Our Key Concept is - Relationships, Related Concepts - Environment and Systems and Global Context exploration - Processes and Solutions. There are many aspects of ATL's that I think we should explore also as teaching tools. The ATL's fall under Social, Self-Management and Thinking. I also developed a Statement of Inquiry 'Whilst working with others in varied environments using different systems and processes can allow for solutions to become more visible during challenging tasks.'
The assessment task is for students to create a rock climbing route using a variety of implements. They will also be creating an adventure challenge for younger students. They will be assessed through criterion B
The Related Concepts of 'Systems' and 'Environment' came to mind because we knew the students would be working in varied environments and looking at different systems to work within when creating their plans.
The Global Context exploration was 'Processes and Solutions'. We felt looking through this lense would be appropriate for a task such as this as the planning aspect is a process and students would be coming up with solutions for many problems they may find on the way. Collaborating with their peers would sometimes cause conflict and they would have to come up with resolutions.
Social - ii) Collaboration skills - Delegate ad share responsibility for others - Exercise leadership and take on a variety of roles within a group. iii) Organizational skills - Create plans for summative assessments - Set goals that are challenging and realistic.
Self-Management - iv) Affective Skills - Perseverance/ Demonstrate persistence and perseverance - Resilience/ Practice 'bouncing back' after adversity, mistakes and failure.
Thinking - viii) Critical-thinking skills - Recognize and evaluate propositions - Evaluate and manage risk - propose and evaluate a variety of solutions
Of course this unit will develop and we will reflect of how it goes at the end of the unit. As we go through this changes in MYP and take on the challenges that are presented with these changes, we need to adapt and look at different ways of approaching tasks as well as putting giving opportunities for students to 'think' and not just be asked to do something.