English

TIS: ATL Skills Scope and Sequence

ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

ractitioner
Learner
Novice

Expert
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and Y1 Y2 Y3 Y4&
• Give and receive meaningful feedback (understanding of assessment rubrics) A.1
• Use intercultural understanding to interpret communication A.2
• Use a variety of speaking techniques to communicate with a variety of audienc A.3
• Use appropriate forms of writing for different purposes and audiences A.4
• Use a variety of media to communicate with a range of audiences A.5
*

• Interpret and use effectively modes of non-verbal communication A.6

• Negotiate ideas and knowledge with peers and teachers A.7
• Participate in, and contribute to, digital social media networks A.8
• Collaborate with peers and experts using a variety of digital environments and A.9
• Share ideas with multiple audiences using a variety of digital environments andA.10
Reading, writing and using language to gather and communicate information (T4: Multiliteracy )
How can students demonstrate communication

• Read critically and for comprehension A.1.1

• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions A.1.3
• Use and interpret a range of discipline-specific terms and symbols A.1.4
• Write for different purposes A.1.5
through language?

• Understand and use mathematical notation A.1.6

• Paraphrase accurately and concisely A.1.7
• Preview and skim texts to build understanding A.1.8
• Take effective notes in class A.1.9
• Make effective summary notes for studying A.1.10
• Use a variety of organizers for academic writing tasks A.1.11
• Find information for disciplinary and interdisciplinary inquiries, using a variety oA.1.12
• Organize and depict information logically A.1.13
• Structure information in summaries, essays and reports A.1.14
Social
II. Collaboration skills: Working effectively with others (T2: Cultural competence, interaction and self-expression; T6: Working life competence and
t hi )
• Use social media networks appropriately to build and develop relationships B.1
• Practise empathy B.2 *
• Delegate and share responsibility for decision-making B.3 *
How can students collaborate?

• Help others to succeed (in accordance to academic honesty) B.4 *

• Take responsibility for one’s own actions B.5
• Manage and resolve conflict, and work collaboratively in teams B.6
• Build consensus B.7 *
• Make fair and equitable decisions (understanding of assessment rubrics) B.8
• Listen actively to other perspectives and ideas B.9 *
• Negotiate effectively B.10 *
• Encourage others to contribute B.11 *
• Exercise leadership and take on a variety of roles within groups B.12 *
• Give and receive meaningful feedback (understanding of assessment rubrics) B.13 *
• Advocate for one’s own rights and needs B.14
Self-management
III. Organization skills : Managing time and tasks effectively (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life)
• Plan short- and long-term assignments; meet deadlines (submit work on time) C.1
How can students demonstrate

• Use appropriate strategies for organizing complex information C.2 *

• Keep and use a weekly planner for assignments (making good notes) C.3
organization skills?

• Set goals that are challenging and realistic C.4 *

• Plan strategies and take action to achieve personal and academic goals
C.5
• Bring necessary equipment and supplies to class
C.6
*
• Keep an organized and logical system of information files/notebooks
C.7
C.8
• Understand and use sensory learning preferences (learning styles) C.9
• Select and use technology effectively and productively (appropriate ICT use inc C.10 *
IV. Affective skills
Managing state of mind (T1: Thinking and Learning to Learn; T2: Cultural competence, interaction and self-expression; T3: Taking care of oneself and
i d il lif )
• Mindfulness *
–– Practise focus and concentration C.2.1 *

–– Practise strategies to develop mental focus C.2.1 *

mind?2

–– Practise strategies to overcome distractions C.2.3

 English
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

ractitioner
Learner
Novice

Expert
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and Y1 Y2 Y3 Y4&
How can students manage their own state of m

–– Practise being aware of body–mind connections C.2.4

• Perseverance (evidence of draft work)
–– Demonstrate persistence and perseverance C.2.5
–– Practise delaying gratification C.2.6
• Emotional management
–– Practise strategies to overcome impulsiveness and anger C.2.7
–– Practise strategies to prevent and eliminate bullying C.2.8
–– Practise strategies to reduce stress and anxiety C.2.9
• Self-motivation (evidence of independence rather than reliance on teacher)
–– Practise analysing and attributing causes for failure C.2.10
–– Practise managing self-talk C.2.11
–– Practise positive thinking C.2.12
• Resilience
–– Practise “bouncing back” after adversity, mistakes and failures C.2.13
–– Practise “failing well” C.2.14
–– Practise dealing with disappointment and unmet expectations C.2.15
–– Practise dealing with change (acknowledge benefits of updated material) C.2.16
V. Reflection skills
(Re)considering the process of learning; choosing and using ATL skills (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing
d il lif ) • Develop new skills, techniques and strategies for effective learning (Study Skills C.3.1 *
• Identify strengths and weaknesses of personal learning strategies (self-assessm C.3.2 *
• Demonstrate flexibility in the selection and use of learning strategies C.3.3 *
• Try new ATL skills and evaluate their effectiveness C.3.4 *
• Consider content *
How can students be reflective?

–– What did I learn about today? C.3.5 *

–– What don’t I yet understand? C.3.5 *
–– What questions do I have now? C.3.5 *
• Consider ATL skills development
–– What can I already do? C.3.6
–– How can I share my skills to help peers who need more practice? C.3.6
–– What will I work on next? C.3.6
• Consider personal learning strategies
–– What can I do to become a more efficient and effective learner? C.3.7
–– How can I become more flexible in my choice of learning strategies? C.3.7
–– What factors are important for helping me learn well? C.3.7
• Focus on the process of creating by imitating the work of others C.3.8
• Consider ethical, cultural and environmental implications C.3.9
• Keep a journal to record reflections C.3.10
Research
VI. Information literacy skills (Finding, interpreting, judging and creating information (T1: Thinking and Learning to Learn; T5: ICT Competence; T6:
ki lif• Collect, record and
d verify data hi ) D.1
How can students demonstrate information

• Access information to be informed and inform others D.2

• Make connections between various sources of information D.3
• Understand the benefits and limitations of personal sensory learning preferenc D.4
• Use memory techniques to develop long-term memory D.5
• Present information in a variety of formats and platforms D.6
literacy?

• Collect and analyse data to identify solutions and make informed decisions D.6A
• Process data and report results D.7
• Evaluate and select information sources and digital tools based on their appropD.8
• Understand and use technology systems D.9
• Use critical-literacy skills to analyse and interpret media communications D.10
• Understand and implement intellectual property rights D.11
• Create references and citations, use footnotes/endnotes and construct a biblio D.12
• Identify primary and secondary sources D.13
VII. Media literacy skills
Interacting with media to use and create ideas and information (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competence)
• Locate, organize, analyse, evaluate, synthesize and ethically use information froD.2.1
onstrate media
w can students

• Demonstrate awareness of media interpretations of events and ideas (includingD.2.2

• Make informed choices about personal viewing experiences D.2.3
literacy?

• Understand the impact of media representations and modes of presentation (v D.2.4

• Seek a range of perspectives from multiple and varied sources D.2.5
 English
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

ractitioner
Learner
Novice

Expert
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and Y1 Y2 Y3 Y4&
demo
How

• Communicate information and ideas effectively to multiple audiences using a v D.2.6

• Compare, contrast and draw connections among (multi)media resources D.2.7
Thinking
VIII. Critical-thinking skills : Analysing and evaluating issues and ideas (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6:
W ki lif t d t hi )
• Practise observing carefully in order to recognize problems E.1 *
• Gather and organize relevant information to formulate an argument E.2 *
• Recognize unstated assumptions and bias E.3 *
• Interpret data E.4
• Evaluate evidence and arguments E.5
How can students think critically?

