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KFS MYP ATL Skills Scope and Sequence

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Korea Foreign School Mission Statement

Korea Foreign School enables students to achieve academic excellence while being encouraged to be global leaders who promote global peace through equity, innovation, diversity, integrity, community, care for the environment and self-respect.

IB Standards and Practices

Section B: OrganizationB1.6 - The school has systems in place for the continuity and ongoing development of the programme(s). a. The school’s organizational structures support the implementation of all subject groups offered by the school, approaches to learning, service and the personal project (or community project for programmes that end in MYP year 3 or 4).Section C: CurriculumC2.1 - The written curriculum is comprehensive and aligns with the requirements of the programme(s). b. The written curriculum includes an approaches to learning planning chart for all years of the programme. f. There is a system for the regular review of individual unit plans and of the planning of approaches to learning skills.C2.4 - The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time.C3.5 - Teaching and learning supports students to become actively responsible for their own learning.

Rationale

This document serves as the KFS MYP ATL Scope and Sequence. The purpose of this scope and sequence is to create clarity and transparency about the school’s expectations and practices related to the progression of the IB's Approaches to Learning skills from grade 6 to 10 (MYP year 1 to 5) in our school. It is organized around the five ATL skill categories and their clusters and is adapted from RBK International Academy’s ATL Scope and Sequence as well as the General Capabilities documents from the Australian Curriculum, Assessment and Reporting Authority (ACARA).

Approaches to Learning Skills Overall Expectations for Grade LevelsThe chart below outlines the Approaches to Learning skill categories and clusters for the IB's Middle Years Programme. KFS teachers plan and explicitly teach these skills using the overall grade-level expecations found within this scope and sequence. On report cards, students receive indicators regarding how they are doing with the ATL skill clusters they have recently applied in units of inquiry (Below Expectations, Approaching Expectations, Meets Expectations, Exceeds Expectations).

The chart below outlines KFS' expectations for how the ten ATL skill clusters are to be developed. In separate tabs, each skill category is broken down by cluster so as to provide insight for teachers, students, and parents as well as a common understanding of what ATL skill clusters and categories look like in each grade level. Please note that what is outlined in this document is not considered to be an exhaustive list of explicit skills covered; instead, KFS uses this ATL scope and sequence as a guide to understanding what students should know, understand, and be able to do for those skills by the end of each year of the programme.

ATL Skill Categories

MYP ATL Skill ClustersAchievement

Indicators Novice Learner Practicioner Expert

Grade 6(MYP Year 1)

Grade 7(MYP Year 2)

Grade 8(MYP Year 3)

Grade 9(MYP Year 4)

Grade 10(MYP Year 5)

Communication I. Communication Skills Novice Learner Practicioner Practicioner Expert

Social II. Collaboration Skills Novice Learner Practicioner Practicioner Expert

Self-ManagementIII. Organization Skills Novice Learner Learner Practicioner ExpertIV. Affective Skills Novice Learner Practicioner Practicioner ExpertV. Reflection Skills Novice Learner Learner Practicioner Expert

Research VI. Information Literacy Skills Learner Learner Practicioner Practicioner ExpertVII. Media Literacy Skills Novice Learner Practicioner Practicioner Expert

ThinkingVIII. Critical Thinking Skills Novice Novice Learner Practicioner Expert

Thinking IX. Creative Thinking Skills Novice Learner Learner Practicioner ExpertX. Transfer Skills Novice Learner Learner Practicioner Expert

Supporting Documentation

ATL Skills Planning Chart for KFS MYPKFS Academic Honesty Policy

References

This document was adapted with permission from RBK International Academy’s ATL scope and sequence; changes were made to meet KFS' context. The Australian Curriculum General Capabilities scope and sequence documents from the Australian Curriculum, Assessment and Reporting Authority (ACARA) were used as the document's foundation.

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present. This material was downloaded from the Australian Curriculum website (www.australiancurriculum.edu.au) accessed February 2018 and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0). Version updates are tracked on the ‘Curriculum version history’ page (www.australiancurriculum.edu.au/Home/CurriculumHistory) of the Australian Curriculum website.

References to all resources used during the creation of the KFS ATL Scope and Sequence are outlined below:

Approaches to Learning Skills: Grade Level Expectations for Osaka International School Middle and High Schools. Osaka International School, http://yayoi.senri.ed.jp/ois/community/MYP_ATL%20-_ExpectationsParentVersion.pdf.

