Approaches to Learning Categories MYP ATL skill clusters

Communication I. Communication
Social II. Collaboration
Self-management III. Organization
IV. Affective
V. Reflective
Research VI. Information literacy
VII. Media literacy
Thinking VIII. Critical thinking
IX. Creative thinking
X. Transfer
Student-led Parent-Teacher Conferences - Review the social and self-management skills self-assessment.
These ratings are completed by students twice a year to review with their family members.
Expert Using Developing Beginning
Responsibility
almost always Usually Sometimes Rarely
• Arrives on time to class Comments:

• Brings necessary materials

• Follows building and classroom procedures
• Uses class time constructively and efficiently
• Respects the rights and properties of others
Expert Using Developing Beginning
Participation
almost always Usually Sometimes Rarely
• Actively participates in class activities Comments:
• Contributes to class discussions by offering ideas and
asking questions more than once per class.
• Accepts directions and feedback
• Works successfully in groups
Expert Using Developing Beginning
Initiative, Effort & Perseverance
almost always Usually Sometimes Rarely
• Completes class work on time, clearly, carefully, and neatly Comments:
• Demonstrates independent initiative
• Follows building and classroom procedures
• Seeks help when necessary
• Demonstrates a personal interest in academic growth
• Stays focused
• Works through difficult situations
Expert Using Developing Beginning
Work and Study Skills
almost always Usually Sometimes Rarely
• Maintains an organized notebook and work space Comments:

• Invests in quality and accuracy of work

• Makes corrections and/or modifications as necessary
• Completes entire assignments on time
• Sets own goals
• Effectively manages long-term assignments
Expert Using Developing Beginning
Follows Directions
almost always Usually Sometimes Rarely
• Responds to verbal instructions Comments:

• Responds to written instructions

• Demonstrates active listening skills; incorporates or
builds off others ideas.
 Subject Area: Arts
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Communication Which units will explicitly teach these skills?
I. Communication skills
Music - Developing Positive Habits to Music - Developing Positive Habits
Exchanging thoughts, messages and information effectively through interaction Arts - Intro and Sketchbook making
Support Musical Success to Support Musical Success
• Give and receive meaningful feedback Drama - Group Scene
Music - Performing with Technical Music - Performing with Technical
• Use intercultural understanding to interpret communication Drama - Building an Ensemble
Accuracy Accuracy
Drama - Building an Ensemble,
• Use a variety of speaking techniques to communicate with a variety of audiences
Improvisation
Music - Demonstrating and
• Use appropriate forms of writing for different purposes and audiences Drama - Pantomime Expressing Emotion through
How can students Ensemble Performance
communicate through • Use a variety of media to communicate with a range of audiences communication Arts - My Identity
interaction?
• Interpret and use effectively modes of non-verbal Arts - Shadow Puppets Arts - Bookmaking: Sketchbook
Music - Moving from the Technical to Music - Moving from the Technical
• Negotiate ideas and knowledge with peers and teachers the Intellectual Aspects of to the Intellectual Aspects of
Performance Performance
• Participate in, and contribute to, digital social media networks
• Collaborate with peers and experts using a variety of digital environments and media Arts - Community Mural
Music - Demonstrating and Music - Demonstrating and
• Share ideas with multiple audiences using a variety of digital environments and media Expressing Emotion through Drama - Film Making and Festivals Expressing Emotion through
Individual Performance Individual Performance
Reading, writing and using language to gather and communicate information
• Read critically and for comprehension
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes Drama - Tableau
How can students • Understand and use mathematical notation
demonstrate • Paraphrase accurately and concisely
communication through • Preview and skim texts to build understanding
language?
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using Arts - Endangered Animal Portraits in
a variety of media Pastel
• Organize and depict information logically
• Structure information in summaries, essays and reports
Social Which units will explicitly teach these skills?
II. Collaboration skills
Music - Moving from the Technical to
Arts - Drawing Unit: Values and Music - Performing with Technical
Working effectively with others the Intellectual Aspects of
Composition Accuracy
Performance
 Subject Area: Arts
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Use social media networks appropriately to build and develop relationships
• Practise empathy
• Delegate and share responsibility for decision-making Drama - Building an Ensemble Drama - Building an Ensemble Drama - Building an Ensemble
• Help others to succeed Arts - Community Mural
Music - Demonstrating and
• Take responsibility for one’s own actions Expressing Emotion through
Individual Performance
Music - Moving from the Technical
Arts - Clay: Slab and Pinch
How can students • Manage and resolve conflict, and work collaboratively in teams to the Intellectual Aspects of
techniques, animals and emotions
collaborate? Performance
• Build consensus
Music - Demonstrating and
• Make fair and equitable decisions Expressing Emotion through
Ensemble Performance
• Listen actively to other perspectives and ideas Drama - Pantomime
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback Music - Sight Reading
• Advocate for one’s own rights and needs
Self-management Which units will explicitly teach these skills?
III. Organization skills
Music - Developing Positive Habits to Arts - Ceramics: Slab Construction Music - Developing Positive Habits
Managing time and tasks effectively
Support Musical Success Box and self-designed contained to Support Musical Success
• Plan short- and long-term assignments; meet deadlines
Music - Performing with Technical
• Create plans to prepare for summative assessments (examinations and performances) Arts - Printmaking: Islamic Tiles
Accuracy
• Keep and use a weekly planner for assignments
How can students • Set goals that are challenging and realistic Arts - Community Mural
demonstrate • Plan strategies and take action to achieve personal and academic goals Arts - Artists Question Authority
organization skills?
• Bring necessary equipment and supplies to class
• Keep an organized and logical system of information files/notebooks
• Use appropriate strategies for organizing complex information
• Understand and use sensory learning preferences (learning styles)
Arts - Endangered Animal Portraits in
• Select and use technology effectively and productively
Pastel
IV. Affective skills Which units will explicitly teach these skills?
Music - Demonstrating and
Managing state of mind Expressing Emotion through
Individual Performance
• Mindfulness awareness Arts - Drawing: Line and Perspective Arts - Drawing: Perspective skills Arts - My Identity
– Practise focus and concentration
– Practise strategies to develop mental focus
 Subject Area: Arts
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
– Practise strategies to overcome distractions
– Practise being aware of body–mind connections
• Perseverance Drama - Building an Ensemble
– Demonstrate persistence and perseverance Drama - Greek Theater
– Practise delaying gratification
How can students • Emotional management Drama - Group Scene
manage their own state – Practise strategies to overcome impulsiveness and anger
of mind?
– Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
• Self-motivation Arts - Express Yourself (Printmaking)
– Practise analysing and attributing causes for failure
– Practise managing self-talk Drama - Monologues
– Practise positive thinking
• Resilience
– Practise “bouncing back” after adversity, mistakes and failures
– Practise “failing well”
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
V. Reflection skills Which units will explicitly teach these skills?
(Re)considering the process of learning; choosing and using ATL skills
• Develop new skills, techniques and strategies for effective learning Arts- Painting: Tints and Shades
• Identify strengths and weaknesses of personal learning strategies (self-assessment) Arts -Shadow Puppets
• Demonstrate flexibility in the selection and use of learning strategies
• Try new ATL skills and evaluate their effectiveness
• Consider content
– What did I learn about today?
– What don’t I yet understand?
– What questions do I have now?

How can students be • Consider ATL skills development

reflective? – What can I already do?
– How can I share my skills to help peers who need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient and effective learner?
– How can I become more flexible in my choice of learning strategies?
– What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections
 Subject Area: Arts
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Research Which units will explicitly teach these skills?
VI. Information literacy skills
Music - Developing Positive Habits to Music - Developing Positive Habits
Finding, interpreting, judging and creating information
Support Musical Success to Support Musical Success
• Collect, record and verify data
• Access information to be informed and inform others
• Make connections between various sources of information
• Understand the benefits and limitations of personal sensory learning preferences
when accessing, processing and recalling information
• Use memory techniques to develop long-term memory Drama - Greek Theater
How can students • Present information in a variety of formats and platforms Drama - Monologues Drama - Theater Design/Playwriting
demonstrate information
• Collect and analyse data to identify solutions and make informed decisions
literacy?
• Process data and report results
• Evaluate and select information sources and digital tools based on
their appropriateness to specific tasks
• Understand and use technology systems
• Use critical-literacy skills to analyse and interpret media communications
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
• Identify primary and secondary sources
VII. Media literacy skills Which units will explicitly teach these skills?
Interacting with media to use and create ideas and information Arts - African Art Masks Arts - My Identity
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a
variety of sources and media (including digital social media and online networks)
• Demonstrate awareness of media interpretations of events and ideas
(including digital social media)
How can students
• Make informed choices about personal viewing experiences
demonstrate media
literacy? • Understand the impact of media representations and modes of presentation
• Seek a range of perspectives from multiple and varied sources
• Communicate information and ideas effectively to multiple audiences using a variety
Drama - Film Making and Festivals
of media and formats
• Compare, contrast and draw connections among (multi)media resources
Thinking Which units will explicitly teach these skills?
VIII. Critical-thinking skills
Music - Demonstrating and
Analysing and evaluating issues and ideas Drama - Building an Ensemble Expressing Emotion through
Individual Performance
Music - Demonstrating and
Music - Performing with Technical
• Practise observing carefully in order to recognize problems Expressing Emotion through
Accuracy
Individual Performance
• Gather and organize relevant information to formulate an argument
• Recognize unstated assumptions and bias
• Interpret data Music - Sight Reading

