ATL Skills

Posters
 About this poster packet

In this packet, you will find two sets of posters:

ATL skills posters: This set contains 10 posters, one each for the 10 ATL skill
clusters. Each poster provides a brief description of the skill cluster and calls
out the skill indicators students should be able to demostrate.

How to use ATL skills posters

As classroom displays for ready reference during teaching and learning
As materials for interactive activities to get students to identify, engage
with, and reflect on their skill development journeys

ATL “I can” statement posters: This set contains 8 posters, one each for all the
MYP subject groups. Each subject-specific poster maps different skill
indicators to the relevant subject objectives in the form of student-facing “I
can” statements.

How to use “I can” statement posters

As displays in subject classrooms
As a ready reference for students to identify the skills they should
demonstrate in specific-subject contexts
As goal-setting or end-of-unit reflections for subject objectives

These visually stimulating posters can thus be used as dynamic teaching and
learning aids for your classroom walls or as handouts. They are designed to
provide students with a signposts to identify and track skill progress, and set
personalised goals for themselves.

Disclaimer - This resource has been produced independently of and not endorsed by the IB. Toddle’s resources seek to encourage sharing of perspectives and innovative ideas
for classroom teaching & learning. They are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these
resources are personal and should not be construed as official guidance by the IB. Please seek assistance from your school’s IB coordinator and/or refer to official IB documents
before implementing ideas and strategies shared within these resources in your classroom.
 Communication skills

Comunication

skills
Exchanging thoughts, messages
and information effectively
through interaction

How can students communicate through interaction?

Give and receive Use a variety of media to communicate Negotiate ideas and knowledge with
meaningful feedback with a range of audiences peers and teachers

Interpret and use effectively modes Use appropriate forms of writing for Participate in, and contribute to, digital
of nonverbal communication different purposes and audiences social media networks

Use intercultural understanding to Use a variety of speaking techniques to Collaborate with peers and experts
interpret communication communicate with a variety of audiences using a variety of digital environments
and media
Share ideas with multiple audiences
using a variety of digital environments

and media
 C ommunication skills

Comunication

skills Reading, writing and using

language to gather and
communicate information

How can students communicate through interaction?

Aa
Use and interpret a range of discipline- Read a variety of sources for Understand and use
specific terms and symbols information and for pleasure mathematical notation

Make effective summary notes Paraphrase accurately Structure information in

for studying and concisely summaries, essays and reports

Make inferences and Use a variety of organizers for Read critically and
draw conclusions academic writing tasks for comprehension

Find information for disciplinary Take effective notes in class Write for different purposes
and interdisciplinary inquiries,using
a variety of media
 Self-Management skills

Organization

skills
Managing time and

tasks effectively

How can students demonstrate organization skills?

Bring necessary equipment and Keep and use a weekly planner Set goals that are challenging

supplies to class for assignments and realistic

Use appropriate strategies for Plan short and long-term Use appropriate strategies for

organizing complex information assignments; meet deadlines organizing complex information

Understand and use sensory learning Select and use technology Keep an organized and logistical

preferences (learning styles) effectively and productively system of information files/notebooks

Create plans to prepare for Plan strategies and take

summative assessments action to achieve personal

(examinations and performances) and academic goals

 Research skills

Information

Literacy

skills Finding, interpreting, judging

and creating information

How can students demonstrate information literacy?

Collect, record and verify data Process data and report results Understand and use technology systems

Identify primary and Understand and implement intellectual Make connections between various

secondary sources property rights sources of information

Use memory techniques to develop Access information to be informed and Collect and analyze data to identify

long-term memory inform others solutions and make informed decisions

Present information in a variety of Use critical-literacy skills to analyze and Evaluate and select information sources
formats and platforms interpret media communications and digital tools based on their
appropriateness to specific tasks
Create references and citations, Understand the benefits and
use footnotes/endnotes and limitations of personal sensory
construct a bibliography according learning preferences when accessing,
to recognized conventions processing and recalling information
 Research skills

Media

Literacy

skills Interacting with media to use

and create ideas and information

How can students demonstrate media literacy?

