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Unit - My house ATL: Communication Skills Activity: Group Activity - Students were asked to create a small presentation (2-3 slides) showcasing their ideal house (basic parts of the house) and include vocabulary related to the house, including key words, activities in house and vocabulary to describe rooms, furniture, and common household items.

MYP 1 - Unit: My House ATL Category: Self-Management ATL Clusters: Organizational Skills Skill Indicator: Use and maintain a weekly planner for assignments

Students will create a weekly planner that includes both school and home activities. The planner will help them organize their tasks, manage their work, and allocate time for leisure activities effectively. This will encourage a balanced approach to time management, fostering improved self-regulation and productivity.

Activity: Have students research different home styles from India and French-speaking countries. They can gather information from various sources, including texts, images, and multimedia.

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Information literacy skills Present information in a variety of formats and platforms

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11:31 AM

Peer Review and Feedback: Activity: Incorporate peer review sessions where students present their work to classmates and receive feedback.

Teaching Approach: Teach students how to give and receive constructive feedback and use it to improve their presentations. This helps them refine their ability to present information clearly and effectively.

"What's on Your Plate?" focuses on the ATL skill of Self-Management. Students are tasked with selecting ingredients and designing a healthy meal plan for themselves. This activity incorporates an interdisciplinary approach, as it integrates discussions on the nutritional content of food items and emphasizes the importance of maintaining a balanced diet for overall health.

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https://docs.google.com/spreadsheets/d/171Gnw-bb2qXLbEkvyFWY0R0b7prtbpK8p9QrD4ryUPk/edit?gid=0#gid=0

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1. Explicitly Taught

Skill Indicator: Help others to succeed

Example: In PHE classes, teachers can model collaborative behaviour by demonstrating how to assist peers during fitness activities. For instance, during a group exercise session, students can be taught to encourage one another, provide constructive feedback, and share strategies to improve performance. This helps build a supportive environment where all students feel empowered to succeed.

Skill Indicator: Take responsibility for one’s own action

Example: Educators can lead discussions on personal accountability by having students set individual goals for a physical fitness program. Students would track their progress and share updates with their peers, fostering a sense of responsibility for their own improvement while also motivating others to stay on track.

2. Interdisciplinary

Skill Indicator: Help others to succeed

Example: Collaborating with other subjects, such as science, students can form teams to conduct a health project. Each member can take on a specific role—researcher, presenter, or designer—and be responsible for helping each other succeed in their respective tasks, ensuring the project is comprehensive and well-executed.

Skill Indicator: Take responsibility for one’s own action

Example: In a cross-curricular project related to nutrition, students could be assigned to research different aspects of a balanced diet. Each student’s responsibility would be to present their findings to the group, emphasizing the importance of personal accountability in contributing to the group’s overall success.

3. Discipline-specific

Skill Indicator: Help others to succeed

Example: In PHE, students may work in pairs or small groups during skill development sessions, such as learning a new sport. They can help each other refine their techniques, providing tips and encouragement, which reinforces the idea of mutual support in achieving success.

Skill Indicator: Take responsibility for one’s own action

Example: When participating in team sports, students can be encouraged to reflect on their performance after each game. They would take responsibility for their contributions, discussing what they did well and what they can improve, fostering a culture of accountability.

4. Implicitly Addressed

Skill Indicator: Help others to succeed

Example: During group discussions in PHE, students may spontaneously offer help and suggestions to one another when discussing challenges faced in physical activities. This informal support can enhance collaboration and strengthen relationships among peers.

Skill Indicator: Take responsibility for one’s own action

Example: After a group project or activity, students can engage in reflective practice by discussing what each person did well and what could be improved. This encourages students to take ownership of their actions while recognizing the contributions of their peers.

Tapasya Pathak

7m

Objective Identification: Criteria B: Planning for performance Strand 1: Develop goals to enhance performance

Self-Management: Organisational Skills

Skill Indicator: Set goals that are challenging and realistic

Strategy: SMART goal setting

https://drive.google.com/file/d/18sVO_S32vQTpN2FSkNmBXuq-XQTS3GT8/view?usp=sharing

Evidence: Collect, record and verify data

Journals/Logs: Maintain a journal or log to document the goal-setting process, including initial thoughts, revisions, and progress.