How can students think

critically?
 Subject Area: Arts
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Evaluate evidence and arguments
• Recognize and evaluate propositions
• Draw reasonable conclusions and generalizations
How can students think • Test generalizations and conclusions
critically? • Revise understanding based on new information and evidence
• Evaluate and manage risk
• Formulate factual, topical, conceptual and debatable questions
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts
Arts - Drawing: Perspective skills Arts - Artists Question Authority
and synthesize them to create new understanding
• Propose and evaluate a variety of solutions
• Identify obstacles and challenges
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications
IX. Creative-thinking skills Which units will explicitly teach these skills?
Generating novel ideas and considering new perspectives Arts - Painting: Tints and Shades Arts - African Art Masks Arts - Bookmaking: Sketchbook
• Use brainstorming and visual diagrams to generate new ideas and inquiries Drama - Theater Design/Playwriting
Arts - Clay: Slab and Pinch
• Consider multiple alternatives, including those that might be unlikely or impossible Drama - Pantomime Arts - Pop Art in Clay
techniques, animals and emotions
• Create novel solutions to authentic problems Drama - Monologues Arts - Community Mural
Drama - Building an Ensemble,
• Make unexpected or unusual connections between objects and/or ideas Arts - Express Yourself (Printmaking)
Improvisation
• Design improvements to existing machines, media and technologies
How can students be • Design new machines, media and technologies
creative? • Make guesses, ask “what if” questions and generate testable hypotheses
Music - Moving from the Technical
• Apply existing knowledge to generate new ideas, products or processes to the Intellectual Aspects of
Performance
• Create original works and ideas; use existing works and ideas in new ways Drama - Tableau Drama - Film Making and Festivals Drama - Group Scene
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies
X. Transfer skills Which units will explicitly teach these skills?
Music - Demonstrating and
Arts - Drawing Unit: Values and
Using skills and knowledge in multiple contexts Expressing Emotion through
Composition
Ensemble Performance
• Use effective learning strategies in subject groups and disciplines
Arts - Ceramics: Slab Construction
• Apply skills and knowledge in unfamiliar situations
How can students Box and self-designed contained
transfer skills and • Inquire in different contexts to gain a different perspective Arts - Printmaking: Islamic Tiles
Arts - Painting: Tints and Shades
knowledge across
disciplines and subject
groups?
How can students Subject Area: Arts
transfer skills and Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
knowledge across
• Compare conceptual understanding across multiple subject groups and disciplines
disciplines and subject
groups? • Compare conceptual understanding across multiple subject groups and disciplines
• Make connections between subject groups and disciplines Drama - Greek Theater
• Combine knowledge, understanding and skills to create products or solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives
 Subject Area: Design
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Communication Which units will explicitly teach these skills?
I. Communication skills
Digital Input Technologies -
Family and Consumer Sciences - Technological Systems - Structural
Exchanging thoughts, messages and information effectively through interaction Exploring Digital Input Technologies
Cooking Fundamentals Design and Testing
Mix
Family and Consumer Sciences - Technology of Robotics - The Design
• Give and receive meaningful feedback Design Technology - Keyboarding
Cooking Fundamentals Process
• Use intercultural understanding to interpret communication
Family and Consumer Sciences - Family and Consumer Sciences - Family and Consumer Sciences -
• Use a variety of speaking techniques to communicate with a variety of audiences
Families Families Families
How can students Digital Input Technologies - Career
• Use appropriate forms of writing for different purposes and audiences
communicate through Unit
interaction? Digital Input Technologies - Technology of Robotics - Capstone
• Use a variety of media to communicate with a range of audiences communication Design Technology - Keyboarding
Photoshop/Movie Maker Project
Family and Consumer Sciences -
• Interpret and use effectively modes of non-verbal
International Foods
Computer Applications and the
• Negotiate ideas and knowledge with peers and teachers
Internet - Computer Basics
• Participate in, and contribute to, digital social media networks
• Collaborate with peers and experts using a variety of digital environments and media
• Share ideas with multiple audiences using a variety of digital environments and media
Reading, writing and using language to gather and communicate information
• Read critically and for comprehension
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes

How can students • Understand and use mathematical notation

demonstrate • Paraphrase accurately and concisely
communication through • Preview and skim texts to build understanding
language?
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using Computer Applications and the
a variety of media Internet - Digital Lifestyle
• Organize and depict information logically
• Structure information in summaries, essays and reports
Social Which units will explicitly teach these skills?
II. Collaboration skills
Digital Input Technologies -
Family and Consumer Sciences - Technological Systems - Electricity
Working effectively with others Exploring Digital Input Technologies
Babysitting and Electronics
Mix
• Use social media networks appropriately to build and develop relationships
• Practise empathy

How can students

 Subject Area: Design
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Digital Input Technologies -
• Delegate and share responsibility for decision-making
Photoshop/Movie Maker
Family and Consumer Sciences - Family and Consumer Sciences -
• Help others to succeed
Babysitting Babysitting
Investigating Computer Science -
• Take responsibility for one’s own actions
How can students Game Development
collaborate? • Manage and resolve conflict, and work collaboratively in teams
• Build consensus
• Make fair and equitable decisions
• Listen actively to other perspectives and ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs
Self-management Which units will explicitly teach these skills?
III. Organization skills
Family and Consumer Sciences - Digital Input Technologies - Career Family and Consumer Sciences -
Managing time and tasks effectively
Cooking Fundamentals Unit Nutrition
Family and Consumer Sciences - Family and Consumer Sciences -
• Plan short- and long-term assignments; meet deadlines
Cooking Fundamentals International Foods
Family and Consumer Sciences - Inventions and Innovations - 2D and Technological Systems - 2D and 3D
• Create plans to prepare for summative assessments (examinations and performances)
Sewing 3D CAD Design CAD Design
Family and Consumer Sciences - Investigating Computer Science -
• Keep and use a weekly planner for assignments
Sewing Computer Hardware
Inventions and Innovations - Urban Technological Systems - Urban
• Set goals that are challenging and realistic
How can students Design Design
demonstrate Family and Consumer Sciences -
organization skills? • Plan strategies and take action to achieve personal and academic goals
Sewing
• Bring necessary equipment and supplies to class
Family and Consumer Sciences - Family and Consumer Sciences - Technology of Robotics - CAD and
• Keep an organized and logical system of information files/notebooks
Money Management Money Management 3D Modeling
Inventions and Innovations - Guitar Technology of Robotics - Capstone
• Use appropriate strategies for organizing complex information
Making Project
• Understand and use sensory learning preferences (learning styles)
Investigating Computer Science -
• Select and use technology effectively and productively
Game Development
IV. Affective skills Which units will explicitly teach these skills?
Investigating Computer Science -
Managing state of mind
Programming with Python
• Mindfulness awareness
– Practise focus and concentration
– Practise strategies to develop mental focus
– Practise strategies to overcome distractions
– Practise being aware of body–mind connections

How can students

 Subject Area: Design
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Computer Applications and the
• Perseverance Internet - Microsoft Suite and
Photoshop
– Demonstrate persistence and perseverance
– Practise delaying gratification
How can students • Emotional management
manage their own state
– Practise strategies to overcome impulsiveness and anger
of mind?
– Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
• Self-motivation
– Practise analysing and attributing causes for failure
– Practise managing self-talk
– Practise positive thinking
• Resilience
– Practise “bouncing back” after adversity, mistakes and failures
– Practise “failing well”
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
V. Reflection skills Which units will explicitly teach these skills?
(Re)considering the process of learning; choosing and using ATL skills
• Develop new skills, techniques and strategies for effective learning
• Identify strengths and weaknesses of personal learning strategies (self-assessment)
• Demonstrate flexibility in the selection and use of learning strategies
• Try new ATL skills and evaluate their effectiveness
• Consider content
– What did I learn about today?
– What don’t I yet understand?
– What questions do I have now?

How can students be • Consider ATL skills development

reflective? – What can I already do?
– How can I share my skills to help peers who need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient and effective learner?
– How can I become more flexible in my choice of learning strategies?
– What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections
Research Which units will explicitly teach these skills?
 Subject Area: Design
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
VI. Information literacy skills
Technological Systems - Structural
Finding, interpreting, judging and creating information
Design and Testing
Investigating Computer Science -
• Collect, record and verify data
Computer Hardware
Technology of Robotics - Mechanical
• Access information to be informed and inform others
Systems
• Make connections between various sources of information Technology of Robotics - Electronics
• Understand the benefits and limitations of personal sensory learning preferences when
accessing, processing and recalling information
• Use memory techniques to develop long-term memory
Technology of Robotics -
• Present information in a variety of formats and platforms
How can students Programming
demonstrate information Computer Applications and the
• Collect and analyse data to identify solutions and make informed decisions
literacy? Internet - Computer Basics
Investigating Computer Science -
• Process data and report results
Career Readiness
Computer Applications and the
• Evaluate and select information sources and digital tools based on
Internet - Microsoft Suite and
their appropriateness to specific tasks
Photoshop
Investigating Computer Science -
• Understand and use technology systems
Game Development
• Use critical-literacy skills to analyse and interpret media communications
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
• Identify primary and secondary sources
VII. Media literacy skills Which units will explicitly teach these skills?
Digital Input Technologies - Technology of Robotics - Capstone
Interacting with media to use and create ideas and information
Photoshop/Movie Maker Project
Computer Applications and the
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a
Internet - Internet Cloud Services
variety of sources and media (including digital social media and online networks)
and the World Wide Web
• Demonstrate awareness of media interpretations of events and ideas Computer Applications and the
How can students
(including digital social media) Internet - Digital Lifestyle
demonstrate media
literacy? • Make informed choices about personal viewing experiences
• Understand the impact of media representations and modes of presentation
• Seek a range of perspectives from multiple and varied sources
• Communicate information and ideas effectively to multiple audiences using a variety of
media and formats
• Compare, contrast and draw connections among (multi)media resources
Thinking Which units will explicitly teach these skills?
VIII. Critical-thinking skills
Analysing and evaluating issues and ideas
Family and Consumer Sciences - Family and Consumer Sciences - Technology of Robotics - Mechanical
• Practise observing carefully in order to recognize problems
Money Management Money Management Systems
• Gather and organize relevant information to formulate an argument
 Subject Area: Design
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Recognize unstated assumptions and bias
Investigating Computer Science -
• Interpret data Computer Software, Problem-
Solving
Technology of Robotics - The Design
• Evaluate evidence and arguments
Process
• Recognize and evaluate propositions
• Draw reasonable conclusions and generalizations
Computer Applications and the
• Test generalizations and conclusions Internet - Internet Cloud Services
and the World Wide Web
How can students think
Computer Applications and the
critically? • Revise understanding based on new information and evidence
Internet - Digital Lifestyle
Family and Consumer Sciences - Family and Consumer Sciences - Family and Consumer Sciences -
• Evaluate and manage risk
Babysitting Babysitting Babysitting
• Formulate factual, topical, conceptual and debatable questions
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts
and synthesize them to create new understanding
• Propose and evaluate a variety of solutions
Investigating Computer Science -
• Identify obstacles and challenges
Career Readiness
Investigating Computer Science -
• Use models and simulations to explore complex systems and issues
Programming with Python
• Identify trends and forecast possibilities
• Troubleshoot systems and applications
IX. Creative-thinking skills Which units will explicitly teach these skills?
Family and Consumer Sciences - Inventions and Innovations - 2D and Technological Systems - 2D and 3D
Generating novel ideas and considering new perspectives
Families 3D CAD Design CAD Design
Family and Consumer Sciences - Family and Consumer Sciences -
• Use brainstorming and visual diagrams to generate new ideas and inquiries
Families Families
Family and Consumer Sciences -
• Consider multiple alternatives, including those that might be unlikely or impossible
Interior Design
Family and Consumer Sciences - Family and Consumer Sciences - Family and Consumer Sciences -
• Create novel solutions to authentic problems
Sewing Sewing Sewing
Investigating Computer Science -
• Make unexpected or unusual connections between objects and/or ideas
Computer Hardware
Inventions and Innovations - Guitar Technological Systems - Electricity
• Design improvements to existing machines, media and technologies
Making and Electronics
How can students be Technology of Robotics - Capstone
creative? • Design new machines, media and technologies Project, Investigating Computer
Science - Programming Basics
Technology of Robotics - CAD and
• Make guesses, ask “what if” questions and generate testable hypotheses
3D Modeling
• Apply existing knowledge to generate new ideas, products or processes Technology of Robotics - Electronics
How can students be
creative?