• Recognize and evaluate propositions E.6 *

• Draw reasonable conclusions and generalizations E.7 *
• Test generalizations and conclusions E.8
• Revise understanding based on new information and evidence E.9
• Evaluate and manage risk E.10
• Formulate factual, topical, conceptual and debatable questions E.11 *
• Consider ideas from multiple perspectives E.12
• Develop contrary or opposing arguments E.13
• Analyse complex concepts and projects into their constituent parts and synthesE.14
• Propose and evaluate a variety of solutions E.15
• Identify obstacles and challenges E.16
• Use models and simulations to explore complex systems and issues E.17
• Identify trends and forecast possibilities E.18
• Troubleshoot systems and applications E.19
IX. Creative-thinking skills
Generating novel ideas and considering new perspectives (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working
lif •t Use brainstorming
d t hi ) diagrams to generate new ideas and inquiries
and visual E.2.1 *
• Consider multiple alternatives, including those that might be unlikely or impossE.2.2 *
• Create novel solutions to authentic problems (Service; Personal Project) E.2.3 *
How can students be creative?3

• Make unexpected or unusual connections between objects and/or ideas E.2.4 *

• Design improvements to existing machines, media and technologies E.2.5
• Design new machines, media and technologies E.2.6
• Make guesses, ask “what if” questions and generate testable hypotheses E.2.7 *
• Apply existing knowledge to generate new ideas, products or processes E.2.8 *

• Create original works and ideas; use existing works and ideas in new ways E.2.9 *

• Practise flexible thinking—develop multiple opposing, contradictory and comp E.2.10 *

• Practise visible thinking strategies and techniques (show evidence of thinking) E.2.11 *

• Generate metaphors and analogies E.2.12 *

X. Transfer skills
Using skills and knowledge in multiple contexts (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life
• Usedeffective learning
hi strategies
) in subject groups and disciplines (Learner Prof E.3.1 *
How can students transfer skills and
knowledge across disciplines and

• Apply skills and knowledge in unfamiliar situations E.3.2 *

• Inquire in different contexts to gain a different perspective (Global Contexts conE.3.3 *

subject groups?

• Compare conceptual understanding across multiple subject groups and discipli E.3.4 *

• Make connections between subject groups and disciplines (interdisciplinary co E.3.5 *

• Combine knowledge, understanding and skills to create products or solutions (SE.3.6 *

• Transfer current knowledge to learning of new technologies E.3.7 *

• Change the context of an inquiry to gain different perspectives (Personal ProjecE.3.8 *

 EMDD
EMDD: ATL Skills Scope and Sequence 0
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping
Le Prac

Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3

Unit 4

Unit 5
Unit 6
Nov arn titio
Communication ice er ner Expert
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and self-expression; T6:
Working life competence and entrepreneurship) Y1 Y2 Y3 Y4&5
• Give and receive meaningful feedback (understanding of assessment rubrics) A.1 * * * * * * * * * * * *
• Use intercultural understanding to interpret communication A.2 * * * * * * * *
• Use a variety of speaking techniques to communicate with a variety of audiences A.3 * * * * *
• Use appropriate forms of writing for different purposes and audiences A.4 * * * * * * * * * * *
• Use a variety of media to communicate with a range of audiences A.5 * * * * * * * * * *
• Interpret and use effectively modes of non-verbal communication A.6 * * * * * * * * * * * * *
• Negotiate ideas and knowledge with peers and teachers A.7 * * * * * * * * * * *
• Participate in, and contribute to, digital social media networks A.8 * * *
• Collaborate with peers and experts using a variety of digital environments and media A.9 * * * * * * * * * * * *
* • Share ideas with multiple audiences using a variety of digital environments and media A.10 * * * * * * * * *
Reading, writing and using language to gather and communicate information (T4: Multiliteracy ) * * *
• Read critically and for comprehension A.1.1 * * * * * * * *
• Read a variety of sources for information and for pleasure A.1.2 * * * * * *
• Make inferences and draw conclusions A.1.3 * * * * * * * * *
• Use and interpret a range of discipline-specific terms and symbols A.1.4 * * * * * * * * * *
• Write for different purposes A.1.5 * * * * * * * * * *
• Understand and use mathematical notation A.1.6 * * *
• Paraphrase accurately and concisely A.1.7 * * *
• Preview and skim texts to build understanding A.1.8 * * * * * * * * * * *
• Take effective notes in class A.1.9 * * *
How can • Make effective summary notes for studying A.1.10 * * *
students • Use a variety of organizers for academic writing tasks A.1.11 * * *
demonstrate
• Find information for disciplinary and interdisciplinary inquiries, using a variety of media A.1.12 * * * * * * * *
communication
through • Organize and depict information logically A.1.13 * * * * * * * * * * *
language? • Structure information in summaries, essays and reports A.1.14 * * * * * *
Social * * *
II. Collaboration skills: Working effectively with others (T2: Cultural competence, interaction and self-expression; T6: Working life competence and entrepreneurship) * * *
• Use social media networks appropriately to build and develop relationships B.1 * * *
• Practise empathy B.2 * * * * * * * * *
• Delegate and share responsibility for decision-making B.3 * * * * * * * *
• Help others to succeed (in accordance to academic honesty) B.4 * * * * * *
• Take responsibility for one’s own actions B.5 * * * * * * * *
• Manage and resolve conflict, and work collaboratively in teams B.6 * * * * * * * *
• Build consensus B.7 * * * * * * * *
• Make fair and equitable decisions (understanding of assessment rubrics) B.8 * * *
• Listen actively to other perspectives and ideas B.9 * * * * * * * * *
• Negotiate effectively B.10 * * * * * *
• Encourage others to contribute B.11 * * * * * * * * *
• Exercise leadership and take on a variety of roles within groups B.12 * * *
How can
students • Give and receive meaningful feedback (understanding of assessment rubrics) B.13 * * * * * * * * *
collaborate? • Advocate for one’s own rights and needs B.14 * * *
Self-management * * *
III. Organization skills : Managing time and tasks effectively (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life) * * *
• Plan short- and long-term assignments; meet deadlines (submit work on time) C.1
• Create plans to prepare for summative assessments (examinations and performances) (making go C.2
• Keep and use a weekly planner for assignments (making good notes) C.3 * * *
• Set goals that are challenging and realistic C.4 * * * * * * * * * * *
• Plan strategies and take action to achieve personal and academic goals C.5 * * * * * * * * * * *
• Bring necessary equipment and supplies to class C.6 * * *
How can • Keep an organized and logical system of information files/notebooks C.7 * * *
students
• Use appropriate strategies for organizing complex information C.8 * * * * * * * * * *
demonstrate
organization • Understand and use sensory learning preferences (learning styles) C.9 * * *
skills? • Select and use technology effectively and productively (appropriate ICT use includes own phone) C.10 * * * * * * * * * * *
IV. Affective skills * * *
Managing state of mind (T1: Thinking and Learning to Learn; T2: Cultural competence, interaction and self-expression; T3: Taking care of oneself and managing daily life) * * *
• Mindfulness * * *
–– Practise focus and concentration C.2.1 * * *
–– Practise strategies to develop mental focus C.2.1 * * *
–– Practise strategies to overcome distractions C.2.3 * * *
–– Practise being aware of body–mind connections C.2.4 * * *
• Perseverance (evidence of draft work) * * *
–– Demonstrate persistence and perseverance C.2.5 * * * * * * * * * * * *
–– Practise delaying gratification C.2.6 * * * * * * * *
• Emotional management * * *
–– Practise strategies to overcome impulsiveness and anger C.2.7 * * *
–– Practise strategies to prevent and eliminate bullying C.2.8 * * *
–– Practise strategies to reduce stress and anxiety C.2.9 * * *
• Self-motivation (evidence of independence rather than reliance on teacher) * * *
–– Practise analysing and attributing causes for failure C.2.10 * * * * * * * * *
–– Practise managing self-talk C.2.11 * * *
–– Practise positive thinking C.2.12 * * * * * * * * *
 EMDD
EMDD: ATL Skills Scope and Sequence 0
• Resilience * * *
How can –– Practise “bouncing back” after adversity, mistakes and failures C.2.13 * * * * * * * *
students
–– Practise “failing well” C.2.14 * * *
manage their
own state of –– Practise dealing with disappointment and unmet expectations C.2.15 * * * * * * * * * *
mind?2 –– Practise dealing with change (acknowledge benefits of updated material) C.2.16 * * * * * * * * * *
V. Reflection skills * * *
(Re)considering the process of learning; choosing and using ATL skills (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life) * * *
• Develop new skills, techniques and strategies for effective learning (Study Skills) C.3.1 * * * * * * * *
• Identify strengths and weaknesses of personal learning strategies (self-assessment) (Use ATL Skills C.3.2 * * * * * * *
• Demonstrate flexibility in the selection and use of learning strategies C.3.3 * * *
• Try new ATL skills and evaluate their effectiveness C.3.4 * * *
• Consider content * * *
–– What did I learn about today? C.3.5 * * * * * * * * * * *
–– What don’t I yet understand? C.3.5 * * * * * * * * * *
–– What questions do I have now? C.3.5 * * * * * * * * * * *
• Consider ATL skills development * * *
–– What can I already do? C.3.6 * * * * * * * * *
–– How can I share my skills to help peers who need more practice? C.3.6 * * * * * * * * *
–– What will I work on next? C.3.6 * * * * * * * * *
• Consider personal learning strategies * * *
–– What can I do to become a more efficient and effective learner? C.3.7 * * *
–– How can I become more flexible in my choice of learning strategies? C.3.7 * * *
–– What factors are important for helping me learn well? C.3.7 * * *
• Focus on the process of creating by imitating the work of others C.3.8 * * * * * * *
How can
students be • Consider ethical, cultural and environmental implications C.3.9 * * * * * *
reflective? • Keep a journal to record reflections C.3.10 * * *
Research * * *
VI. Information literacy skills (Finding, interpreting, judging and creating information (T1: Thinking and Learning to Learn; T5: ICT Competence; T6: Working life competence
and entrepreneurship) * * *
• Collect, record and verify data D.1 * * * * * * *
• Access information to be informed and inform others D.2 * * * * * * * *
• Make connections between various sources of information D.3 * * * * *
• Understand the benefits and limitations of personal sensory learning preferences when accessing D.4 * * *
• Use memory techniques to develop long-term memory D.5 * * *
• Present information in a variety of formats and platforms D.6 * * *
• Collect and analyse data to identify solutions and make informed decisions D.6A * * * * * * * *
• Process data and report results D.7 * * * * * * *
• Evaluate and select information sources and digital tools based on their appropriateness to specif D.8 * * * * *
• Understand and use technology systems D.9 * * * * * *
How can • Use critical-literacy skills to analyse and interpret media communications D.10 * * *
students
• Understand and implement intellectual property rights D.11 * * *
demonstrate
information • Create references and citations, use footnotes/endnotes and construct a bibliography according t D.12 * * *
literacy? • Identify primary and secondary sources D.13 * * * * * * * *
VII. Media literacy skills * * *
Interacting with media to use and create ideas and information (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competence) * * *
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sou D.2.1 * * * * * * *
• Demonstrate awareness of media interpretations of events and ideas (including digital social med D.2.2 * * *
• Make informed choices about personal viewing experiences D.2.3 * * *
• Understand the impact of media representations and modes of presentation (variety; flexibilty; in D.2.4 * * *
How can
• Seek a range of perspectives from multiple and varied sources D.2.5 * * * * * *
students
demonstrate • Communicate information and ideas effectively to multiple audiences using a variety of media an D.2.6 * * * * * *
media literacy? • Compare, contrast and draw connections among (multi)media resources D.2.7 * * *
Thinking * * *
VIII. Critical-thinking skills : Analysing and evaluating issues and ideas (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life
competence and entrepreneurship) * * *
• Practise observing carefully in order to recognize problems E.1 * * * * * * * * * * * * * * * *
• Gather and organize relevant information to formulate an argument E.2 * * *
• Recognize unstated assumptions and bias E.3 * * * * * * * *
• Interpret data E.4 * * * * * * * * * *
• Evaluate evidence and arguments E.5 * * * * * * * * *
• Recognize and evaluate propositions E.6 * * * * * * * * * * * * *
• Draw reasonable conclusions and generalizations E.7 * * * * * * *
• Test generalizations and conclusions E.8 * * *
• Revise understanding based on new information and evidence E.9 * * * * * * * * * * * *
• Evaluate and manage risk E.10 * * * * * * * *
• Formulate factual, topical, conceptual and debatable questions E.11 * * *
• Consider ideas from multiple perspectives E.12 * * * * * * * * * * * *
• Develop contrary or opposing arguments E.13 * * *
• Analyse complex concepts and projects into their constituent parts and synthesize them to create E.14 * * * * * * * * *
• Propose and evaluate a variety of solutions E.15 * * * * * * * * * * * *
• Identify obstacles and challenges E.16 * * * * * * * * * * * *
• Use models and simulations to explore complex systems and issues E.17 * * *
How can
students think • Identify trends and forecast possibilities E.18 * * *
critically? • Troubleshoot systems and applications E.19 * * * * * * * *
IX. Creative-thinking skills * * *
Generating novel ideas and considering new perspectives (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life competence and
entrepreneurship) * * *
 EMDD
EMDD: ATL Skills Scope and Sequence 0
• Use brainstorming and visual diagrams to generate new ideas and inquiries E.2.1 * * * * * * * * * * * * *
• Consider multiple alternatives, including those that might be unlikely or impossible E.2.2 * * * * * * * * * * * * * *
• Create novel solutions to authentic problems (Service; Personal Project) E.2.3 * * * * * * * * *
• Make unexpected or unusual connections between objects and/or ideas E.2.4 * * * * *
• Design improvements to existing machines, media and technologies E.2.5 * * * * * *
• Design new machines, media and technologies E.2.6 * * * * *
• Make guesses, ask “what if” questions and generate testable hypotheses E.2.7 * * *
• Apply existing knowledge to generate new ideas, products or processes E.2.8 * * * * * * * * * * * *
• Create original works and ideas; use existing works and ideas in new ways E.2.9 * * * * * * * * * * * * * *
• Practise flexible thinking—develop multiple opposing, contradictory and complementary argumenE.2.10 * * *
How can
students be • Practise visible thinking strategies and techniques (show evidence of thinking) E.2.11 * * * * * * * * * * * * * *
creative?3 • Generate metaphors and analogies E.2.12 * * *
X. Transfer skills * * *
Using skills and knowledge in multiple contexts (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life competence and
entrepreneurship) * * *
• Use effective learning strategies in subject groups and disciplines (Learner Profile connections) E.3.1 * * *
• Apply skills and knowledge in unfamiliar situations E.3.2 * * * * * * * * * * * * * *
How can • Inquire in different contexts to gain a different perspective (Global Contexts connections) E.3.3 * * * * * * * * *
students • Compare conceptual understanding across multiple subject groups and disciplines (Key Concepts E.3.4 * * *
transfer skills • Make connections between subject groups and disciplines (interdisciplinary connections; Service E.3.5 * * * * *
and knowledge
• Combine knowledge, understanding and skills to create products or solutions (Service connection E.3.6 * * * * * * * * * * * * * *
across
disciplines and • Transfer current knowledge to learning of new technologies E.3.7 * * * * * * * * * * * * * *
subject groups? • Change the context of an inquiry to gain different perspectives (Personal Project connections) E.3.8 * * *
* * * *
* * * *
* * * *
* * * *
* * * *
* * * *
* * * *
 Hindi
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

actitioner
Learner
Novice

Expert
Unit 1

Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and self-expression; T6: Y1 Y2 Y3 Y4&
• Give and receive meaningful feedback (understanding of assessment rubrics) A.1 * * *
• Use intercultural understanding to interpret communication A.2 *

• Use a variety of speaking techniques to communicate with a variety of audiences A.3 * * * *

• Use appropriate forms of writing for different purposes and audiences A.4 *

• Use a variety of media to communicate with a range of audiences A.5 *

*

• Interpret and use effectively modes of non-verbal communication A.6 * * *

• Negotiate ideas and knowledge with peers and teachers A.7 * * * *

• Participate in, and contribute to, digital social media networks A.8
• Collaborate with peers and experts using a variety of digital environments and media A.9
• Share ideas with multiple audiences using a variety of digital environments and media A.10
Reading, writing and using language to gather and communicate information (T4: Multiliteracy )
• Read critically and for comprehension A.1.1 * * * *
How can students demonstrate communication through

• Read a variety of sources for information and for pleasure A.1.2 * * *

• Make inferences and draw conclusions A.1.3 *

• Use and interpret a range of discipline-specific terms and symbols A.1.4 * * *

• Write for different purposes A.1.5 *

• Understand and use mathematical notation A.1.6
language?

