Experience Level: On a scale of 1 to 10, I would rate my experience in supporting students with GP skills development as a 7.5. This rating reflects my four years of teaching GP, which have involved numerous trials and experimental classes. My understanding of GP implementation has been significantly shaped by studying the teacher guidebook, student activity book, and curriculum frameworks. I have found that incorporating inquiry-based approaches, positive education, and differentiated learning has been crucial for effective lesson management, planning, and monitoring, both for myself and my team.

Specific Requirements for Skill Development Support: My school has several specific requirements that guide my planning process:

1. A uniform theme must be followed each term, typically spanning 12-16 sessions.
2. Reflection writing sessions are mandatory at the end of each term.
3. Integration of GP skills into grade-level subjects is strongly encouraged.
4. Team teaching is required for some members of my team, involving shared responsibility for the same grade-level classes.
5. Learning objectives must be aligned with the given theme for each term.

Current Planning Strategies: We utilize the inquiry cycle approach to plan our term-based activities. This structured approach allows us to systematically address the development of specific GP skills.

Monitoring Success: To monitor the effectiveness of our skill development strategies, we incorporate both scored and non-scored activities within each cycle. Each cycle focuses on practicing a particular GP skill, and some cycles may address multiple skills concurrently. The decision of whether an activity is scored or non-scored depends on the specific skill being targeted and the stage of the learning process within the cycle. This combination of assessment methods provides a comprehensive view of student progress in GP skills development.