Subject Area: Design

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Investigating Computer Science -
• Create original works and ideas; use existing works and ideas in new ways Computer Software, Problem-
Solving
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies
X. Transfer skills Which units will explicitly teach these skills?
Inventions and Innovations - Technological Systems -
Using skills and knowledge in multiple contexts
Transportation Transportation
Technology of Robotics -
• Use effective learning strategies in subject groups and disciplines
Programming
How can students Inventions and Innovations - Urban Technological Systems - Urban
• Apply skills and knowledge in unfamiliar situations
transfer skills and Design Design
knowledge across • Inquire in different contexts to gain a different perspective
disciplines and subject • Compare conceptual understanding across multiple subject groups and disciplines
groups?
• Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives
 Subject Area: Individuals and Societies
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Communication Which units will explicitly teach these skills?
I. Communication skills
Exchanging thoughts, messages and information effectively through interaction European Exploration Progressives Introduction to Geography
• Give and receive meaningful feedback
• Use intercultural understanding to interpret communication Westward Expansion
• Use a variety of speaking techniques to communicate with a variety of audiences
• Use appropriate forms of writing for different purposes and audiences
How can students
communicate through • Use a variety of media to communicate with a range of audiences communication American Revolution Cold War
interaction? • Interpret and use effectively modes of non-verbal
• Negotiate ideas and knowledge with peers and teachers
• Participate in, and contribute to, digital social media networks
• Collaborate with peers and experts using a variety of digital environments and media
• Share ideas with multiple audiences using a variety of digital environments and media
Reading, writing and using language to gather and communicate information Colonial America Expanding Citizenship Geographic Systems
• Read critically and for comprehension New Nation and Constitution Civil Rights
• Read a variety of sources for information and for pleasure Great Depression and the Economy
• Make inferences and draw conclusions Abolition and the Civil war
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes
How can students • Understand and use mathematical notation
demonstrate • Paraphrase accurately and concisely
communication through
• Preview and skim texts to build understanding
language?
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using
World War II
a variety of media
• Organize and depict information logically
• Structure information in summaries, essays and reports
Social Which units will explicitly teach these skills?
II. Collaboration skills
Working effectively with others Expanding Citizenship Geographic Systems
• Use social media networks appropriately to build and develop relationships
• Practise empathy Great Depression and the Economy
• Delegate and share responsibility for decision-making
• Help others to succeed
• Take responsibility for one’s own actions
• Manage and resolve conflict, and work collaboratively in teams World War II Cooperation and Conflict
How can students
• Build consensus
collaborate?
• Make fair and equitable decisions
How can students
collaborate?
Subject Area: Individuals and Societies
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Listen actively to other perspectives and ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs
Self-management Which units will explicitly teach these skills?
III. Organization skills
Introduction to Geography and Early
Managing time and tasks effectively Progressives Introduction to Geography
American Indians
• Plan short- and long-term assignments; meet deadlines European Exploration
• Create plans to prepare for summative assessments (examinations and performances) Cooperation and Conflict
• Keep and use a weekly planner for assignments
How can students • Set goals that are challenging and realistic
demonstrate • Plan strategies and take action to achieve personal and academic goals
organization skills?
• Bring necessary equipment and supplies to class
• Keep an organized and logical system of information files/notebooks Westward Expansion
• Use appropriate strategies for organizing complex information
• Understand and use sensory learning preferences (learning styles)
• Select and use technology effectively and productively
IV. Affective skills Which units will explicitly teach these skills?
Managing state of mind Colonial America World War II Geographic Systems
• Mindfulness awareness American Revolution
– Practise focus and concentration
– Practise strategies to develop mental focus
– Practise strategies to overcome distractions
– Practise being aware of body–mind connections
• Perseverance
– Demonstrate persistence and perseverance
– Practise delaying gratification
• Emotional management
How can students – Practise strategies to overcome impulsiveness and anger
manage their own state
of mind? – Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
• Self-motivation
– Practise analysing and attributing causes for failure
– Practise managing self-talk
– Practise positive thinking
• Resilience
of mind?

Subject Area: Individuals and Societies

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
– Practise “bouncing back” after adversity, mistakes and failures
– Practise “failing well”
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
V. Reflection skills Which units will explicitly teach these skills?
(Re)considering the process of learning; choosing and using ATL skills
• Develop new skills, techniques and strategies for effective learning
• Identify strengths and weaknesses of personal learning strategies (self-assessment)
• Demonstrate flexibility in the selection and use of learning strategies
• Try new ATL skills and evaluate their effectiveness
• Consider content
– What did I learn about today?
– What don’t I yet understand?
– What questions do I have now?

How can students be • Consider ATL skills development

reflective? – What can I already do?
– How can I share my skills to help peers who need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient and effective learner?
– How can I become more flexible in my choice of learning strategies?
– What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections
Research Which units will explicitly teach these skills?
VI. Information literacy skills
Introduction to Geography and Early
Finding, interpreting, judging and creating information Industrialization Introduction to Geography
American Indians
• Collect, record and verify data
• Access information to be informed and inform others Great Depression and the Economy
• Make connections between various sources of information
• Understand the benefits and limitations of personal sensory learning preferences
when accessing, processing and recalling information
• Use memory techniques to develop long-term memory
How can students • Present information in a variety of formats and platforms
demonstrate information
• Collect and analyse data to identify solutions and make informed decisions
literacy?
• Process data and report results
• Evaluate and select information sources and digital tools based on
their appropriateness to specific tasks
• Understand and use technology systems
How can students
demonstrate information
literacy?

Subject Area: Individuals and Societies

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Use critical-literacy skills to analyse and interpret media communications
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
• Identify primary and secondary sources Westward Expansion Progressives
VII. Media literacy skills Which units will explicitly teach these skills?
Interacting with media to use and create ideas and information Cold War Geographic Systems
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a
variety of sources and media (including digital social media and online networks)
• Demonstrate awareness of media interpretations of events and ideas
(including digital social media)
How can students
• Make informed choices about personal viewing experiences
demonstrate media
literacy? • Understand the impact of media representations and modes of presentation Civil Rights Cooperation and Conflict
• Seek a range of perspectives from multiple and varied sources World War II
• Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
• Compare, contrast and draw connections among (multi)media resources
Thinking Which units will explicitly teach these skills?
VIII. Critical-thinking skills
Analysing and evaluating issues and ideas Colonial America Expanding Citizenship Introduction to Geography
• Practise observing carefully in order to recognize problems Great Depression and the Economy
• Gather and organize relevant information to formulate an argument
• Recognize unstated assumptions and bias
• Interpret data Industrialization
• Evaluate evidence and arguments New Nation and Constitution Progressives
• Recognize and evaluate propositions American Revolution
• Draw reasonable conclusions and generalizations Abolition and the Civil war World War II
• Test generalizations and conclusions
• Revise understanding based on new information and evidence Federal and state Government
How can students think
critically? • Evaluate and manage risk
• Formulate factual, topical, conceptual and debatable questions
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts
and synthesize them to create new understanding
• Propose and evaluate a variety of solutions
• Identify obstacles and challenges
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications
IX. Creative-thinking skills Which units will explicitly teach these skills?
Generating novel ideas and considering new perspectives Geographic Systems
 Subject Area: Individuals and Societies
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Consider multiple alternatives, including those that might be unlikely or impossible
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas
• Design improvements to existing machines, media and technologies
How can students be • Design new machines, media and technologies
creative?
• Make guesses, ask “what if” questions and generate testable hypotheses
• Apply existing knowledge to generate new ideas, products or processes
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies
X. Transfer skills Which units will explicitly teach these skills?
Using skills and knowledge in multiple contexts Cooperation and Conflict
• Use effective learning strategies in subject groups and disciplines
• Apply skills and knowledge in unfamiliar situations
How can students • Inquire in different contexts to gain a different perspective
transfer skills and • Compare conceptual understanding across multiple subject groups and disciplines
knowledge across
disciplines and subject • Compare conceptual understanding across multiple subject groups and disciplines
groups? • Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives
 Subject Area: Language Acquisition
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Communication Which units will explicitly teach these skills?
I. Communication skills
French I - Who am I?; Arabic I - French II - Review; English Language
Transitional Spanish - Descriptions of
Exchanging thoughts, messages and information effectively through interaction Greetings; Chinese I - Greetings; Development Reading Level 3 -
Home: Outside, Inside, Chores
Spanish I - Greetings Identity; Arabic II
American Sign Language I - The
English Language Development
Family; Spanish I - The Family; French II - The Shopping Street;
English Level 1 - Timeline Cultural
English Language Development Latin II - Roman Britain; American
• Give and receive meaningful feedback Events; Introduction to Spanish - The
Reading Level 3 - Identity; English Sign Language II - Shopping; Arabic II
Family; Introduction to French - Self
Language Development Reading - Shopping
and Friends
Level 4 - Identity
French I - Leisure Activities;
American Sign Language I -
English Language Development Spanish II - Holidays; Latin II -
• Use intercultural understanding to interpret communication Vacations; Arabic I - Vacations;
Reading Level 3 - Identity Roman Medicine and Science
Chinese - Vacations; Spanish I -
Vacations
Arabic I - The Family; Chinese - the Spanish II - Shopping; Chinese II -
• Use a variety of speaking techniques to communicate with a variety of audiences Introduction to Spanish - Greetings
Family Shopping
How can students Introduction to Spanish - School Life;
communicate through • Use appropriate forms of writing for different purposes and audiences Introduction to Spanish for Fluent French I - Storybook Writing Latin II - ISIS and Foreign Relations
interaction? Speakers - Schools
Introduction to Spanish - Likes and American Sign Language I -
Dislikes; Introduction to Spanish for Pastimes; Arabic I - The Pastimes;
• Use a variety of media to communicate with a range of audiences communication French II - Healthy Body
Fluent Speakers - Meals and Chinese - The Pastimes; Spanish I -
Celebrations Pastimes
Introduction to American Sign
Language - Myself and My Family; French I - The Family; American Sign American Sign Language II - The
• Interpret and use effectively modes of non-verbal
Introduction to Spanish for Fluent Language I - Greetings Holidays; Chinese II - Holidays
Speakers - How We Live?
American Sign Language I - In the
Introduction to Spanish for Fluent
• Negotiate ideas and knowledge with peers and teachers class; Chinese - In the Class; Spanish
Speakers - Greetings and Families
I - In the Class
• Participate in, and contribute to, digital social media networks
Introduction to Spanish for Fluent
• Collaborate with peers and experts using a variety of digital environments and media Arabic I - In the Class
Speakers - Animals
• Share ideas with multiple audiences using a variety of digital environments and media
English Language Development
Reading, writing and using language to gather and communicate information Reading Level 1 - Timeline Cultural Latin I - Public Entertainment
Events
English Language Development
• Read critically and for comprehension
Reading Level 2 - Identity
English Language Development
• Read a variety of sources for information and for pleasure
English Level 2 - Identity
• Make inferences and draw conclusions Transitional Spanish - Daily Routines
• Use and interpret a range of discipline-specific terms and symbols
How can students • Write for different purposes Latin I - Elections and Government
demonstrate
• Understand and use mathematical notation
communication through
language? • Paraphrase accurately and concisely
How can students
demonstrate
communication through Subject Area: Language Acquisition
language? Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Preview and skim texts to build understanding
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using
a variety of media
• Organize and depict information logically
• Structure information in summaries, essays and reports
Social Which units will explicitly teach these skills?
II. Collaboration skills
French I - Leisure Activities;
Introduction to Latin - Myself and My
American Sign Language I -
Working effectively with others Family, Chinese - Myself and My French II - The Shopping Street
Greetings; Chinese I - Greetings;
Family
Spanish I - Greetings
• Use social media networks appropriately to build and develop relationships
Introduction to American Sign
• Practise empathy French I - School French II - The Home
Language - Myself and My Family
Introduction to American Sign Arabic I - The Family; Chinese - The
• Delegate and share responsibility for decision-making
Language - My School and Society Family; Spanish I - The Family
American Sign Language I - The
• Help others to succeed Arabic - Myself and My Family Latin II - ISIS and Foreign Relations
Family
Introduction to Latin - My School and
How can students
• Take responsibility for one’s own actions Society, Introduction to Spanish - Latin I - Public Entertainment
collaborate? Greetings
• Manage and resolve conflict, and work collaboratively in teams Arabic - My School and Society
• Build consensus Introduction to Spanish - Family
• Make fair and equitable decisions Introduction to French - Family
Introduction to Spanish - the
• Listen actively to other perspectives and ideas
Neighborhood
• Negotiate effectively
Transitional Spanish - Descriptions of
• Encourage others to contribute
Home: Outside, Inside, Chores
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs
Self-management Which units will explicitly teach these skills?
III. Organization skills
Introduction to Latin - My House and
French II - Review; Latin II - Roman
Community, English Language American Sign Language I -
Britain; American Sign Language II -
Managing time and tasks effectively Development Reading Level 2 - Love Vacations; Arabic I - Vacations;
The Holidays; Arabic II - Holidays;
for Reading; Introduction to French - Spanish I - Vacations
Chinese II - Holidays
Sports and Activities
 Subject Area: Language Acquisition
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Introduction to American Sign
French II - The Shopping Street;
Language - My House and
Spanish for Fluent Speakers I - Latin II - Roman Medicine and
• Plan short- and long-term assignments; meet deadlines Community, English Language
Contemporary Life Science; American Sign Language II -
Development English Level 2 - Love
Parties; Chinese II - Parties
for Reading and Good Writing
Arabic - My House and Community,
English Language Development
• Create plans to prepare for summative assessments (examinations and performances) English Language Development French II - To Paris
Reading Level 3 - Love for Reading
English Level 2 - Love for Reading
• Keep and use a weekly planner for assignments Chinese - My House and Community French II - The Grand Vacation
English Language Development
English Level 1 - What Identity Means Spanish II - Shopping; American Sign
English Language Development
How can students • Set goals that are challenging and realistic to You; English Language Language II - Shopping; Arabic II -
Reading Level 4 - Love for Reading
demonstrate Development Reading Level 2 - Love Shopping; Chinese II - Shopping
organization skills? for Reading and Good Writing
English Language Development English Language Development
English Level 1 - Love for Reading & Reading Level 3 - Love for Reading
Spanish II - Food; Spanish for Fluent
• Plan strategies and take action to achieve personal and academic goals Good Writing; English Language and Good Writing; English Language
Speakers II - Contemporary Life
Development Reading Level 3 - Love Development Reading Level 4 - Love
for Reading for Reading and Good Writing
• Bring necessary equipment and supplies to class
English Language Development
• Keep an organized and logical system of information files/notebooks Reading Level 1 -Reflection of
learning about culture and identity
English Language Development
Reading Level 1 - What Identity
• Use appropriate strategies for organizing complex information Means to You; English Language
Development Reading Level 3 - Love
for Reading and Good Writing
• Understand and use sensory learning preferences (learning styles)
• Select and use technology effectively and productively Spanish II - End-of-Year Project
IV. Affective skills Which units will explicitly teach these skills?
Spanish II - Holidays; American Sign
Language II - Daily Routines; Arabic
Managing state of mind Transitional Spanish - Daily Routines French I - Who am I?
II - Daily Routines; Chinese II - Daily
Routines
Spanish II - Shopping; American Sign
• Mindfulness awareness Language II - Food; Arabic II - Food;
Chinese II - Food
Spanish II - Parties; Arabic II -
– Practise focus and concentration
Parties; Chinese II - Parties
– Practise strategies to develop mental focus
– Practise strategies to overcome distractions
– Practise being aware of body–mind connections
Spanish II - Daily Routines; English
Introduction to French - Self and
• Perseverance French I - Sports Language Development Reading
Friends
Level 3 - Love for Reading
Spanish for Fluent Speakers I - Spanish for Fluent Speakers II -
– Demonstrate persistence and perseverance
Science and Technology Science and Technology
How can students
manage their own state
of mind?
 Subject Area: Language Acquisition
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
How can students
manage their own state – Practise delaying gratification
of mind? • Emotional management
– Practise strategies to overcome impulsiveness and anger
– Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
English Language Development
• Self-motivation Reading Level 3 - Love for Reading
and Good Writing
– Practise analysing and attributing causes for failure
– Practise managing self-talk
– Practise positive thinking
• Resilience
– Practise “bouncing back” after adversity, mistakes and failures
– Practise “failing well”
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
V. Reflection skills Which units will explicitly teach these skills?
(Re)considering the process of learning; choosing and using ATL skills French I - Leisure Activities
• Develop new skills, techniques and strategies for effective learning
• Identify strengths and weaknesses of personal learning strategies (self-assessment)
• Demonstrate flexibility in the selection and use of learning strategies
• Try new ATL skills and evaluate their effectiveness
• Consider content
– What did I learn about today?
– What don’t I yet understand?
– What questions do I have now?

