Ignite Studio: Empowering Student Creativity and Journalism Talent at SK Gual To’Deh School

Ignite Studio is the official name selected by the headmaster of SK Gual To’Deh, Mr Bakri Bin Hj Md Nor, for the newly established TV PSS studio under the School Resource Center. The name was chosen after an extensive brainstorming process in which nearly 25 proposed names were carefully evaluated. With the support of digital consultation tools such as ChatGPT, “Ignite Studio” was ultimately selected due to its strong symbolic meaning and motivational value. The word “ignite” represents the act of sparking creativity, enthusiasm, and innovative thinking among students, in line with the school’s aspiration to cultivate future-ready learners.

The Ignite Studio, SK Gual To'Deh

The establishment of Ignite Studio marks a significant milestone in strengthening digital education and student-centered learning at SK Gual To’Deh School. The studio functions as a dedicated space for video recording, broadcasting activities, digital storytelling, and multimedia production related to school programmes. Through this platform, students gain valuable exposure to real-world media production processes, including scripting, filming, editing, and presentation techniques. These learning experiences directly contribute to the development of essential 21st-century competencies such as communication skills, teamwork, problem-solving abilities, and creative thinking.

One of the most impactful contributions of Ignite Studio is its role in uncovering and nurturing students’ talents in journalism and media communication. By participating in school news production, interview sessions, documentary projects, and educational broadcasts, students acquire practical journalism skills that enhance their confidence and professional awareness. Journalism-based activities in the studio encourage students to practise ethical reporting, verify information accuracy, develop storytelling techniques, and improve public speaking abilities. This exposure strengthens students’ media literacy and promotes responsible digital citizenship, which are crucial in today’s information-rich society.

The coordination and daily management of Ignite Studio are led by ประเสริฐ รัตนวงศ์, who plays a vital role in supervising studio operations, organizing production schedules, and guiding student teams during content creation. Under this leadership, Ignite Studio has evolved into more than just a technical facility. It has become a creative learning hub where students are encouraged to explore new ideas, experiment with multimedia tools, and express their perspectives in meaningful and constructive ways.

Furthermore, the presence of Ignite Studio supports the school’s broader educational goals by integrating technology into both curricular and co-curricular activities. Teachers can utilize the studio to produce instructional videos, digital teaching resources, and school announcements, while students benefit from project-based learning approaches that promote active engagement and independent learning.

In conclusion, Ignite Studio serves as a transformative educational platform that empowers students to discover their potential in journalism and digital media. By igniting creativity and fostering practical skills, the studio plays a significant role in shaping confident, skilled, and media-literate students who are prepared to meet future challenges in the digital era.​

A Joyful First Day of School at SK Gual To’Deh: Building a Love for English Learning

SK GUAL TO'DEH - The first day of the school session at SK Gual To’Deh began with a positive atmosphere filled with excitement, curiosity, and hope. From the early morning, the school compound was lively with the laughter of pupils, warm greetings among teachers, and the enthusiastic presence of parents who accompanied their children. As a teacher, stepping into the classroom on the first day is always meaningful, and this year was no exception. Under my new name, Sir ประเสริฐ รัตนวงศ์, I was honored to begin another chapter of teaching with a group of energetic and motivated learners.

Sir ประเสริฐ รัตนวงศ์ conducts an interactive English class where pupils actively participate, communicate confidently, collaborate in groups, enjoy fun activities, and develop language skills in a supportive, engaging, and positive learning environment.

One of the most encouraging aspects of the day was the conducive and engaging learning environment. The classroom was well-organized, decorated with colorful learning materials, and arranged to support interaction and collaboration. Such an environment plays a crucial role in promoting students’ emotional comfort and academic engagement. When pupils feel safe and supported, they are more willing to participate actively and express their ideas without fear. This was clearly reflected in the pupils’ willingness to answer questions, volunteer for activities, and communicate with their peers in English.

The English lesson on the first day focused on simple introductions, greetings, and classroom expressions. Although some pupils were initially shy, their confidence gradually increased through interactive activities such as games, role-play, and group discussions. Many pupils expressed their enjoyment openly, stating that learning English was fun and exciting. Their smiles and active participation demonstrated that language learning does not have to be stressful; instead, it can be a joyful and meaningful experience when delivered using creative and student-centered approaches.

