ATL Skills

ATL (Approches to Learning) Skills are divided into categories, clusters, and skills. When choosing skills to focus on goals, success criteria, or reflections please refer to the specific skill, and not the clusters or categories.

The ATL Categories:

Communication Social Self-Management Research Thinking

ATL Category: Communication Skills

ATL Cluster: Communication

(1.1) Exchanging thoughts, messages and information effectively through interaction

(1.1.a) Give and receive meaningful feedback
(1.1.b) Use intercultural understanding to interpret communication
(1.1.c) Use a variety of speaking techniques to communicate with a variety of audiences
(1.1.d) Use appropriate forms of writing for different purposes and audiences
(1.1.e) Use a variety of media to communicate with a range of audiences
(1.1.f) Interpret and use effectively modes of non-verbal communication
(1.1.g) Negotiate ideas and knowledge with peers and teachers
(1.1.h) Participate in, and contribute to, digital social media networks
(1.1.i) Collaborate with peers and experts using a variety of digital environments and media
(1.1.j) Share ideas with multiple audiences using a variety of digital environments and media

(1.2) Reading, writing and using language to gather and communicate information

(1.2.a) Read critically and for comprehension
(1.2.b) Read a variety of sources for information and for pleasure
(1.2.c) Make inferences and draw conclusions
(1.2.d) Use and interpret a range of discipline-specific terms and symbols
(1.2.e) Write for different purposes
(1.2.f) Understand and use mathematical notation
(1.2.g) Paraphrase accurately and concisely
(1.2.h) Preview and skim texts to build understanding
(1.2.i) Take effective notes in class
(1.2.j) Make effective summary notes for studying
(1.2.k) Use a variety of organisers for academic writing tasks
(1.2.l) Find information for disciplinary and interdisciplinary inquiries, using a variety of media
(1.2.m) Organise and depict information logically
(1.2.n) Structure information in summaries, essays and reports

ATL Category: Social Skills

Cluster: Collaboration skills

(2.1) Working effectively with others

(2.1.a) Use social media networks appropriately to build and develop relationships
(2.1.b) Practice empathy
(2.1.c) Delegate and share responsibility for decision-making
(2.1.d) Help others to succeed
(2.1.e) Take responsibility for one’s own actions
(2.1.f) Manage and resolve conflict and work collaboratively in teams
(2.1.g) Build consensus (everyone coming to agreement)
(2.1.h) Make fair and equitable decisions
(2.1.i) Listen actively to other perspectives and ideas
(2.1.j) Negotiate effectively
(2.1.k) Encourage others to contribute
(2.1.l) Exercise leadership and take on a variety of roles within groups
(2.1.m) Give and receive meaningful feedback
(2.1.n) Advocate for your own rights and needs

ATL Category: Self-Management Skills

Cluster: Organisation skills

(3.1) Managing time and tasks successfully

(3.1.a) Plan short and long term assignments; meet deadlines
(3.1.b) Create plans to prepare for summative assessments (examinations and performances)
(3.1.c) Keep and use a weekly planner for assignments
(3.1.d) Set goals that are challenging and realistic
(3.1.e) Plan strategies and take action to achieve personal and academic goals
(3.1.f) Bring necessary equipment and supplies to class
(3.1.g) Keep an organised and logical system of information files/notebooks
(3.1.h) Use appropriate strategies for organizing complex information
(3.1.i) Understand and use sensory learning preferences (learning styles)
(3.1.j) Select and use technology effectively ad productively

Cluster: Affective skills

(3.2) Managing state of mind

Mindfulness

(3.2.a) Practice focus and concentration
(3.2.b) Practice strategies to develop mental quiet
(3.2.c) Practice strategies to overcome distractions

Perseverance

(3.2.d) Demonstrate persistence and perseverance
(3.2.e) Practice delaying gratification

Emotional Management

(3.2.f) Practice strategies to overcome impulsiveness and anger
(3.2.g) Practice strategies to prevent and eliminate bullying
(3.2.h) Practice strategies to reduce anxiety
(3.2.i) Practice being aware of body-mind connections

Self-Motivation

(3.2.j) Practice analysing and attributing causes for failure
(3.2.k) Practice managing self-talk
(3.2.l) Practice positive thinking

Resilience

(3.2.m) Practice ‘bouncing back’ after adversity, mistakes and failures
(3.2.n) Practice ‘failing well’
(3.2.o) Practice dealing with disappointment and unmet expectations
(3.2.p) Practice dealing with change

Cluster: Reflection skills

(3.3) (Re-)considering what has been learned; choosing and using ATL skills

(3.3.a) Develop new skills, techniques and strategies for effective learning
(3.3.b) Identify strengths and weaknesses of personal learning strategies (self-assessment)
(3.3.c) Demonstrate flexibility in the selection and use of learning strategies
(3.3.d) Try new approaches to learning skills and evaluate their effectiveness
(3.3.e) Consider content
- What did I learn about today?
- What don’t I yet understand?
- What questions do I have now?