How can students be • Consider ATL skills development

reflective? – What can I already do?
– How can I share my skills to help peers who need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient and effective learner?
– How can I become more flexible in my choice of learning strategies?
– What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections
Research Which units will explicitly teach these skills?
VI. Information literacy skills
 Subject Area: Language Acquisition
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Introduction to Latin - Festivals and American Sign Language I -
Foods; Introduction to Spanish for Pastimes; Arabic I - Pastimes; French II - The Home; American Sign
Finding, interpreting, judging and creating information
Fluent Speakers - Greetings and Chinese - The Pastimes; Spanish I - Language II - Food; Arabic II - Food
Families Pastimes
Introduction to Spanish for Fluent
• Collect, record and verify data
Speakers - Schools
• Access information to be informed and inform others Arabic - Festivals and Food Latin I - Early Roman History
Latin II - Roman Medicine and
Transitional Spanish - Food: Science; American Sign Language II -
• Make connections between various sources of information
Breakfast, Lunch, Dinner and Fruits Parties; Arabic II - Parties; Chinese II
- Parties
American Sign Language I -
• Understand the benefits and limitations of personal sensory learning preferences
Vacations; Arabic I - Vacations;
when accessing, processing and recalling information
Spanish I - Vacations
Arabic - My World and the
• Use memory techniques to develop long-term memory Environment; Chinese - My World
How can students
and the Environment
demonstrate information
Latin I - Elections and Government;
literacy? English Language Development
English Language Development
English Level 2 - Love for Reading and English Language Development
Reading Level 3 - Love for Reading
• Present information in a variety of formats and platforms Good Writing; English Language Reading Level 3 - Love for Reading
and Good Writing; English Language
Development Reading Level 3 - Love and Good Writing
Development Reading Level 4 - Love
for Reading and Good Writing
for Reading and Good Writing
• Collect and analyse data to identify solutions and make informed decisions
• Process data and report results
• Evaluate and select information sources and digital tools based on Introduction to Spanish for Fluent
their appropriateness to specific tasks Speakers - Animals
• Understand and use technology systems
Introduction to Latin - My World and
• Use critical-literacy skills to analyse and interpret media communications
the Environment
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
• Identify primary and secondary sources
VII. Media literacy skills Which units will explicitly teach these skills?
English Language Development
French II - To Paris; Latin II - Ancient
Interacting with media to use and create ideas and information English Level 1 - Love for Reading & French I - Sports
Alexandria
Good Writing
English Language Development
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a
Reading Level 2 - Love for Reading
variety of sources and media (including digital social media and online networks)
and Good Writing
• Demonstrate awareness of media interpretations of events and ideas
How can students (including digital social media)
demonstrate media Spanish II - Food; Latin II - ISIS and
• Make informed choices about personal viewing experiences
literacy? Foreign Relations; Chinese II - Food
Introduction to French - Sports and
• Understand the impact of media representations and modes of presentation
Activities
• Seek a range of perspectives from multiple and varied sources
How can students
demonstrate media
literacy?