Critical and Creative Thinking Learning Continuum. Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010, http://docs.acara.edu.au/resources/General_capabilities_-CCT_-_learning_continuum.pdf.

Information and Communication Technology Capability Learning Continuum. Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010, http://docs.acara.edu.au/resources/General_capabilities_-_ICT_-_learning_continuum.pdf.

MYP: From Principles into Practice, for use from September 2014/January 2015. International Baccalaureate Organization, 2017, https://resources.ibo.org//data/m_0_mypxx_guu_1405_4_e.pdf.

Personal and Social Capability Learning Continuum. Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010, http://docs.acara.edu.au/resources/General_capabilities_-PSC_-_learning_continuum.pdf.

Programme Standards and Practices, for use from 1 January 2014. International Baccalaureate Organization, 2016, http://www.ibo.org/globalassets/publications/become-an-ib-school/programme-standards-and-practices-en.pdf.

RBK ATL Scope and Sequence. RBK International Academy, 2014, https://docs.google.com/spreadsheets/d/1eBeveV5ck37Eq5qcwPsjE3UVolt8l8JdQ8p657mlPKU/edit#gid=976742399.

Review Cycle

Initiator: MYP CoordinatorIndividuals Involved: Pedagogical Leadership Team, MYP Teachers

Date reviewed: Exact Date TBD

Requests for review: After initially using the scope and sequence to plan for ATL teaching, MYP teachers will revisit this document and their units of inquiry to make any needed changes + in light of PYP changing from transdisciplinary skills to ATL skills, the PYPC and MYPC will also review this scope and sequence to look into expanding it to the entire school (tenative revision date September 2018).

Reviewers: MYP Teachers, MYP Coordinator & PYP Coordinator

Date Ratified: March 2018 To be reviewed: September 2018

Date reviewed:

Requests for review: Reviewers:

https://docs.google.com/document/d/19f0Z1tMkZExGjcQs3gsD7Apcg7f4qPBRQHAPkkYpfR4/edit

https://docs.google.com/document/d/1ucjc3efSGMsitvFA1A0FDdVmKjO9GQJ2JkFOorUSu6s/edit

CommunicationTypically by the end of Grade 6 (MYP Year 1), students should be able to:

Typically by the end of Grade 7 (MYP Year 2), students should be able to:




Communication Skills (MYP Skill Cluster)Communicate Effectively

identify and explain factors that influence effective communication in a variety of situations; begin to practice paraphrase accurately

identify and explain factors that influence effective communication in a variety of situations; paraphrase accurately

analyse enablers of and barriers to effective verbal, nonverbal and digital communication; paraphrase accurately and concisely most of the time

formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks; paraphrase accurately and concisely almost all of the time

formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks; paraphrase accurately and concisely almost all of the time

Express Emotions Appropriatelyexplain the influence of emotions on behaviour, learning and relationships

apply different strategies to manage emotions and explain the influence of emotions on behaviour, learning and relationships

forecast the consequences of expressing emotions inappropriately and devise measures to regulate behaviour

consider, control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices

consider, control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices

Navigate, Read and View Learning Area Textsnavigate, read and view subject-specific texts with some challenging features and a range of graphic representations

navigate, read and view subject-specific texts with various challenging features and a range of graphic representations

navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations

navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations

navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations

Listen and Respond to Learning Area Texts






listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, including audio-visual texts, and respond to and interpret information and opinions presented

listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, including audio-visual texts, and respond to and interpret information and opinions presented using sound reasoning when sharing one's opinion

listen to extended spoken and audio texts, including audio-visual texts, respond to and interpret stated and implied meanings, and evaluate information and ideas

listen to a range of extended spoken and audio texts, including audio-visual texts, and respond to, interpret and evaluate ideas, information and opinions

listen to a range of extended spoken and audio texts, including audio-visual texts, and respond to, interpret and evaluate ideas, information and opinions

Interpret and Analyze Learning Area Textsinterpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies

interpret and analyse information and ideas, comparing texts and perspectives on similar topics or themes using comprehension strategies

interpret and evaluate information, identify main ideas and supporting evidence, and analyse different perspectives using comprehension strategies

interpret, evaluate and synthesise information within and between texts, comparing and contrasting information using comprehension strategies

interpret, evaluate and synthesise information within and between texts, comparing and contrasting information using comprehension strategies

