HOW TO USE THIS RESOURCE

A list of all ATL skills can be found here

Overview

When documenting ATLs in unit planners, teachers should carefully pick out a small selection of skills they will explicitly teach.
The ATL skills selected should be connected to the subject objectives. An ATL statement that teachers might use to help them
articulate the connection is: In order to [subject objective] students must [skill]. The identified skill might be used in the unit
summative, or in learning experiences as preparation for the summative. When teachers carefully select an ATL needed to help
support students meet the objective, it does not mean that student must use that skill every time.

The tabs on this spreadsheet are organised around the eight MYP subject groups. For every subject, ATL skills that lend themselves
well to each subject objective have been mapped across each ATL category. Year 5 objectives have been considered for all subjects.
Additionally, a rationale indicating the kinds of activities students may engage in to develop each skill has been added. Feel free to
make a copy of this spreadsheet and add more skills for your subject!
 Design
In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Inquiring and analysing

When learning about the client/target audience they are designing for, practicing empathy may help them better
explain and justify the need for a solution to a
i. Practise empathy Social skills understand their needs. Students might do this through empathy maps, client interviews, role play or perspective
problem for a specified client/target audience
taking thinking routines.

Students will develop a research plan, table, or interview questions, to better understand their client/customer or
identify and prioritize primary and secondary
Collect and analyse data to identify Research: Information the problem they are trying to solve. Students should focus on identifying what information they need to know to
ii. research needed to develop a solution to the
solutions and make informed decisions Literacy Skills design their solution and what information could be useful to know. Strategies might include interviews,
problem
observations, reading articles, watching videos, designing and conducting surveys...

analyse a range of existing products that inspire Collect and analyse data to identify Research: Information
iii.
a solution to the problem solutions and make informed decisions Literacy Skills
Students will develop a research plan, table, or interview questions, to better understand their client/customer or the problem they are trying to solve. Students should focus on identifying what information they need to know to design their solution and what information could be useful to know. Strategies might include interviews, observations, reading

develop a detailed design brief, which Gather and organize relevant information to Thinking: Critical Students will gather information from Criterion Ai-iii and summarise this to explain what they will make and why.
iv.
summarizes the analysis of relevant research. formulate an argument thinking skills This could be done through an elevator pitch, written design brief, presentation, grant pitch...

Criterion B

Developing ideas

develop design specifications, which clearly Students will design specifications for their product, which consider their time, budget, skill, resources (materials and
Self-Management -
i. states the success criteria for the design of a Set goals that are challenging and realistic tools) as well as any other possible constraints. Design specifications could be created based on a checklist, ACCESS
Organisational Skills
solution FM, SMART Goal checklist, mimicking an MYP rubric, UX design specifications...

develop a range of feasible design ideas, which
ii.
can be correctly interpreted by others
Students will generate multiple ideas for their project. Depending on the type of project these might be sketches,
Apply existing knowledge to generate new Thinking - Creative
diagrams, storyboards, 3D digital models, prototypes, wire frames, mockups and might also have annotations,
ideas, products or processes Thinking Skills
moodboards, fabric swatches or other resources to help others understand the ideas.

Students will evaluate their proposed ideas against their design specifications, using feedback, usually from their
client, target audience or expert or through using an other suitable method. Students will explain which of their
present the chosen design and justify its Thinking - Critical
iii. Propose and evaluate a variety of solutions ideas is the best solution for the problem they are trying to solve, using evidence from their evaluation. Students
selection Thinking Skills
might choose to do this in a table, with annotations, with survey data, graphs, charts or even through a descriptive
narrative.

Students will create a detailed drawing or diagram to help them create their final product. Students must choose the
appropriate strategy for doing this - depending on the project it might be a detailed wireframe, storyboard, 3D
develop accurate and detailed planning
Use appropriate strategies for organizing Self-Management - model, annotated diagram, an orthographic or isometric projection, an exploded diagram or other. This should be
iv. drawings/diagrams and outline the requirements
complex information Organisational Skills organised in a way that is clear enough for someone else to understand. Students might imagine that they are going
for the creation of the chosen solution.
to pass off these diagrams, (along with the logical plan from Ci) to someone else, who will then manufacture their
product.

Criterion C

Creating the solution

construct a logical plan, which describes the
i. efficient use of time and resources, sufficient for
peers to be able to follow to create the solution
Organize and depict information logically
Students should use backward planning to design their logical plan to make their product. They should consider how
much time they have available in class, the materials and tools needed, along with any human resources. Students
should describe each step needed to create the solution and should consider what might go wrong and should factor
Communication Skills in flexibility for any changes needed. Students should build in checks/quality tests throughout the building process.
Students might organise their plan in a table, storyboard, flow chart or in a step by step list. Students should
consider adding in safety instructions, images or videos to explain the process. Students should use subject specific
vocabulary to help them make sure the information is easy to understand.

