This document outlines the student learning expectations for Grade 6 in the key areas of Approaches to Learning (ATL) skills. It provides learning expectations and key questions for each ATL skill area, including organization, collaboration, communication, information literacy, reflection, thinking, and transfer. The expectations indicate that with teacher support and guidance, students will be able to effectively apply a range of ATL skills to help them organize, work with others, communicate, find and evaluate information, reflect on their learning, think critically and creatively, and make connections across different subject areas.

1. Student learning expectations for Grade 6
The goal of ATL is to enable students to apply a range of ATL skills in different learning situations.
ATL skill area Student learning expectation Key questions Approaches to Mandarin B
 Time management (Stays on task with reminders, usually meets  How can I stay focused in class? 
Organization deadlines)  How can I keep track of everything?
 Consistently comes to class with all materials
 Work in groups with minimal teacher support  How do I work with others? 
 Delegate and take responsibility
Collaboration  Accept others and their ideas
 Take on roles
 Respecting others and their differences
 With support, can use appropriate reading strategies to interpret  What communication tools are available 
vocabulary to me?
Communication
 With support is able to effectively present information in an  What ways do I communicate best?
appropriate format
 With teacher support, can access a variety of sources. With  Where can I access information? How do 
teacher support can evaluate the reliability of sources I know the info is realizable? Where did I
Information Literacy
 With teacher support can evaluate the reliability of sources get my info?
 Acknowledge sources
 With teacher guidance students can exhibit self-awareness-  How do reflections help us learn? 
including asking for help or feedback, attempts to identify  What reflection tools and resources can
potential problems help me?
Reflection
 With teacher guidance students are able to self-evaluate using
rubrics, guiding questions or other routines that are provided
(learning journals, portfolios, written reflections, etc.)
 Able to:  What tools can help me think and plan in 
 generate ideas (mind maps, brainstorming, concept maps, different ways?
etc)  What tools do I prefer to use to think and
 With teacher guidance and modeling able to: plan?
 plan (drafting, exploring, rehearsing, practicing, refining,
Thinking editing)
 inquire (questioning, challenging, information and
arguments, developing questions, using the inquiry cycle)
 With teacher guidance and modeling attempts to:
 applying knowledge and concepts
 identify problems
 Make connections with teacher guidance and modeling (using  What are the “big ideas” of each of the 
knowledge, understanding and skills across subjects or different subjects?
Transfer solutions, applying skills and knowledge in familiar situations)  Do the big ideas of the subjects overlab?
 Guided inquiry in different contexts as part of interdisciplinary  What knowledge, understanding and
learning, in order to gain different perspectives skills can be used across subjects?