Compose Spoken, Written, Visual and Multimodal Learning Area Texts

compose and edit a range of learning area texts

compose and edit a range of learning area texts using different presentation strategies

compose and edit sustained learning area texts

compose and edit complex learning area texts

compose and edit complex learning area texts

Deliver Presentations






plan, research, rehearse and deliver presentations on learning area topics, selecting appropriate content and visual and multimodal elements to suit different audiences

plan, research, rehearse and deliver presentations on learning area topics, selecting varied and appropriate content and visual and multimodal elements to suit different audiences

plan, research, rehearse and deliver presentations on learning area topics, sequencing selected content and multimodal elements for accuracy and their impact on the audience

plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience

plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience

Use Language to Interact with Othersuse pair, group, class discussions and brainstorming as a learning tool to explore ideas and topics for creating texts

use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts

use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts

use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts

use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts

Use Knowledge of Words and Word Groupsexpand and sharpen ideas through careful choice of verbs and phrases and elaborated tenses

expand and sharpen ideas through careful choice of verbs and phrases and elaborated tenses using appropriate grammar conventions and basic tenses

control a range of simple, compound and complex sentence structures to record, explain, question, argue, describe and link ideas, evidence and conclusions

develop higher order concepts in academic texts through language features that compact and generalise ideas

develop high order concepts in academic texts through a wide range of language features that compact, generalise and synthesise ideas






Understand Learning Area Vocabularyuse vocabulary, including subject-specific vocabulary from a range of learning areas and vocabulary that expresses shades of meaning

use vocabulary, including subject-specific and technical vocabulary from a range of learning areas and vocabulary that expresses shades of meaning

use a wide range of new specialist and topic vocabulary to contribute to the specificity, authority and abstraction of texts

use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning

use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning

Use Spelling Knowledgespell topic words and use word origins, base words, prefixes and suffixes when spelling new words

spell specialist topic words and use knowledge of word origins, base words, prefixes and suffixes and unusual letter combinations to spell correctly

spell specialist topic words and use knowledge of word origins, base words, prefixes and suffixes and unusual letter combinations to spell correctly

use knowledge of a wide range of English spelling conventions to spell unusual and technical words correctly and to deduce the meanings of unfamiliar words and spell unknown words

use knowledge of a wide range of English spelling conventions to spell unusual and technical words correctly and to deduce the meanings of unfamiliar words and spell unknown words

Collaborate, Share and Exchangegive and receive general feedback with peers; select and use appropriate ICT tools safely to share and exchange information and to safely collaborate with others

give and receive specific feedback with peers; select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate audiences

give and receive feedback based on criteria with peers; select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences

give and receive specific feedback with peers, using feedback to revise work; select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge

give and receive specific feedback with peers, criticially thinking and using feedback to revise work; select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge






Understand Computer Mediated Communicationsunderstand that particular forms of computer mediated communications and tools are suited to synchronous or asynchronous and one-to-one or group communications

understand that there are methods of collaboration through computer mediated communications that vary in form and control

understand that there are various methods of collaboration through computer mediated communications that vary in form and control

understand that computer mediated communications have advantages and disadvantages in supporting active participation in a community of practice and the management of collaboration on digital materials

understand that computer mediated communications have advantages and disadvantages in supporting active participation in a community of practice and the management of collaboration on digital materials

Understand How Visual Elements Create Meaningexplain how text features and analytical images such as figures, diagrams, tables, maps and graphs contribute to understanding of factual information in texts

explain how analytical images such as figures, diagrams, tables, maps and graphs contribute to understanding of factual information in texts and use such analytical images when communicating in writing

analyse the effects of different visual elements upon the reader/viewer, and how visual texts such as advertisements and informative texts draw on and allude to other texts to enhance meaning and use such analytical images when communicating in writing

evaluate the impact of different visual choices in the composition of images, including symbolic images and movement of camera or light, to achieve different nuances and use such analytical images when communicating in writing

evaluate the impact of different visual choices in the composition of images, including symbolic images and movement of camera or light, to achieve different nuances and use such analytical images when communicating in writing