Subject Area: Language Acquisition

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Communicate information and ideas effectively to multiple audiences using a variety Introduction to Spanish - the
Spanish II - Parties
of media and formats Neighborhood
• Compare, contrast and draw connections among (multi)media resources
Thinking Which units will explicitly teach these skills?
VIII. Critical-thinking skills
Introduction to American Sign
Language - My World and the French II - Review; Latin II - Roman
Environment; Arabic - My House and Britain; American Sign Language II -
Analysing and evaluating issues and ideas French I - Who am I?
Community; English Language The Holidays; Arabic II - Shopping;
Development Reading Level 2 - Love Chinese II - Shopping
for Reading
Introduction to Latin - Myself and My American Sign Language I -
Family, Chinese - Myself and My Pastimes; Arabic I - Pastimes; Spanish for Fluent Speakers II -
• Practise observing carefully in order to recognize problems
Family; Introduction to Spanish - Chinese - The Pastimes; Spanish I - Community Well-Being
School Life The Pastimes
Introduction to Latin - My School and
Society; English Language American Sign Language II - Daily
• Gather and organize relevant information to formulate an argument Development Reading Level 1 - French I - School Routines; Arabic II - Daily Routines;
Reflection of learning about culture Chinese II - Daily Routines
and identity
Introduction to Latin - My House and
Community; English Language
• Recognize unstated assumptions and bias
Development Reading Level 1 - What
Identity Means to You
Introduction to Latin - Festivals and
Foods; English Language
• Interpret data
Development English Level 2 -
Identity
American Sign Language - My House
and Community, English Language
English Language Development
• Evaluate evidence and arguments Development Reading Level 3 - Love
Reading Level 3 - Love for Reading
for Reading; Introduction to French -
Family
Arabic - Myself and My Family;
• Recognize and evaluate propositions Introduction to Spanish for Fluent
How can students think Speakers - Greetings and Families
critically? Arabic - My School and Society;
• Draw reasonable conclusions and generalizations Introduction to French - Self and Latin I - Early Roman History
Friends
English Language Development English Language Development
• Test generalizations and conclusions
Reading Level 2 - Poetry Reading Level 3 - Poetry
English Language Development
English Language Development
• Revise understanding based on new information and evidence English Level 1 - What Identity Means
Reading Level 4 - Poetry
to You
• Evaluate and manage risk
English Language Development
English Language Development
Reading Level 1 - Autobiographical
• Formulate factual, topical, conceptual and debatable questions Reading Level 4 - Love for Reading
Poem; Introduction to Spanish for
and Good Writing
Fluent Speakers - How We Live?
 Subject Area: Language Acquisition
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Introduction to American Sign
Language - Myself and My Family;
• Consider ideas from multiple perspectives
Arabic - My World and the
Environment
Introduction to American Sign
• Develop contrary or opposing arguments
Language - My School and Society
English Language Development English Language Development
• Analyse complex concepts and projects into their constituent parts
Reading Level 3 - Love for Reading Reading Level 3 - Love for Reading
and synthesize them to create new understanding
and Good Writing and Good Writing
Transitional Spanish - Food: Spanish for Fluent Speakers I -
• Propose and evaluate a variety of solutions
Breakfast, Lunch, Dinner and Fruits Identity and Belonging
Introduction to Latin - My World and Spanish for Fluent Speakers I -
• Identify obstacles and challenges
the Environment Personal well-being
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications
IX. Creative-thinking skills Which units will explicitly teach these skills?
Introduction to American Sign
Language - My World and the Spanish II - Shopping; Latin II
Generating novel ideas and considering new perspectives French I - The Family
Environment; Chinese - My House Ancient Alexandria
and Community
Chinese - My World and the
• Use brainstorming and visual diagrams to generate new ideas and inquiries French I - Storybook Writing French II - The Home
Environment
English Language Development French II - The Grand Vacation;
• Consider multiple alternatives, including those that might be unlikely or impossible English Level 1 - Love for Reading & English Language Development
Good Writing Reading Level 3 - Love for Reading
Introduction to American Sign
Spanish II - Parties; Arabic II -
• Create novel solutions to authentic problems Language - Festivals and Food;
Parties; Chinese II - Parties
Chinese - Festivals and Foods
English Language Development
French II - Healthy Body; English
English Level 1 - Autobiographical
How can students be • Make unexpected or unusual connections between objects and/or ideas Language Development Reading
Poem; English Language
creative? Level 3 - Poetry
Development English Level 2 - Poetry
English Language Development English Language Development
• Design improvements to existing machines, media and technologies Reading Level 2 - Love for Reading Reading Level 3 - Love for Reading
and Good Writing and Good Writing
• Design new machines, media and technologies
• Make guesses, ask “what if” questions and generate testable hypotheses
Introduction to Spanish - Likes and Spanish for Fluent Speakers II -
• Apply existing knowledge to generate new ideas, products or processes
Dislikes Identity and Belonging
• Create original works and ideas; use existing works and ideas in new ways Spanish II - End-of-Year Project
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies
X. Transfer skills Which units will explicitly teach these skills?
 Subject Area: Language Acquisition
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Arabic - Festivals and Food;
Using skills and knowledge in multiple contexts Introduction to Spanish for Fluent Spanish II - Daily Routines
Speakers - Meals and Celebrations
• Use effective learning strategies in subject groups and disciplines
How can students • Apply skills and knowledge in unfamiliar situations
transfer skills and
• Inquire in different contexts to gain a different perspective
knowledge across
disciplines and subject • Compare conceptual understanding across multiple subject groups and disciplines
groups? • Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives
 Subject Area: Language and Literature
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Communication Which units will explicitly teach these skills?
I. Communication skills
ELA 6 - Your Story Matters/Personal
Exchanging thoughts, messages and information effectively through interaction ELA 7 - Reading Like a Writer ELA 8 - Memoir
Narrative
• Give and receive meaningful feedback
• Use intercultural understanding to interpret communication
• Use a variety of speaking techniques to communicate with a variety of audiences ELA 6 - Personal Profile
ELA 7 - Words, Power and
How can students • Use appropriate forms of writing for different purposes and audiences
Persuasion
communicate through
• Use a variety of media to communicate with a range of audiences communication ELA 8 - Family Migration
interaction?
• Interpret and use effectively modes of non-verbal
• Negotiate ideas and knowledge with peers and teachers
• Participate in, and contribute to, digital social media networks
• Collaborate with peers and experts using a variety of digital environments and media
• Share ideas with multiple audiences using a variety of digital environments and
Reading 6 - Reading in Math
media
Reading, writing and using language to gather and communicate information ELA 6 - DIY Fiction ELA 7 - Activism Letter Writing ELA 8 - Podcast - Tell Your Story
Reading 6 - Nonfiction: Not Just the
• Read critically and for comprehension ELA 8 - World of Water
Facts
• Read a variety of sources for information and for pleasure ELA 7 - Finding a Love of Reading ELA 8 - Shakespeare Lives
• Make inferences and draw conclusions Reading 6 - Reading to Inspire Action
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes ELA 6 - Poetry ELA 7 - Poetry ELA 8 - Poetry
How can students • Understand and use mathematical notation
demonstrate
• Paraphrase accurately and concisely
communication through
language? • Preview and skim texts to build understanding
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using
a variety of media
• Organize and depict information logically
• Structure information in summaries, essays and reports
Social Which units will explicitly teach these skills?
II. Collaboration skills
Working effectively with others
• Use social media networks appropriately to build and develop relationships
• Practise empathy
• Delegate and share responsibility for decision-making
• Help others to succeed
• Take responsibility for one’s own actions

How can students

collaborate?
 Subject Area: Language and Literature
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Manage and resolve conflict, and work collaboratively in teams
How can students
• Build consensus
collaborate?
• Make fair and equitable decisions
• Listen actively to other perspectives and ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs
Self-management Which units will explicitly teach these skills?
III. Organization skills
ELA 6 - Your Story Matters/Personal
Managing time and tasks effectively ELA 8 - Family Migration
Narrative
• Plan short- and long-term assignments; meet deadlines Reading 6 - Reading to Inspire Action
• Create plans to prepare for summative assessments (examinations and
ELA 6 - Stake Your Claim
performances)
• Keep and use a weekly planner for assignments
How can students • Set goals that are challenging and realistic Reading 6 - I Am a Lifelong Reader
demonstrate • Plan strategies and take action to achieve personal and academic goals
organization skills?
• Bring necessary equipment and supplies to class
• Keep an organized and logical system of information files/notebooks
• Use appropriate strategies for organizing complex information Reading 6 - Characters in Conflict
• Understand and use sensory learning preferences (learning styles)
Reading 6 - Nonfiction: Not Just the
• Select and use technology effectively and productively
Facts
IV. Affective skills Which units will explicitly teach these skills?
Managing state of mind
• Mindfulness awareness
– Practise focus and concentration
– Practise strategies to develop mental focus
– Practise strategies to overcome distractions
– Practise being aware of body–mind connections
• Perseverance
– Demonstrate persistence and perseverance
– Practise delaying gratification
• Emotional management
How can students – Practise strategies to overcome impulsiveness and anger
manage their own state
of mind? – Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
• Self-motivation
How can students
manage their own state
of mind?
Subject Area: Language and Literature
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
– Practise analysing and attributing causes for failure
– Practise managing self-talk
– Practise positive thinking
• Resilience Reading 6 - Reading in Math
– Practise “bouncing back” after adversity, mistakes and failures
– Practise “failing well”
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
V. Reflection skills Which units will explicitly teach these skills?
(Re)considering the process of learning; choosing and using ATL skills
• Develop new skills, techniques and strategies for effective learning
• Identify strengths and weaknesses of personal learning strategies (self-assessment)
• Demonstrate flexibility in the selection and use of learning strategies
• Try new ATL skills and evaluate their effectiveness
• Consider content
– What did I learn about today?
– What don’t I yet understand?
– What questions do I have now?

How can students be • Consider ATL skills development

reflective? – What can I already do?
– How can I share my skills to help peers who need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient and effective learner?
– How can I become more flexible in my choice of learning strategies?
– What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections
Research Which units will explicitly teach these skills?
VI. Information literacy skills
ELA 6 - There's One Born Every
Finding, interpreting, judging and creating information
Minute
• Collect, record and verify data
• Access information to be informed and inform others ELA 6 - Personal Profile
Reading 6 - Nonfiction: Not Just the
• Make connections between various sources of information
Facts
• Understand the benefits and limitations of personal sensory learning preferences
when accessing, processing and recalling information
• Use memory techniques to develop long-term memory ELA 8 - Poetry
How can students
demonstrate information
literacy?
 Subject Area: Language and Literature
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
How can students
demonstrate information • Present information in a variety of formats and platforms
literacy? • Collect and analyse data to identify solutions and make informed decisions
• Process data and report results
• Evaluate and select information sources and digital tools based on
their appropriateness to specific tasks
• Understand and use technology systems
• Use critical-literacy skills to analyse and interpret media communications ELA 6 - DIY Fiction
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
• Identify primary and secondary sources
VII. Media literacy skills Which units will explicitly teach these skills?
Interacting with media to use and create ideas and information ELA 8 - Family Migration
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a
variety of sources and media (including digital social media and online networks)
• Demonstrate awareness of media interpretations of events and ideas
(including digital social media)
How can students
• Make informed choices about personal viewing experiences
demonstrate media
literacy? • Understand the impact of media representations and modes of presentation ELA 8 - Podcast - Tell Your Story
• Seek a range of perspectives from multiple and varied sources
• Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
• Compare, contrast and draw connections among (multi)media resources
Thinking Which units will explicitly teach these skills?
VIII. Critical-thinking skills
Analysing and evaluating issues and ideas ELA 6 - Stake Your Claim ELA 7 - Reading Like a Writer ELA 8 - Shakespeare Lives
• Practise observing carefully in order to recognize problems
ELA 6 - There's One Born Every
• Gather and organize relevant information to formulate an argument
Minute
• Recognize unstated assumptions and bias Reading 6 - Characters in Conflict
• Interpret data
Reading 6 - Nonfiction: Not Just the
• Evaluate evidence and arguments ELA 8 - World of Water
Facts
• Recognize and evaluate propositions
• Draw reasonable conclusions and generalizations Reading 6 - I Am a Lifelong Reader
• Test generalizations and conclusions
How can students think • Revise understanding based on new information and evidence
critically?
• Evaluate and manage risk Reading 6 - Reading in Math
• Formulate factual, topical, conceptual and debatable questions
• Consider ideas from multiple perspectives ELA 6 - Personal Profile ELA 7 - Finding a Love of Reading
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts
and synthesize them to create new understanding
How can students think
critically?

Subject Area: Language and Literature

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Propose and evaluate a variety of solutions
• Identify obstacles and challenges
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications
IX. Creative-thinking skills Which units will explicitly teach these skills?
Generating novel ideas and considering new perspectives ELA 6 - DIY Fiction ELA 8 - Family Migration
• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Consider multiple alternatives, including those that might be unlikely or impossible ELA 8 - Podcast - Tell Your Story
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas ELA 6 - Poetry ELA 7 - Poetry ELA 8 - Poetry
• Design improvements to existing machines, media and technologies
How can students be • Design new machines, media and technologies
creative?
• Make guesses, ask “what if” questions and generate testable hypotheses
• Apply existing knowledge to generate new ideas, products or processes Reading 6 - Reading to Inspire Action
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies
X. Transfer skills Which units will explicitly teach these skills?
Using skills and knowledge in multiple contexts ELA 8 - Memoir
• Use effective learning strategies in subject groups and disciplines
• Apply skills and knowledge in unfamiliar situations
How can students • Inquire in different contexts to gain a different perspective
transfer skills and • Compare conceptual understanding across multiple subject groups and disciplines
knowledge across
disciplines and subject • Compare conceptual understanding across multiple subject groups and disciplines
groups? • Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives
 Subject Area: Mathematics
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Communication Which units will explicitly teach these skills?
I. Communication skills
Exchanging thoughts, messages and information effectively through interaction Math 6 - Decision Making Math 7 - Slope and Linear Functions Algebra - Systems of Equations
Geometry - Geometry Basics and
• Give and receive meaningful feedback
Logic
• Use intercultural understanding to interpret communication Geometry - Quadrilaterals
• Use a variety of speaking techniques to communicate with a variety of audiences
• Use appropriate forms of writing for different purposes and audiences Pre-Algebra - Data and Statistics Algebra - Polynomials and Factoring
How can students
communicate through • Use a variety of media to communicate with a range of audiences communication Pre-Algebra - Probability Algebra - Quadratics
interaction? • Interpret and use effectively modes of non-verbal
• Negotiate ideas and knowledge with peers and teachers
• Participate in, and contribute to, digital social media networks
Geometry - Coordinate Geometry
• Collaborate with peers and experts using a variety of digital environments and media
and Transformations
• Share ideas with multiple audiences using a variety of digital environments and
media
Reading, writing and using language to gather and communicate information Geometry - Parallel Lines
• Read critically and for comprehension
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions Math 7 - Quadrilaterals Algebra - Geometry
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes
Math 7 - Powers of 10 and Scientific
• Understand and use mathematical notation Geometry - Area and Volume
Notation
How can students
demonstrate • Paraphrase accurately and concisely
communication through • Preview and skim texts to build understanding
language? • Take effective notes in class
Pre-Algebra - Real Numbers, and
• Make effective summary notes for studying Coordinate Plane and Geometry - Circles
Transformation
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using
a variety of media
• Organize and depict information logically Geometry - Constructions
• Structure information in summaries, essays and reports
Social Which units will explicitly teach these skills?
II. Collaboration skills
Geometry - Geometry Basics and
Working effectively with others Pre-Algebra - Probability
Logic
• Use social media networks appropriately to build and develop relationships
• Practise empathy
• Delegate and share responsibility for decision-making
• Help others to succeed