Compare, contrast and draw connection Make informed choices about Seek a range of perspectives from
among (multi)media resources personal viewing experiences
multiple and varied sources

Understand the impact of Demonstrate awareness of media Communicate information and ideas
media representations and interpretations of events and ideas effectively to multiple audiences using a
modes of presentation (including digital social media) variety of media and formats

Locate, organize, analyze, evaluate,

synthesize and ethically use information
from a variety of resources and media
(including digital social media and
online networks)
 S elf-Management skills

Reflective

skills
(R )e considering the process
of learning: choosing and
u sing ATL skills

How can students be reflective?

Consider personal learning strategies Consider ATL skill development Consider content

What can I do to become a more What can I already do? What did I learn about today?
efficient and effective learner?
How can I share my skills to help What don’t I yet understand?
How can I become more flexible in peers who need more practice?
my choice of learning strategies? What questions do I have now?
What will I work on next?
What factors are important for
Develop new skills, techniques and
helping me learn well? Consider ethical, cultural and
strategies for effective learning
environmental implications
Identify strengths and weaknesses
Keep a journal to record reflections
of personal learning strategies Focus on the process of creating by
(self-assessment) imitating the works of others
Try new ATL skills and evaluate

their effectiveness
Demonstrate flexibility in the selection
and use of learning strategies
 Self-Management skills

Affective

skills
Managing state of mind

How can students manage their own state of mind?

Mindfulness Emotional management Resilience

Practice focus and concentration Practice strategies to

Practice ‘bouncing back’ after
overcome impulsiveness
adversity, mistakes and failures
Practice strategies to develop
and anger
mental focus Practice ‘failing well’
Practice strategies to prevent
Practice strategies to Practice dealing with disappointment
and eliminate bullying
overcome distractions and unmet expectations
Practice strategies to reduce
Practice being aware of body- Practice dealing with change
stress and anxiety
mind connections

Perseverance Self-motivation

Demonstrate persistence Practice analyzing and

and perseverance attributing causes for failure

Practice delaying gratification Practice managing self-talk

 Social skills

Collaborative

skills
Working effectively 

with others

How can students collaborate?

Listen actively to other Give and receive Exercise leadership and take on a
perspectives and ideas meaningful feedback
variety of roles within groups

Build consensus Practice empathy Help others to succeed

Negotiate effectively Make fair and equitable decisions Encourage others to contribute

Advocate for one’s own rights Delegate and share responsibility

Take responsibility for one’s

and needs for decisionmaking

own actions

Use social media networks Manage and resolve

appropriately to build and conflict, and work

develop relationships collaboratively in teams

 Thinking skills

Transfer

skills
Using skills and knowledge

in multiple contexts

How can students transfer skills and knowledge across disciplines and subject groups?

Use effective learning strategies in Apply skills and knowledge in Transfer current knowledge to

subject groups and disciplines unfamiliar situations learning of new technologies

Make connections between subject Change the context of an inquiry Compare conceptual

groups and disciplines to gain different perspectives understanding across multiple

subject groups and disciplines

Combine knowledge, understanding

and skills to create products or solutions

 Thinking skills

Creative

Thinking

skills

Generating novel ideas and

considering new perspectives

How can students think creatively?

Make guesses, as ‘what if’ questions Create novel solutions to Practice visible thinking strategies and

and generate testable hypothesis authentic problems techniques

Design improvements to existing Design new machines, media Create original works and ideas; use

machines,media and technologies and technologies existing works and ideas in new ways

Use brainstorming and visual diagrams Apply existing knowledge to generate Practice flexible thinking – develop

to generate new ideas and inquiries new ideas, products or processes multiple opposing, contradictory and

complementary arguments
 Thinking skills

Critical
Thinking
skills Using skills and knowledge
in multiple contexts

How can students think critically?

