2019 PHE TFP-SLS T3

	A	B	C	D	F	H	I	J
1	Group Topic Focus Plan
2	Anchored on the 3 Big Ideas as a PLC (Focusing on learning, collaboration and student outcomes), this topic plan guides MTS teachers on their journey to look more deeply at the practices in the classrooms by thinking through the teaching processes, areas and actions in the STP as well as the active learning process for using of technology in the classrooms. As reflective practitioners, teachers reflect actively on their lessons to plan next steps in the classrooms. [W1: TFP 1, W5: Reflection 1 + W6: TFP 2, W10: Reflection 2)
3	Name of teacher(s)		Joey, Celia, Robin, Amin, Faqih, Sufri and Kuan He				Subject	ACE Wushu and Bouldering Wall
4	Class		P1-P6				Duration of unit/topic	4 weeks
5	Unit/Topic		ACE Wushu Routine 1 and Bouldering Wall Introductory Lesson				Profile of my learners I consider my learners’ profiles.	P1-P6
6	Lesson Objectives What do I expect my students to learn?		ACE Wushu: All movement stances and values in routine 1 Bouldering Wall lesson: Safety routines and basic skills to climb the bouldering wall				W.A.L.T. We are learning to…(written on board for students)
7	Key Success Criteria How do I know if my students have learnt?		ACE Wushu: Students are able to complete routine 1 Bouldering Wall: Students are able to carry out the roles of a spotter and climb/ dismount from the wall safely.				W.I.L.F. What I am looking for…(shared with students)
8	PLC – 4 Crtitical Questions Teachers should adapt the TFP to cater to the needs of the respective classes. IMPORTANT: The Learning Intention must be the SAME for ALL students. Only the Success Criteria are differentiated to cater to individual class/students’ needs.
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10	Positive Classroom Climate	Teaching Areas How I…	Teaching Actions Share what teaching actions* you will undertake to ensure learning.					Feedback by KP
11		Establish interaction and rapport	ACE Wushu: Complete routine 1 with students with students using the mirror in PAL and dance room Bouldering Wall: Get students to pair up and take up the roles of spotter and climber
12		Maintain positive discipline	Reinforce values through Wushu and expectations, organization and routines before students climb the wall
13		Set expectations and routines
14		Build trust
15		Empower learners	Get students to try the routine in various settings. (E.g. on a stage/ on their own without the video or instructions from teacher) Bouldering Wall: Get students to climb various routes at the bouldering wall. Students may also view additional video resources and pen down their thoughts via Plickers or SLS.
16	Please select 2-3 teaching areas for each round of TFP.
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18	Lesson Preparation towards Lesson Enactment, Assessment & Feedback	Teaching Areas How I... Type of interaction embedded SC: Student-Content SS: Student-Student ST: Student-Teacher				Teaching Actions Share what teaching actions* you will undertake to ensure learning. Include rationale for key instructional strategies, teaching aids & learning resources		Feedback by KP
19		Activate learning				How do I activate prior knowledge/arouse interest/encourage learner engagement/pace and maintain momentum?
20		Student-Content		Student-Student	Student-Teacher	ACE Wushu: Get students to go through routines in various settings and activate prior knowledge with video resource. Bouldering Wall: Teacher will demonstrate and recall routines and skills prior to getting students to climb the wall.
21		Promote Thinking & Discussion				How do I ask questions to deepen learning/facilitate collaborative learning/exercise flexibility/provide clear explanation/support self-directed learning? What are the key questions planned?
22		Student-Content		Student-Student	Student-Teacher	Teacher to provide feedback to movement patterns of students.
23		Facilitate Demonstration of Learning				How do I exercise flexibility? What do I do if they already learnt it?
24		Student-Content		Student-Student	Student-Teacher	Students to climb various routes at the bouldering wall. Students to carry Wushu routines at various segments/ environment (e.g. outdoor on their own without the video or teacher demonstration)
25		Monitor & Feedback				How do I know my students have learnt/What do I do if they have not? How do I conclude the lesson/check for understanding and provide feedback?
26		Student-Content		Student-Student	Student-Teacher	Students may pen down their reflections on LLP Journals or SLS.
27		Select Teaching Aids & Learning Resources
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29	*Teaching actions can be found in OPAL(STP) under respective Teaching Areas (You can also export it for easy reference.) S:\AAA Mee Toh School\Non Academic\Staff Development\STP
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