How can students

collaborate?
 Subject Area: Mathematics
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Take responsibility for one’s own actions
• Manage and resolve conflict, and work collaboratively in teams
How can students
collaborate? • Build consensus
• Make fair and equitable decisions
• Listen actively to other perspectives and ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs
Self-management Which units will explicitly teach these skills?
III. Organization skills
Managing time and tasks effectively Math 6 - Integers and Coordinate Plane Math 7 - Relational Number Sense Geometry - Introduction to Proofs
Math 7 - Expressions, Equations, and Geometry - Relationships in
• Plan short- and long-term assignments; meet deadlines Math 6 - Equations and Inequalities
Inequalities Triangles
• Create plans to prepare for summative assessments (examinations and Pre-Algebra - Integer Operations and
performances) Coordinate Plane
Pre-Algebra - Expressions,
• Keep and use a weekly planner for assignments
Equations, and Inequalities
How can students Pre-Algebra - Ratios, Proportional
demonstrate • Set goals that are challenging and realistic
Reasoning and Linear Functions
organization skills?
• Plan strategies and take action to achieve personal and academic goals Pre-Algebra - Data and Statistics
• Bring necessary equipment and supplies to class
• Keep an organized and logical system of information files/notebooks
• Use appropriate strategies for organizing complex information
• Understand and use sensory learning preferences (learning styles)
• Select and use technology effectively and productively
IV. Affective skills Which units will explicitly teach these skills?
Math 6 - Operations with Fractions and
Practical Problems with Decimals &
Managing state of mind
Comparing Fractions, Decimals, and
Percents.
• Mindfulness awareness
– Practise focus and concentration
– Practise strategies to develop mental focus
– Practise strategies to overcome distractions
– Practise being aware of body–mind connections
• Perseverance
– Demonstrate persistence and perseverance
– Practise delaying gratification
How can students • Emotional management
manage their own state
– Practise strategies to overcome impulsiveness and anger
of mind?
How can students
manage their own state
Subject Area: Mathematics
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
of mind?
– Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
• Self-motivation
– Practise analysing and attributing causes for failure
– Practise managing self-talk
– Practise positive thinking
• Resilience
– Practise “bouncing back” after adversity, mistakes and failures
– Practise “failing well”
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
V. Reflection skills Which units will explicitly teach these skills?
(Re)considering the process of learning; choosing and using ATL skills
• Develop new skills, techniques and strategies for effective learning
• Identify strengths and weaknesses of personal learning strategies (self-assessment)
• Demonstrate flexibility in the selection and use of learning strategies
• Try new ATL skills and evaluate their effectiveness
• Consider content
– What did I learn about today?
– What don’t I yet understand?
– What questions do I have now?

How can students be • Consider ATL skills development

reflective? – What can I already do?
– How can I share my skills to help peers who need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient and effective learner?
– How can I become more flexible in my choice of learning strategies?
– What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections
Research Which units will explicitly teach these skills?
VI. Information literacy skills
Math 6 - Geometry 1-2: Perimeter, Area, Algebra - Expressions and Laws of
Finding, interpreting, judging and creating information Math 7 - Probability and Statistics
Circles, Polygons, and Congruence Exponents/Functions
Geometry - Geometry Basics and
• Collect, record and verify data
Logic
Pre-Algebra - Expressions, Algebra - Writing and Graphing
• Access information to be informed and inform others
Equations, and Inequalities Linear Equations/Functions

How can students

demonstrate information
 Subject Area: Mathematics
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Make connections between various sources of information Math 6 - Decision Making Math 7 - Volume and Surface Area Algebra - Quadratics
• Understand the benefits and limitations of personal sensory learning preferences
when accessing, processing and recalling information
• Use memory techniques to develop long-term memory
How can students Pre-Algebra - Ratios, Proportional
• Present information in a variety of formats and platforms Algebra - Radicals
demonstrate information Reasoning and Linear Functions
literacy? • Collect and analyse data to identify solutions and make informed decisions Pre-Algebra - Geometry Algebra - Polynomials and Factoring
• Process data and report results Pre-Algebra - Data and Statistics Geometry - Similar Triangles
• Evaluate and select information sources and digital tools based on
Geometry - Area and Volume
their appropriateness to specific tasks
Geometry - Coordinate Geometry
• Understand and use technology systems
and Transformations
Geometry - Right Triangles and
• Use critical-literacy skills to analyse and interpret media communications
Trigonometry
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
• Identify primary and secondary sources
VII. Media literacy skills Which units will explicitly teach these skills?
Math 6 - Circle Graphs and Measures Algebra - Linear Inequalities and
Interacting with media to use and create ideas and information Math 7 - Transformations
of Center Systems of Inequalities
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a
Geometry - Circles
variety of sources and media (including digital social media and online networks)
• Demonstrate awareness of media interpretations of events and ideas
How can students (including digital social media)
demonstrate media • Make informed choices about personal viewing experiences
literacy? • Understand the impact of media representations and modes of presentation
• Seek a range of perspectives from multiple and varied sources Geometry - Constructions
• Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
• Compare, contrast and draw connections among (multi)media resources
Thinking Which units will explicitly teach these skills?
VIII. Critical-thinking skills
Math 6 - Integers and Coordinate Algebra - Expressions and Laws of
Analysing and evaluating issues and ideas Math 7 - Relational Number Sense
Plane Exponents/Functions
Pre-Algebra - Integer Operations and Algebra - Writing and Graphing
• Practise observing carefully in order to recognize problems
Coordinate Plane Linear Equations/Functions
• Gather and organize relevant information to formulate an argument Pre-Algebra - Probability Geometry - Introduction to Proofs
• Recognize unstated assumptions and bias Geometry - Congruent Triangles
Math 6 - Operations with Fractions
and Practical Problems with Decimals Math 7 - Expressions, Equations, and
• Interpret data Algebra - Radicals
& Comparing Fractions, Decimals, Inequalities
and Percents.
• Evaluate evidence and arguments Algebra - Systems of Equations
• Recognize and evaluate propositions Math 7 - Slope and Linear Functions Algebra - Quadratics

How can students think

critically?
 Subject Area: Mathematics
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Pre-Algebra - Real Numbers, and
Algebra - LInear Inequalities and
• Draw reasonable conclusions and generalizations Coordinate Plane and
Systems of Inequalities
Transformation
Math 6 - Ratio and Proportional
How can students think • Test generalizations and conclusions Math 7 - Proportional Reasoning Geometry - Parallel Lines
Reasoning
critically?
• Revise understanding based on new information and evidence Math 7 - Transformations Algebra - Geometry
• Evaluate and manage risk
Geometry - Coordinate Geometry
• Formulate factual, topical, conceptual and debatable questions
and Transformations
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts Math 7 - Powers of 10 and Scientific Geometry - Relationships in
and synthesize them to create new understanding Notation Triangles
• Propose and evaluate a variety of solutions Geometry - Circles
Geometry - Similar Triangles,
• Identify obstacles and challenges Math 7 - Quadrilaterals
Quadrilaterals
Math 7 - Expressions, Equations, and Geometry - Right Triangles and
• Use models and simulations to explore complex systems and issues
Inequalities Trigonometry
• Identify trends and forecast possibilities Math 7 - Probability and Statistics Geometry - Area and Volume
• Troubleshoot systems and applications
IX. Creative-thinking skills Which units will explicitly teach these skills?
Geometry - Geometry Basics and
Generating novel ideas and considering new perspectives
Logic
• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Consider multiple alternatives, including those that might be unlikely or impossible Geometry - Constructions
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas
• Design improvements to existing machines, media and technologies
How can students be
• Design new machines, media and technologies
creative?
• Make guesses, ask “what if” questions and generate testable hypotheses
• Apply existing knowledge to generate new ideas, products or processes
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies
X. Transfer skills Which units will explicitly teach these skills?
Using skills and knowledge in multiple contexts
• Use effective learning strategies in subject groups and disciplines
Math 7 - Expressions, Equations, and
• Apply skills and knowledge in unfamiliar situations
Inequalities
How can students • Inquire in different contexts to gain a different perspective
transfer skills and
knowledge across • Compare conceptual understanding across multiple subject groups and disciplines
disciplines and subject
groups?
How can students
transfer skills and
Subject Area: Mathematics
knowledge across Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
disciplines and subject • Compare conceptual understanding across multiple subject groups and disciplines
groups? • Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives
 Subject Area: Physical and Health Education
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Communication Which units will explicitly teach these skills?
I. Communication skills
Exchanging thoughts, messages and information effectively through interaction Team Sports - Rugby, Football Team Sports - Rugby, Football Team Sports - Rugby, Football
• Give and receive meaningful feedback Floor Hockey Floor Hockey Floor Hockey
• Use intercultural understanding to interpret communication Multicultural Games and Sports Multicultural Games and Sports Recreational Games: Scooter Ball
• Use a variety of speaking techniques to communicate with a variety of audiences Net Sports - Volleyball, Badminton Net Sports - Volleyball, Badminton Net Sports - Volleyball, Badminton
How can students • Use appropriate forms of writing for different purposes and audiences Health - FLE Health - FLE
communicate through • Use a variety of media to communicate with a range of audiences communication
interaction?
• Interpret and use effectively modes of non-verbal Ultimate Frisbee, Soccer Soccer
• Negotiate ideas and knowledge with peers and teachers Health - Nutrition and Body Systems Health - Nutrition and Body Systems Health - Nutrition and Body Systems
• Participate in, and contribute to, digital social media networks Net Sports - Pickleball
• Collaborate with peers and experts using a variety of digital environments and media
• Share ideas with multiple audiences using a variety of digital environments and media
Reading, writing and using language to gather and communicate information Fitness Testing Fitness Testing Fitness Testing
Health - Substance Abuse and Health - Substance Abuse and Health - Substance Abuse and
• Read critically and for comprehension Medications Medications Medications
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions Team Sports - Team Handball Team Sports - Team Handball Team Sports - Team Handball
• Use and interpret a range of discipline-specific terms and symbols Fitness Routines and Fitness Planning Fitness Routines and Fitness Planning
• Write for different purposes Health - Social and Emotional
How can students
• Understand and use mathematical notation
demonstrate
communication through • Paraphrase accurately and concisely
language? • Preview and skim texts to build understanding
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using
a variety of media
• Organize and depict information logically
• Structure information in summaries, essays and reports
Social Which units will explicitly teach these skills?
II. Collaboration skills
Working effectively with others Team Sports - Rugby, Football Team Sports - Rugby, Football Team Sports - Rugby, Football
• Use social media networks appropriately to build and develop relationships Floor Hockey Floor Hockey Floor Hockey
• Practise empathy
• Delegate and share responsibility for decision-making Health - Nutrition and Body Systems Health - Nutrition and Body Systems Health - Nutrition and Body Systems
• Help others to succeed Ultimate Frisbee, Soccer
Health - Substance Abuse and Health - Substance Abuse and Health - Substance Abuse and
• Take responsibility for one’s own actions Medications Medications Medications
How can students • Manage and resolve conflict, and work collaboratively in teams Multicultural Games and Sports Multicultural Games and Sports Recreational Games: Scooter Ball
collaborate? • Build consensus Basketball
How can students
Subject Area: Physical and Health Education
collaborate? Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Make fair and equitable decisions Net Sports - Volleyball Net Sports - Volleyball, Badminton Net Sports - Volleyball, Badminton
• Listen actively to other perspectives and ideas Health - FLE Health - FLE
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs
Self-management Which units will explicitly teach these skills?
III. Organization skills
Managing time and tasks effectively Fitness Testing
• Plan short- and long-term assignments; meet deadlines Team Sports - Rugby, Football
• Create plans to prepare for summative assessments (examinations and performances)
• Keep and use a weekly planner for assignments

