# ATLs in the Units

![A screenshot of a unit, showing three selected ATLs](https://853949460-files.gitbook.io/~/files/v0/b/gitbook-legacy-files/o/assets%2F-MaoI-nKUa-RmfMmiUEg%2F-MbXyCiUzJJoLhLhIVBK%2F-MbXzkY5km9VBq23G7sq%2FScreenshot%202021-06-06%20at%2022.23.17.png?alt=media\&token=c40b0559-4c71-4e30-af6f-f1c29b70b210)

When unit planning it can be tempting to tick off a long list of the ATLs you think your students demonstrate in a unit. However, doing this will not be useful for you, the students or your colleagues. Most of the ATL skills are **used** throughout every unit, but not **explicitly taught**. Can you remember the last time your students had a lesson where they didn't 'give and receive meaningful feedback' or 'listen actively to other perspectives and ideas'?

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When planning your units, you should **only document the ATLs you are teaching explicitly**. 
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There are two rules to help you with this

1. **Am I preparing a learning experience that explicitly gives students an opportunity to practice the ATL?**\
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   Example - If you have selected 'give and receive meaningful feedback' are you giving them a new strategy, like using the '[feedback sandwich'](https://www.wikihow.com/Give-a-Feedback-Sandwich)?

*Take a look at the* [*ATL Toolkit*](https://guide.fariaedu.com/atl-toolkit/-MdfRWJvBuE9TzQwl193/) *for examples of how you might explicitly teach the ATLs. The toolkit includes videos, worksheets, activities and more!*

1. **Does the selected ATL link to the subject objectives?**\
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   A good way to test this is to try the following formula: 'In order to \[objective/strand] students must \[ATL skill]'\
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   Here is an example for individuals and societies, 'In order to "document sources of information using a recognized convention" (Ciii) students must "create references and citations, use footnotes/endnotes and construct a bibliography according to recognized conventions" (Research: Information Literacy Skills)'*.*