Progress Tracking: Use charts or tables to track measurable outcomes (e.g., sprint times).

Reflection: After achieving the goal, write a reflection on the experience, discussing what worked, what didn’t, and how the process can be improved.

Link for the slides: https://docs.google.com/presentation/d/1zx0zs7Um7nfjOg6k83_M7PVeOKfr9UEG/edit#slide=id.g322fa156a3b_0_0

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Subject: Dance - Butoh (Traditional Japanese Dance Form)

ATL Skills for Upcoming Unit:

1. Communication Skills

Interpret and use effectively modes of non-verbal communication (Explicit)

Use intercultural understanding to interpret communication (Explicit)

2. Research Skills

Find information for disciplinary and interdisciplinary inquiries using a variety of media (Implicit)

Discussion:

Why These ATL Skills Are Required:

1. Communication Skills:
Butoh focuses heavily on non-verbal expression, making the ability to interpret and communicate through body movements essential. Students must learn to convey complex emotions and narratives without words, a critical skill in dance and other non-verbal art forms. Understanding intercultural cues is also crucial as Butoh is deeply rooted in Japanese post-World War II culture.

2. Research Skills:
To appreciate and embody Butoh, students need to engage with its historical and cultural contexts. This requires them to research academic articles, historical texts, and multimedia resources that provide insight into post-war Japan and its influence on the dance form.

Application of ATL Skills:

Communication Skills will be applied through the exploration of non-verbal communication, where students will practice expressing complex emotions and narratives using their bodies.

Research Skills will be applied as students investigate the historical and cultural backdrop of Butoh, synthesizing information from various sources to inform their practice and understanding of the dance form.

Explicit vs. Implicit Teaching of Skills:

Explicit:

Teaching modes of non-verbal communication through structured dance exercises and performances.

Integrating discussions on intercultural understanding and how cultural context influences communication in Butoh.

Implicit:

Encouraging independent research and journaling about Butoh and its cultural significance, leading students to develop research skills organically.

Benefits to Other Subjects:

Communication Skills are transferable to any subject requiring presentation skills, storytelling, or interpretation of non-verbal cues (e.g., Literature, Drama, Visual Arts).

Research Skills benefit students in History, Social Studies, and any subject where cultural understanding and evidence-based research are integral.

Concrete Activities/Strategies:

1. Hidalgo’s Three Levels of Culture:
Students will analyze Butoh through this framework, exploring its surface, shallow, and deep cultural elements.

2. Non-Verbal Communication Activities:
Engage students in activities where they must express emotions, narratives, or abstract concepts through movement without words.

3. Academic Article Reviews:
Students will read and discuss articles on Butoh’s history and cultural significance, enhancing their research and analytical skills.

Assessment Integration:

Formative Assessment:

Presentations on their understanding of Butoh, focusing on non-verbal communication and cultural context.

Workshop/Field Trip Facilitation:

Students may organize or participate in a workshop, demonstrating their grasp of Butoh’s cultural and historical roots.

Journaling:

Regular reflections on their learning journey, synthesizing research and practical experiences.

Outcome:

This "Subject-Specific ATL Skills Roadmap" ensures that students develop critical communication and research skills, enabling them to excel in Dance and other subjects by fostering a holistic understanding of non-verbal communication and cultural appreciation.

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Slide 4 and 5 of https://docs.google.com/presentation/d/1tm1ddWaFdHyZeOIjXp8-uoh7n1GPLLeJqVjHaTWwPOE/edit#slide=id.g322e3afc681_0_0

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Ms. Pearl, Ms. Nikita, Ms. Yahvi, Mr. Randolf, Ms. Arveen.

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https://docs.google.com/spreadsheets/d/171Gnw-bb2qXLbEkvyFWY0R0b7prtbpK8p9QrD4ryUPk/edit?gid=0#gid=0