(3.3.f) Consider ATL Skills development
- What can already do?
- How can I share my skills to help peers who need more practice?
- What will I work on next?

(3.3.g) Consider personal learning strategies
- How efficiently and effectively am I learning?
- What can I do to become a more efficient and effective learner?
- How can my understanding of personal strengths and weaknesses help me develop my own strategies for learning?
(3.3.h) Focus on the process of creating by imitating the work of others
(3.3.i) Consider ethical, cultural and environmental implications
(3.3.j) Keep a journal to record reflections

ATL Cateogry: Research

Cluster: Information Literacy skills

(4.1) Finding, interpreting, judging and creating information

(4.1.a) Collect, record and verify data
(4.1.b) Access information to be informed and inform others
(4.1.c) Make connections between various sources of information
(4.1.d) Understand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling information
(4.1.e) Use memory techniques to develop long term memory
(4.1.f) Present information in a variety of formats and platforms
(4.1.g) Collect and analyse data to identify solutions and/or make informed decisions
(4.1.h) Process data and report results
(4.1.i) Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
(4.1.j) Understand and use technology systems
(4.1.k) Use critical literacy skills to analyse and interpret media communications
(4.1.l) Understand and implement intellectual property
(4.1.m) Create references and citations, use footnotes/end notes and construct a bibliography according to recognised conventions
(4.1.n) Identify primary and secondary sources

Cluster: Media Literacy skills

(4.2) Interacting with media to use and create ideas and information

(4.2.a) Locate, organise, analyse, evaluate, synthesise and ethically use information from a variety of sources and media [including digital social media and online networks]
(4.2.b) Demonstrate awareness of media interpretations of events and ideas [including digital social media]
(4.2.c) Make informed choices about personal viewing experiences
(4.2.d) Understand the impact of media representations and modes of presentation
(4.2.e) Seek a range of perspectives from multiple and varied sources
(4.2.f) Communicate information and ideas effectively to multiple audiences using a variety of media and formats
(4.2.g) Compare, contrast and draw connections among (multi)media resources

ATL Category: Thinking

Cluster: Critical Thinking skills

(5.1) Analysing and evaluating issues and ideas

(5.1.a) Practice observing carefully in order to recognise problems
(5.1.b) Gather and organise relevant information to formulate an argument
(5.1.c) Recognise unstated assumptions and bias
(5.1.d) Interpret data
(5.1.e) Evaluate evidence and arguments
(5.1.f) Recognise and evaluate propositions
(5.1.g) Draw reasonable conclusions and generalisations
(5.1.h) Test generalisations and conclusions
(5.1.i) Revise understanding based on new information and evidence
(5.1.j) Evaluate and manage risk
(5.1.k) Formulate factual, topical, conceptual and debatable questions
(5.1.l) Consider ideas from multiple perspectives
(5.1.m) Develop contrary or opposing arguments
(5.1.n) Analyse complex concepts and projects into their constituent parts and synthesise them to create new understanding
(5.1.o) Propose and evaluate a variety of solutions
(5.1.p) Identify obstacles and challenges
(5.1.q) Use models and simulations to explore complex systems and issues
(5.1.r) Identify trends and forecast possibilities
(5.1.s) Troubleshoot systems and applications

Cluster: Creativity and Innovation skills

(5.2) The skills of invention – developing things and ideas that never existed before

(5.2.a) Use brainstorming and mind mapping to generate new ideas and inquiries
(5.2.b) Consider multiple alternatives, including those that might be unlikely or impossible
(5.2.c) Create novel solutions to complex problems
(5.2.d) Use lateral thinking to make unexpected connections
(5.2.e) Design improvements to existing machines, media and technologies
(5.2.f) Design new machines, media and technologies
(5.2.g) Make guesses and generate testable hypotheses
(5.2.h) Apply existing knowledge to generate new ideas, products or processes
(5.2.i) Create original works and ideas
(5.2.j) Practice flexible thinking – arguing both sides of an argument
(5.2.k) Use visible thinking strategies and techniques
(5.2.l) Propose metaphors and analogies

Cluster: Transfer skills

(5.3) Utilising skills and knowledge in multiple contexts

(5.3.a) Utilise effective learning strategies in subject groups and disciplines
(5.3.b) Apply skills and knowledge in unfamiliar situations
(5.3.c) Inquire in different contexts to gain a different perspective
(5.3.d) Compare conceptual understanding across multiple subject groups and disciplines
(5.3.e) Make connections between subject groups and disciplines
(5.3.f) Combine knowledge, understanding and skills to create products or solutions
(5.3.g) Transfer current knowledge to learning of new technologies
(5.3.h) Change the context of an inquiry to gain different perspectives

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