Practice observing carefully in Use models and simulations to Draw reasonable conclusions
order to recognize problems explore complex systems and issues and generalizations

Analyze complex concepts and Gather and organize Formulate factual,

projects into their constituent relevant information to topical, conceptual and
parts and synthesize them to formulate an argument debatable questions
create new understanding

Recognize unstated Revise understanding based on Propose and evaluate a

assumptions and bias new information and evidence variety of solutions

Develop contrary or Troubleshoot systems Consider ideas from

opposing arguments and applications multiple perspectives

Identify trends and Evaluate evidence Test generalizations

forecast problems and arguments and conclusions

Evaluate and manage risk Interpret data

ATL “I Can”

Statement
Posters
As an
Arts

I can ....
Criterion A Criterion C

I can use different media or formats to show I can describe how my artwork is inspired by others.

my knowledge and understanding about a

topic, artist or artistic style.
I can use the skills that I develop in class in new ways.

I can describe and reflect on how applying skills in new

I can use text, audio, visual or other elements
ways can give my art new meaning.

to further share their new knowledge and

understanding.
I can explore how symbols, motifs and other forms of
nonverbal communication can communicate
I can share my work with various audiences
a clear message.
in an appropriate format.

I can use appropriate vocabulary and terms

to describe artistic movements, styles and
techniques.

I can describe connections between my art

and the work that I have seen and analysed.

Criterion D
Criterion B I can use knowledge, understanding and skills from
another subject or from outside of school, to
I can record reflections on my art in my contribute to my artwork.

process journal.

I can describe how my artwork is inspired by others.

I can record the development of my artistic
skills in my process journal.

I can identify the skills that are new to me

in a unit.

I can explain the importance of new skills.

 Design

As a

I can
Criterion A
.... Criterion C

I can use empathy to understand the needs of I can use backward planning to design a plan and make my product.

clients/target audiences.

I can create a step-by-step plan to meet my goal including some

I can develop a research plan or interview flexibility and quality checks.

questions to better understand my clients/

I can use design skills to make a product.

customers and the problems they are trying to

solve.
I can document the process of creating my product in a video or diary.

I can identify the information that I need to I can work safely and follow best practice.

know to design an effective solution.

I can create a product to solve a specific problem that I have

I can analyse existing products through identified.

different methods.

I can describe what makes my product novel/unique/special.

I can summarise relevant information to

decide what to make and why. I can use evidence to explain the product and changes that I made
throughout the process.

I can explain why I made the changes that I did throughout the
process of creating my product.

Criterion B
I can consider feedback throughout my design process.

I can design specifications or a checklist for my

products.

Criterion D
I can consider time, budget, skill, resources and
other constraints in my specifications.
I can consider which feedback is most meaningful
and should be incorporated.

I can generate multiple ideas for a project.

I can use data to analyse my product.

I can evaluate my ideas against my specifications.

I can examine what could be improved or what

I can incorporate feedback from clients, experts or didn’t work during my project.

another audience into my plan/product.

I can describe improvements that I would make if

I can explain which of my ideas is the best solution I could re-make my product.

for the problem I am trying to solve, using

evidence from my evaluation.
I can explain how my product helps solve the
problem that I identified.

I can create detailed diagrams or drawings to help

me create my final product.
I can describe the impact of my product on my
client, customer or target audience.
I can organise my ideas clearly for myself and
others to understand.
As a
Science

I can
Criterion A
.... Criterion C
I can explain scientific knowledge logically in a
way that is easily understood by others.
I can present my data in a variety of ways,
including a table, charts and infographics.

I can apply the skills and knowledge I have

learnt through lab experiments and data I can organise data in a spreadsheet.

analysis in familiar situations.

I can use different formulas to help me
manipulate and evaluate data that I gather.

I can apply the skills and knowledge I have

learnt through lab experiments and data I can reflect on my hypothesis and original
analysis in new situations.
predictions using the outcome of an experiment.

I can explain how new scientific knowledge I can reflect on my scientific investigations.

and understanding relates to new situations.

I can analyse the accuracy of my results and

I can analyse data from my own experiments, explain reasons for inaccuracies or problems.
as well as others’ data, in different formats.

I can analyse data in different formats,

including tables, graphs and infographics. Criterion D

Criterion B I can describe how science contributes to causing/

solving local issues.

I can identify questions or problems that have been solved by I can describe how science contributes to causing/
scientists or through existing experiments.
solving national issues.

I can identify what an experiment was trying to prove/solve/answer.