How can students • Set goals that are challenging and realistic Soccer
demonstrate • Plan strategies and take action to achieve personal and academic goals
organization skills?
• Bring necessary equipment and supplies to class
• Keep an organized and logical system of information files/notebooks
• Use appropriate strategies for organizing complex information
• Understand and use sensory learning preferences (learning styles)
• Select and use technology effectively and productively
IV. Affective skills Which units will explicitly teach these skills?
Managing state of mind Health - Social and Emotional Health - Social and Emotional
• Mindfulness awareness
– Practise focus and concentration
– Practise strategies to develop mental focus
– Practise strategies to overcome distractions
– Practise being aware of body–mind connections
• Perseverance
– Demonstrate persistence and perseverance
– Practise delaying gratification
• Emotional management
How can students
– Practise strategies to overcome impulsiveness and anger
manage their own state
of mind? – Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
• Self-motivation
– Practise analysing and attributing causes for failure
– Practise managing self-talk
– Practise positive thinking
• Resilience
manage their own state
of mind?

Subject Area: Physical and Health Education

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
– Practise “bouncing back” after adversity, mistakes and failures
– Practise “failing well”
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
V. Reflection skills Which units will explicitly teach these skills?
(Re)considering the process of learning; choosing and using ATL skills
• Develop new skills, techniques and strategies for effective learning
• Identify strengths and weaknesses of personal learning strategies (self-assessment)
• Demonstrate flexibility in the selection and use of learning strategies
• Try new ATL skills and evaluate their effectiveness
• Consider content
– What did I learn about today?
– What don’t I yet understand?
– What questions do I have now?
How can students be • Consider ATL skills development
reflective? – What can I already do?
– How can I share my skills to help peers who need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient and effective learner?
– How can I become more flexible in my choice of learning strategies?
– What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections
Research Which units will explicitly teach these skills?
VI. Information literacy skills
Finding, interpreting, judging and creating information
• Collect, record and verify data
• Access information to be informed and inform others
• Make connections between various sources of information
• Understand the benefits and limitations of personal sensory learning preferences
when accessing, processing and recalling information
• Use memory techniques to develop long-term memory
How can students • Present information in a variety of formats and platforms
demonstrate information
• Collect and analyse data to identify solutions and make informed decisions
literacy?
• Process data and report results
• Evaluate and select information sources and digital tools based on
their appropriateness to specific tasks
• Understand and use technology systems
How can students
demonstrate information
literacy?

Subject Area: Physical and Health Education

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Use critical-literacy skills to analyse and interpret media communications
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
• Identify primary and secondary sources
VII. Media literacy skills Which units will explicitly teach these skills?
Interacting with media to use and create ideas and information
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a
variety of sources and media (including digital social media and online networks)
• Demonstrate awareness of media interpretations of events and ideas
(including digital social media)
How can students
demonstrate media • Make informed choices about personal viewing experiences
literacy? • Understand the impact of media representations and modes of presentation
• Seek a range of perspectives from multiple and varied sources
• Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
• Compare, contrast and draw connections among (multi)media resources
Thinking Which units will explicitly teach these skills?
VIII. Critical-thinking skills
Analysing and evaluating issues and ideas Fitness Testing Fitness Testing Fitness Testing
Health - Substance Abuse and Health - Substance Abuse and Health - Substance Abuse and
• Practise observing carefully in order to recognize problems Medications Medications Medications
• Gather and organize relevant information to formulate an argument
• Recognize unstated assumptions and bias
• Interpret data Fitness Routines and Fitness Planning Fitness Routines and Fitness Planning
• Evaluate evidence and arguments Health - FLE Health - FLE
• Recognize and evaluate propositions
• Draw reasonable conclusions and generalizations
• Test generalizations and conclusions
How can students think • Revise understanding based on new information and evidence
critically? Health - Nutrition and Body Systems Health - Nutrition and Body Systems Health - Nutrition and Body Systems
• Evaluate and manage risk
• Formulate factual, topical, conceptual and debatable questions Team Sports - Team Handball Team Sports - Team Handball Team Sports - Team Handball
• Consider ideas from multiple perspectives Ultimate Frisbee
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts
and synthesize them to create new understanding
• Propose and evaluate a variety of solutions Net Sports - Volleyball, Badminton Net Sports - Volleyball, Badminton Net Sports - Volleyball, Badminton
• Identify obstacles and challenges
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications
IX. Creative-thinking skills Which units will explicitly teach these skills?
 Subject Area: Physical and Health Education
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Generating novel ideas and considering new perspectives Floor Hockey Floor Hockey Floor Hockey
• Use brainstorming and visual diagrams to generate new ideas and inquiries Basketball
• Consider multiple alternatives, including those that might be unlikely or impossible Team Sports - Rugby, Football Team Sports - Rugby, Football Team Sports - Rugby, Football
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas
• Design improvements to existing machines, media and technologies
How can students be • Design new machines, media and technologies
creative?
• Make guesses, ask “what if” questions and generate testable hypotheses
• Apply existing knowledge to generate new ideas, products or processes
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques Soccer Soccer
• Generate metaphors and analogies
X. Transfer skills Which units will explicitly teach these skills?
Using skills and knowledge in multiple contexts Multicultural Games and Sports Multicultural Games and Sports Recreational Games: Scooter Ball
• Use effective learning strategies in subject groups and disciplines Net Sports - Pickleball
• Apply skills and knowledge in unfamiliar situations
How can students • Inquire in different contexts to gain a different perspective
transfer skills and
• Compare conceptual understanding across multiple subject groups and disciplines
knowledge across
disciplines and subject • Compare conceptual understanding across multiple subject groups and disciplines
groups? • Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives
 Subject Area: Sciences
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Communication Which units will explicitly teach these skills?
I. Communication skills
Exchanging thoughts, messages and information effectively through interaction Energy Resources Cell Processes Measuring Matter
• Give and receive meaningful feedback
• Use intercultural understanding to interpret communication
• Use a variety of speaking techniques to communicate with a variety of audiences

How can students • Use appropriate forms of writing for different purposes and audiences
communicate through • Use a variety of media to communicate with a range of audiences communication Weather and Climate Forces and Motion
interaction?
• Interpret and use effectively modes of non-verbal
• Negotiate ideas and knowledge with peers and teachers Evolution
• Participate in, and contribute to, digital social media networks
• Collaborate with peers and experts using a variety of digital environments and media Watersheds
• Share ideas with multiple audiences using a variety of digital environments and media Science Fair
Reading, writing and using language to gather and communicate information Astronomy Cells Atoms
• Read critically and for comprehension
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions Scientific Method Classification Periodic Table
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes
How can students • Understand and use mathematical notation
demonstrate
• Paraphrase accurately and concisely
communication through
language? • Preview and skim texts to build understanding
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using
a variety of media
• Organize and depict information logically
• Structure information in summaries, essays and reports
Social Which units will explicitly teach these skills?
II. Collaboration skills
Working effectively with others Astronomy Cells Forces and Motion
• Use social media networks appropriately to build and develop relationships
• Practise empathy
• Delegate and share responsibility for decision-making Energy Resources Cell Processes
• Help others to succeed
• Take responsibility for one’s own actions Science Fair Classification
• Manage and resolve conflict, and work collaboratively in teams
How can students
collaborate? • Build consensus
• Make fair and equitable decisions

• Listen actively to other perspectives and ideas Evolution

• Negotiate effectively
How can students
collaborate?

Subject Area: Sciences

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback

• Advocate for one’s own rights and needs

Self-management
III. Organization skills
Managing time and tasks effectively Astronomy Ecology
• Plan short- and long-term assignments; meet deadlines Cells
• Create plans to prepare for summative assessments (examinations and performances) Energy Resources
• Keep and use a weekly planner for assignments

How can students • Set goals that are challenging and realistic Science Fair Classification
demonstrate • Plan strategies and take action to achieve personal and academic goals Weather and Climate Evolution
organization skills?
• Bring necessary equipment and supplies to class
• Keep an organized and logical system of information files/notebooks
• Use appropriate strategies for organizing complex information
• Understand and use sensory learning preferences (learning styles)
• Select and use technology effectively and productively
IV. Affective skills Which units will explicitly teach these skills?
Managing state of mind Matter (Chemistry) Cell Processes
• Mindfulness awareness
– Practise focus and concentration
– Practise strategies to develop mental focus
– Practise strategies to overcome distractions
– Practise being aware of body–mind connections
• Perseverance
– Demonstrate persistence and perseverance
– Practise delaying gratification
• Emotional management
How can students
– Practise strategies to overcome impulsiveness and anger
manage their own state
of mind? – Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
• Self-motivation
– Practise analysing and attributing causes for failure
– Practise managing self-talk
– Practise positive thinking
• Resilience
– Practise “bouncing back” after adversity, mistakes and failures
– Practise “failing well”
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
V. Reflection skills Which units will explicitly teach these skills?
 Subject Area: Sciences
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
(Re)considering the process of learning; choosing and using ATL skills
• Develop new skills, techniques and strategies for effective learning
• Identify strengths and weaknesses of personal learning strategies (self-assessment)