SocialTypically by the end of Grade 6 (MYP Year 1), students should be able to:





Social AwarenessUnderstand Relationships

identify the differences between positive and negative relationships and ways of managing these

describe the differences between positive and negative relationships and ways of managing these

analyze the differences between positive and negative relationships and ways of managing these

explain how relationships differ between peers, parents, teachers and other adults, and identify the skills needed to manage relationships

explain how relationships differ between peers, parents, teachers and other adults, and identify the skills needed to manage different types of relationships

Appreciate Diverse Perspectivesexplain how means of communication differ within and between communities and identify the role these play in helping or hindering understanding of others

analyze how means of communication differ within and between communities and explain the role these play in helping or hindering understanding of others

acknowledge the values, opinions and attitudes of different groups within society and compare to their own points of view

articulate their personal value system and analyse the effects of actions that limit the expression of diverse views

articulate their personal value system and analyse the effects of actions that repress social power and limit the expression of diverse views

Contributions to Societyidentify a community need or problem and consider ways to take action to address it

identify a community need or problem and consider multiple ways to take action to address it that take into account other society members' situations and viewpoints

analyse personal roles and responsibilities in planning and implementing ways of contributing to their communities

analyse personal and social roles and responsibilities in planning and implementing ways of contributing to their communities

act on own knowledge and analysis of personal and social roles and responsibilities in planning and implementing ways of contributing to their communities






Social ManagementNegotiate and Resolve Conflict

identify causes and effects of conflict, and practise different strategies to diffuse or resolve conflict situations

identify causes and effects of conflict in a range of situations, and practice different strategies to diffuse or resolve conflict situations

assess the appropriateness of various conflict resolution strategies in a range of social situations

generate, apply and evaluate strategies such as active listening and negotiation to prevent and resolve interpersonal problems and conflicts

generate, apply and evaluate strategies such as active listening, mediation and negotiation to prevent and resolve interpersonal problems and conflicts

Develop Leadership Skillsinitiate or help to organize group activities that address a common need

initiate or help to organize group activities in school and local community that address a common need

plan school, community and service projects, applying effective problem-solving and team-building strategies, and making the most of available resources to achieve goals

propose, implement and monitor strategies to address needs prioritised at regional and global levels, and communicate these widely

propose, implement and monitor strategies to address needs prioritised at local, national, regional and global levels, and communicate these widely

Collaboration Skills (MYP Skill Cluster)Work Collaboratively






contribute to groups and teams, suggesting improvements in methods used for group investigations and projects

contribute to groups and teams by analyzing roles and suggesting improvements in methods used for group investigations and projects

assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives

critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks

critique their ability to devise and enact strategies for working in diverse teams, using their critique to make changes and drawing on the skills and contributions of team members to complete complex tasks

Make Decisionsidentify factors that influence decision making and consider the usefulness of these in making their own decisions

identify factors that influence individual and group decision making and consider the usefulness of these in making their own decisions

assess individual and group decision-making processes in challenging situations

develop and apply criteria to evaluate the outcomes of individual and group decisions

develop and apply criteria to evaluate the outcomes of individual and group decisions and analyse the consequences of their decision making

Self ManagementTypically by the end of Grade 6 (MYP Year 1), students should be able to:





Organizational Skills (MYP Skill Cluster)Work Independently and Show Initiative

consider, select and adopt some strategies for working independently and taking initiative to be able to work independently and stay on task; create plans for completing summative assessments

consider, select and adopt a range of strategies for working independently and taking initiative to be able to work independently and stay on task; create plans and follow through with completing summative assessments

critique their effectiveness in working independently by identifying enablers and barriers to achieving goals; create plans and follow through with completing summative assessments

establish personal priorities and manage resources effectively to achieve personal goals and learning outcomes; create plans and follow through with completing summative assessments

establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes; create plans and follow through with completing summative assessments