I can describe how science contributes to causing/
solving global issues.

I can write inquiry questions for my Science units, including factual,

topical, conceptual and debatable questions.
I can describe short and long term effects of
scientific and technological innovations.

I can write questions to support my scientific development.

I can create a timeline, using historical data to track

I can develop my own research questions and hypotheses.
changes and make predictions about the future.

I can use correct scientific terminology.

I can formulate a hypothesis, then create research questions to help

me test my hypothesis.
I can write using appropriate scientific terminology
for my target audience.

I can use different methods to collect data, including surveys,

interviews, questionnaires, focus groups, observations and records.
I can cite my sources correctly according to my
school’s required convention.

I can create scientific investigations in groups, pairs and on my own.

I can use in-text citations or footnotes.

I can lay my investigations out in different manners, including a list,

table and flowchart.
I can cite different resources, including images,
data, websites, videos, interviews and reports.
I can describe what I think the results of an experiment might be
before I conduct the experiment.
 Language and

As a Literature

I can . . . .
R
Criterion A Criterion C

I can analyse how different techniques can I can produce text using someone else’s voice.

change the meaning and impact of a text.

I can analyse different perspectives.

I can empathise with writers/creators by

imagining their perspective and purpose.
I can alter my voice based on the audience, using slang
and other vernacular.

I can identify different debate structures.

I can take clear notes using varied techniques when

I can use different debate structures.
watching videos.

I can take clear notes using varied techniques when

I can write persuasively for different purposes.

listening to speeches.
I can write persuasively for different audiences

I can use strategies that I’ve learned to

compare and contrast. Criterion D

I can present my work in different ways including speeches, slam

poetry and presentations to inform and/or entertain.

Criterion B I can create effective visuals to accompany a presentation.

I can identify the differences between formal and informal texts.

I can structure different text types appropriately.

I can hypothesisea about the intended audience of texts.

I can structure my thinking using PEEL or PEA.

I can use a range of grammar, syntax and punctuation.

I can cite my sources correctly according to my

school’s required convention.
I can identify and/or use ‘incorrect’ grammar, syntax or
punctuation when appropriate.

I can use in-text citations or footnotes.

I can change spelling, writing and pronunciation for different

I can cite different resources, including images, audiences and purposes.

videos, articles and books.

I can use visual features to create a successful presentation,
poster, brochure or other texts.

As an
Language
Acquisition

ADDITIONAL
Ciao!

Hello

L ANGUAGE
SPEA KER
Bonjour

I can
Criterion A
....
I can draw reasonable conclusions from texts.
Criterion C
I can use tone, emotion and language to help
me understand a text.
I can use resources such as a dictionary and thesaurus to
help me with my speeches/presentations.

I can take notes in the language that I am

learning by noting key words and paraphrasing.
I can use different speaking techniques in the language
that I am learning.

I can describe the tone, emotion, language style

used by an author.
I can improve my speaking through different practice
techniques, including mirror speaking, recording and
I can describe the conventions used group work.

by an author.

I can speak confidently to a variety of audiences.

I can listen to and understand a range of

people and text types.
I can use pace, tone, pronunciation and word emphasis
to speak effectively to different audiences.
I can take in new perspectives and ideas

Criterion D
Criterion B
I can use resources such as a dictionary and
thesaurus to help me with writing.

I can summarise main ideas from texts that I read.

I can use different grammatical structures that I have

I can use quotes from a text to support my ideas learned in my writing.

and conclusions.

I can use varied language and sentence types for

I can answer questions about the texts that I read.
different purposes.

I can identify the conventions that an author uses to I can organise my writing appropriately for a task.

support their ideas.

I can use different writing techniques to deliver

I can analyse the images that accompany a text.
important information.

I can make connections between the texts that I read,

myself and the world around me.
As a
Individuals and

SOCIAL
Societies

SCIENTIST
I can . . . .
Criterion C
Criterion A I can produce text for multiple audiences and purposes.

I can deliver presentations for multiple audiences and purposes.

I can produce text for multiple

audiences and purposes.
I can use a range of language and terminology appropriate to the task
and audience.

