ATL Skills Report Card Comments, Grades K-5
In many PYP schools, homeroom and class teachers write a short comment on each child's approaches to learning (ATL) skills: thinking, communication, social, self-management and research. Where it sits varies by school: some reports give ATL its own section beside the subject comments, others fold it into one general comment. Many schools rate each skill on a four-point continuum: Beginning, Developing, Consolidating and Extending.
Each page below covers one skill for one grade band, with sample strengths and next steps at every level and tips for writing your own. These comments are written for the approaches to learning (ATL) section of a primary report in schools that use ATL skill categories.
Comments by skill and grade band
| Skill | K-Grade 2 | Grades 3-5 |
|---|---|---|
| Thinking Skills | Thinking Skills, K-Grade 2 | Thinking Skills, Grades 3-5 |
| Communication Skills | Communication Skills, K-Grade 2 | Communication Skills, Grades 3-5 |
| Social Skills | Social Skills, K-Grade 2 | Social Skills, Grades 3-5 |
| Self-Management Skills | Self-Management Skills, K-Grade 2 | Self-Management Skills, Grades 3-5 |
| Research Skills | Research Skills, K-Grade 2 | Research Skills, Grades 3-5 |
Also: opening and closing sentences for each report period.
For the same report: Subject Report Comments for Cambridge Primary and Lower Secondary, Stages 1-9.
The 4 comment levels
| Code | Level |
|---|---|
| E | Extending |
| C | Consolidating |
| D | Developing |
| B | Beginning |
At Extending, describe independent use and transfer: the child applies the skill in a new unit of inquiry or helps classmates use it. Consolidating fits usually or with few reminders; Developing fits sometimes or with guidance; Beginning names what the child does with adult support and what is emerging. Show the level through one observed example rather than repeating the label.
Tips for ATL skills comments
- Write for parents who may read English as an additional language: short sentences, everyday words and one concrete example per skill. If you use a term like unit of inquiry or learner profile, make the meaning clear from the rest of the sentence.
- Describe behaviour, not personality. 'Plans the steps of a group inquiry and checks them off' gives parents something to picture and praise; 'is a natural leader' does not, and it says nothing about how to grow.
- Pair each observation with one next step and, where it helps, one home idea that costs nothing, such as asking 'How do you know?' at mealtimes, in English or the family's home language.
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How these sentences were made, and what has been checked: About these comments.