Students should use their design skills to make the product. They should document the process, and may choose to
create a video or visual diary to show the different steps. Students should annotate the video or images showing
demonstrate excellent technical skills when Combine knowledge, understanding and
ii. Thinking: Transfer skills how they have combined their design knowledge and skills to create their final product. Students should ensure they
making the solution skills to create products or solutions
are following best practice, working safely and should use the correct terminology when describing the skills and
knowledge used.

Students create their product to solve the problem they identified (Ai). Students can describe what makes the
follow the plan to create the solution, which Create novel solutions to authentic Thinking: Creative
iii. product novel/unique/special. This could be done in a pitch, presentation, elevator pitch, video advert, unboxing
functions as intended problems Thinking Skills
video, review video or other. Students may choose to compare their final product to their detailed design (Biv)

fully justify changes made to the chosen design
iv.
and plan when making the solution
As students made their product they should have documented the process, through reflections, photographs or
videos. Here students use this evidence to explain any changes they made. They might wish to compare it to their
Self-Management - logical plan (Ci) or detailed diagram (Biv). Students should document why they made changes - was it because of
Keep a journal to record reflections
Reflective Skills time? resources? materials? skills? the unexpected? Did the change make the final product better? worse? different?
Students might add a column to their logical plan (Ci) to write these reflections, or they might do short video, audio
or written reflections at the end of each lesson. Students should consider this a designers diary.

Criterion D

Evaluating

design detailed and relevant testing methods,
i. which generate data, to measure the success of
the solution
Give and receive meaningful feedback
Students should consider what feedback is meaningful - is it feedback that can help them evaluate their product
against the specifications (Bi)? Is it feedback to help them make improvements if they remade the product? Students
should consider the difference between qualitative and quantitative feedback. Students might wish to practice
asking open and closed questions. If collecting feedback digitally they should consider how open, multiple-choice
Communication Skills
and other question typed would provide the most meaningful feedback. Students should consider who will give
them the most meaningful feedback - a client? their target audience? an expert? individuals? groups of people?
friends? strangers? Students might incorporate feedback models including the Ladder of Feedback, WWW/EBI
(what worked well, even better if) or the feedback sandwich.

critically evaluate the success of the solution
ii.
against the design specification
Using the data gathered (Di), against their design specifications (Bi) students should use this to analyse their
Practise analysing and attributing causes Self-Management - product, including what could be improved or what didn't work. Students might choose to use 'WWW/EBI - what
for failure Affective Skills worked well/even better if' or they might use another feedback method, like the ladder of feedback or feedback
sandwich to critique their own work.

Students describe how they would improve the product if they were to remake it. Students might choose to imagine
Design improvements to existing machines, Thinking: Creative that they had a different amount of time, money or skill or they might use feedback gathered to explain how their
iii. explain how the solution could be improved
media and technologies Thinking Skills product could be even better. Students can do this by annotating images of their final product, writing a narrative
reflection, creating a pitch for a second version of their product or could use another method.

Students will explain how their product helps solve the problem they identified (Ai) and will describe the impact on
explain the impact of the solution on the their client, customer or target audience. Students should describe how the product makes the users life more
iv. Help others to succeed Social skills
client/target audience. enjoyable, easier, safer or another benefit. Students might choose to use quotes from their feedback or might use
roleplaying to describe the impact.
 Arts
In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Knowing and understanding

In each unit a student will use different media or formats to show the knowledge and understanding
they have gained about the topic, artist or artistic style. They might be using printmaking for one unit,
demonstrate knowledge and understanding of the Communicate information and ideas effectively to sculpture for another, digital drawing for another... Students might add text, audio, visual or other
Research: Media Literacy
i. art form studied, including concepts, processes, multiple audiences using a variety of media and elements to further share their new knowledge and understanding. Students should consider how
Skills
and the use of subject-specific terminology formats they can share what they have learnt with others, not just their teacher or classmates. Students might
choose to exhibit their work, share it digitally through a newsletter or social media or even create a
digital gallery.
demonstrate understanding of the role of the art Use and interpret a range of discipline-specific terms Students should use specific vocabulary and terms to describe artistic movements, styles and
ii. Communication Skills
form in original or displaced contexts and symbols techniques.

Students should be able to describe the connection between their product/performance and they
use acquired knowledge to purposefully inform
Apply existing knowledge to generate new ideas, Thinking: Creative Thinking works they analysed. How have other artists, artistic movements or techniques influenced their work?
iii. artistic decisions in the process of creating
products or processes Skills Students may choose to annotate their work, connecting it to the work of others. They can also
artwork.
compare and contrast in a table, venn diagram or other method.

Criterion B

Developing skills

demonstrate the acquisition and development of Self-Management: Students should record reflections and skills development in their process journal. To show the
i. Keep a journal to record reflections
the skills and techniques of the art form studied Reflective Skills development of skills, students may wish to repeat the same exercise overtime.

demonstrate the application of skills and Apply newly acquired skills to create, perform and/or Thinking: Creative Thinking Students should be able to identify the skills they are using that are NEW to them for this unit. How
ii.
techniques to create, perform and/or present art. present art Skills did they acquire them? Why are they important? How did they demonstrate the skill?