Develop Self-Discipline and Set Goalsanalyse factors that influence self-discipline and one's ability to self-regulate; apply strategies to monitor own behaviour and set realistic learning goals to meet short and long-term assignment deadlines; come to class prepared and use a planner/homework tracking strategy to keep track of assignments

analyse factors that influence ability to self-regulate; devise and apply strategies to monitor own behaviour and set realistic learning goals to meet short and long-term assignment deadlines; come to class prepared and use a planner/homework tracking strategy to keep track of assignments

select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals to meet short and long-term assignment deadlines; come to class prepared and use a planner/homework tracking strategy to keep track of assignments

critically analyse self-discipline strategies and personal goals to meet short and long-term assignment deadlines; come to class prepared and use a planner/homework tracking strategy to keep track of assignments

critically analyse self-discipline strategies and personal goals and consider their application in social and work-related contexts to meet short and long-term assignment deadlines; come to class prepared and use a planner/homework tracking strategy to keep track of assignments

Apply Digital Information Security Practices






independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments

independently apply and devise strategies for determining and protecting the security of digital information and assess the risks associated with online environments

independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments

use a range of strategies for securing and protecting information, assess the risks associated with online environments and establish appropriate security strategies

use a wide range of strategies for securing and protecting information, assess the risks associated with online environments and establish appropriate security strategies and codes of conduct

Apply Personal Security Protocolsidentify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments

identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts

identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities

independently apply strategies to protect rights, identity, privacy and emotional safety of others when using ICT, and discriminate between protocols suitable for different communication tools when collaborating with local and global communities

independently apply appropriate strategies to protect rights, identity, privacy and emotional safety of others when using ICT, and discriminate between protocols suitable for different communication tools when collaborating with local and global communities

Affective Skills (MYP Skill Cluster)Understand Themselves as Learners






recognize and describe factors and strategies that enhance their learning; practice focus and concentration strategies to overcome distractions

identify preferred learning styles, recognizing and describing factors and strategies that enhance their learning; regularly apply focus and concentration strategies to overcome distractions

identify and choose a range of learning strategies appropriate to specific tasks and describe work practices that assist their learning; use focus and concentration strategies to overcome distractions

evaluate the effectiveness of commonly used learning strategies and work practices; utilize focus and concentration strategies to overcome distractions, being aware of body-mind connections

evaluate the effectiveness of commonly used learning strategies and work practices and refine these as required; utilize focus and concentration strategies to overcome distractions, being aware of body-mind connections

Recognize Personal Qualities and Achievementsdescribe personal strengths and challenges and identify skills they wish to develop and enhance

describe the influence that personal qualities and strengths have on their learning outcomes

make a realistic assessment of their abilities and achievements, and prioritise areas for improvement

assess their strengths and challenges and devise personally appropriate strategies to achieve future success

assess their strengths and challenges and devise several options for personally appropriate strategies to achieve future success

Recognize Emotions






explain how the appropriateness of emotional responses influences behaviour; practice methods of overcoming impulses, preventing bullying, and reducing stress and anxiety

analyze and explain how the appropriateness of emotional responses influences behaviour; usually apply methods of overcoming impulses, preventing bullying, and reducing stress and anxiety

examine influences on and consequences of their emotional responses in learning, social and work-related contexts; regularly apply methods of overcoming impulses, preventing bullying, and reducing stress and anxiety

reflect critically on their emotional responses to challenging situations in a range of learning, social and work-related contexts; consistently apply and model methods of overcoming impulses, preventing bullying, and reducing stress and anxiety

reflect critically on their emotional responses to challenging situations in a wide range of learning, social and work-related contexts; consistently apply and model methods of overcoming impulses, preventing bullying, and reducing stress and anxiety

Exhibit Confidence, Resilience and Adaptabilitydevise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety; practice dealing with being disappointed and learning how to "bounce back"

devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety, revising strategies and plans if they prove to be ineffective; apply strategies for dealing with being disappointed and learning how to "bounce back"

assess, adapt and modify personal and safety strategies and plans, and revisit tasks with renewed confidence; regularly use personally effective methods for dealing with being disappointed and learning how to "bounce back"

evaluate and rethink approaches to tasks to take account of unexpected or difficult situations and safety considerations; regularly use personally effective methods for dealing with being disappointed and learning how to "bounce back"

evaluate, rethink and refine approaches to tasks to take account of unexpected or difficult situations and safety considerations; be a role model for how to use personally effective methods for dealing with being disappointed and learning how to "bounce back"

