Mind Your Skills: ATL and the MYP Mindset
Let’s talk about something that quietly powers all those amazing MYP units we teach: ATL skills.
If you’re new to the MYP or just want a refresher, ATL stands for *Approaches to Learning*. These are the skills that help students learn how to learn. Think of them as the engine under the hood — not always visible, but absolutely essential for getting anywhere in the learning journey.
So, what exactly are ATL skills?
They’re grouped into five broad categories:
Thinking skills
Research skills
Communication skills
Social skills
Self-management skills
Each of these has sub-skills (and sub-sub-skills, if we’re being honest), but the big idea is this: ATL skills help students become independent, reflective learners. They don’t just help students do school — they help students own their learning.
Why ATL skills matter
You’ve probably heard a student ask, “When will I ever use this in real life?” Well, ATL skills are the answer. Whether it’s organizing time, collaborating effectively, finding reliable sources, or just listening thoughtfully — these are the skills that stick long after the specifics of a unit fade.
They’re also a great equalizer. Students might come in at different academic levels, but everyone can grow their ATL skill set with the right support.
“But my students show lots of skills already!”
Absolutely! Your students are already demonstrating ATL skills all the time — bringing the right equipment to class, taking notes, asking questions, solving problems, even just remembering to charge their laptop.
But here’s the catch: while students use many ATL skills throughout a unit, the MYP encourages us to choose one ATL skill to focus on and teach explicitly.
Why? Because teaching a skill intentionally makes a big difference. When students *know* what they’re working on, they’re more likely to notice their progress, reflect on their learning, and transfer that skill to other areas of life.
For example, if your unit is all about inquiry, you might zoom in on a Research skill like “Collect and record relevant information from a variety of sources.” Then, you’d build in time to model it, practice it, give feedback on it, and reflect on it — just like you would with content knowledge.
Planning with purpose
Now you might be wondering, “If I only focus on one ATL per unit, how do I make sure students get exposure to the full range of skills?”
This is where your MYP coordinator’s horizontal planning document comes in. It maps out which ATL skills are being taught in which subjects and grade levels, helping ensure that, over time, students experience and develop all five ATL categories. It’s like a well-balanced learning diet.
So don’t stress about covering everything at once. Trust the process and focus on the skill that best supports your unit’s learning goals. And if you’re not sure which skill to pick — ask your coordinator! They love those conversations.
Final thoughts
ATL skills are one of the most powerful parts of the MYP. They don’t just support students through a single unit — they prepare them for lifelong learning. And by choosing one ATL skill to highlight and teach explicitly in each unit, you give students the chance to truly develop that skill in a meaningful way.
So next time you’re planning a unit, don’t just ask, “What will students know and do?” Ask, “How will they learn how to learn?”
That’s the ATL magic.