Criterion C

Thinking creatively

develop a feasible, clear, imaginative and coherent Create original works and ideas; use existing works Thinking: Creative Thinking Students should describe how their artwork is inspired by others. It might be inspired by artworks
i.
artistic intention and ideas in new ways Skills they have produced in the past or those they have studied in class or researched independently.

Students should use the skills they have developed in the unit, but in a unique/novel situation. For
example, Creating a Greek Theatre place about a current local, designing a jazz piece to act as a
demonstrate a range and depth of creative-
ii. Apply skills and knowledge in unfamiliar situations Thinking: Transfer Skills soundtrack for a video game or global issues or using classical painting techniques when creating a
thinking behaviours
digital painting. Students should describe and reflect on how this unique juxtaposition has given their
art new meaning.

demonstrate the exploration of ideas to shape
iii.
artistic intention through to a point of realization.
Students should explore how symbols, motifs and other forms of nonverbal communication can
Interpret and use effectively modes of non-verbal
Communication Skills communicate a clear message. Students may wish to explore how they can create artworks that
communication
express ideas connected to the unit's key and related concepts or global context.

Criterion D

Responding

construct meaning and transfer learning to new Combine knowledge, understanding and skills to Students should use knowledge, understanding and skills from another subject or from outside of
i. Thinking: Transfer Skills
settings create products or solutions school, to contribute to their artwork.

create an artistic response that intends to reflect Create original works and ideas; use existing works Thinking: Creative Thinking Students should describe how their artwork is inspired by others. It might be inspired by artworks
ii.
or impact on the world around them and ideas in new ways Skills they have produced in the past or those they have studied in class or researched independently.

iii. critique the artwork of self and others.
Listen actively to the perspectives of others
Students should consider what feedback would be helpful to help them or their classmates to
develop as an artist. Students should consider the difference between qualitative and quantitative
feedback. Students might wish to practice asking open and closed questions. If collecting feedback
digitally they should consider how open, multiple-choice and other question typed would provide the
Social Skills most meaningful feedback. Students should consider who will give them the most meaningful
feedback - their target audience? an expert? another artist? individuals? groups of people? friends?
strangers? Students might incorporate feedback models including the Ladder of Feedback,
WWW/EBI (what worked well, even better if) or the feedback sandwich. Students might also look at
the way art critics describe art and use this in their own critiques.
 Mathematics
In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Knowing and understanding

select appropriate mathematics when solving problems in both Apply skills and knowledge in unfamiliar Thinking: Transfer Students should not only show their working out, but describe why they picked the
i.
familiar and unfamiliar situations situations Skills technique they used.

apply the selected mathematics successfully when solving Apply existing knowledge to solve Thinking: Creative
ii. Students should show their working out.
problems mathematical problems Thinking Skills

Apply skills and knowledge in unfamiliar Thinking: Transfer Students should show how the skills and knowledge they have learnt can be used for
iii. solve problems correctly in a variety of contexts.
situations Skills different purposes.

Criterion B

Investigating patterns

select and apply mathematical problem-solving techniques to Draw reasonable conclusions and Thinking: Critical Students will analyse patterns and will describe how they have determined what comes
i.
discover complex patterns generalizations Thinking Skills next.

Students will write the rule for the pattern they are investigating, describing how they
Thinking: Critical
ii. describe patterns as general rules consistent with findings Identify trends and forecast possibilities reached their conclusion. Students will use their rule to make predictions about numbers in
Thinking Skills
the sequence, for example, predicted the 1000th number in a number sequence.

Students will show how their mathematical rules they are exploring work in 'real life', for
Gather and organize relevant information to Thinking: Critical
iii. prove, or verify and justify, general rules. example, Fibonacci numbers shown in spirals in flowers. They will use these examples to
formulate an argument Thinking Skills
prove, verify and justify the rule.

Criterion C

Communicating

use appropriate mathematical language (notation, symbols and Taking on the role of a professional who uses mathematics, for example, an architect,
i. Understand and use mathematical notation Communication Skills
terminology) in both oral and written explanations students will use the appropriate mathematical language and notations in a presentation.

use appropriate forms of mathematical representation to present Use appropriate strategies for organizing Self-Management: Students can use mathematical techniques to simplify problems. This might mean
ii.
information complex information Organisational Skills simplifying numbers or breaking down problems into smaller steps.

Interpret and use effectively modes of non- Students can understand and create graphs, charts, infographics and other forms of visual
iii. move between different forms of mathematical representation Communication Skills
verbal communication representation of data.

communicate complete, coherent and concise mathematical lines Practice visible thinking strategies and Thinking: Creative Students can use See-Think-Wonder to help them identify and communicate ideas around
iv.
of reasoning techniques Thinking Skills mathematics, including patterns.

