👉 Follow the format below and post your completed map in a column.
💬 Review at least 2 others: share 1 thing you liked, 1 question, and 1 suggestion.

Use this format:

1. Unit Title / Theme
2. Grade Level / Programme
3. Subject(s)
4. Key ATL Skills (3–5 specific skills)
5. Where They Appear in the Unit
6. How You Teach Them
7. How Students Track or Reflect on These Skills
8. Optional: Upload visuals (tables, mind maps, slides)
9. Reflection (2–3 lines)

• What was easy?

• What was tricky?

• Why will this help your students?

2. Grade Level / Programme:
Grade 11 / IBDP

3. Subject(s):
Physics HL/SL

4. Key ATL Skills (3–5 specific skills):

• Thinking – Critical Thinking: Solve problems using equations of motion

• Research – Information Literacy: Collect, record, and verify experimental data in obtaining the values of s.u, v, a, t and verify them in a simulation

• Communication – Communication Skills: Use scientific vocabulary to communicate the same, what happens when one of the values change. Articulate the behavior change in other real life examples

• Self-Management – Organization: Manage time and tasks effectively in lab planning

• Reflection – Metacognition: Evaluate methods and errors in lab work and in numerical, work in collaboration 

• Kinematics ATL Focus Summary

• By explicitly integrating ATL skills into your teaching of kinematics, students not only master the physics content (e.g., motion equations, graph analysis, vector interpretation) but also become independent learners prepared for the IA, Paper 1A and 1B & 2, and cross-disciplinary problem-solving.

5. Where They Appear in the Unit:

• Problem-solving sessions using SUVAT equations

• Practical investigation: determining acceleration due to gravity, projectile motion - real time and simulations

• Peer discussion and critique and analysis of motion graphs

• lab planning and documentation - scaffolded approach to IA

• Reflection prompts after formative assessments and lab work

6. How You Teach Them:

• Scaffolded problem sets moving from simple to complex motion scenarios

• Video analysis tools -  for motion investigations or simple unit conversions

• Class sessions on significant figures, unit conversions, and graph interpretation and analysis, evaluation

• Use of planning templates for IA-style labs

• Regular feedback cycles with self- and peer-assessment rubrics

7. How Students Track or Reflect on These Skills:

• Maintain a Physics notebook as a - Journal  including method, data, graphs, and reflection

• Use IB command term-based reflection prompts ("To what extent…", "Discuss…")

• Track problem-solving strategies in a personal learning log

• Reflect after each lab using a modified IB IA criterion checklist

8. Reflection (2–3 lines):
This unit deepens students’ ability to model motion mathematically and analyze real-world scenarios with precision. Through a balance of theory and lab inquiry, students build habits essential for success in the Internal Assessment and Paper 1/2 exams.

What was easy?
Introducing the SUVAT equations through real-life motion examples helped students quickly grasp how to apply formulas in context.

What was tricky?
Students often struggled with choosing the right equation and maintaining unit consistency—especially when moving from simple to complex situations

Why will this help your students?
Mastering kinematics builds a foundation for all mechanics topics in DP Physics and strengthens lab design, data interpretation, and mathematical reasoning—core competencies for both the IB exam papers and the IA.

Art inspired by Nature
2. Grade Level / Programme -

MYP Year 4
3. Subject - Visual Arts

PDF includes -

4. Key ATL Skills (3–5 specific skills)
5. Where They Appear in the Unit
6. How You Teach Them
7. How Students Track or Reflect on These Skills.
8. Optional: Upload visuals (tables, mind maps, slides)

9. Reflection (2–3 lines)

• What was easy?

  Connecting everything back to the assessment criteria—it helped anchor the choices I was making.

• What was tricky? Figuring out which tools were actually helpful.

• Why will this help your students?

  Students benefit from structured tools that directly support learning outcomes—especially when they're simple to use and clearly linked to success criteria.