# Integrating ATL into your programme
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Here are two suggestions to help with this:
Ask yourself: **Am I preparing a learning experience that introduces and/or explicitly gives students an opportunity to practice a specific ATL?** For example, if you have selected 'observe carefully', you might provide opportunities to practice observing using multi-sensory experiences to develop this skill. Students begin by looking at photos and/or objects slowly, using all senses. They share first and then second thoughts, adding to their initial observations. Providing them with a structure such as a list of the senses supports the transfer of this skill to future learning experiences.
\
Ask yourself: **Does the selected ATL link specifically to a learning objective in focus?** A good way to test this is to try the following structure: 'In order to \[learning outcome] students must \[ATL skill]'.
Here are examples for each of the five ATL categories in a variety of subjects:
**Thinking Skills**
| Subject | Learning Outcome: "In order to..." | ATL Skill: "Students must..." |
| ------------------- | -------------------------------------------------------------------------------------------------------- | :--------------------------------------------------------------------: |
| Digital Literacy | Differentiate between letters and numbers on a keyboard and use some primary keys (enter and space bar). | Find unique characteristics. |
| Drama | Observe, listen, and respond in character to other actors. | Synthesize new understandings by seeing relationships and connections. |
| Language & Literacy | Determine a theme of a story, drama or poem from details in the text. | Generate metaphors and analogies. |
**Research Skills**
| Subject | Learning Outcome: "In order to..." | ATL Skill: "Students must..." |
| ------------------- | ------------------------------------------------------------------------------------------------------- | ----------------------------------------------------------------------- |
| Language & Literacy | Describe the connection between ideas in a text. | Analyse and interpret information. |
| Mathematics | Represent and interpret data. | Ask or design relevant questions of interest that can be researched. |
| Music | Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities. | Draw conclusions from relationships and patterns that emerge from data. |
#### Communication Skills
| Subject | Learning Outcome: "In order to..." | ATL Skill: "Students must..." |
| --------------------------- | -------------------------------------------------------------------------------------- | --------------------------------------------------------------------------------------------------------------------------------------------------------- |
| Physical Education | Describe physical activities for participation outside physical education class. | Speak and express ideas clearly and logically in small and large groups. Describe physical activities for participation outside physical education class. |
| Personal & Social Education | Paraphrase what someone has said. | Speak and express ideas clearly and logically in small and large groups. |
| Science | Obtain and combine information to describe climates in different regions of the world. | Read critically and for comprehension. |
**Social Skills**
| Subject | Learning Outcome: "In order to..." | ATL Skill: "Students must..." |
| -------------- | ------------------------------------------------------------------------------------------------------ | -------------------------------------------------------------------------------------------- |
| Social Studies | Identify some ways of dealing with disagreements that work better than others. | Practice empathy and care for all others. |
| Visual Art | Collaboratively set goals and create an artwork that is meaningful and shows the intent of the makers. | Build consensus and negotiate effectively. |
| Drama | Demonstrate the ability to work effectively alone and cooperatively, with a partner or in an ensemble. | Be self and socially aware including own and others' impact as a member of a learning group. |
**Self-Management Skills**
| Subject | Learning Outcome: "In order to..." | ATL Skill: "Students must..." |
| --------------------------- | --------------------------------------------------------------------------- | ------------------------------------------------------------------------------- |
| Physical Education | Participate in physical activity outside of the school environment. | Take responsibility for own well-being. |
| Personal & Social Education | Recognize how a situation would make one feel and treat others accordingly. | Use strategies to prevent and eliminate bullying and other intolerant behavior. |
| Digital Literacy | Choose how to express oneself through the creation of simple digital means. | Use technology effectively and productively. |
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#### Further ideas on incorporating the Approaches to Learning into your planning can be found in the PYP Guide on page 14.
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