Criterion D

Applying mathematics in real-world contexts

Thinking: Critical Students can analyse real-life situations to determine how mathematics impacts or can be
i. identify relevant elements of authentic real-life situations Recognize and evaluate propositions
Thinking Skills used to improve/change the situation.

select appropriate mathematical strategies when solving Combine knowledge, understanding and Thinking: Transfer Students use mathematics to help them create a product, for example, using trigonometry
ii.
authentic real-life situations skills to create products or solutions Skills to create a bridge or using probability to create a game.

apply the selected mathematical strategies successfully to reach a Use effective learning strategies in subject Thinking: Transfer Students should demonstrate how they might use their mathematical knowledge to
iii.
solution groups and disciplines Skills support them in other subjects. (This would be a great ATL to select for an IDU)

Students should focus on how they JUSTIFY how accurate their work is - should they stop
at one decimal place? two? three? Why? What about for percentages? When can accuracy
iv. justify the degree of accuracy of a solution Negotiate effectively Social Skills connect to ethics? safety? Can inaccuracy be used for propaganda? When might rounding
up be good? bad? How might organisations/companies/governments use this to benefit
them?

Students should gather examples to show when the mathematics they are studying has
justify whether a solution makes sense in the context of the Collect and analyse data to identify Research: Information
v. been used and applied to real-life situations, so that they can justify using the same math
authentic real-life situation. solutions and make informed decisions Literacy Skills
for their solutions.
 Sciences
In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Knowing and understanding

Students should explain scientific knowledge in a way that is easily understood by others. For this skill
students might think about sharing this information with the general public, a child, someone with limited
i. explain scientific knowledge Organize and depict information logically Communication Skills
English skills.... How might they explain this knowledge in a way that is easy to understand? Adding visuals?
Using simple words? Creating analogies? Creating visual representations?

apply scientific knowledge and understanding Students will practice using skills and knowledge they have learnt through lab experiments, analysing
Apply skills and knowledge in unfamiliar
ii. to solve problems set in familiar and unfamiliar Thinking: Transfer Skills data, applying scientific information to text they are reading and other strategies. Students should explain
situations
situations how their new knowledge and understanding relates to the situation they are describing or analysing.

analyse and evaluate information to make Collect and analyse data to identify Research: Information Students will practice analysing data, including data from their own and other peoples' experiments and
iii. from data published online. Students might be looking at raw data or data presented in other formats,
scientifically supported judgments. solutions and make informed decisions Literacy Skills
including tables, graphs and infographics.

Criterion B

Inquiring and designing

Students will practice identifying questions or problems that have been solved by other scientists or
through existing experiments. Students will identify what different experiments were trying to
explain a problem or question to be tested by a Thinking: Critical
i. Test generalizations and conclusions prove/solve/answer. Students will practice writing inquiry questions for their unit, including factual,
scientific investigation Thinking Skills
topical, conceptual and debatable questions. Students might do this through use of a KWL chart or the
Project Zero thinking routine Question Starts.
Students should analyse existing hypotheses to see how they should correctly write their own. Students
formulate a testable hypothesis and explain it Make guesses, ask “what if” questions and Thinking: Creative
ii. should formulate a hypothesis, then can create inquiry/research questions that will help them test their
using scientific reasoning generate testable hypotheses Thinking Skills
hypothesis.

explain how to manipulate the variables, and Research: Information Students will learn about different ways to collect data, including surveys, interviews, questionnaires, focus
iii. Collect, record and verify data
explain how data will be collected Literacy Skills groups, observations and records.

Students will practice creating scientific investigations in groups, pairs and individuals. Students will
Thinking: Critical
iv. design scientific investigations. Propose and evaluate a variety of solutions practice different ways to layout the investigation, including in a list, table and flowchart. Students will
Thinking Skills
describe what they think the solutions/results might be, before conducting their experiment.

Criterion C

Processing and evaluating

Research: Information
i. present collected and transformed data Process data and report results Students will present their data in a variety of ways, including a table, charts and inforgraphics.
Literacy Skills

interpret data and explain results using Thinking: Critical Students will learn how to organise the data in a spreadsheet and will learn about different formulas they can
ii. Interpret data
scientific reasoning Thinking Skills use to help them manipulate and evaluate the data gathered.

evaluate the validity of a hypothesis based on
iii.
the outcome of the scientific investigation
Revise understanding based on new
information and evidence
Students will reflect on their hypothesis and original predictions using the outcome of their experiment.
Research: Information
Students might use the thinking routine 'I used to think...now I think...' or WSMW (what surprised me was...)
Literacy Skills
to summarise their conclusion.

iv. evaluate the validity of the method

Reflect upon a scientific investigation to Students will reflect on their scientific investigation, analysing how accurate their results were and will
Self- Management
explain improvements or extensions to the determine sources of error and evaluate attribute reasons for inaccuracies or problems. Students might use 'WWW/EBI (what went well, even better
v. Skills: Reflection skills
method. their impact. if) or any other method for reflection.

