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
The ATL skills selected should be connected to the subject objectives. An ATL statement that teachers might use to help th
articulate the connection is: In order to [subject objective] students must [skill]. The identified skill might be used in the
summative, or in learning experiences as preparation for the summative. When teachers carefully select an ATL needed to
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 th
well to each subject objective have been mapped across each ATL category. Year 5 objectives have been considered for all
Additionally, a rationale indicating the kinds of activities students may engage in to develop each skill has been added. Fee
make a copy of this spreadsheet and add more skills for your subject!
SOURCE

ll selection of skills they will explicitly teach.

ement that teachers might use to help them
he identified skill might be used in the unit
hers carefully select an ATL needed to help support
me.

r every subject, ATL skills that lend themselves

objectives have been considered for all subjects.
develop each skill has been added. Feel free to
 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 the
identify and prioritize primary and secondary
Collect and analyse data to identify solutions Research: Information problem they are trying to solve. Students should focus on identifying what information they need to know to design
ii. research needed to develop a solution to the
and make informed decisions Literacy Skills their solution and what information could be useful to know. Strategies might include interviews, observations,
problem
reading articles, watching videos, designing and conducting surveys...

analyse a range of existing products that inspire a Collect and analyse data to identify solutions Research: Information Students will analyse existing products through various methods, including SWOT analysis, surveys, analysing
iii.
solution to the problem and make informed decisions Literacy Skills existing reviews, practical tests on products, user trials, compare and contrast tables...

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...

Students will generate multiple ideas for their project. Depending on the type of project these might be sketches,
develop a range of feasible design ideas, which Apply existing knowledge to generate new Thinking - Creative
ii. diagrams, storyboards, 3D digital models, prototypes, wire frames, mockups and might also have annotations,
can be correctly interpreted by others 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
Thinking - Critical client, target audience or expert or through using an other suitable method. Students will explain which of their ideas
iii. present the chosen design and justify its selection Propose and evaluate a variety of solutions
Thinking Skills is the best solution for the problem they are trying to solve, using evidence from their evaluation. Students 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
develop accurate and detailed planning appropriate strategy for doing this - depending on the project it might be a detailed wireframe, storyboard, 3D model,
Use appropriate strategies for organizing Self-Management -
iv. drawings/diagrams and outline the requirements annotated diagram, an orthographic or isometric projection, an exploded diagram or other. This should be organised in
complex information Organisational Skills
for the creation of the chosen solution. a way that is clear enough for someone else to understand. Students might imagine that they are going 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

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
construct a logical plan, which describes the should describe each step needed to create the solution and should consider what might go wrong and should factor in
i. efficient use of time and resources, sufficient for Organize and depict information logically Communication Skills flexibility for any changes needed. Students should build in checks/quality tests throughout the building process.
peers to be able to follow to create the solution 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 how
demonstrate excellent technical skills when Combine knowledge, understanding and
ii. Thinking: Transfer skills they have combined their design knowledge and skills to create their final product. Students should ensure they are
making the solution skills to create products or solutions
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 product
follow the plan to create the solution, which Thinking: Creative
iii. Create novel solutions to authentic problems novel/unique/special. This could be done in a pitch, presentation, elevator pitch, video advert, unboxing video, review
functions as intended Thinking Skills
video or other. Students may choose to compare their final product to their detailed design (Biv)

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 logical plan
fully justify changes made to the chosen design Self-Management - (Ci) or detailed diagram (Biv). Students should document why they made changes - was it because of time? resources?
iv. Keep a journal to record reflections
and plan when making the solution Reflective Skills 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
 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
design detailed and relevant testing methods,
open and closed questions. If collecting feedback digitally they should consider how open, multiple-choice and other
i. which generate data, to measure the success of Give and receive meaningful feedback Communication Skills
question typed would provide the most meaningful feedback. Students should consider who will give them the most
the solution
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.

