How many ATL skills am I required to cover every year?
The IB does not mandate or require a set number of ATL skills. This may be determined by your subject groups and curriculum coordinators. However, you likely already use many of these categories, clusters, and practices in your teaching already. The goal is to bring more awareness to students about how they are developing these skills across the subjects and how they will transfer to life outside of school.
Do I need to cover every skills practice?
Nope! Do coordinate with subject groups and grade level teams to find ways and opportunities for students to repeatedly encounter a wide range of these practices.
If there is an ATL skills class, why do we need to incorporate them into our subject classes?
ATL skills are at the heart of the IB framework. Many programs do not have a discrete ATL class. Our rationale, at the moment, is that it benefits our youngest students to have a clear awareness of these skills that can be transferred and developed in all subjects throughout their time in the MYP and DP.
How do I assess student progress in the ATL skills? Is there a template for evaluation?
Is there differentiation of ATL skills?
How can we plot the progression of ATL skill development? What if we discover that one or more categories is underdeveloped?
The subject team generated Skills Progression is one way to plan coverage of ATL Skills. Subject teams will also develop a "Top 10 ATL skills" to be implemented throughout the year. GCP IB teachers will also be developing a grade level progression. Coordinators can oversee the complimentary aspects of these plans, and in conjunction with unit planner information, identify areas that may need more emphasis.