Criterion D

Reflecting on the impacts of science

explain the ways in which science is applied and Revise understanding based on new Thinking: Critical
i.
used to address a specific problem or issue information and evidence Thinking Skills

discuss and evaluate the various implications of

Considering the global impacts of sciences Social: Collaboration
ii. using science and its application to solve a
on others Skills
specific problem or issue

Students will use the correct scientific terminology, but will make it appropriate for the target audience of
Use appropriate forms of writing for
iii. apply scientific language effectively Communication Skills their work. This might mean they provide explanations, a glossary, visual guides, analogies or other linguistic
different purposes and audiences
devices appropriate for the purpose and their audience.

Create references and citations, use

Students will learn how to use recognised conventions (for example, APA) to cite their work. Students will
document the work of others and sources of footnotes/endnotes and construct a Research: Information
iv. learn how to cite images, data, websites, videos, interviews, reports and will learn how to do in-text citations
information used. bibliography according to recognized Literacy Skills
and create bibliographies. Students will not learn all these skills at once!
conventions
 Individuals and societies
In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Knowing and understanding

Students will do assessments where they product text or deliver presentations for multiple audiences. The
Use appropriate forms of writing for aims might be to persuade, to educate and inform, to entertain or to inspire people to take action. Students will
i. use a wide range of terminology in context Communication Skills
different purposes and audiences use a range of language and terminology to support this purpose, including persuasive language and historical
accuracy vocabulary. Students will use the passive and active voice when appropriate.

demonstrate knowledge and understanding of

subject-specific content and concepts through Use and interpret a range of discipline- Students to use correct geographical and historical vocabulary, including giving examples to show their
ii. Communication Skills
developed descriptions, explanations and specific terms and symbols learning, accompanied by the correct terminology.
examples.

Criterion B

Investigating

Students will practice writing research questions and will give each other feedback to help improve the
formulate a clear and focused research question Formulate factual, topical, conceptual and Thinking: Critical
i. questions. Students will also practice this skill when writing factual, conceptual and debatable inquiry
and justify its relevance debatable questions Thinking Skills
questions for their units.

formulate and follow an action plan to
ii.
investigate a research question
Students will write action plans which take into consideration time, resources and materials needed. Students
Set goals that are challenging and realistic Self Management Skills will connect action plans to their research questions. Students might factor in I&S specific skills that they might
do while conducting their research, including primary and secondary research.

use research methods to collect and record
iii.
appropriate, varied and relevant information
Students will learn a range of research methods, including using primary and secondary resources, preparing
Research: Information
Collect, record and verify data for and conducting interviews, analysing data and statistics and will examine the reliability of the sources they
Literacy Skills
use.

evaluate the process and results of the Thinking: Critical Students will critically analyse their research results, including looking for bias and manipulation. Students will
iv. Evaluate evidence and arguments
investigation. Thinking Skills present this analysis when sharing their research findings, including describing the limitations of their research.

Criterion C

Communicating

Students will do assessments where they product text or deliver presentations for multiple audiences. The
communicate information and ideas effectively
Use appropriate forms of writing for aims might be to persuade, to educate and inform, to entertain or to inspire people to take action. Students will
i. using an appropriate style for the audience and Communication Skills
different purposes and audiences use a range of language and terminology to support this purpose, including persuasive language and historical
purpose
accuracy vocabulary. Students will use the passive and active voice when appropriate.

structure information and ideas in a way that is Structure information in summaries, essays Students will practice structuring ideas in a range of formats, including a brochure, essay, presentation,
ii. Communication Skills
appropriate to the specified format and reports newspaper article and letter.

Create references and citations, use

Students will learn how to use a recognized citation convention (for example APA, MLA or Harvard). Students
document sources of information using a footnotes/endnotes and construct a Research: Information
iii. will learn how to do in-text citations or footnotes, as well as how to cite different types of resources, including
recognized convention. bibliography according to recognized Literacy Skills
images, videos, articles and books.
conventions

Criterion D

Thinking critically

discuss concepts, issues, models, visual
i.
representation and theories
Students will evaluate data, including looking at bias and manipulation. Data will come from a range of sources
Listen actively to other perspectives and including governments, charities , the World Bank and the United Nations. Students will look at historical data
Social Skills
ideas to see how policies and events have had an impact on the world. Students will use data as a tool to show their
learning and a tool for persuasion.

