In 2014, Aezad was in Abu Dhabi and looking for a change. He found Brunei to be the right fit for his next adventure, drawn to its serene, lush landscape. He also thought the educational model mirrored his previous teaching experience in Abu Dhabi. This year marks Aezad’s 11th year in Brunei, following several years working in Abu Dhabi.  

He arrived as an experienced teacher, familiar with learners from preschool to Year 6, and assigned to a semi-rural school originally housed in one of Brunei’s oldest wooden buildings. A modern facility soon replaced it, reflecting the region’s growing community. 

Aezad’s early years involved teaching Years 1, 2 and 3 using CfBT-produced resources. Over time, he worked across different year groups and eventually transitioned into preschool.  

“This shift allowed me to identify and address early learning gaps by modifying planning and creating tailored resources for younger learners. Understanding these foundational needs has shaped how I design lessons and support progress.” 

One of the key gaps that he recognised in many preschoolers is in early reading development. Many preschoolers arrive with little to no English due to lack of phonics exposure and prior kindergarten experience. Some older students, though fluent in speech, struggle with reading due to gaps in early support or undiagnosed neurodivergence. 

To address this, Aezad runs Lexile assessments to identify students falling two years or more behind. They undergo diagnostic tests, and those scoring below 85% across key areas qualify for their targeted 13-week LS intervention. He selects students with the greatest need and potential for progress. 

“I use a variety of resources, from Read Write Inc. and CVC blending books to high-frequency word materials. I’ve even made YouTube videos to support home learning.” 

From the reading intervention program, he shared one success story,   

“One memorable success involved a Year 2 student with speech delay after completing the program, she began reading aloud confidently, with glowing feedback from her parents.” 

Beyond his work in reading interventions, Aezad has also played an active role in developing and sharing educational resources across CfBT and local schools.  

Over the years, he has felt empowered to contribute meaningfully to his school and CfBT. He has adapted materials to align with the Learning Objectives document and designed differentiated workbooks for Year 1–3 themed units. These were later shared across CfBT and local schools. He also introduced station rotation activities, which inspired others to adopt the approach in their classrooms after seeing it in action. This collaborative strategy not only enhanced student engagement but also improved teacher TPA outcomes. 

Beyond CfBT and his school, Aezad collaborated with the Brunei Darussalam Leadership Training Academy (BDLTA) to design the national Learning Support (LS) program.  

“My responsibilities included developing schemes, lesson plans, PD content, and assessments. Delivering professional development across multiple clusters has strengthened my confidence in public speaking. The feedback has been especially rewarding, with reports of improved reading and comprehension among Tier 3 students.” 

Aezad truly embodies the value collaboration, and it is no wonder that he resonates to it most. He works hand-in-hand with local teachers by sharing ideas, running PD sessions and offering ongoing support. His colleagues often describe him as resourceful, someone they turn to for fresh ideas and guidance.  

He recently qualified for a threshold status after compiling two years of evidence, but his journey is far from over. He is still eager to grow, particularly in public speaking so he can leave a lasting impact at his school. He added,  

“My relationship with fellow educators and Ministry of Education officers continue to deepen and I’m proud to have contributed to strengthening Brunei’s reading culture.” 

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