Moreover, the pupils’ positive response highlighted the importance of teacher enthusiasm and instructional strategies. By using encouraging words, clear instructions, and supportive feedback, I aimed to create a learning atmosphere that values effort rather than perfection. This approach helped pupils feel more comfortable making mistakes, which is an essential part of language acquisition. As Sir ประเสริฐ รัตนวงศ์, I believe that a teacher’s role is not only to deliver content but also to inspire confidence and curiosity in learners.

Another significant observation from the first day was the strong sense of community within the school. Teachers worked collaboratively to ensure that the transition into the new academic year was smooth and well-coordinated. School administrators provided clear guidance and support, while parents showed cooperation and trust in the school’s efforts. This collective commitment contributes greatly to the overall success of teaching and learning activities.

In conclusion, the first day of school at SK Gual To’Deh was a memorable and fulfilling experience. The pupils’ excitement, the supportive school environment, and the positive learning atmosphere created a strong foundation for the academic year ahead. Seeing pupils enjoy learning English and actively participate in class reminded me of the true purpose of teaching—to nurture knowledge, character, and confidence. With continuous effort, creativity, and dedication, I am confident that SK Gual To’Deh will continue to grow as a place where meaningful learning takes place and where pupils are inspired to achieve their full potential.

A Holistic Orientation Programme for the First Week of Schooling at SK Gual To’Deh 2026

SK GUAL TO'DEH - The first week of schooling plays a critical role in shaping pupils’ attitudes, emotional readiness, and overall adjustment to the school environment. At SK Gual To’Deh, the first week of the 2026 academic session, held from 11 to 15 January, was carefully structured through a comprehensive orientation programme designed to support pupils’ social, emotional, physical, and moral development. During this period, formal classroom teaching was deliberately postponed to allow pupils to participate fully in school-organised activities that emphasised transition, engagement, and holistic growth

Progam Minggu 1, 2026.

The programme commenced on Sunday, 11 January 2026, with the theme “Sapaan Mesra” for Level 1 pupils (Years 1–3) and “Aspirasi dan Matlamat” for Level 2 pupils (Years 4–6). For younger pupils, activities such as the welcoming assembly, self-introduction session “Who Am I?”, guided school tours, and lessons on school etiquette were implemented to familiarise them with the school environment and routines. These activities were particularly important for Year 1 pupils who were undergoing a significant transition into formal schooling. Meanwhile, Level 2 pupils participated in vision board activities, group dynamics sessions, and positive discipline briefings, which encouraged goal-setting, self-reflection, and responsible behaviour. The structured approach ensured that pupils at different developmental stages received age-appropriate support and guidance

On Monday, 12 January, the focus shifted towards physical activation, creativity, and numeracy reinforcement. Both levels participated in assemblies featuring the singing of three national and school-related songs, followed by aerobics sessions aimed at promoting physical well-being. Level 1 pupils engaged in poster colouring under the theme “Sekolahku Syurgaku” and school orientation tours, while Level 2 pupils took part in poster drawing activities. Additionally, the “Superhero Matematik – Buku Sifir” activity was conducted for both levels to strengthen basic mathematical skills in a fun and engaging manner. These activities demonstrated an integrated approach that balanced cognitive stimulation with physical and creative expression

The programme continued on Tuesday, 13 January, with a strong emphasis on collaboration, language development, and physical coordination. After the morning assembly and aerobics, pupils from both levels participated in station-based traditional games organised by the Physical Education panel. Language-based activities were differentiated according to pupils’ levels: Level 1 pupils engaged in “Lipat Jadi Hebat”, while Level 2 pupils participated in “Arkitek Perkataan”, both organised by the Malay and English Language panels. These activities supported the development of fine motor skills, creativity, and early literacy while fostering teamwork and communication among pupils