Using the data gathered (Di), against their design specifications (Bi) students should use this to analyse their product,
critically evaluate the success of the solution Practise analysing and attributing causes for Self-Management - including what could be improved or what didn't work. Students might choose to use 'WWW/EBI - what worked
ii.
against the design specification failure Affective Skills 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, and multiple audiences using a variety of media and elements to further share their new knowledge and understanding. Students should consider how they
Skills
the use of subject-specific terminology formats 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 works
use acquired knowledge to purposefully inform Apply existing knowledge to generate new ideas, Thinking: Creative Thinking they analysed. How have other artists, artistic movements or techniques influenced their work?
iii.
artistic decisions in the process of creating artwork. products or processes Skills Students may choose to annotate their work, connecting it to the work of others. They can also
compare and contrast in a table, venn diagram or other method.

Criterion B

Developing skills

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

demonstrate the application of skills and techniques 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.
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 they
i.
artistic intention and ideas in new ways Skills 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-thinking
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
behaviours
digital painting. Students should describe and reflect on how this unique juxtaposition has given their
art new meaning.

Students should explore how symbols, motifs and other forms of nonverbal communication can
demonstrate the exploration of ideas to shape Interpret and use effectively modes of non-verbal
iii. Communication Skills communicate a clear message. Students may wish to explore how they can create artworks that express
artistic intention through to a point of realization. communication
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 or 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 they
ii.
impact on the world around them and ideas in new ways Skills have produced in the past or those they have studied in class or researched independently.

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 most
iii. critique the artwork of self and others. Listen actively to the perspectives of others Social Skills 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 existing knowledge to solve Thinking: Creative

ii. apply the selected mathematics successfully when solving problems Students should show their working out.
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
i. Students will analyse patterns and will describe how they have determined what comes next.
discover complex patterns generalizations Thinking Skills

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 of Practice visible thinking strategies and Thinking: Creative Students can use See-Think-Wonder to help them identify and communicate ideas around
iv.
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 authentic Combine knowledge, understanding and Thinking: Transfer Students use mathematics to help them create a product, for example, using trigonometry to
ii.
real-life situations skills to create products or solutions Skills 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 support
iii.
solution groups and disciplines Skills 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 been
justify whether a solution makes sense in the context of the Collect and analyse data to identify solutions Research: Information
v. used and applied to real-life situations, so that they can justify using the same math for their
authentic real-life situation. and make informed decisions Literacy Skills
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 English
i. explain scientific knowledge Organize and depict information logically Communication Skills
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?

Students will practice using skills and knowledge they have learnt through lab experiments,
apply scientific knowledge and understanding to analysing data, applying scientific information to text they are reading and other strategies.
Apply skills and knowledge in unfamiliar
ii. solve problems set in familiar and unfamiliar Thinking: Transfer Skills
situations Students should explain how their new knowledge and understanding relates to the situation
situations
they are describing or analysing.
Students will practice analysing data, including data from their own and other peoples'
analyse and evaluate information to make Collect and analyse data to identify Research: Information
iii. experiments and from data published online. Students might be looking at raw data or data
scientifically supported judgments. solutions and make informed decisions Literacy Skills
presented in other formats, 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
explain a problem or question to be tested by a Thinking: Critical
i. Test generalizations and conclusions were trying to prove/solve/answer. Students will practice writing inquiry questions for their unit,
scientific investigation Thinking Skills
including factual, topical, conceptual and debatable questions. Students might do this through
use of a KWL chart or the Project Zero thinking routine Question Starts.

formulate a testable hypothesis and explain it Make guesses, ask “what if” questions and Thinking: Creative Students should analyse existing hypotheses to see how they should correctly write their own. Students should
ii.
using scientific reasoning generate testable hypotheses Thinking Skills formulate a hypothesis, then can create inquiry/research questions that will help them test their 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
Thinking: Critical will practice different ways to layout the investigation, including in a list, table and flowchart.
iv. design scientific investigations. Propose and evaluate a variety of solutions
Thinking Skills Students will 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 scientific Thinking: Critical Students will learn how to organise the data in a spreadsheet and will learn about different formulas they can
ii. Interpret data
reasoning Thinking Skills use to help them manipulate and evaluate the data gathered.

