![]() However, if the unit is covering two objectives, it would make sense that the corresponding approaches to learning skills tied to those objectives are taught whether explicitly or implicitly. Question: Do we need to teach only one ATL skill per unit?Īnswer: There are no rules regarding the number of ATL skills in each unit. The long-term purpose of ATL in the MYP is to help students develop agency and grow in their ability to monitor their own learning and manage themselves (alone and in a community of practice). Meaningful formative feedback can bring about lasting change. Students learn best in a trusting environment in which they receive detailed, ongoing feedback about what they are doing well and what they need to practice in order to improve. ![]() Some schools encourage their students to self-evaluate their growth in ATL skill development with an opportunity for teachers to comment on the student’s reflection. The ATL skills are a useful organizing tool, but you are not required to use them in plans for teaching, assessing and reporting. Within each individual subject guide there is a section on ATL skills, which includes suggestions of some of the indicators that can be important for the different subjects. It is not a requirement to apply all these skills, as schools need to choose any skills relevant to their contexts that support students’ learning. A school might choose to select those that are relevant to their school, or they might write their own. Question: Do all the ATL skills have to be covered multiple times?Īnswer: The skills that are included in the ATL Framework in the appendices of MYP: From Principles into Practice are suggested examples. This blog is a continuation of the series looking at the diversity of implementation and the flexibility of the Middle Years Programme (MYP). They are important in helping students learn how to learn, as well as developing young people into the future global citizens and leaders that are needed to thrive in an increasingly complex world. We call these approaches to learning (ATL) skills. Students will explore the natural world and its laws the interaction between people and the natural world how humans use their understanding of scientific principles the impact of scientific and technological advances on communities and environments the impact of environments on human activity how humans adapt environments to their needs.All IB programmes support students to develop into lifelong learners by promoting the development of a broad set of skills, including: Scientific inquiry into the natural world helps you understand your world and the impact you have on it.įor this global context, you will explore the questions: What impact does the natural world have on you? What impact do you have on the natural world? This global context is important because science and innovation help you adapt to the world. natural and human landscapes and resources. ![]() ![]() Students will explore personal histories homes and journeys turning points in humankind discoveries explorations and migrations of humankind the relationships between and the interconnectedness of individuals and civilizations from personal, local and global perspectives. It also means looking at how the event has made an impact on personal as well as global history.įor this global context, you will explore the question: How can understanding the "when" and "where" of events help you to understand the world in which you live today? This global context is not just about studying the time and place of an event. ![]()
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