• Paraphrase accurately and concisely A.1.7

• Preview and skim texts to build understanding A.1.8 * *

• Take effective notes in class A.1.9 * *

• Make effective summary notes for studying A.1.10 *

• Use a variety of organizers for academic writing tasks A.1.11
• Find information for disciplinary and interdisciplinary inquiries, using a variety of media A.1.12 * * *
• Organize and depict information logically A.1.13
• Structure information in summaries, essays and reports A.1.14 * * *
Social
II. Collaboration skills: Working effectively with others (T2: Cultural competence, interaction and self-expression; T6: Working life competence and entrepreneurship)
• Use social media networks appropriately to build and develop relationships B.1 *
• Practise empathy B.2 * * * *

• Delegate and share responsibility for decision-making B.3 * * * *

How can students collaborate?

• Help others to succeed (in accordance to academic honesty) B.4

• Take responsibility for one’s own actions B.5 * * *

• Manage and resolve conflict, and work collaboratively in teams B.6 * * * *

• Build consensus B.7
• Make fair and equitable decisions (understanding of assessment rubrics) B.8
• Listen actively to other perspectives and ideas B.9 *
• Negotiate effectively B.10
• Encourage others to contribute B.11 * * * *

• Exercise leadership and take on a variety of roles within groups B.12 * * * *

• Give and receive meaningful feedback (understanding of assessment rubrics) B.13 *

• Advocate for one’s own rights and needs B.14
Self-management
III. Organization skills : Managing time and tasks effectively (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life)
• Plan short- and long-term assignments; meet deadlines (submit work on time) C.1 *
How can students demonstrate

• Create plans to prepare for summative assessments (examinations and performances) (making gC.2
• Keep and use a weekly planner for assignments (making good notes) C.3
organization skills?

• Set goals that are challenging and realistic C.4 *

• Plan strategies and take action to achieve personal and academic goals C.5 * * *
• Bring necessary equipment and supplies to class C.6
• Keep an organized and logical system of information files/notebooks
C.7 *
• Use appropriate strategies for organizing complex information C.8
• Understand and use sensory learning preferences (learning styles) C.9 * * *
• Select and use technology effectively and productively (appropriate ICT use includes own phoneC.10
IV. Affective skills
Managing state of mind (T1: Thinking and Learning to Learn; T2: Cultural competence, interaction and self-expression; T3: Taking care of oneself and managing daily life)
• Mindfulness
–– Practise focus and concentration C.2.1 * * * *
–– Practise strategies to develop mental focus C.2.1
ge their own state of mind?2

–– Practise strategies to overcome distractions C.2.3 * * *

–– Practise being aware of body–mind connections C.2.4
• Perseverance (evidence of draft work)
–– Demonstrate persistence and perseverance C.2.5
–– Practise delaying gratification C.2.6
• Emotional management
–– Practise strategies to overcome impulsiveness and anger C.2.7 * * * *
–– Practise strategies to prevent and eliminate bullying C.2.8 * *
 Hindi
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

actitioner
Learner
Novice

Expert
Unit 1

Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and self-expression; T6: Y1 Y2 Y3 Y4&
How can students manag

–– Practise strategies to reduce stress and anxiety C.2.9

• Self-motivation (evidence of independence rather than reliance on teacher)
–– Practise analysing and attributing causes for failure C.2.10 * *
–– Practise managing self-talk C.2.11
–– Practise positive thinking C.2.12 * * * *
• Resilience
–– Practise “bouncing back” after adversity, mistakes and failures C.2.13
–– Practise “failing well” C.2.14
–– Practise dealing with disappointment and unmet expectations C.2.15 *
–– Practise dealing with change (acknowledge benefits of updated material) C.2.16 * * * *
V. Reflection skills
(Re)considering the process of learning; choosing and using ATL skills (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life)
• Develop new skills, techniques and strategies for effective learning (Study Skills) C.3.1
• Identify strengths and weaknesses of personal learning strategies (self-assessment) (Use ATL Ski C.3.2 * * * *
• Demonstrate flexibility in the selection and use of learning strategies C.3.3
• Try new ATL skills and evaluate their effectiveness C.3.4 *
• Consider content
How can students be reflective?

–– What did I learn about today? C.3.5 * * * *

–– What don’t I yet understand? C.3.5 * * * *
–– What questions do I have now? C.3.5 * * * *
• Consider ATL skills development
–– What can I already do? C.3.6 * * * *
–– How can I share my skills to help peers who need more practice? C.3.6 * * * *
–– What will I work on next? C.3.6 * * * *
• Consider personal learning strategies
–– What can I do to become a more efficient and effective learner? C.3.7 * * * *
–– How can I become more flexible in my choice of learning strategies? C.3.7 * * * *
–– What factors are important for helping me learn well? C.3.7 * * * *
• Focus on the process of creating by imitating the work of others C.3.8
• Consider ethical, cultural and environmental implications C.3.9 * * * *
• Keep a journal to record reflections C.3.10
Research
VI. Information literacy skills (Finding, interpreting, judging and creating information (T1: Thinking and Learning to Learn; T5: ICT Competence; T6: Working life competence and
) record and verify data
• Collect, D.1 * * *
How can students demonstrate information

• Access information to be informed and inform others D.2 * *

• Make connections between various sources of information D.3 * * *
• Understand the benefits and limitations of personal sensory learning preferences when accessinD.4 * * *
• Use memory techniques to develop long-term memory D.5
• Present information in a variety of formats and platforms D.6
literacy?

• Collect and analyse data to identify solutions and make informed decisions D.6A
• Process data and report results D.7
• Evaluate and select information sources and digital tools based on their appropriateness to specD.8
• Understand and use technology systems D.9 *
• Use critical-literacy skills to analyse and interpret media communications D.10 *
• Understand and implement intellectual property rights D.11 * * *
• Create references and citations, use footnotes/endnotes and construct a bibliography according D.12
• Identify primary and secondary sources D.13 * * * *
VII. Media literacy skills
Interacting with media to use and create ideas and information (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competence)
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of so D.2.1 *
demonstrate media
How can students

• Demonstrate awareness of media interpretations of events and ideas (including digital social meD.2.2
• Make informed choices about personal viewing experiences D.2.3
literacy?

• Understand the impact of media representations and modes of presentation (variety; flexibilty; D.2.4 *
• Seek a range of perspectives from multiple and varied sources D.2.5
• Communicate information and ideas effectively to multiple audiences using a variety of media a D.2.6 *
• Compare, contrast and draw connections among (multi)media resources D.2.7
Thinking
VIII. Critical-thinking skills : Analysing and evaluating issues and ideas (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life competence and
t hi )
• Practise observing carefully in order to recognize problems E.1 *
• Gather and organize relevant information to formulate an argument E.2 *
• Recognize unstated assumptions and bias E.3
• Interpret data E.4 *
• Evaluate evidence and arguments E.5
How can students think critically?

• Recognize and evaluate propositions E.6

• Draw reasonable conclusions and generalizations E.7 *
• Test generalizations and conclusions E.8
• Revise understanding based on new information and evidence E.9 * * *
• Evaluate and manage risk E.10 *
• Formulate factual, topical, conceptual and debatable questions E.11 * *
• Consider ideas from multiple perspectives E.12 * * *
• Develop contrary or opposing arguments E.13
• Analyse complex concepts and projects into their constituent parts and synthesize them to crea E.14
• Propose and evaluate a variety of solutions E.15 * * *
• Identify obstacles and challenges E.16
• Use models and simulations to explore complex systems and issues E.17
• Identify trends and forecast possibilities E.18
• Troubleshoot systems and applications E.19
 Hindi
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

actitioner
Learner
Novice

Expert
Unit 1

Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and self-expression; T6: Y1 Y2 Y3 Y4&
IX. Creative-thinking skills
Generati
l • Use brainstorming and visual diagrams to generate new ideas and inquiries E.2.1 * *
• Consider multiple alternatives, including those that might be unlikely or impossible E.2.2
How can students be creative?3

• Create novel solutions to authentic problems (Service; Personal Project) E.2.3 * * *

• Make unexpected or unusual connections between objects and/or ideas E.2.4 *
• Design improvements to existing machines, media and technologies E.2.5
• Design new machines, media and technologies E.2.6
• Make guesses, ask “what if” questions and generate testable hypotheses E.2.7 * * *
• Apply existing knowledge to generate new ideas, products or processes E.2.8 *
• Create original works and ideas; use existing works and ideas in new ways E.2.9 *
• Practise flexible thinking—develop multiple opposing, contradictory and complementary argum E.2.10 * * *
• Practise visible thinking strategies and techniques (show evidence of thinking) E.2.11
• Generate metaphors and analogies E.2.12
X. Transfer skills
Using
kill d • Use effective learning strategies in subject groups and disciplines (Learner Profile connections) E.3.1
skills and knowledge across
How can students transfer

*
disciplines and subject

• Apply skills and knowledge in unfamiliar situations E.3.2 * * * *

• Inquire in different contexts to gain a different perspective (Global Contexts connections) E.3.3 * * * *
groups?