Revise understanding based on new Students will reflect on their hypothesis and original predictions using the outcome of their experiment.
evaluate the validity of a hypothesis based on the Research: Information
iii. information and evidence Students might use the thinking routine 'I used to think...now I think...' or WSMW (what surprised me was...) to
outcome of the scientific investigation Literacy Skills
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 attribute
Self- Management Skills:
explain improvements or extensions to the determine sources of error and evaluate their reasons for inaccuracies or problems. Students might use 'WWW/EBI (what went well, even better if) or any
v. Reflection skills
method. impact. 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 their
Use appropriate forms of writing for
iii. apply scientific language effectively Communication Skills 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.
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!
 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 aims
Use appropriate forms of writing for might be to persuade, to educate and inform, to entertain or to inspire people to take action. Students will use a
i. use a wide range of terminology in context Communication Skills
different purposes and audiences 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 learning,
ii. Communication Skills
developed descriptions, explanations and specific terms and symbols 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 questions
and justify its relevance debatable questions Thinking Skills
for their units.

Students will write action plans which take into consideration time, resources and materials needed. Students
formulate and follow an action plan to investigate
ii. 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
a research question
do while conducting their research, including primary and secondary research.

use research methods to collect and record Research: Information Students will learn a range of research methods, including using primary and secondary resources, preparing for
iii. Collect, record and verify data
appropriate, varied and relevant information Literacy Skills and conducting interviews, analysing data and statistics and will examine the reliability of the sources they 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 aims
communicate information and ideas effectively
Use appropriate forms of writing for might be to persuade, to educate and inform, to entertain or to inspire people to take action. Students will use a
i. using an appropriate style for the audience and Communication Skills
different purposes and audiences 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.
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.

Criterion D

Thinking critically

Students will evaluate data, including looking at bias and manipulation. Data will come from a range of sources
discuss concepts, issues, models, visual Listen actively to other perspectives and including governments, charities , the World Bank and the United Nations. Students will look at historical data
i. Social Skills
representation and theories 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 relevant
synthesize information to make valid, well- Gather and organize relevant information to Thinking: Critical to today and they will use quotes from leaders and experts to support their ideas. Students will analyse how
ii.
supported arguments formulate an argument Thinking Skills 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 and digital tools based on their appropriateness to
Literacy Skills use.
limitations 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.
 Language and literature
In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Analysing

analyse the content, context, language,

Make connections between various sources of Research: Information Students will look for active or passive voice, as well as different techniques, such as persuasive
i. structure, technique and style of text(s) and the
information Literacy Skills language and will analyse how this changes the meaning and the impact of the text.
relationship among texts

Students will practice empathy, through imagining the writer/creators perspective and purpose.
analyse the effects of the creator’s choices on
ii. Practise empathy Social They might use various Project Zero perspective taking Thinking Routines to achieve this,
an audience
including Circle of Viewpoints, True for Who? Tug of War and Step in - Step out - Step back.

justify opinions and ideas, using examples, Students to learn about different debate structures and to prepare for debate. Students also will
iii. Make inferences and draw conclusions Communication
explanations and terminology do persuasive speech writing, as well as learning how to create an Op-Ed piece.
evaluate similarities and differences by Practise flexible thinking—develop multiple
Thinking: Creative Students to learn strategies for comparing and contrasting, including making use of venn
iv. connecting features across and within genres opposing, contradictory and complementary
Thinking Skills diagrams.
and texts. arguments

Criterion B

Organizing

employ organizational structures that serve the Structure information in summaries, essays Students will learn how to structure different text types including essays, letters, brochures and
i. Communication Skills
context and intention and reports newspaper articles.

organize opinions and ideas in a sustained, Use appropriate strategies for organizing Self-Management: Students will learn to structure their thinking using the PEEL (point, evidence, explain and link)
ii.
coherent and logical manner complex information Organisational Skills strategy.