I can deliver presentations for multiple

audiences and purposes.
I can structure my ideas in a range of formats, including brochure, essay,
presentation, newspaper article and letter.

I can use a range of language and

terminology to show my understanding.
I can cite my sources correctly according to my school’s
required convention.

I can use correct geographical and I can use in-text citations or footnotes.

historical vocabulary.
I can cite different resources, including images, videos, articles and books.

Criterion B Criterion D
I can write research questions, including factual, I can evaluate data, looking at bias and manipulation.

conceptual and debatable inquiry questions.

I can identify perspectives from a range of sources,

I can create an action plan to meet goals and complete including governments, charities, etc.

assigned tasks.

I can use historical data to see how policies and events

I can connect my action plan to my research question.
have had an impact on the world.

I can use a range of research methods, including both I can use data as a tool to show my understanding.

primary and secondary resources.

I can use data as a tool to persuade.

I can examine the reliability of the sources I use.

I can paraphrase historical data/primary resources to

I can prepare for and conduct interviews.
make them relevant to today.

I can analyse data and statistics from interviews and surveys.

I can use quotes from leaders and experts to support my ideas.

I can critically analyse my research results, including I can analyse how historians, geographers and other subject
identifying bias and manipulation.
experts use data and information in their work.

I can describe limitations in my research. I can use OPCVL to analyse information and sources.

I can analyse different perspectives on an issue.

 Mathematics

As a
MATHEM
MATICIA
I can .... Criterion C

Criterion A I can take on the role of a professional who

uses mathematics. (ie. architect)

I can show my work when I can use mathematical techniques to

solving problems.
simplify problems.

I can describe why I chose the techniques I can understand graphs, charts, infographics
that I used to solve a problem.
and other visual representations of data.

I can show how my skills and knowledge I can create graphs, charts, infographics and
can be used for different purposes in the other visual representations of data.

wider world.
I can identify and communicate ideas related
to mathematics, including patterns.

Criterion D

Criterion B I can analyse real-life situations to determine

how mathematics can be used to improve/
I can analyse patterns and describe how change the situation.

they determine what comes next.

I can use mathematics to help me create a

product.

I can write rules for the patterns that

I investigate.
I can use mathematical knowledge to support
me in other subjects.

I can explain how I reached a conclusion.

I can justify the accuracy of my work.

I can use the rules I write to make

predictions about numbers in sequence.
I can connect accuracy to ethics.

I can show how mathematical rules work I can use examples to show when mathematics
in real life.
has been used and applied in real-life situations.

I can use examples to prove, verify and I can use examples to justify my use of
justify rules. mathematics to solve problems.

 Phyical Health 


As an and Education

A
I can
Criterion A
....
I can use PHE terms and symbols to explain
what is happening in videos and images.

Criterion C
I can improve my practice by examining
and annotating images and videos.
I can use a variety of techniques as a
coach, including encouragement,
I can design exercises, games, sports
persuasion and motivation.

and other activities for different and

unexpected audiences.
I can reflect on how I’ve taken on
different roles at the end of a unit.

I can design exercises, games, sports

and other activities for different and I can make decisions and changes
unexpected situations.
during game situations.

I can create training plans, instructions and I can reflect on how emotions/
rules for new games, exercises and activities.
wellbeing impacts my performance.

I can design posters or brochures using

correct PHE terminology to help someone
improve technique.

Criterion D
I can design videos or other resources using
correct PHE terminology to help someone
improve their technique.
I can use different techniques to resolve conflicts
when working in groups.

I can communicate my knowledge and

understanding of a sport using a variety of I can use reflection to help me identify my own
formats and platforms.
strengths and weaknesses.

I can use peer and self-assessment to help me

I can communicate my knowledge and
identify my strengths and weaknesses.

understanding of a health topic using a

variety of formats and platforms.
I can use feedback to help me identify my
strengths and weaknesses.

I can use PHE terms and symbols to describe my

Criterion B performance in videos and images.

I can analyse and evaluate my own performance

I can set SMART goals to achieve long and short using prompts.
term goals.

I can break big goals down into smaller steps.

I can create an action/training plan to help me or

others to achieve our goals.

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