Reflection Skills (MYP Skill Cluster)Reflect on Processes






identify and justify the thinking behind choices they have made; consider development of ATL skills and learning strategies

identify and justify the thinking behind choices they have made and make connections to already learnt information; consider development of ATL skills and learning strategies as well as brainstorm ways to continue to improve in them

evaluate and justify the reasons behind choosing a particular problem-solving strategy; evaluate one's development of ATL skills and learning strategies

balance rational and irrational components of a complex or ambiguous problem to evaluate evidence; evaluate one's development of ATL skills and learning strategies, adjusting strategies and practice of skills as needed

balance rational and irrational components of a complex or ambiguous problem to evaluate evidence and make changes as needed; evaluate one's development of ATL skills and learning strategies, adjusting strategies and practice of skills as needed

Develop Reflective Practicesmonitor their progress, seeking and responding to feedback from teachers to assist them in consolidating strengths, addressing weaknesses and fulfilling their potential

monitor and predict their progress, seeking and responding to feedback from teachers to assist them in consolidating strengths, addressing weaknesses and fulfilling their potential

predict the outcomes of personal and academic challenges by drawing on previous problem solving and decision making strategies and feedback from peers and teachers

reflect on feedback from peers, teachers and other adults, to analyse personal characteristics that contribute to or limit their personal and social capability

reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill sets that contribute to or limit their personal and social capability

ResearchTypically by the end of Grade 6 (MYP Year 1), students should be able to:





Information Literacy (MYP Skill Cluster)Recognize Intellectual Property

identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions (i.e. bibilography, references, and works cited pages)

identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions (i.e. paraphrasing within the text and bibliography, references, and works cited pages)

apply practices that comply with legal obligations regarding the ownership and use of digital products and apply required referencing conventions (i.e. in-text citations and paraphrasing within the text, plus bibliography, references, and works cited pages)

identify and describe ethical dilemmas and consciously apply practices that protect intellectual property (i.e. application of all required referencing conventions, such as in-text citations and paraphrasing within the text, plus bibliography, references, and works cited pages)

identify and describe ethical dilemmas and consciously apply practices that protect intellectual property (i.e. application of all required referencing conventions, such as in-text citations and paraphrasing within the text, plus bibliography, references, and works cited pages)

Define and Plan Information Searchesuse a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information

use a range of ICT to synthesize information and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information

use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation

select and use a range of ICT databases and search engines independently and analyse information to frame questions and plan search strategies or data generation

select and use a range of ICT databases and search engines independently and collaboratively, analyse information to frame questions and plan search strategies or data generation

Locate, Generate and Access Data and Information

locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways

locate, retrieve or generate information using search functions within databases and search engines that classifies information in meaningful ways

locate, retrieve or generate information using search facilities and organize the information and evidence collected in meaningful ways

use advanced search tools and techniques to locate or generate precise data and information that supports the development of new understandings

use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings

Select and Evaluate Data and Informationassess the suitability of data or information using a range of appropriate given criteria

assess the suitability of data or information using a range of appropriate criteria generated on own

assess the suitability of data or information using appropriate criteria generated on own

develop and use criteria to evaluate the quality, suitability and credibility of located data or information and sources

develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources

Media Literacy (MYP Skill Cluster)Interpret Data Displays

collect, compare, describe and interpret data as 2-way tables, double column graphs and sector graphs, including from digital media and begin to assess the effectiveness of different data displays of the same information; apply knowledge of media when interacting on social media and during certain viewing experiences

collect compare and describe, interpret and display data as tables, diagrams, picture graphs and column graphs, assessing the effectiveness of different data displays of the same information; apply knowledge of media when interacting on social media and when choosing appropriateness of certain viewing experiences

compare, interpret and assess the effectiveness of different data displays of the same information; use knowledge of media to make informed choices about use of social media and viewing experiences

evaluate media statistics and trends by linking claims to data displays, statistics and representative data; use knowledge of media to make informed choices about use of social media and viewing experiences

evaluate media statistics and trends by linking claims to data displays, statistics and representative data; use knowledge of media to make informed choices about use of social media and viewing experiences

Interpret Maps and Diagramsidentify and describe routes and locations, using grid reference systems and directional language such as north or north east; interpret information, locate positions and describe routes on maps and diagrams using simple scales, legends

identify and analyze routes and locations, using grid reference systems and directional language such as north or north east; interpret 2D and 3D maps, models and diagrams

create and interpret 2D and 3D maps, models and diagrams

create and interpret maps, models and diagrams using mapping tools

create and interpret maps, models and diagrams using a range of mapping tools

ThinkingTypically by the end of Grade 6 (MYP Year 1), students should be able to:





