Interpreting and Organising National-Identity Education: Reported and Documented Policy Enactment in a Sarawak Secondary School

National curricula articulate common civic purposes, but policy presence alone does not explain how educators interpret a mandate or how policy-relevant meanings become visible in school arrangements. This article examines national-identity education in a large multicultural day secondary school in southern Sarawak, Malaysia. It reports a focused secondary analysis of five complete semi-structured interviews with three teachers and two senior administrators, examined alongside a documentary evidence record drawn from six source categories reported in the parent study. The parent study’s interviews and document review were conducted between November 2025 and April 2026; the doctoral researcher completed the focused reanalysis during manuscript preparation from May to September 2026. Reflexive thematic analysis generated three themes organised around meaning selection, reported pedagogical translation and documented organisational provision. The documentary record is treated as evidence of authorised or recorded provision rather than observed implementation. Drawing on existing inscription scholarship, the article uses organisational inscription as a bounded analytical descriptor for policy-relevant formulations recorded in locally authoritative artefacts. By separating participant accounts, documentary provision and outcomes, the study offers a context-sensitive explanation of how national-identity education was interpreted and recorded in a Sarawak school.