• Compare conceptual understanding across multiple subject groups and disciplines (Key Concept E.3.4
• Make connections between subject groups and disciplines (interdisciplinary connections; Servic E.3.5 * * *
• Combine knowledge, understanding and skills to create products or solutions (Service connectioE.3.6
• Transfer current knowledge to learning of new technologies E.3.7
• Change the context of an inquiry to gain different perspectives (Personal Project connections) E.3.8 *
 Individual and Society
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

ractitioner
Learner
Novice

Expert
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and Y1 Y2 Y3 Y4&
• Give and receive meaningful feedback (understanding of assessment rubrics) A.1 * * * * *
• Use intercultural understanding to interpret communication A.2 * * * * *
• Use a variety of speaking techniques to communicate with a variety of audiences A.3 * * * * *
• Use appropriate forms of writing for different purposes and audiences A.4 * * *
• Use a variety of media to communicate with a range of audiences A.5 * *
*

• Interpret and use effectively modes of non-verbal communication A.6

• Negotiate ideas and knowledge with peers and teachers A.7 * * *
• Participate in, and contribute to, digital social media networks A.8 *
• Collaborate with peers and experts using a variety of digital environments and media A.9 *
• Share ideas with multiple audiences using a variety of digital environments and media A.10 *
Reading, writing and using language to gather and communicate information (T4: Multiliteracy )
How can students demonstrate communication

• Read critically and for comprehension A.1.1 * *

• Read a variety of sources for information and for pleasure *
• Make inferences and draw conclusions A.1.3 * * *
• Use and interpret a range of discipline-specific terms and symbols A.1.4 * *
• Write for different purposes A.1.5 * * *
through language?

• Understand and use mathematical notation A.1.6 *

• Paraphrase accurately and concisely A.1.7 *
• Preview and skim texts to build understanding A.1.8
• Take effective notes in class A.1.9 *
• Make effective summary notes for studying A.1.10 *
• Use a variety of organizers for academic writing tasks A.1.11
• Find information for disciplinary and interdisciplinary inquiries, using a variety of media A.1.12 * *
• Organize and depict information logically A.1.13* * * *
• Structure information in summaries, essays and reports A.1.14 * * *
Social
II. Collaboration skills: Working effectively with others (T2: Cultural competence, interaction and self-expression; T6: Working life competence and
t hi )
• Use social media networks appropriately to build and develop relationships B.1 *
• Practise empathy B.2 * *
• Delegate and share responsibility for decision-making B.3 *
How can students collaborate?

• Help others to succeed (in accordance to academic honesty) B.4 *

• Take responsibility for one’s own actions B.5 *
• Manage and resolve conflict, and work collaboratively in teams B.6 *
• Build consensus B.7 * *
• Make fair and equitable decisions (understanding of assessment rubrics) B.8
• Listen actively to other perspectives and ideas B.9 * *
• Negotiate effectively B.10 *
• Encourage others to contribute B.11 * *
• Exercise leadership and take on a variety of roles within groups B.12 *
• Give and receive meaningful feedback (understanding of assessment rubrics) B.13
• Advocate for one’s own rights and needs B.14
Self-management
III. Organization skills : Managing time and tasks effectively (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life)
• Plan short- and long-term assignments; meet deadlines (submit work on time) C.1 * *
How can students demonstrate

• Create plans to prepare for summative assessments (examinations and performances) (making gC.2 * *
• Keep and use a weekly planner for assignments (making good notes) C.3
organization skills?

• Set goals that are challenging and realistic C.4 * *

• Plan strategies and take action to achieve personal and academic goals C.5 * *
• Bring necessary equipment and supplies to class C.6 *
• Keep an organized and logical system of information files/notebooks C.7 * *
• Use appropriate strategies for organizing complex information C.8 * *
• Understand and use sensory learning preferences (learning styles) C.9 *
• Select and use technology effectively and productively (appropriate ICT use includes own phoneC.10 *
Managing state of mind (T1: Thinking and Learning to Learn; T2: Cultural competence, interaction and self-expression; T3: Taking care of oneself and managing
daily life)
• Mindfulness
–– Practise focus and concentration C.2.1
–– Practise strategies to develop mental focus C.2.1
ge their own state of mind?2

–– Practise strategies to overcome distractions C.2.3

–– Practise being aware of body–mind connections C.2.4
• Perseverance (evidence of draft work)
–– Demonstrate persistence and perseverance C.2.5
–– Practise delaying gratification C.2.6
• Emotional management
–– Practise strategies to overcome impulsiveness and anger C.2.7
–– Practise strategies to prevent and eliminate bullying C.2.8
 How can students manag
–– Practise strategies to reduce stress and anxiety C.2.9
• Self-motivation (evidence of independence rather than reliance on teacher) *
–– Practise analysing and attributing causes for failure C.2.10
–– Practise managing self-talk C.2.11
–– Practise positive thinking C.2.12
• Resilience
–– Practise “bouncing back” after adversity, mistakes and failures C.2.13
–– Practise “failing well” C.2.14
–– Practise dealing with disappointment and unmet expectations C.2.15
–– Practise dealing with change (acknowledge benefits of updated material) C.2.16

V. Reflection skills
(Re)considering the process of learning; choosing and using ATL skills (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life)
• Develop new skills, techniques and strategies for effective learning (Study Skills) C.3.1 * *
• Identify strengths and weaknesses of personal learning strategies (self-assessment) (Use ATL Ski C.3.2
• Demonstrate flexibility in the selection and use of learning strategies C.3.3
• Try new ATL skills and evaluate their effectiveness C.3.4 *
• Consider content *
How can students be reflective?

–– What did I learn about today? C.3.5 * * *

–– What don’t I yet understand? C.3.5 * * *
–– What questions do I have now? C.3.5 * * *
• Consider ATL skills development
–– What can I already do? C.3.6 *
–– How can I share my skills to help peers who need more practice? C.3.6 *
–– What will I work on next? C.3.6 *
• Consider personal learning strategies *
–– What can I do to become a more efficient and effective learner? C.3.7 *
–– How can I become more flexible in my choice of learning strategies? C.3.7
–– What factors are important for helping me learn well? C.3.7
• Focus on the process of creating by imitating the work of others C.3.8
• Consider ethical, cultural and environmental implications C.3.9
• Keep a journal to record reflections C.3.10 *
Research
VI. Information literacy skills (Finding, interpreting, judging and creating information (T1: Thinking and Learning to Learn; T5: ICT Competence; T6: Working life
d record and verify
• Collect, hi ) data D.1 * * * *
How can students demonstrate information

• Access information to be informed and inform others D.2 * * *

• Make connections between various sources of information D.3 * * * *
• Understand the benefits and limitations of personal sensory learning preferences when accessinD.4 *
• Use memory techniques to develop long-term memory D.5
• Present information in a variety of formats and platforms D.6 * * * *
literacy?

• Collect and analyse data to identify solutions and make informed decisions D.6A * * * *
• Process data and report results D.7 * * * *
• Evaluate and select information sources and digital tools based on their appropriateness to specD.8 * * * *
• Understand and use technology systems D.9 * * * *
• Use critical-literacy skills to analyse and interpret media communications D.10 * * * *
• Understand and implement intellectual property rights D.11 * *
• Create references and citations, use footnotes/endnotes and construct a bibliography according D.12 * * *
• Identify primary and secondary sources D.13 * * * *
VII. Media literacy skills
Interacting with media to use and create ideas and information (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competence)
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of so D.2.1 * *
demonstrate media
How can students

• Demonstrate awareness of media interpretations of events and ideas (including digital social meD.2.2 *
• Make informed choices about personal viewing experiences D.2.3 *
literacy?