Critical Thinking (MYP Skill Cluster)Pose Questions

pose questions to clarify the inquiry and interpret information and probe for causes and consequences

pose questions to clarify and interpret information and probe for causes and consequences, beginning to investigate complex issues

pose questions to probe assumptions and investigate complex issues

pose questions to analyse complex issues and abstract ideas

pose questions to critically analyse complex issues and abstract ideas

Organize and Process Informationanalyse, condense and combine relevant information from multiple sources

analyse, condense and combine relevant information from multiple sources with different perspectives

critically analyse information and evidence according to criteria such as validity and relevance

pose questions to analyse complex issues and abstract ideas

pose questions to critically analyse complex issues and abstract ideas

Identify and Clarify Information and Ideasidentify and clarify relevant information and prioritize ideas

clarify relevant information and prioritize ideas when exploring issues

clarify information and ideas from texts or images when exploring challenging issues

clarify complex information and ideas drawn from various sources

clarify complex information and ideas drawn from a range of sources

Draw Conclusions and Design a Course of Actiondraw on prior knowledge to scrutinize ideas or concepts, test conclusions and modify actions when designing a course of action

critically scrutinize ideas or concepts, test conclusions and modify actions when designing a course of action

differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions

use logical and abstract thinking to analyze and synthesize information to inform a course of action

use logical and abstract thinking to analyze and synthesize complex information to inform a course of action

Evaluate Procedures and Outcomes






evaluate the effectiveness of own and peers' ideas, products, performances, methods and courses of action against given criteria

evaluate the effectiveness of own and peers' ideas, products, performances, methods and courses of action against given criteria, justifying ideas and courses of action

explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified

evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have defined

critically evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have defined

Apply Logic and Reasoningassess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome

assess whether there is adequate reasoning and evidence to justify a claim, conclusion, or outcome, beginning to identify gaps or unsound information

analyze reasoning and evidence to identify gaps in reasoning and missing elements in information

analyse reasoning used in finding solutions, and in choice of resources

analyse reasoning used in finding and applying solutions, and in choice of resources

Creative Thinking (MYP Skill Cluster)Consider Alternatives

identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions

identify situations where current approaches do not work, challenge existing ideas and generate multiple alternative solutions

generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting

speculate on creative options to modify ideas when circumstances change

speculate on feasible creative options to modify ideas when circumstances change

Seek Solutions and Put Ideas into Action






assess and test options to identify the most effective solution and to put ideas into action

assess and test options, predicting possible outcomes, to identify the most effective solution and to put ideas into action

predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action

assess risks and consider contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action

assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action

Imagine Possibilities and Connect Ideascombine ideas in a variety of ways and from a range of sources to create new possibilities and apply them to real-life situations

combine ideas in a variety of ways and from a range of sources to create new possibilities that can facilitate goal achievement

draw parallels between known and new ideas to create new ways of achieving goals

create complex ideas using imagery, analogies and symbolism

create and connect complex ideas using imagery, analogies and symbolism

Reflective ThinkingThink about Thinking (Metacognition)

reflect on assumptions made, consider reasonable criticism and adjust their thinking if necessary

assess assumptions made, consider reasonable criticism and adjust their thinking if necessary

assess assumptions in their thinking and invite alternative opinions

give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions

give reasons with evidence to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions

Transfer (MYP Skill Cluster)Transfer Knowledge into New Contexts






apply knowledge gained from one context to another unrelated context and identify new meaning

justify reasons for decisions when transferring information to similar contexts

justify reasons for decisions when transferring information to similar and different contexts

identify, plan and justify transference of knowledge to new contexts

identify, plan and justify transference of knowledge to new contexts

compare conceptual undestanding between disciplines to make connections and inquire in different contexts

begin to compare conceptual understanding between disciplines to make connections and inquire in different contexts

occasionally compare conceptual understanding between disciplines to make connections and inquire in different contexts

regularly compare conceptual understanding between disciplines to make connections and inquire in different contexts

critically compare conceptual understanding between disciplines to make connections and inquire in different contexts

kfs myp atl skills scope and sequence€¦ · c2.4 - the written curriculum identifies the...

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