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ATL Skill Areas

Year 1 Student Learning Expectations

Year 2 Student Learning Expectations

Year 3 Student Learning Expectations

Organization

Learn to be Balanced

Practice being Balanced

Become Balanced

Time Management ¨C including using time effectively in class, keeping to deadlines

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Be on time to class.

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Use class time as directed.

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Use a planner or other personal time management system with guidance from teachers and other adults.

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Turn in work on time.

Be on time to class.

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Use class time as directed. Work independently.

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Use a planner or other time management system with minimal guidance from teachers and other adults.

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Make a plan to get assignments done on time.

Be on time to class.

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Use time wisely in class and at home.

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Use a planner or other time management system independently.

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Make and follow a plan to get assignments done on time.

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Learn to be Principled

Practice being Principled

Become Principled

Self-management ¨C including personal goal setting, organization of learning materials.

Bring correct materials to class.

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Organize materials with guidance from teachers.

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Set learning and personal goals and create a plan to meet them with support from teachers and other adults.

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With teacher support, make choices that support personal learning and achievement.

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Bring correct materials to class.

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Organize materials with minimal guidance from teachers.

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Set some learning and personal goals independently and create a plan to meet them with some support from teachers and other adults.

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Make choices that support personal learning and achievement.

Bring correct materials to class.

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Organize materials independently.

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Set learning and personal goals and create a plan to meet them independently.

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Consistently make choices that support personal learning and achievement.

Collaboration

Learn to be Open-Minded

Practice Being Open-Minded

Become Open-Minded

Working in groups ¨C including delegating and taking responsibility, adapting to roles, resolving group conflicts, demonstrating teamwork.

Direct others and follow others' directions.

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Contribute to discussions.

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Work with all group members.

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Learn when to take the lead, delegate or be a team player.

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Be prepared for discussions and actively contribute.

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Work with all group members.

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Know when to take the lead, delegate or be a team player, and work to support the team effort whatever your role.

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Be prepared for discussions and actively contribute. Encourage others to participate.

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Work with all group members, and cope with uncooperative team members or other difficulties.

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Accepting others ¨C including analyzing others' ideas, respecting others' points of view, using ideas critically.

Accept group decisions.

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Listen to others' ideas and points of view. Accept that different people have different ideas and points of view.

Accept group decisions.

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Listen to others' ideas and points of view with an open mind.

Accept group decisions.

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Evaluate and analyse others' ideas and points of view. Accept that there can be more than one right answer.

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Learn to be Caring

Practice Caring

Become Caring

Personal challenges ¨C including respecting cultural differences, negotiating goals and limitations with peers and with teachers

Try to resolve conflicts independently. Accept help from adults when offered.

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Try to work with teachers to set goals.

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Try to resolve conflicts independently. Know when to seek out help.

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Try to work with teachers and other adults to negotiate and meet goals.

Try to resolve conflicts independently. Know when to seek out help.

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Work with teachers and èßäÊÓƵ and others to meet and negotiate goals.

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Communication

Learn to be a Communicator

Practice being a Communicator

Become a Communicator

Literacy ¨C including reading strategies, using and interpreting a range of content-specific terminology

With teacher guidance use reading strategies appropriate to the task.

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Acquire content-specific vocabulary in all subjects.

Attempt to use reading strategies appropriate to the task.

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Practice using content-specific vocabulary in all subjects.

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Independently use reading strategies appropriate to the task.

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Confidently use content-specific vocabulary in all subjects.

Being informed ¨C including the use of a variety of media

With teacher guidance, gather information from a variety of sources.

Gather information from a variety of sources.

Independently find and use a variety of sources for information.

Informing others ¨C including presentations skills using a variety of media

With teacher guidance, use language appropriate to topic and audience.

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Make simple presentations by following provided instructions.

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Speak clearly in presentations.

Use language appropriate to topic and audience.

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Create a multimedia presentation with minimal guidance, choosing from a range of presentation possibilities.

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Speak clearly and makes eye contact during presentations.

Use language appropriate to topic and audience in a way that is pleasant to read.

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Independently create a multimedia presentation choosing wisely from a wide range of presentation possibilities.

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Eye contact and speech is natural and engaging in presentations.

Information Literacy

Learn to be Knowledgeable

Practice Being Knowledgeable

Become Knowledgeable

Accessing information ¨C including researching from a variety of sources using a range of technologies, identifying primary and secondary sources

With teacher support, use internet resources for information.

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Use the èßäÊÓƵ's database subscriptions with teacher support.

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Use books, magazines and reference materials.

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With teacher support, use primary sources such as interviews, maps,? photographs and diaries.

Use internet resources for information.

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Use the èßäÊÓƵ's database subscriptions with minimal teachers support.

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Use books, magazines and reference materials.

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With teacher support, identify and use primary sources such as interviews, maps, photographs and diaries.

Use a variety of internet resources for information.

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Independently use the èßäÊÓƵ's database subscriptions.

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Use books, magazines and reference materials.

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Independently identify and use primary sources such as interviews, maps, photographs and diaries.

Selecting and organizing information ¨C including identifying points of view, bias and weaknesses, using primary and secondary sources, making connections between a variety of resources

With teacher support identify points of view and bias in information.

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With teacher support, make connections between a variety of sources.

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Take notes using graphic organizers, models or other teacher supports.

Identify points of view and bias in information and attempt to evaluate sources with teacher support.