Students will learn to paraphrase, they will learn to present historical data/primary resources to make it
synthesize information to make valid, well- Gather and organize relevant information to Thinking: Critical relevant to today and they will use quotes from leaders and experts to support their ideas. Students will
ii.
supported arguments formulate an argument Thinking Skills analyse how historians, geographers and others working in the subject use data and information in their work,
and will mirror this in their own work.

analyse and evaluate a range of sources/data in Evaluate and select information sources and
Research: Information Students will use an OPCVL table (Origin, Purpose, Content, Value, Limitation) to analyse the information they
iii. terms of origin and purpose, examining value digital tools based on their appropriateness
Literacy Skills use.
and limitations to specific tasks

interpret different perspectives and their Thinking: Critical Students will analyse different perspectives and may use Project Zero perspective taking thinking routines,
iv. Consider ideas from multiple perspectives
implications. Thinking Skills including Circle of Viewpoints, True for Who? Tug of War and Step in - Step out - Step back.

In order to...
Objective
Criterion A
Analysing
analyse the content, context, language,
i. structure, technique and style of text(s) and
the relationship among texts
analyse the effects of the creator’s choices on
ii.
an audience
justify opinions and ideas, using examples,
iii.
explanations and terminology
evaluate similarities and differences by
iv. connecting features across and within genres
and texts.
Criterion B
Organizing
employ organizational structures that serve
i.
the context and intention
organize opinions and ideas in a sustained,
ii.
coherent and logical manner
use referencing and formatting tools to create
iii. a presentation style suitable to the context
and intention.
Criterion C
Producing text
produce texts that demonstrate insight,
imagination and sensitivity while exploring
i. and reflecting critically on new perspectives
and ideas arising from personal engagement
with the creative process
make stylistic choices in terms of linguistic,
ii. literary and visual devices, demonstrating
awareness of impact on an audience
select relevant details and examples to
iii.
develop ideas.
Criterion D
Using language
use appropriate and varied vocabulary,
i.
sentence structures and forms of expression
write and speak in a register and style that
ii.
serve the context and intention
iii. use correct grammar, syntax and punctuation
spell (alphabetic languages), write (character
iv.
languages) and pronounce with accuracy
Language and literature
Students must...
ATL skill indicator
Make connections between various sources
of information
Practise empathy
Make inferences and draw conclusions
Practise flexible thinking—develop multiple
Thinking: Creative
opposing, contradictory and complementary
Thinking Skills
arguments
Structure information in summaries, essays
and reports
Use appropriate strategies for organizing
complex information
Create references and citations, use
footnotes/endnotes and construct a
bibliography according to recognized
conventions
Listen actively to other perspectives and
ideas
Use appropriate forms of writing for
different purposes and audiences
Access information to be informed and
inform others
Use a variety of speaking techniques to
communicate with a variety of audiences
Communicate information and ideas
effectively to multiple audiences using a
variety of media and formats
Use appropriate forms of writing for
different purposes and audiences
Use a variety of speaking techniques to
communicate with a variety of audiences
ATL category Rationale
Research: Information Students will look for active or passive voice, as well as different techniques, such as
Literacy Skills persuasive language and will analyse how this changes the meaning and the impact of the text.
Students will practice empathy, through imagining the writer/creators perspective and purpose.
Social They might use various Project Zero perspective taking Thinking Routines to achieve this,
including Circle of Viewpoints, True for Who? Tug of War and Step in - Step out - Step back.
Students to learn about different debate structures and to prepare for debate. Students also
Communication
will do persuasive speech writing, as well as learning how to create an Op-Ed piece.
Students to learn strategies for comparing and contrasting, including making use of venn
diagrams.
Students will learn how to structure different text types including essays, letters, brochures
Communication Skills
and newspaper articles.
Self-Management: Students will learn to structure their thinking using the PEEL (point, evidence, explain and link)
Organisational Skills strategy.
Students will learn how to use a recognized citation convention (for example APA, MLA or
Research: Information
Harvard). Students will learn how to do in-text citations or footnotes, as well as how to cite
Literacy Skills
different types of resources, including images, videos, articles and books.
Students to produce texts using someone else's voice. Students will analyse different
Social (Collaboration) perspectives and may use Project Zero perspective taking thinking routines, including Circle of
Viewpoints, True for Who? Tug of War and Step in - Step out - Step back.
Students to engage in role playing games, where they alter their voice based on the audience.
Communication Skills Students to translate texts written for one audience, for another audience. Students to make
use of slang and other vernacular suitable for their intended audience.
Students to learn note taking techniques, including Cornell notes, the 5 Rs of Note Taking, and
Research: Information
Read-Cover-Remember-Retell. Students will also practice note taking techniques to help them
Literacy Skills
take effective notes when watching videos or listening to speeches.
Students will practice a range of presentation types, including speeches, slam poetry and
Communication Skills presentations to inform and entertain. Students will learn how to create effective visual
presentations (slide decks) to accompany their presentation.
Students will learn the different between formal and informal texts and will practice changing
Research: Media a formal text to an informal text and vice versa. Students will practice analysing existing texts
Literacy Skills and will describe who they think the intended audience are. Students will analyse political
speeches and will learn about dog whistling.
Students will learn a range of grammar, syntax and punctuation - to practice this skill can do a
proof reading exercise, where they correct text provided by the teacher. Students will learn
about grammar, syntax and punctuation differences between British English and American
Communication Skills
English. Students will explore when/where using 'incorrect' grammar, syntax or punctuation
can be be appropriate (for example, informal places, social media, poetry or when writing
slogans and headlines).
Students will explore when they might change spelling, writing and pronunciation for different
audiences, for example, in slam poetry, social media posts or when writing using local dialects.
Students will look at a range of poets who did this, for example 'Language poets' and Scottish
Communication Skills
poet Tom Leonard, who writes how he speaks. Students may also explore how slang and
'incorrect' words and language have become 'correct', (for example, the words, phrases and
spellings invented by Shakespeare).
 Language and literature
In order to... Students must...

