Identifying appropriately challenging ATL

skills
The following tables suggest some general hierarchies of challenge for some of the ATL skills that students often use
when developing MYP projects. These hierarchies are highly contextual, and neither fixed nor definitive. The tables
do not take into account the levels of proficiency at which various skills may be demonstrated or students’ prior abilities
and development.

Students are responsible for identifying evidence that demonstrates their development of specific skills. Project
supervisors are responsible for explaining how they understand these demonstrations with respect to various
achievement levels within MYP projects assessment criteria, using the task-specific clarification for personal projects.
Schools are responsible for standardizing and reporting student achievement for ATL skills demonstrated through
MYP projects. This process provides powerful feedback for student learning.

Schools can use these tables as general guidelines, and they can add other ATL skills relevant to MYP projects in
their local contexts. Schools may also adapt these tables as needed to provide age-appropriate guidance for the
assessment of MYP community projects.

Research skills
Objective A: Investigating
Challenge Possible demonstrations of ATL skills
level
Lower • Collect and record data/sources
• Access information to be informed and to inform others through the project
• Collect, record and verify data/sources
• Find information specific to and surrounding the project, using a variety of media
• Process data and report results
• Take effective notes during project development
• Collect, record, verify, and use a range of sources/data
• Identify primary and secondary sources
• Compare, contrast and draw connections among resources
• Seek a range of perspectives from multiple and varied sources to inform the project
• Make connections between various sources of information, prior knowledge and
subject-specific knowledge
• Construct a bibliography according to recognized conventions appropriate for the
task

Further guidance for projects 4

 Challenge Possible demonstrations of ATL skills
level
• Collect and analyse data to identify solutions and make informed decisions to further
the project
• Create references and citations, use footnotes/endnotes and construct a
bibliography according to recognized conventions
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a
variety of sources and media (including digital social media and online networks)
• Use critical-literacy skills to analyse and interpret information
• Understand the impact of media representations and modes of presentation when
analysing information
• Demonstrate awareness of media interpretations of events and ideas (including
digital social media)
Higher • Understand and implement intellectual property rights

Self-management skills
Objective B: Planning
Challenge Possible demonstrations of ATL skills
level
Lower • Set goals
• Keep a basic log or timeline planning for the project
• Manage time and effort for short periods of time
• Set goals that are challenging and realistic
• Plan short- and long-term milestones; meet deadlines
• Keep an organized and logical system of information
• Practise strategies to overcome distractions
• Practise dealing with disappointment and unmet expectations
• Organize time and energy for a sustained period of time
• Keep and use a weekly planner for milestones
• Practise strategies to develop mental focus
• Practise analysing and attributing causes of failure
• Practise managing self-talk and positive thinking
• Practise dealing with change throughout the project
• Make plans that are logically sequential and efficient
• Demonstrate persistence and perseverance
• Use appropriate strategies for organizing complex information
• Select and use technology effectively and productively
Higher
• Practise “bouncing back” after adversity, mistakes and failures

Further guidance for projects 5

Thinking skills
Objective C: Taking action
Challenge Possible demonstrations of ATL skills
level
Lower • Identify problems
• Present one perspective
• Draw simple conclusions
• Consider ideas and possible solutions
• Practise observing carefully in order to recognize problems
• Gather information strictly relevant to the project
• Draw reasonable conclusions and generalizations
• Evaluate and manage risk
• Consider ideas from multiple perspectives
• Identify obstacles and challenges
• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Interpret data useful to the project
• Test generalizations, hypotheses and conclusions
• Revise understanding based on new information and evidence
• Make guesses, ask “what if” questions
• Apply existing knowledge to generate new ideas, products or processes
• Consider multiple alternatives, including those that might be unlikely or impossible
• Make connections between subject groups, prior learning and experiential learning
• Combine knowledge, understanding and skills to create products or solutions
• Evaluate evidence, arguments and propositions
• Recognize unstated assumptions and bias
• Develop contrary or opposing arguments
• Analyse complex concepts and contexts into their constituent parts and synthesize
them to create new understanding
• Use models and simulations to explore complex systems and issues
• Troubleshoot systems and applications
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas
• Apply skills and knowledge in unfamiliar situations
Higher
• Change the context of an inquiry to gain different perspectives

Further guidance for projects 6

Communication and social skills
Objective C: Taking action
Challenge Possible demonstrations of ATL skills
level
Lower • Organize information
• Structure report following advice
• Establish communication with supervisor
• Organize and depict information logically
• Maintain communication with people relevant to the project
• Work with others within clear expectations
• Read critically and for comprehension
• (Give and) receive feedback
• Participate in, and contribute to, digital social media networks
• Read a variety of sources for information
• Communicate information and ideas effectively to audiences using a variety of
media and formats
• (Give and) act meaningfully on feedback received
If applicable for the product/outcome:
• delegate and share responsibility for decision-making
• help others to succeed
• share ideas, collaborate and build relationships with peers and experts using a
variety of digital environments and media.
• Use intercultural understanding to interpret communication
• Use appropriate forms of writing and speaking for different purposes and
audiences
• Use a variety of media to communicate with a range of audiences
• Use and interpret a range of terms and symbols
• Paraphrase accurately and concisely
• Preview and skim texts to build understanding
• Work effectively with experts and/or the supervisor
• Listen actively to other perspectives and ideas
If applicable for the product/outcome:
• encourage others to contribute
• negotiate effectively
• build consensus
• exercise leadership and take on a variety of roles within groups
• make fair and equitable decisions
• manage and resolve conflict, and work collaboratively

Higher • interpret and use effectively modes of non-verbal communication.

Further guidance for projects 7