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Make connections between a variety of sources.

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Take notes both with and without teacher supports.

Independently identify and evaluate point of view and bias in sources.

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Make connections between a variety of sources.

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Consistently use a method for note-taking that works.

Referencing ¨C including the use of citing, footnotes and referencing of sources, respecting the concept of intellectual property rights

Quote and cite others' work using a model or graphic organizer.

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Create a works cited page with teacher guidance.

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Define intellectual property rights.

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Quote and cite others' work using a model.

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Create a works cited page using a model.

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Respect intellectual property rights.

Quote and cite others' work accurately.

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Create a works cited page.

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Respect intellectual property rights.

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Reflection

Learn to be Reflective

Practice being Reflective

Become Reflective

Self-awareness ¨C including seeking out positive criticism, reflecting on areas of perceived limitation

With teacher prompting, reflect on learning experiences to discover personal strengths and weaknesses.

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Accept feedback from teachers and peers.

With teacher prompting, reflect on learning experiences to address personal strengths and weaknesses.

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Ask for feedback from teachers and peers.

Regularly, both with and without teacher prompting, reflect on learning experiences to address personal strengths and weaknesses.

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Ask for and appreciate feedback from teachers and peers.

Self-evaluation ¨C including the keeping of learning journals and portfolios, reflecting at different stages in the learning process.

Use criteria to assess personal performance.

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Describe personal work process.

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With support, maintain journals and portfolios.

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Identify areas for future improvement.

With teacher support, develop criteria to assess personal performance, or evaluate personal performance against existing criteria.

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With support, evaluate personal work process.

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Maintain journals and portfolios with some support.

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Identify areas for future improvement and, with support, make changes.

Develop criteria to assess personal performance, or evaluate personal performance against existing criteria.

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Evaluate personal work process and make changes as needed throughout the process.

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Maintain journals and portfolios with minimal support.

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Identify and target areas for future improvement and make changes.

Thinking

Learn to be a Thinker

Practice being a Thinker

Become a Thinker

Generating ideas ¨C including the use of brainstorming

Use tools and graphic organizers to generate ideas.

Generate ideas with and without the use of a graphic organizer.

Choose the most appropriate of a variety of? methods for brainstorming and generating ideas.

Planning ¨C including storyboarding and outlining a plan

Use graphic organizers or other tools to plan.

Use graphic organizers or outlines to plan.

Choose the most appropriate of a variety of methods to plan.

Inquiring ¨C including questioning and challenging information and arguments, developing questions, using the inquiry cycle

Follow the design cycle.

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With teacher support, develop research questions.

Use the design cycle.

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Develop research questions with minimal teacher support.

Use the design cycle well.

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Independently develop research questions.

Applying knowledge and concepts ¨C including logical progression of arguments

Using a graphic organizer or other support, develop an argument based on prior knowledge.

Using a graphic organizer or other support, develop and logical argument based on prior knowledge.

Using an appropriate method, develop a clear and logical argument based on prior knowledge.

Identifying problems ¨C including deductive reasoning, evaluating solutions to problems

With teacher support, identify real-world and hypothetical problems.

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Use criteria to evaluate solutions.

Identify real-world and hypothetical problems.

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With teacher support, develop and use criteria to evaluate solutions.

Identify and evaluate real-world and hypothetical problems.

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Independently develop and use criteria to evaluate solutions.

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Learn to be a Risk-Taker

Practice being a Risk-Taker

Become a Risk-Taker

Creating novel solutions ¨C including the combination of critical and creative strategies, considering a problem from multiple perspectives

With teacher support, create solutions to identified problems.

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With teacher support, examine real-world and hypothetical problems from a variety of global perspectives.

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With teacher support, act to solve real-world problems.

With some teacher support, create solutions to identified problems.

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Examine real-world and hypothetical problems from a variety of global perspectives.

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Act to solve real-world problems.

Create novel solutions to identified problems.

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Examine real-world and hypothetical problems rom a variety of global perspectives.

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Act to solve real-world problems.

Transfer

Learn to be an Inquirer

Practice being and Inquirer

Become and Inquirer

Making connections ¨C including using knowledge, understanding and skills across subjects to create products or solutions, applying skills and knowledge in unfamiliar situations

With teacher prompting, make connections to earlier learning.

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With teacher prompting, connect Significant Concepts between classes.

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When prompted, use skills in a variety of èßäÊÓƵ contexts.

Use prior learning to make comparisons, predictions and inferences.

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Connect Significant Concepts between classes.

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Use skills in a variety of èßäÊÓƵ contexts.

Apply prior learning to new experiences to form reason opinions and draw logical conclusions.

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Connect Significant Concepts to a variety of èßäÊÓƵ, personal and global contexts.

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Use skills in a wide variety of familiar and unfamiliar contexts both in and out of èßäÊÓƵ.

Inquiring in different contexts ¨C including changing the context of an inquiry to gain various perspectives.

With teacher support, use the Areas of Interaction to look at a problem or issue in different contexts.

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With teacher support, look at a problem or issue from a variety of global points of view.

With teacher prompting, use the Areas of Interaction to look at a problem or issue in different contexts.

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With teacher prompting, look at a problem or issue from a variety of global points of view.

Independently use the Areas of Interaction or another framework to look at a problem or issue in different contexts.

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Independently look at a problem or issue from a variety of global points of view