Create references and citations, use

use referencing and formatting tools to create a Students will learn how to use a recognized citation convention (for example APA, MLA or
footnotes/endnotes and construct a Research: Information
iii. presentation style suitable to the context and Harvard). Students will learn how to do in-text citations or footnotes, as well as how to cite
bibliography according to recognized Literacy Skills
intention. different types of resources, including images, videos, articles and books.
conventions

Criterion C

Producing text

produce texts that demonstrate insight,

imagination and sensitivity while exploring and Students to produce texts using someone else's voice. Students will analyse different
i. reflecting critically on new perspectives and Listen actively to other perspectives and ideas Social (Collaboration) perspectives and may use Project Zero perspective taking thinking routines, including Circle of
ideas arising from personal engagement with Viewpoints, True for Who? Tug of War and Step in - Step out - Step back.
the creative process

make stylistic choices in terms of linguistic, Students to engage in role playing games, where they alter their voice based on the audience.
Use appropriate forms of writing for different
ii. literary and visual devices, demonstrating Communication Skills Students to translate texts written for one audience, for another audience. Students to make use
purposes and audiences
awareness of impact on an audience 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
select relevant details and examples to develop Access information to be informed and Research: Information
iii. Read-Cover-Remember-Retell. Students will also practice note taking techniques to help them
ideas. inform others Literacy Skills
take effective notes when watching videos or listening to speeches.

Criterion D

Using language

Students will practice a range of presentation types, including speeches, slam poetry and
use appropriate and varied vocabulary, sentence Use a variety of speaking techniques to
i. Communication Skills presentations to inform and entertain. Students will learn how to create effective visual
structures and forms of expression communicate with a variety of audiences
presentations (slide decks) to accompany their presentation.

Students will learn the different between formal and informal texts and will practice changing a
Communicate information and ideas
write and speak in a register and style that serve Research: Media formal text to an informal text and vice versa. Students will practice analysing existing texts and
ii. effectively to multiple audiences using a
the context and intention Literacy Skills will describe who they think the intended audience are. Students will analyse political speeches
variety of media and formats
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
Use appropriate forms of writing for different grammar, syntax and punctuation differences between British English and American English.
iii. use correct grammar, syntax and punctuation Communication Skills
purposes and audiences 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.
spell (alphabetic languages), write (character Use a variety of speaking techniques to Students will look at a range of poets who did this, for example 'Language poets' and Scottish
iv. Communication Skills
languages) and pronounce with accuracy communicate with a variety of audiences 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).

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

Students will learn to annotate images and videos, with discipline specific terms and symbols,
explain physical and health education factual, Use and interpret a range of discipline Communication:
i. to explain what is happening, to demonstrate their knowledge and understanding and to
procedural and conceptual knowledge specific terms and symbols Communication skills
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 sport
ii. to analyse issues and solve problems set in Thinking: Transfer skills
situations they have learnt for a person with disabilities, for a much younger or older person or for
familiar and unfamiliar situations
someone with a different spoken language.

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
apply physical and health terminology Presents information in a variety of formats Research: Information technique, all with the correct terminology. Students will have the opportunity to show their
iii.
effectively to communicate understanding. and platforms 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 smaller
Organisational Skills
steps.

Students will create an action/training plan to help them achieve their goals. This should
design, explain and justify a plan to improve Apply existing knowledge to generate new Thinking: Creative consider time, resources, skill level, participant and other elements. Students will connect this
ii.
physical performance and health. ideas, products or processes Thinking Skills 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,
roles within groups Skills
demonstrate and apply a range of strategies and using votes and dividing up tasks. Students will reflect on how they exercises leadership and
ii.
movement concepts effectively 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 them
identify strengths and weaknesses, related to their performance. Students will annotate or
analyse and evaluate the effectiveness of a plan Identify strengths and weaknesses of Self-Management -
ii. describe their performance based on videos and images. Students will analyse their own
based on the outcome personal learning strategies (self-assessment) Reflective Skills
strengths and weaknesses before setting goals (Bi) and when reflecting on the achievement of
those goals.

Consider personal learning strategies – What

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

In order to... Students must...

Objective ATL skill indicator ATL category Rationale

Criterion A

Listening

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
identify explicit and implicit information (facts and/or opinions, Draw reasonable conclusions and 'reading between the lines'. Students will describe how their own personal experience or knowledge
i. Thinking Skills
supporting details) in a wide variety of complex authentic texts 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.

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

Criterion B

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

Criterion C

Speaking

Use and interpret a range of

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