Six years ago, my daughter started her primary education. A year prior to that, we had to decide which school to register her in. My immediate inclination was to send her to the nearby Sekolah Kebangsaan - or National School. After all, her brother was there. However, she would be the first batch of the new KSSR curriculum - a revamp of the curriculum and where even Maths and Science would be taught in Bahasa Malaysia.

Almost everyone we spoke to had something negative to say about the Malaysian National School system and advised us to consider private schools or even international schools. Some even suggested Chinese vernacular schools. Personally speaking, I am not a great fan of vernacular schools. Neither am I a fan of private nor international schools.

We were also advised that if we were to insist on a National School, then it would be better to send my daughter to a ‘better'’National School. The school nearest to our place of abode is the SK Seri Hartamas. For me, it was a logical choice even though there are supposedly 'better' schools in the surrounding neighbourhoods.

I believe that primary school is not just about academic learning but it is about developing and teaching our children basic skills. It is also the basis for developing early friendships that hopefully will progress through their adult years. To this end, I felt it was very important to go to a neighbourhood school so that she would have friends that stayed in the area.

So the decision was made and she was enrolled in SK Seri Hartamas.

As much as I hate to talk about race, the school has a good mix of students from different ethnic groups. My daughter has formed a good bunch of friends that truly embody the principle of Bangsa Malaysia. I must admit, that was one of the reasons I wanted my daughter to attend a National School.

In Year One, my football-crazy daughter joined the school football club. As she was the only girl member, I am thankful to the teacher in charge for not restricting her from training and playing based on her gender. That would have been very easy to do.

As the years went by, she was able to match the boys and since the school only had a boys football team, the teacher in charge of football made a request to the district education department to allow a girl to play on the boys team. Unfortunately however, the request was denied, apparently due to safety concerns.

The fact that the teacher concerned tried to make a difference is, to me, highly commendable as he could have just accepted the norm that a girl does not play on a boys team. He went the extra mile and that gave my daughter extra confidence in knowing that she was good enough to play with the boys and in a way re-emphasised the fact that girls are just as good as boys, if not better.

Another teacher encouraged my daughter to take up netball, a game that she had never played before and she ended up playing for the school. Many other students were encouraged to try out new things - from taking part in chess competitions to spelling competitions to choral speaking competitions - things that they may not have done on their own. In doing so, these children learned things about themselves that they wouldn’t have known otherwise.

All of this contributes to a holistic education, helps to develop the students in other areas and does not just focus on academics.

In terms of curriculum, there are many differing views. Personally, my experience is that while the system may not be perfect, the children are certainly learning things at a much younger age. For example, they are taught about phases of the moon, the names of different constellations and how to recognise them, how to distinguish between a flathead and Philips screwdriver and basic electrical circuits.

They even had to do projects that involved capacitors and transistors. They are exposed to acids and alkalis, coordinates, ratios and proportions and also basic statistics. These are some things that most of us were never exposed to in primary school and that some adults don’t even know today! So really, the curriculum can’t be as bad as what some people seem to say it is.

Dedicated and committed teachers

I think I speak for a lot of parents, whose children attended SKSH, when I say that there are a bunch of dedicated and committed teachers in the school. These teachers, in my opinion, give credit to the teaching profession. They not only taught the children academically but shared with them their life stories and experiences. They acted as role models for the children and oftentimes treated the students like their own children.

These are the same teachers that conducted extra classes on weekends and sometimes even at night for the Year Six pupils. As this year’s UPSR exams followed a new format, the school wanted to try and ensure that the children were well prepared. The teachers implemented a programme called Shine that focused on Maths and Science.

There was also a programme called Juara that got the help of parents to host small study groups for the children. Another programme assigned academically stronger students to mentor and teach their fellow students. I thought this was an excellent idea where pupils learn from an early age the benefit of helping out their fellow students.

I also realise that a school is more than just the teachers and the school administration. The parents need to take an active role in what the school does, in supporting the school activities and in working together with the teachers to improve the school and to make the school a better place for your child. I believe this is not just the role of the parent-teachers association but the role of every parent. The school has to be seen as part of the larger community.

In the recently concluded Graduation Night, it was heartening to see students from different cultures and backgrounds joining together to take part in Malay dances, Chinese dances and Indian dances. The students performed Malay and English songs and the finale culminated in all the students standing and singing together before they all shook hands with each and every single student present. Some even hugged each other.

A very heartwarming sight indeed and proof that, if done right, schools can actually foster unity.

Nov 25, 2016 marks the last day of primary school for my daughter and I feel the need to share my thoughts. I am grateful for the primary school experience that my daughter was lucky enough to have. I say lucky as I feel that perhaps not everyone would have had the same experience.

You see, the realist in me knows that not all schools are created equal. The reality is that not all schools have access to the same basic infrastructure. Not all schools are located in easy to reach, urban centres. Most importantly, not all schools have a Puan Noraidah, Puan Aizam, Cikgu Sor, Cikgu Helmi, Puan Sharmini, Cikgu Kamal, Puan Hamizah, Puan Natasha or Cikgu Khadry, to name just a few, who make education a holistic experience.

An experience that is a lot more meaningful and fun. An experience that will leave lasting memories with the children and a strong foundation for their future.

Thank you to everyone in the SKSH community - teachers, parents and students - for the last six years. Thank you for being part of my daughter’s life and in a way part of my life, too. It has been my honour and my privilege to have shared this journey with you all. Thanks for all the memories.