• Demonstrate flexibility in the selection and use of learning strategies

• Try new ATL skills and evaluate their effectiveness
• Consider content
– What did I learn about today?
– What don’t I yet understand?
– What questions do I have now?
How can students be • Consider ATL skills development
reflective? – What can I already do?
– How can I share my skills to help peers who need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient and effective learner?
– How can I become more flexible in my choice of learning strategies?
– What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections
Research Which units will explicitly teach these skills?
VI. Information literacy skills
Finding, interpreting, judging and creating information Astronomy Cells Waves: Sound and Light
• Collect, record and verify data Cell Processes
• Access information to be informed and inform others
• Make connections between various sources of information
• Understand the benefits and limitations of personal sensory learning preferences
when accessing, processing and recalling information
• Use memory techniques to develop long-term memory
How can students • Present information in a variety of formats and platforms
demonstrate information Classification
• Collect and analyse data to identify solutions and make informed decisions
literacy?
• Process data and report results
• Evaluate and select information sources and digital tools based on
their appropriateness to specific tasks
• Understand and use technology systems
• Use critical-literacy skills to analyse and interpret media communications
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
• Identify primary and secondary sources
VII. Media literacy skills Which units will explicitly teach these skills?
Interacting with media to use and create ideas and information Science Fair Electricity and Magnetism
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a
variety of sources and media (including digital social media and online networks)

How can students

demonstrate media
literacy?
 Subject Area: Sciences
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Demonstrate awareness of media interpretations of events and ideas
(including digital social media)
How can students
demonstrate media • Make informed choices about personal viewing experiences Watersheds Evolution
literacy? • Understand the impact of media representations and modes of presentation
• Seek a range of perspectives from multiple and varied sources
• Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
• Compare, contrast and draw connections among (multi)media resources
Thinking Which units will explicitly teach these skills?
VIII. Critical-thinking skills
Analysing and evaluating issues and ideas Energy Resources Cells Atoms
• Practise observing carefully in order to recognize problems Matter (Chemistry) Cell Processes Measuring Matter
• Gather and organize relevant information to formulate an argument Watersheds
• Recognize unstated assumptions and bias
• Interpret data Weather and Climate Evolution Waves: Sound and Light
• Evaluate evidence and arguments
• Recognize and evaluate propositions
• Draw reasonable conclusions and generalizations
• Test generalizations and conclusions Scientific Method Forces and Motion
How can students think • Revise understanding based on new information and evidence
critically? • Evaluate and manage risk
• Formulate factual, topical, conceptual and debatable questions Classification Periodic Table
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts
and synthesize them to create new understanding
• Propose and evaluate a variety of solutions
• Identify obstacles and challenges
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications
IX. Creative-thinking skills Which units will explicitly teach these skills?
Generating novel ideas and considering new perspectives Science Fair
• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Consider multiple alternatives, including those that might be unlikely or impossible
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas
• Design improvements to existing machines, media and technologies
How can students be • Design new machines, media and technologies
creative?
• Make guesses, ask “what if” questions and generate testable hypotheses
• Apply existing knowledge to generate new ideas, products or processes
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
How can students be
creative?

Subject Area: Sciences

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies
X. Transfer skills Which units will explicitly teach these skills?
Using skills and knowledge in multiple contexts Science Fair
• Use effective learning strategies in subject groups and disciplines
• Apply skills and knowledge in unfamiliar situations
How can students • Inquire in different contexts to gain a different perspective
transfer skills and
• Compare conceptual understanding across multiple subject groups and disciplines
knowledge across
disciplines and subject • Compare conceptual understanding across multiple subject groups and disciplines
groups? • Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives
 Subject Area: Interdisciplinary Units
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
Communication Which units will explicitly teach these skills?
I. Communication skills
Exchanging thoughts, messages and information effectively through interaction
• Give and receive meaningful feedback
• Use intercultural understanding to interpret communication
• Use a variety of speaking techniques to communicate with a variety of audiences
• Use appropriate forms of writing for different purposes and audiences
How can students
communicate through • Use a variety of media to communicate with a range of audiences communication
interaction? • Interpret and use effectively modes of non-verbal
• Negotiate ideas and knowledge with peers and teachers
• Participate in, and contribute to, digital social media networks
• Collaborate with peers and experts using a variety of digital environments and media
• Share ideas with multiple audiences using a variety of digital environments and media
Individuals and Societies History 7 Individuals and Societies World
Reading, writing and using language to gather and communicate information and Language and Literature ELA 7 - Geography and Sciences 8 - Nuclear
Taking Action Energy
• Read critically and for comprehension
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes
How can students
demonstrate • Understand and use mathematical notation
communication through • Paraphrase accurately and concisely
language? • Preview and skim texts to build understanding
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using
a variety of media
• Organize and depict information logically
• Structure information in summaries, essays and reports
Social Which units will explicitly teach these skills?
II. Collaboration skills
Individuals and Societies History 7 Individuals and Societies World
Working effectively with others and Language and Literature ELA 7 - Geography and Sciences 8 - Nuclear
Taking Action Energy
• Use social media networks appropriately to build and develop relationships
• Practise empathy
• Delegate and share responsibility for decision-making
• Help others to succeed
• Take responsibility for one’s own actions
How can students
collaborate?
 Subject Area: Interdisciplinary Units
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
How can students • Manage and resolve conflict, and work collaboratively in teams
collaborate? • Build consensus
• Make fair and equitable decisions
• Listen actively to other perspectives and ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs
Self-management Which units will explicitly teach these skills?
III. Organization skills
Managing time and tasks effectively
• Plan short- and long-term assignments; meet deadlines
• Create plans to prepare for summative assessments (examinations and performances)
• Keep and use a weekly planner for assignments
• Set goals that are challenging and realistic
How can students
demonstrate • Plan strategies and take action to achieve personal and academic goals
organization skills? • Bring necessary equipment and supplies to class
• Keep an organized and logical system of information files/notebooks
• Use appropriate strategies for organizing complex information
• Understand and use sensory learning preferences (learning styles)
• Select and use technology effectively and productively
IV. Affective skills Which units will explicitly teach these skills?
Managing state of mind
• Mindfulness awareness
– Practise focus and concentration
– Practise strategies to develop mental focus
– Practise strategies to overcome distractions
– Practise being aware of body–mind connections
• Perseverance
– Demonstrate persistence and perseverance
– Practise delaying gratification
• Emotional management
Design and Math 6 - Cooking Using
How can students – Practise strategies to overcome impulsiveness and anger
Operations with Fractions
manage their own state
of mind? – Practise strategies to prevent and eliminate bullying
– Practise strategies to reduce stress and anxiety
Design and Math 6 - Cooking Using
• Self-motivation
Operations with Fractions
– Practise analysing and attributing causes for failure
How can students
manage their own state
of mind?

Subject Area: Interdisciplinary Units

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
– Practise managing self-talk
– Practise positive thinking
• Resilience
– Practise “bouncing back” after adversity, mistakes and failures
– Practise “failing well”
– Practise dealing with disappointment and unmet expectations
– Practise dealing with change
V. Reflection skills Which units will explicitly teach these skills?
Individuals and Societies History 7
(Re)considering the process of learning; choosing and using ATL skills and Language and Literature ELA 7 -
Taking Action
• Develop new skills, techniques and strategies for effective learning
• Identify strengths and weaknesses of personal learning strategies (self-assessment)
• Demonstrate flexibility in the selection and use of learning strategies
• Try new ATL skills and evaluate their effectiveness
• Consider content
– What did I learn about today?
– What don’t I yet understand?
– What questions do I have now?
How can students be
reflective? • Consider ATL skills development
– What can I already do?
– How can I share my skills to help peers who need more practice?
– What will I work on next?
• Consider personal learning strategies
– What can I do to become a more efficient and effective learner?
– How can I become more flexible in my choice of learning strategies?
– What factors are important for helping me learn well?
• Focus on the process of creating by imitating the work of others
• Consider ethical, cultural and environmental implications
• Keep a journal to record reflections
Research Which units will explicitly teach these skills?
VI. Information literacy skills
Individuals and Societies History 7
Finding, interpreting, judging and creating information and Language and Literature ELA 7 -
Taking Action
• Collect, record and verify data
• Access information to be informed and inform others
• Make connections between various sources of information
• Understand the benefits and limitations of personal sensory learning preferences
when accessing, processing and recalling information
• Use memory techniques to develop long-term memory
How can students
demonstrate information
literacy?
 Subject Area: Interdisciplinary Units
Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
How can students
demonstrate information • Present information in a variety of formats and platforms
literacy? • Collect and analyse data to identify solutions and make informed decisions
• Process data and report results
• Evaluate and select information sources and digital tools based on
their appropriateness to specific tasks
• Understand and use technology systems
• Use critical-literacy skills to analyse and interpret media communications
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognized conventions
• Identify primary and secondary sources
VII. Media literacy skills Which units will explicitly teach these skills?
Individuals and Societies History 7
Interacting with media to use and create ideas and information and Language and Literature ELA 7 -
Taking Action
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a
variety of sources and media (including digital social media and online networks)
• Demonstrate awareness of media interpretations of events and ideas
How can students (including digital social media)
demonstrate media
• Make informed choices about personal viewing experiences
literacy?
• Understand the impact of media representations and modes of presentation
• Seek a range of perspectives from multiple and varied sources
• Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
• Compare, contrast and draw connections among (multi)media resources
Thinking Which units will explicitly teach these skills?
VIII. Critical-thinking skills
Individuals and Societies History 7 Individuals and Societies World
Analysing and evaluating issues and ideas and Language and Literature ELA 7 - Geography and Sciences 8 - Nuclear
Taking Action Energy
• Practise observing carefully in order to recognize problems
• Gather and organize relevant information to formulate an argument
• Recognize unstated assumptions and bias
• Interpret data
• Evaluate evidence and arguments
• Recognize and evaluate propositions
• Draw reasonable conclusions and generalizations
• Test generalizations and conclusions
How can students think • Revise understanding based on new information and evidence
critically?
• Evaluate and manage risk
• Formulate factual, topical, conceptual and debatable questions
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
How can students think
critically?

Subject Area: Interdisciplinary Units

Approaches to Learning (ATL) Clusters/Categories MYP Year 1 (6th grade) MYP Year 2 (7th grade) MYP Year 3 (8th grade)
• Analyse complex concepts and projects into their constituent parts
and synthesize them to create new understanding
• Propose and evaluate a variety of solutions
• Identify obstacles and challenges
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications
IX. Creative-thinking skills Which units will explicitly teach these skills?
Individuals and Societies History 7
Generating novel ideas and considering new perspectives and Language and Literature ELA 7 -
Taking Action
• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Consider multiple alternatives, including those that might be unlikely or impossible
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas

How can students be • Design improvements to existing machines, media and technologies
creative? • Design new machines, media and technologies
• Make guesses, ask “what if” questions and generate testable hypotheses
• Apply existing knowledge to generate new ideas, products or processes
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies
X. Transfer skills Which units will explicitly teach these skills?
Design and Math 6 - Cooking Using
Using skills and knowledge in multiple contexts
Operations with Fractions
• Use effective learning strategies in subject groups and disciplines
• Apply skills and knowledge in unfamiliar situations
How can students • Inquire in different contexts to gain a different perspective
transfer skills and
knowledge across • Compare conceptual understanding across multiple subject groups and disciplines
disciplines and subject • Compare conceptual understanding across multiple subject groups and disciplines
groups? • Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives