The student is able to:
Strand i) explain how the ATL skill(s) was/were applied to help achieve their learning goal
Strand ii) explain how the ATL skill(s) was/were applied to help achieve their product.
Make sure to address Stand i) and Strand ii) separately.
Definitions of relevant MYP Command Terms
| Definitions | |
| Learning Goal | What students want to learn as a result of doing the personal project. |
| Product | What students will create for their personal project. |
| ATL Skill(s) Clusters | One or more of: communication collaboration, organization, affective, reflection, information literacy, media literacy, critical thinking, creative thinking, transfer. |
| State | Give a specific name, value or other brief answer without explanation or calculation. |
| Outline | Give a brief account or summary. |
| Describe | Give a detailed account or picture of a situation, event, pattern or process. |
| Explain | Give a detailed account including reasons and causes. |
(IBO, Personal Project Guide, 2021, pp. 33-34)
Throughout the process you should collect evidence of ATL skills. At the end of the process, you will select pieces of evidence to support how ATL skill(s) were applied to extend your learning goal, and more evidence to support your analysis of how ATL skill(s) were applied to achieve your product.
This evidence may include:
(Applying the ATL skills, IBO, 2021, p. 26)
Please make sure that whatever evidence you include is clear and can be easily read. Small fonts and illegible drawings or diagrams should not be included.
The ATL site contains many resources which will help you complete, write, and reflect on your Personal Project. It is in no way exhaustive. Successful students should use the skills they feel most comfortable with.
The ATL LibGuide contains many different resources to support your understanding of Approaches to Learning Skills.
Look at the Student/Teacher Toolkits to find specific examples of different subskills.