• Understand the impact of media representations and modes of presentation (variety; flexibilty; D.2.4 *
• Seek a range of perspectives from multiple and varied sources D.2.5 * *
• Communicate information and ideas effectively to multiple audiences using a variety of media a D.2.6 *
• Compare, contrast and draw connections among (multi)media resources D.2.7
Thinking
VIII. Critical-thinking skills : Analysing and evaluating issues and ideas (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working
lif t d t hi )
• Practise observing carefully in order to recognize problems E.1 *
• Gather and organize relevant information to formulate an argument E.2 * *
• Recognize unstated assumptions and bias E.3 *
• Interpret data E.4 * *
• Evaluate evidence and arguments E.5 * *
How can students think critically?

• Recognize and evaluate propositions E.6 * *

• Draw reasonable conclusions and generalizations E.7 * * *
• Test generalizations and conclusions E.8 *
• Revise understanding based on new information and evidence E.9
• Evaluate and manage risk E.10
• Formulate factual, topical, conceptual and debatable questions E.11
• Consider ideas from multiple perspectives E.12 *
• Develop contrary or opposing arguments E.13 *
• Analyse complex concepts and projects into their constituent parts and synthesize them to crea E.14 *
• Propose and evaluate a variety of solutions E.15 *
• Identify obstacles and challenges E.16 *
 • Use models and simulations to explore complex systems and issues E.17
• Identify trends and forecast possibilities E.18
• Troubleshoot systems and applications E.19
IX. Creative-thinking skills
Generating novel ideas and considering new perspectives (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life
t • Usedbrainstorming
t hi )visual diagrams to generate new ideas and inquiries
and E.2.1 * * *
• Consider multiple alternatives, including those that might be unlikely or impossible E.2.2 * *
How can students be creative?3

• Create novel solutions to authentic problems (Service; Personal Project) E.2.3

• Make unexpected or unusual connections between objects and/or ideas E.2.4
• Design improvements to existing machines, media and technologies E.2.5
• Design new machines, media and technologies E.2.6
• Make guesses, ask “what if” questions and generate testable hypotheses E.2.7
• Apply existing knowledge to generate new ideas, products or processes E.2.8
• Create original works and ideas; use existing works and ideas in new ways E.2.9
• Practise flexible thinking—develop multiple opposing, contradictory and complementary argum E.2.10
• Practise visible thinking strategies and techniques (show evidence of thinking) E.2.11
• Generate metaphors and analogies E.2.12
X. Transfer skills
Using skills and knowledge in multiple contexts (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life competence and
t hi effective
)
skills and knowledge across
How can students transfer

• Use learning strategies in subject groups and disciplines (Learner Profile connections) E.3.1 * *
disciplines and subject

• Apply skills and knowledge in unfamiliar situations E.3.2 * *

• Inquire in different contexts to gain a different perspective (Global Contexts connections) E.3.3 *
groups?

• Compare conceptual understanding across multiple subject groups and disciplines (Key Concept E.3.4 * *
• Make connections between subject groups and disciplines (interdisciplinary connections; Servic E.3.5 * *
• Combine knowledge, understanding and skills to create products or solutions (Service connectioE.3.6
• Transfer current knowledge to learning of new technologies E.3.7
• Change the context of an inquiry to gain different perspectives (Personal Project connections) E.3.8
 Mathematics
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

ractitioner
Learner
Novice

Expert
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and Y1 Y2 Y3 Y4&
• Give and receive meaningful feedback (understanding of assessment rubrics) A.1 * *
• Use intercultural understanding to interpret communication A.2 * *
• Use a variety of speaking techniques to communicate with a variety of audiences A.3
• Use appropriate forms of writing for different purposes and audiences A.4 * *
• Use a variety of media to communicate with a range of audiences A.5
*

• Interpret and use effectively modes of non-verbal communication A.6 * *

• Negotiate ideas and knowledge with peers and teachers A.7 * *
• Participate in, and contribute to, digital social media networks A.8
• Collaborate with peers and experts using a variety of digital environments and media A.9 * *
• Share ideas with multiple audiences using a variety of digital environments and media A.10
How can students demonstrate communication

• Read critically and for comprehension A.1.1 * *

• Read a variety of sources for information and for pleasure Reading, writing and using language to gather and communicat
• Make inferences and draw conclusions A.1.3 * *
• Use and interpret a range of discipline-specific terms and symbols A.1.4
• Write for different purposes A.1.5
through language?

• Understand and use mathematical notation A.1.6 * *

• Paraphrase accurately and concisely A.1.7 *
• Preview and skim texts to build understanding A.1.8
• Take effective notes in class A.1.9
• Make effective summary notes for studying A.1.10
• Use a variety of organizers for academic writing tasks A.1.11
• Find information for disciplinary and interdisciplinary inquiries, using a variety of media A.1.12
• Organize and depict information logically A.1.13* *
• Structure information in summaries, essays and reports A.1.14
Social
II. Collaboration skills: Working effectively with others (T2: Cultural competence, interaction and self-expression; T6: Working life competence and
t hi )
• Use social media networks appropriately to build and develop relationships B.1
• Practise empathy B.2
• Delegate and share responsibility for decision-making B.3
How can students collaborate?

• Help others to succeed (in accordance to academic honesty) B.4

• Take responsibility for one’s own actions B.5
• Manage and resolve conflict, and work collaboratively in teams B.6
• Build consensus B.7
• Make fair and equitable decisions (understanding of assessment rubrics) B.8
• Listen actively to other perspectives and ideas B.9
• Negotiate effectively B.10
• Encourage others to contribute B.11
• Exercise leadership and take on a variety of roles within groups B.12
• Give and receive meaningful feedback (understanding of assessment rubrics) B.13
• Advocate for one’s own rights and needs B.14
Self-management
III. Organization skills : Managing time and tasks effectively (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life)
• Plan short- and long-term assignments; meet deadlines (submit work on time) C.1
How can students demonstrate

• Create plans to prepare for summative assessments (examinations and performances) (making gC.2
• Keep and use a weekly planner for assignments (making good notes) C.3
organization skills?

• Set goals that are challenging and realistic C.4

• Plan strategies and take action to achieve personal and academic goals C.5
• Bring necessary equipment and supplies to class C.6
• Keep an organized and logical system of information files/notebooks C.7
• Use appropriate strategies for organizing complex information C.8
• Understand and use sensory learning preferences (learning styles) C.9
• Select and use technology effectively and productively (appropriate ICT use includes own phoneC.10
Managing state of mind (T1: Thinking and Learning to Learn; T2: Cultural competence, interaction and self-expression; T3: Taking care of oneself and managing
daily life)
• Mindfulness
–– Practise focus and concentration C.2.1
–– Practise strategies to develop mental focus C.2.1
ge their own state of mind?2

–– Practise strategies to overcome distractions C.2.3

–– Practise being aware of body–mind connections C.2.4
• Perseverance (evidence of draft work)
–– Demonstrate persistence and perseverance C.2.5
–– Practise delaying gratification C.2.6
• Emotional management
–– Practise strategies to overcome impulsiveness and anger C.2.7
–– Practise strategies to prevent and eliminate bullying C.2.8
 Mathematics
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

ractitioner
Learner
Novice

Expert
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
How can students manag

–– Practise strategies to reduce stress and anxiety C.2.9

• Self-motivation (evidence of independence rather than reliance on teacher)
–– Practise analysing and attributing causes for failure C.2.10
–– Practise managing self-talk C.2.11
–– Practise positive thinking C.2.12
• Resilience
–– Practise “bouncing back” after adversity, mistakes and failures C.2.13
–– Practise “failing well” C.2.14
–– Practise dealing with disappointment and unmet expectations C.2.15
–– Practise dealing with change (acknowledge benefits of updated material) C.2.16

V. Reflection skills
(Re)considering the process of learning; choosing and using ATL skills (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life)
• Develop new skills, techniques and strategies for effective learning (Study Skills) C.3.1
• Identify strengths and weaknesses of personal learning strategies (self-assessment) (Use ATL Ski C.3.2
• Demonstrate flexibility in the selection and use of learning strategies C.3.3
• Try new ATL skills and evaluate their effectiveness C.3.4
• Consider content
How can students be reflective?

–– What did I learn about today? C.3.5

–– What don’t I yet understand? C.3.5
–– What questions do I have now? C.3.5
• Consider ATL skills development
–– What can I already do? C.3.6
–– How can I share my skills to help peers who need more practice? C.3.6
–– What will I work on next? C.3.6
• Consider personal learning strategies
–– What can I do to become a more efficient and effective learner? C.3.7
–– How can I become more flexible in my choice of learning strategies? C.3.7
–– What factors are important for helping me learn well? C.3.7
• Focus on the process of creating by imitating the work of others C.3.8
• Consider ethical, cultural and environmental implications C.3.9
• Keep a journal to record reflections C.3.10
Research
VI. Information literacy skills (Finding, interpreting, judging and creating information (T1: Thinking and Learning to Learn; T5: ICT Competence; T6: Working life
d record and verify
• Collect, hi ) data D.1
How can students demonstrate information

• Access information to be informed and inform others D.2

• Make connections between various sources of information D.3
• Understand the benefits and limitations of personal sensory learning preferences when accessinD.4
• Use memory techniques to develop long-term memory D.5
• Present information in a variety of formats and platforms D.6
literacy?

• Collect and analyse data to identify solutions and make informed decisions D.6A
• Process data and report results D.7
• Evaluate and select information sources and digital tools based on their appropriateness to specD.8
• Understand and use technology systems D.9
• Use critical-literacy skills to analyse and interpret media communications D.10
• Understand and implement intellectual property rights D.11
• Create references and citations, use footnotes/endnotes and construct a bibliography according D.12
• Identify primary and secondary sources D.13
VII. Media literacy skills
Interacting with media to use and create ideas and information (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competence)
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of so D.2.1
demonstrate media
How can students

• Demonstrate awareness of media interpretations of events and ideas (including digital social meD.2.2
• Make informed choices about personal viewing experiences D.2.3
literacy?

• Understand the impact of media representations and modes of presentation (variety; flexibilty; D.2.4
• Seek a range of perspectives from multiple and varied sources D.2.5
• Communicate information and ideas effectively to multiple audiences using a variety of media a D.2.6
• Compare, contrast and draw connections among (multi)media resources D.2.7
Thinking
VIII. Critical-thinking skills : Analysing and evaluating issues and ideas (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working
lif t d t hi )
• Practise observing carefully in order to recognize problems E.1 *
• Gather and organize relevant information to formulate an argument E.2 *
• Recognize unstated assumptions and bias E.3
• Interpret data E.4
• Evaluate evidence and arguments E.5 *
nk critically?

• Recognize and evaluate propositions E.6 *

• Draw reasonable conclusions and generalizations E.7 *
• Test generalizations and conclusions E.8 *
 Mathematics
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

ractitioner
Learner
Novice

Expert
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
How can students thin

• Revise understanding based on new information and evidence E.9 *

• Evaluate and manage risk E.10 *
• Formulate factual, topical, conceptual and debatable questions E.11
• Consider ideas from multiple perspectives E.12 *
• Develop contrary or opposing arguments E.13 *
• Analyse complex concepts and projects into their constituent parts and synthesize them to crea E.14
• Propose and evaluate a variety of solutions E.15 *
• Identify obstacles and challenges E.16 *
• Use models and simulations to explore complex systems and issues E.17
• Identify trends and forecast possibilities E.18 *
• Troubleshoot systems and applications E.19
IX. Creative-thinking skills
Generating novel ideas and considering new perspectives (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life
t • Usedbrainstorming
t hi )visual diagrams to generate new ideas and inquiries
and E.2.1 *
• Consider multiple alternatives, including those that might be unlikely or impossible E.2.2 *
How can students be creative?3

• Create novel solutions to authentic problems (Service; Personal Project) E.2.3

• Make unexpected or unusual connections between objects and/or ideas E.2.4 *
• Design improvements to existing machines, media and technologies E.2.5
• Design new machines, media and technologies E.2.6
• Make guesses, ask “what if” questions and generate testable hypotheses E.2.7 *
• Apply existing knowledge to generate new ideas, products or processes E.2.8 *
• Create original works and ideas; use existing works and ideas in new ways E.2.9 *
• Practise flexible thinking—develop multiple opposing, contradictory and complementary argum E.2.10
• Practise visible thinking strategies and techniques (show evidence of thinking) E.2.11 *
• Generate metaphors and analogies E.2.12
X. Transfer skills
Using skills and knowledge in multiple contexts (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life competence and
hi effective
)
skills and knowledge across
How can students transfer

• Use learning strategies in subject groups and disciplines (Learner Profile connections) E.3.1
disciplines and subject

• Apply skills and knowledge in unfamiliar situations E.3.2 *

• Inquire in different contexts to gain a different perspective (Global Contexts connections) E.3.3
groups?

• Compare conceptual understanding across multiple subject groups and disciplines (Key Concept E.3.4 *
• Make connections between subject groups and disciplines (interdisciplinary connections; Servic E.3.5
• Combine knowledge, understanding and skills to create products or solutions (Service connectioE.3.6 *
• Transfer current knowledge to learning of new technologies E.3.7
• Change the context of an inquiry to gain different perspectives (Personal Project connections) E.3.8
 SCIENCE
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

ractitioner
Learner
Novice

Expert
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and self-expression; Y1 Y2 Y3 Y4&5
• Give and receive meaningful feedback (understanding of assessment rubrics) A.1 * *
• Use intercultural understanding to interpret communication A.2
• Use a variety of speaking techniques to communicate with a variety of audiences A.3 * *
• Use appropriate forms of writing for different purposes and audiences A.4 * *
• Use a variety of media to communicate with a range of audiences A.5 * *
*

• Interpret and use effectively modes of non-verbal communication A.6 * *

• Negotiate ideas and knowledge with peers and teachers A.7 * *
• Participate in, and contribute to, digital social media networks A.8 *
• Collaborate with peers and experts using a variety of digital environments and media A.9 *
• Share ideas with multiple audiences using a variety of digital environments and media A.10 *
How can students demonstrate communication

• Read critically and for comprehension A.1.1

• Read a variety of sources for information and for pleasure Reading, writing and using language to gather and communicate inf
• Make inferences and draw conclusions A.1.3 *
• Use and interpret a range of discipline-specific terms and symbols A.1.4 *
• Write for different purposes A.1.5 *
through language?

• Understand and use mathematical notation A.1.6

• Paraphrase accurately and concisely A.1.7 *
• Preview and skim texts to build understanding A.1.8 *
• Take effective notes in class A.1.9 *
• Make effective summary notes for studying A.1.10 *
• Use a variety of organizers for academic writing tasks A.1.11
• Find information for disciplinary and interdisciplinary inquiries, using a variety of media A.1.12
• Organize and depict information logically A.1.13 *
• Structure information in summaries, essays and reports A.1.14 *
Social
II. Collaboration skills: Working effectively with others (T2: Cultural competence, interaction and self-expression; T6: Working life competence and
t hi )
• Use social media networks appropriately to build and develop relationships B.1
• Practise empathy B.2
• Delegate and share responsibility for decision-making B.3
How can students collaborate?

• Help others to succeed (in accordance to academic honesty) B.4

• Take responsibility for one’s own actions B.5
• Manage and resolve conflict, and work collaboratively in teams B.6
• Build consensus B.7
• Make fair and equitable decisions (understanding of assessment rubrics) B.8
• Listen actively to other perspectives and ideas B.9
• Negotiate effectively B.10
• Encourage others to contribute B.11
• Exercise leadership and take on a variety of roles within groups B.12
• Give and receive meaningful feedback (understanding of assessment rubrics) B.13
• Advocate for one’s own rights and needs B.14
Self-management
III. Organization skills : Managing time and tasks effectively (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life)
• Plan short- and long-term assignments; meet deadlines (submit work on time) C.1 *
How can students demonstrate

• Create plans to prepare for summative assessments (examinations and performances) (making gC.2 *
• Keep and use a weekly planner for assignments (making good notes) C.3 *
organization skills?

