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 – including using time effectively in class, keeping to deadlines

Be on time to class.

Use class time as directed.

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

Turn in work on time.

Be on time to class.

Use class time as directed. Work independently.

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

Make a plan to get assignments done on time.

Be on time to class.

Use time wisely in class and at home.

Use a planner or other time management system independently.

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

Learn to be Principled

Practice being Principled

Become Principled

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

Bring correct materials to class.

Organize materials with guidance from teachers.

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

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

Bring correct materials to class.

Organize materials with minimal guidance from teachers.

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

Make choices that support personal learning and achievement.

Bring correct materials to class.

Organize materials independently.

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

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 – including delegating and taking responsibility, adapting to roles, resolving group conflicts, demonstrating teamwork.

Direct others and follow others' directions.

Contribute to discussions.

Work with all group members.

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

Be prepared for discussions and actively contribute.

Work with all group members.

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

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

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

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

Accept group decisions.

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

Accept group decisions.

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

Accept group decisions.

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

Learn to be Caring

Practice Caring

Become Caring

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

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

Try to work with teachers to set goals.

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

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

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

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

Communication

Learn to be a Communicator

Practice being a Communicator

Become a Communicator

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

With teacher guidance use reading strategies appropriate to the task.

Acquire content-specific vocabulary in all subjects.

Attempt to use reading strategies appropriate to the task.

Practice using content-specific vocabulary in all subjects.

Independently use reading strategies appropriate to the task.

Confidently use content-specific vocabulary in all subjects.

Being informed – 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 – including presentations skills using a variety of media

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

Make simple presentations by following provided instructions.

Speak clearly in presentations.

Use language appropriate to topic and audience.

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

Speak clearly and makes eye contact during presentations.

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

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

Eye contact and speech is natural and engaging in presentations.

Information Literacy

Learn to be Knowledgeable

Practice Being Knowledgeable

Become Knowledgeable

Accessing information – 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.

Use the school's database subscriptions with teacher support.

Use books, magazines and reference materials.

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

Use internet resources for information.

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

Use books, magazines and reference materials.

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

Use a variety of internet resources for information.

Independently use the school's database subscriptions.

Use books, magazines and reference materials.

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

Selecting and organizing information – 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.

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

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.

Make connections between a variety of sources.

Take notes both with and without teacher supports.

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

Make connections between a variety of sources.

Consistently use a method for note-taking that works.

Referencing – 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.

Create a works cited page with teacher guidance.

Define intellectual property rights.

Quote and cite others' work using a model.

Create a works cited page using a model.

Respect intellectual property rights.

Quote and cite others' work accurately.

Create a works cited page.

Respect intellectual property rights.

Reflection

Learn to be Reflective

Practice being Reflective

Become Reflective

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

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

Accept feedback from teachers and peers.

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

Ask for feedback from teachers and peers.

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

Ask for and appreciate feedback from teachers and peers.

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

Use criteria to assess personal performance.

Describe personal work process.

With support, maintain journals and portfolios.

Identify areas for future improvement.

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

With support, evaluate personal work process.

Maintain journals and portfolios with some support.

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

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

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

Maintain journals and portfolios with minimal support.

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 – 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 – 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 – including questioning and challenging information and arguments, developing questions, using the inquiry cycle

Follow the design cycle.

With teacher support, develop research questions.

Use the design cycle.

Develop research questions with minimal teacher support.

Use the design cycle well.

Independently develop research questions.

Applying knowledge and concepts – 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 – including deductive reasoning, evaluating solutions to problems

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

Use criteria to evaluate solutions.

Identify real-world and hypothetical problems.

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

Identify and evaluate real-world and hypothetical problems.

Independently develop and use criteria to evaluate solutions.

Learn to be a Risk-Taker

Practice being a Risk-Taker

Become a Risk-Taker

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

With teacher support, create solutions to identified problems.

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

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

With some teacher support, create solutions to identified problems.

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

Act to solve real-world problems.

Create novel solutions to identified problems.

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

Act to solve real-world problems.

Transfer

Learn to be an Inquirer

Practice being and Inquirer

Become and Inquirer

Making connections – 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.

With teacher prompting, connect Significant Concepts between classes.

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

Use prior learning to make comparisons, predictions and inferences.

Connect Significant Concepts between classes.

Use skills in a variety of school contexts.

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

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

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

Inquiring in different contexts – 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.

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.

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.

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