Objective ATL skill indicator ATL category Rationale

use appropriate non-verbal communication Interpret and use effectively modes of non- Students will learn how they can use visual features to create successful presentations (slide
v. Communication Skills
techniques. verbal communication decks), posters, brochure and other multimodal texts.
 PHE
In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Knowing and understanding

explain physical and health education factual,
i.
procedural and conceptual knowledge
Use and interpret a range of discipline
specific terms and symbols
Students will learn to annotate images and videos, with discipline specific terms and
Communication:
symbols, to explain what is happening, to demonstrate their knowledge and understanding
Communication skills
and to improve their practice.

Students will design exercises, games, sports and other activities for different audiences -
apply physical and health education knowledge
Apply skills and knowledge in unfamiliar students will do this for unexpected audiences and situations, for example, redesigning a
ii. to analyse issues and solve problems set in Thinking: Transfer skills
situations sport they have learnt for a person with disabilities, for a much younger or older person or
familiar and unfamiliar situations
for someone with a different spoken language.

apply physical and health terminology
iii.
effectively to communicate understanding.
Presents information in a variety of formats
and platforms
Students will create training plans, instructions and rules for new games, exercises and
activities, design posters, brochures, videos or other resources to help someone improve
Research: Information technique, all with the correct terminology. Students will have the opportunity to show their
Literacy Skills learning, and communicate their knowledge and understanding using a variety of formats
and platforms - for example, when students are making a training plan, it might be a flow
chart, an infographic, a poster, a video or an audio guide.

Criterion B

Planning for performance

Students will learn how to set SMART goals. Students will learn how to set short term and
Self-Management:
i. develop goals to enhance performance Set goals that are challenging and realistic long term goals. Students will learn how to create a big goal, then break it down into
Organisational Skills
smaller steps.

design, explain and justify a plan to improve
ii.
physical performance and health.
Students will create an action/training plan to help them achieve their goals. This should
Apply existing knowledge to generate new Thinking: Creative consider time, resources, skill level, participant and other elements. Students will connect
ideas, products or processes Thinking Skills this to the goals created in Bi, and will make sure their plan is relevant to the person they
are coaching/designing for.

Criterion C

Applying and performing

demonstrate and apply a range of skills and

i. Students will learn a variety of techniques to support them as a coach, including how to
techniques effectively
encourage, persuade and motivate the person they are coaching. In group work students will
Exercise leadership and take on a variety of Social: Collaboration
learn different techniques for collaborating, including assigning roles, taking turns speaking,
demonstrate and apply a range of strategies roles within groups Skills
ii. using votes and dividing up tasks. Students will reflect on how they exercises leadership
and movement concepts effectively and took on different roles at the end of the process/unit.

Students will practice decisions making during game situations. They will learn how to make
changes to their training plans, to effective their achievements/developments, or those of the
person/group they are coaching. Students will reflect on how their emotions/well being has
analyse and apply information to perform Practice being aware of body-mind Self management:
iii. impacted their performance - for example, do they see an improvement when they are not
effectively. connections Affective Skills
stressed? Does lack of sleep or stress impact their performance negatively? Students might
also look at the reverse - how does exercise improve their wellbeing, for example, if they do
yoga before an exam, do they feel less stressed?

Criterion D

Reflecting and improving performance

Students will learn different techniques to resolve conflict when working in groups,
explain and demonstrate strategies to enhance Manage and resolve conflicts and work Social: Collaboration particularly when engaging in team sports or when working on a group aesthetic movement
i.
interpersonal skills collaboratively in teams Skills piece. Techniques might include voting, dividing up a task, taking a break or giving everyone
equal time to speak.

Students will use reflections, peer and self-assessment/feedback, and exit tickets to help
Identify strengths and weaknesses of them identify strengths and weaknesses, related to their performance. Students will
analyse and evaluate the effectiveness of a plan Self-Management -
ii. personal learning strategies (self- annotate or describe their performance based on videos and images. Students will analyse
based on the outcome Reflective Skills
assessment) their own strengths and weaknesses before setting goals (Bi) and when reflecting on the
achievement of those goals.