• Set goals that are challenging and realistic C.4 *

• Plan strategies and take action to achieve personal and academic goals C.5 *
• Bring necessary equipment and supplies to class C.6 *
• Keep an organized and logical system of information files/notebooks C.7
• Use appropriate strategies for organizing complex information C.8 *
• Understand and use sensory learning preferences (learning styles) C.9 *
• Select and use technology effectively and productively (appropriate ICT use includes own phoneC.10 *
IV. Affective skills
Managing state of mind (T1: Thinking and Learning to Learn; T2: Cultural competence, interaction and self-expression; T3: Taking care of oneself and managing daily
lif )
• Mindfulness
–– Practise focus and concentration C.2.1
–– Practise strategies to develop mental focus C.2.1
udents manage their own state of mind?2

–– Practise strategies to overcome distractions C.2.3

–– Practise being aware of body–mind connections C.2.4
• Perseverance (evidence of draft work)
–– Demonstrate persistence and perseverance C.2.5
–– Practise delaying gratification C.2.6
• Emotional management
–– Practise strategies to overcome impulsiveness and anger C.2.7
–– Practise strategies to prevent and eliminate bullying C.2.8
–– Practise strategies to reduce stress and anxiety C.2.9
• Self-motivation (evidence of independence rather than reliance on teacher)
–– Practise analysing and attributing causes for failure C.2.10 *
–– Practise managing self-talk C.2.11 *
 SCIENCE
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

ractitioner
Learner
Novice

Expert
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and self-expression; Y1 Y2 Y3 Y4&5
How can stu

–– Practise positive thinking C.2.12 *

• Resilience
–– Practise “bouncing back” after adversity, mistakes and failures C.2.13 *
–– Practise “failing well” C.2.14
–– Practise dealing with disappointment and unmet expectations C.2.15
–– Practise dealing with change (acknowledge benefits of updated material) C.2.16
V. Reflection skills
(Re)considering the process of learning; choosing and using ATL skills (T1: Thinking and Learning to Learn; T3: Taking care of oneself and managing daily life)
• Develop new skills, techniques and strategies for effective learning (Study Skills) C.3.1 *
• Identify strengths and weaknesses of personal learning strategies (self-assessment) (Use ATL Ski C.3.2
• Demonstrate flexibility in the selection and use of learning strategies C.3.3 *
• Try new ATL skills and evaluate their effectiveness C.3.4
• Consider content
How can students be reflective?

–– What did I learn about today? C.3.5 *

–– What don’t I yet understand? C.3.5 *
–– What questions do I have now? C.3.5 *
• Consider ATL skills development
–– What can I already do? C.3.6
–– How can I share my skills to help peers who need more practice? C.3.6
–– What will I work on next? C.3.6 *
• Consider personal learning strategies
–– What can I do to become a more efficient and effective learner? C.3.7 *
–– How can I become more flexible in my choice of learning strategies? C.3.7
–– What factors are important for helping me learn well? C.3.7
• Focus on the process of creating by imitating the work of others C.3.8
• Consider ethical, cultural and environmental implications C.3.9 *
• Keep a journal to record reflections C.3.10
Research
VI. Information literacy skills (Finding, interpreting, judging and creating information (T1: Thinking and Learning to Learn; T5: ICT Competence; T6: Working life
d record and verify
• Collect, hi ) data D.1 * *
How can students demonstrate information

• Access information to be informed and inform others D.2 * *

• Make connections between various sources of information D.3 * *
• Understand the benefits and limitations of personal sensory learning preferences when accessinD.4 * *
• Use memory techniques to develop long-term memory D.5 * *
• Present information in a variety of formats and platforms D.6 * *
literacy?

• Collect and analyse data to identify solutions and make informed decisions D.6A * *
• Process data and report results D.7 * *
• Evaluate and select information sources and digital tools based on their appropriateness to specD.8 * *
• Understand and use technology systems D.9 * *
• Use critical-literacy skills to analyse and interpret media communications D.10 *
• Understand and implement intellectual property rights D.11
• Create references and citations, use footnotes/endnotes and construct a bibliography according D.12
• Identify primary and secondary sources D.13
VII. Media literacy skills
Interacting with media to use and create ideas and information (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competence)
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of so D.2.1 * *
demonstrate media
How can students

• Demonstrate awareness of media interpretations of events and ideas (including digital social meD.2.2 *
• Make informed choices about personal viewing experiences D.2.3
literacy?

• Understand the impact of media representations and modes of presentation (variety; flexibilty; D.2.4 * *
• Seek a range of perspectives from multiple and varied sources D.2.5 *
• Communicate information and ideas effectively to multiple audiences using a variety of media a D.2.6 * *
• Compare, contrast and draw connections among (multi)media resources D.2.7
Thinking
VIII. Critical-thinking skills : Analysing and evaluating issues and ideas (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life
t d t hi )
• Practise observing carefully in order to recognize problems E.1
• Gather and organize relevant information to formulate an argument E.2
• Recognize unstated assumptions and bias E.3
• Interpret data E.4
• Evaluate evidence and arguments E.5
How can students think critically?

• Recognize and evaluate propositions E.6

• Draw reasonable conclusions and generalizations E.7
• Test generalizations and conclusions E.8
• Revise understanding based on new information and evidence E.9
• Evaluate and manage risk E.10
• Formulate factual, topical, conceptual and debatable questions E.11
• Consider ideas from multiple perspectives E.12
• Develop contrary or opposing arguments E.13
• Analyse complex concepts and projects into their constituent parts and synthesize them to crea E.14
• Propose and evaluate a variety of solutions E.15
• Identify obstacles and challenges E.16
 SCIENCE
TIS: ATL Skills Scope and Sequence
ATL Skill Categories and Clusters Code MYP Year 4 - Grade 9 MYP Year 5 - Grade 10 Mapping

ractitioner
Learner
Novice

Expert
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Communication
I. Communication skills (Exchanging thoughts, messages and information effectively through interaction (T2: Cultural competence, interaction and self-expression; Y1 Y2 Y3 Y4&5
• Use models and simulations to explore complex systems and issues E.17
• Identify trends and forecast possibilities E.18
• Troubleshoot systems and applications E.19
IX. Creative-thinking skills
Generating novel ideas and considering new perspectives (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life competence
d hi )
• Use brainstorming and visual diagrams to generate new ideas and inquiries E.2.1
• Consider multiple alternatives, including those that might be unlikely or impossible E.2.2
How can students be creative?3

• Create novel solutions to authentic problems (Service; Personal Project) E.2.3

• Make unexpected or unusual connections between objects and/or ideas E.2.4
• Design improvements to existing machines, media and technologies E.2.5
• Design new machines, media and technologies E.2.6
• Make guesses, ask “what if” questions and generate testable hypotheses E.2.7
• Apply existing knowledge to generate new ideas, products or processes E.2.8
• Create original works and ideas; use existing works and ideas in new ways E.2.9
• Practise flexible thinking—develop multiple opposing, contradictory and complementary argum E.2.10
• Practise visible thinking strategies and techniques (show evidence of thinking) E.2.11
• Generate metaphors and analogies E.2.12
X. Transfer skills
Using skills and knowledge in multiple contexts (T1: Thinking and Learning to Learn; T4: Multiliteracy; T5: ICT Competance; T6: Working life competence and
hi effective
)
skills and knowledge across
How can students transfer

• Use learning strategies in subject groups and disciplines (Learner Profile connections) E.3.1
disciplines and subject

• Apply skills and knowledge in unfamiliar situations E.3.2

• Inquire in different contexts to gain a different perspective (Global Contexts connections) E.3.3
groups?

• Compare conceptual understanding across multiple subject groups and disciplines (Key Concept E.3.4
• Make connections between subject groups and disciplines (interdisciplinary connections; Servic E.3.5
• Combine knowledge, understanding and skills to create products or solutions (Service connectioE.3.6
• Transfer current knowledge to learning of new technologies E.3.7
• Change the context of an inquiry to gain different perspectives (Personal Project connections) E.3.8