On Wednesday, 14 January, experiential learning was highlighted through the “Fun Walk – Kembara Flora dan Fauna”, involving all teachers and pupils. This outdoor exploration allowed pupils to connect with their natural surroundings while promoting physical activity and environmental awareness. The session “Tak Kenal Maka Tak Cinta”, organised by the History and Design & Technology panels, further enhanced pupils’ appreciation of their school community and heritage. The integration of outdoor learning and values-based education reflected the school’s commitment to nurturing well-rounded individuals

The programme concluded on Thursday, 15 January, with activities that focused on spiritual development, reflection, and community building. Pupils participated in Solat Hajat and Yasin recitation, followed by a talk on Isra’ and Mi’raj organised by the Islamic Education and Arabic panels. The week ended with prize-giving ceremonies and classroom beautification activities through class-based gotong-royong sessions. These activities reinforced moral values, gratitude, and a sense of ownership towards the learning environment

In conclusion, the first week orientation programme at SK Gual To’Deh in 2026 was systematically planned and successfully implemented. The programme achieved its objectives by ensuring that all pupils participated actively and adapted well to the school environment. By prioritising holistic development over immediate academic instruction, the school laid a strong foundation for pupils’ readiness to learn, socialise, and thrive throughout the academic year.

“Welcoming the New School Year: The Significance of First-Day Practices in Building a Positive School Culture”

RANTAU PANJANG - ​The first day of school at SK Gual To’Deh, Rantau Panjang, Kelantan marks more than the resumption of academic routines; it represents a meaningful annual tradition that reinforces the school’s values, culture, and sense of community. As early as 6.45 a.m., pupils arrive at the school compound, greeted warmly at the gate by the headmaster, Mr. Bakri Bin Hj. Nor, the Senior Assistant for Student Affairs (PK HEM), Madam Nurullhuda Bt. Zakaria, and several dedicated teachers. Their presence at the school gate is a symbolic and practical practice that carries significant educational, emotional, and social importance.

The headmaster’s act of welcoming a pupil at the school gate reflects a meaningful and compassionate leadership practice. This simple gesture demonstrates that the school values each pupil as an individual, not merely as a learner within the system. By personally greeting pupils, the headmaster helps create a warm and inclusive environment that reduces anxiety, especially at the beginning of the school day.

Firstly, welcoming pupils at the school gate demonstrates strong and visible leadership. When school leaders position themselves at the forefront on the first day, they send a clear message that students are valued and that the school prioritizes student welfare. This act humanizes school authority figures, reducing perceived distance between administrators and pupils. For new pupils especially, seeing the headmaster and teachers smiling and offering greetings helps to ease anxiety and fosters a sense of safety and belonging from the very beginning of the school year.

Secondly, this practice nurtures a positive school climate. The early morning welcome sets the emotional tone for the day and, by extension, the year ahead. Pupils who are greeted personally are more likely to feel motivated, respected, and excited to learn. Research on school climate consistently shows that positive initial interactions between students and teachers contribute to better engagement, improved behavior, and stronger attendance patterns. The excitement visible on the faces of both pupils and teachers reflects a shared optimism to begin a new chapter in 2026 with renewed commitment and enthusiasm.

In addition, the practice strengthens relationships between teachers and pupils. Education is not solely about curriculum delivery; it is fundamentally relational. Simple gestures such as greeting pupils by name, offering encouragement, or acknowledging their return after the holidays help build trust and rapport. These relationships form the foundation for effective teaching and learning throughout the year, as pupils are more receptive to guidance from teachers who demonstrate care and approachability.

Furthermore, the annual welcoming ritual reinforces discipline and punctuality. By arriving early and being present at the gate, teachers model punctual behavior, subtly communicating expectations to pupils. The structured yet welcoming environment encourages students to develop good habits, such as arriving on time and beginning the day in an orderly manner.

Finally, this practice symbolizes continuity and renewal. Each year, it reminds the school community of its shared mission to educate, nurture, and inspire. Standing at the gate together, school leaders and teachers affirm their collective responsibility and readiness to face new challenges. For pupils, the moment becomes a memorable start that instills confidence and hope, making the first day not just a return to school, but the beginning of a meaningful educational journey.

The Galleries