Consider personal learning strategies –

What can I do to become a more efficient
and effective learner (or athlete)? – How can Self-Management -
iii. analyse and evaluate performance.
I become more flexible in my choice of
learning strategies? – What factors are
important for helping me learn well?
Students will analyse and evaluate their performance using a range of prompts to support
them. This will be done at the end of a unit or a performance, and will usually connect to the
goals that they set. Students will engage in peer and self-assessment and reflection.
Reflective Skills
Students will use different strategies, including WWW/EBI (What went well? Even better
if?) and the Ladder of Feedback.
 Language acquisition
(based on objectives for communicator level: capable)

In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Listening

identify explicit and implicit information (facts and/or opinions,
i.
supporting details) in a wide variety of complex authentic texts
Students will describe how they have drawn reasonable conclusions when something is not explicit in
the text, for example, from using the tone, emotion, language used (for example informal or formal) or
Draw reasonable conclusions and 'reading between the lines'. Students will describe how their own personal experience or knowledge
Thinking Skills
generalisations impacts their analysis. Students may be asked questions to help them, for example 'how does this
person feel?', 'do you think these people are friends?' or 'why is this person using formal language to
speak to the other person?'.

Students will learn how to use a range of note taking techniques when listening to language. This will
ii. analyse conventions in a wide variety Take effective notes in class Communication Skills include noting key words, paraphrasing, as well as describing the tone, emotion, language style and
other conventions used.

Students will practice listening to a range of people and a range of text types, for examples,
analyse connections in a wide variety of complex authentic Listen actively to other
iii. Social Skills conversation, speeches, monologues, adverts, audio stories, songs, spoken word poetry and
texts perspectives and ideas
presentations.

Criterion B

Reading

Students will summarise the overall ideas behind the text they read, using key quotes to support
Make inferences and draw their conclusion. Students might use PEEL, the hamburger method, text to world/self, debates or
conclusions another strategy to help them develop this skill. Students should practice summarising the author's
identify explicit and implicit information (facts and/or opinions, main argument, then should look for supporting quotes within the text.
i. Communication Skills
supporting details) in a wide variety of complex authentic texts Students will practice answering questions about the text they read. this could be done as a think-
Read critically and for pair-share or other discussion activity. Students could use a range of Project Zero thinking routines
comprehension to support them developing as critical readers, including Circle of Viewpoints, Claim, Support,
Question, Fact or Fiction and Lenses.
Students will identify the different conventions used in the text they are reading and how it supports
analyse conventions in a wide variety of complex authentic Recognize and evaluate the author getting their message across. This might include layout, for example the way a
ii. Thinking Skills
texts propositions newspaper, magazine or brochure is laid out, or it might include analysing the images the author
has chosen to accompany their text.
analyse connections in a wide variety of complex authentic Make connections between various
iii. Research Skills Students will make connections, using strategies including text to world, text to self and text to text.
texts sources of information

Criterion C

Speaking

Use and interpret a range of

Students will practice using a thesaurus to help them write their speeches/presentations. Students
i. use a wide range of vocabulary discipline-specific terms and Communication Skills
will do activities based around synonyms to help them expand their vocabulary.
symbols
use a wide range of grammatical structures generally Use a variety of speaking Students will learn about different speaking techniques and strategies, including use of formal and
ii. techniques to communicate with Communication Skills
accurately informal language, alliteration, onomatopoeia, rhyming and rhythm.
a variety of audiences
use clear pronunciation and intonation in a comprehensible Use a variety of speaking Students will practice their speaking skills, through a variety of techniques, including mirror
iii. techniques to communicate with Communication Skills speaking, recording themselves, working in pairs and small teams and through class discussion. This
manner
a variety of audiences will help them build up their confidence, as well as develop their skills.
Use a variety of speaking
communicate all or almost all the required information clearly Students will practice using pace, tone, pronunciation and word emphasis and other techniques to
iv. techniques to communicate with Communication Skills
and effectively help them clearly communicate key information to an audience.
a variety of audiences

Criterion D

Writing

Use and interpret a range of Students will practice using a thesaurus to help them with their writing. Students will do activities
i. use a wide range of vocabulary discipline-specific terms and Communication Skills
based around synonyms to help them expand their vocabulary.
symbols
use a wide range of grammatical structures generally Students will learn about different grammatical structures, including different sentence types.
ii. Write for different purposes Communication Skills Students will practice this skill by changing existing sentences and through peer and self-
accurately
assessment.
organize information effectively and coherently in an Students will practice using different was or organising their writing. This might include layout, for
Use appropriate strategies for
iii. appropriate format using a wide range of complex cohesive Self-Management Skills example the way a newspaper, magazine or brochure is laid out, or it might include selecting images
organising complex information
devices to accompany their writing.
Use appropriate forms of writing
communicate all or almost all the required information with a Students will practice different techniques used by writers to deliver important information. This
iv. for different purposes and Communication Skills
clear sense of audience and purpose to suit the context might include layout, writing headlines, tag lines, highlighting key quotes and using repetition.
audiences