2025, the traditional dance group Puteri Tanjung from SK Gual To'Deh held their pre-photoshoot session today at the school field. This special moment marks an important step before their official performance scheduled for August 28, 2025.

The young dancers, dressed in beautifully crafted traditional Malay attire, radiated excitement and pride as they posed gracefully for the camera. Their performance will feature the timeless classic “Ketipang Payung”, a beloved Malay song made famous in 1973 by legendary artists P. Ramlee and Saloma. The selection of this song reflects a desire to revive the elegance, charm, and cultural richness of the golden Malay era.

Puteri Tanjung has been rehearsing diligently under the guidance of dedicated teacher, Sir Mazeri who believe in promoting language learning through cultural integration. Their participation in HIP 2025 is not only a celebration of traditional Malay dance but also an opportunity to foster confidence, creativity, and expressive communication in English among students.

The group’s involvement showcases the school’s commitment to a holistic approach in education, where language and heritage work hand in hand. With high spirits and strong teamwork, Puteri Tanjung is ready to captivate the audience and bring cultural nostalgia to life on the HIP 2025 stage.

Galleries of Puteri Tanjung

Enhancing English Language Teaching: A Professional Development Workshop for Non-Option Teachers

On 16th July 2025, a professional development workshop titled “Strengthening English Language Teaching and Learning for Non-Option Teachers” was held at Bilik Wawasan, District Education Office (PPD). I had the privilege of assisting Puan Rosnani Bt Mat Noor, the SISC+ officer, in conducting a meaningful session that brought together 35 non-option English teachers from selected schools in the district.

The main focus of the workshop was to improve the pedagogical skills of teachers who do not possess formal English teaching qualifications but are assigned to teach the subject. The content of the workshop emphasized the effective use of pedagogical approaches, with a strong focus on the integration of the Dokumen Standard Kurikulum dan Pentaksiran (DSKP) and the Scheme of Work (SOW) in English language teaching.

I was responsible for leading the introductory session, setting the tone, and outlining the objectives of the workshop. A key component of the workshop was the introduction and demonstration of the Total Physical Response (TPR) method, an interactive teaching technique that combines language learning with physical movement. TPR is especially effective for young learners, as it encourages participation and improves retention through kinaesthetic engagement. Participants were guided on how to apply this method in real classroom situations, particularly for lower primary students with limited English proficiency.

In the next segment, participants were divided into groups and tasked with designing lesson plans and activities using the TPR method, guided by the DSKP and SOW. Each group later presented their work, sharing creative ideas and receiving constructive feedback from both peers and facilitators. These presentations highlighted the participants' ability to adapt and innovate despite their non-option background.

The atmosphere throughout the workshop was highly energetic and positive. The teachers actively participated, asked questions, and shared their experiences. Their eagerness to learn and apply new methods in their classrooms was commendable, and many expressed a deeper understanding of the importance of pedagogical alignment with curriculum standards.

In summary, this workshop successfully provided non-option English teachers with practical strategies and a renewed sense of confidence in teaching the language. The integration of the TPR method and curriculum-based planning offered a solid foundation for effective classroom practices. It is hoped that such training will continue to empower teachers and enhance the quality of English language education in schools.

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