ATL Skills (Approaches to Learning)
AP subjects as an enhancement of the academic pathway
Grades 8–9 as a decision point: career guidance and the start of university preparation
AI Literacy and Academic Writing: skills that support learning without shortcuts
STEAM Approach: labs, research and scientific thinking
Transdisciplinary learning through Project-Based Learning (PBL) at AGIS Middle School
What is IB MYP: learning in context and a “connected” learning experience
IB MYP status and programme framework at AGIS
Content
IB MYP Middle School at AGIS
Middle school is a “window of opportunity”, a time when students undergo rapid change: identity is formed, independence grows, and interest in the real world and future careers begins to emerge.
The International Baccalaureate Middle Years Programme (MYP) is specifically designed for this stage. It is structured as a five-year framework organized around eight subject groups.
The International Baccalaureate Middle Years Programme (MYP) is specifically designed for this stage. It is structured as a five-year framework organized around eight subject groups.
Astana Garden International School is a candidate school* for the International Baccalaureate (IB) Middle Years Programme (MYP) and is pursuing authorization as an IB World School.
IB World Schools share a common philosophy — a commitment to high-quality, challenging, and internationally minded education, which Astana Garden International School believes is essential for their students.
*Only schools authorized by the International Baccalaureate Organization (IB) can offer one or more of its four programmes: Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP) or Career-related Programme (CP). Candidate status does not guarantee authorization. For more information about IB and its programmes, visit www.ibo.org.
At the current stage, for Grades 5–8, the curriculum based on the national standards of the Republic of Kazakhstan includes the following components:
- English as the Language of Instruction,
- Advanced English,
- STEAM laboratory work
- Digital Literacy, AI Literacy
- Project-Based Learning (PBL)
- College Counseling + Career Guidance
- Academic Writing (Grade 8)
- Extracurricular Development Programme
- Office Hours
- Electives (second foreign language, robotics, etc.)
Additionally in Grade 9:
- Pre-SAT / SAT preparation
- IELTS preparation
- Counselor support
- AP subjects
- Critical Thinking
- Preparation for the 9th grade national final examinations
Status and Programme Framework at AGIS
The IB MYP is built on the principle of learning “in context”: through global contexts, students explore topics connected to their lives and the world around them, fostering international-mindedness.
A key feature of the IB MYP is long-term projects (Personal Project / Community Project, depending on the grade), where students conduct independent inquiry within a global context while developing research, planning, communication and responsible action skills.
A key feature of the IB MYP is long-term projects (Personal Project / Community Project, depending on the grade), where students conduct independent inquiry within a global context while developing research, planning, communication and responsible action skills.
What is IB MYP:
learning in context and a connected learning experience
learning in context and a connected learning experience
Key Features of Project-Based Learning (PBL):
Examples:
In essence, PBL is a project-based approach to learning.
PBL within Transdisciplinary Learning
Example:
Theme: Sustainable Cities
Students:
- a clearly defined project or challenge
- work extends over several months
- students research, create, and present
- the outcome is a project, product, or research work
- strong emphasis on teamwork and independent learning
Examples:
- developing an environmental project to reduce waste in school
- creating a startup idea and pitching it to investors
- conducting research and preparing a scientific poster
In essence, PBL is a project-based approach to learning.
PBL within Transdisciplinary Learning
- transdisciplinary learning is an organization of content
- Project-Based Learning is a method of implementation
Example:
Theme: Sustainable Cities
Students:
- explore the issue across subjects
- conduct research
- create a project (e.g., a model of an eco-friendly city)
- Transdisciplinarity — the integration of subjects
- PBL — a project-based approach to learning
Transdisciplinary Learning through PBL
at AGIS Middle School
at AGIS Middle School
Project-Based Learning, in its modern understanding, is an educational approach in which students gain knowledge and skills by working over an extended period on a meaningful project—addressing real-world problems, creating products, or responding to complex questions.
Transdisciplinary learning is a core element of the IB MYP. It integrates multiple subjects around a central theme or real-world problem.
The goal is not to separate knowledge by disciplines, but to explore it holistically.
The goal is not to separate knowledge by disciplines, but to explore it holistically.
Example: “Water”
Students explore the topic through:
Transdisciplinary learning defines how content is organized.
Students explore the topic through:
- science — properties of water, ecosystems
- geography — global water resources
- mathematics — measurement and statistics
- languages — essays and presentations
- arts — visual projects
Transdisciplinary learning defines how content is organized.
STEAM Approach: labs, research and scientific thinking
The STEAM approach is actively implemented in middle school through hands-on laboratory work.
STEAM is an interdisciplinary approach that combines Science, Technology, Engineering, Arts and Mathematics as “entry points” for inquiry and critical thinking.
STEAM learning format:
This approach naturally strengthens both PBL and the overall MYP learning framework.
STEAM is an interdisciplinary approach that combines Science, Technology, Engineering, Arts and Mathematics as “entry points” for inquiry and critical thinking.
STEAM learning format:
- laboratory sessions,
- research projects,
- data collection and analysis,
- prototyping,
- modeling,
- presentation of results.
This approach naturally strengthens both PBL and the overall MYP learning framework.
https://www.unesco.org/en/articles/ai-competency-framework-students
The Academic Writing course in Grade 8 develops essential skills that students will need in high school and, especially, at university:
These skills directly support AP courses, research projects, and university preparation.
The Academic Writing course in Grade 8 develops essential skills that students will need in high school and, especially, at university:
- argument structure,
- working with sources,
- proper citation,
- academic integrity,
- clarity of written expression.
These skills directly support AP courses, research projects, and university preparation.
AI Literacy and Academic Writing:
skills that support learning without “shortcuts”
skills that support learning without “shortcuts”
AI literacy in middle school goes beyond simply using tools — it includes critical evaluation of results, ethical awareness, and an understanding of limitations.
This is why international frameworks (for example, UNESCO*) emphasize the importance of preparing students as responsible users and co-creators of AI, covering areas from ethics to technical understanding and system design.
This is why international frameworks (for example, UNESCO*) emphasize the importance of preparing students as responsible users and co-creators of AI, covering areas from ethics to technical understanding and system design.
Grades 5–7 mark the beginning of the student journey before formal career guidance: students explore their interests, develop skills, try different roles and learn to set goals.
In Grade 8, career guidance becomes more in-depth through the College Counseling course, where students define their future academic profile before entering high school. At this stage, preparation for admission to top universities also begins.
The College Counseling programme includes: career guidance, analysis of interests, skills and personal strengths, career pathways, gaining initial academic and professional experience.
Students are also introduced to application strategies and begin developing their individual admission pathway.
In Grade 9, this develops into a personalized three-year plan, including: thoughtful subject selection, planning timelines for international exams, participation in projects and extracurricular activities
Students begin taking AP subjects aligned with their chosen strategy. Additionally: Pre-SAT / SAT, IELTS preparation and one-on-one work with a college counselor.
This structured approach allows students to make informed decisions and successfully navigate the university admissions process.
In Grade 8, career guidance becomes more in-depth through the College Counseling course, where students define their future academic profile before entering high school. At this stage, preparation for admission to top universities also begins.
The College Counseling programme includes: career guidance, analysis of interests, skills and personal strengths, career pathways, gaining initial academic and professional experience.
Students are also introduced to application strategies and begin developing their individual admission pathway.
In Grade 9, this develops into a personalized three-year plan, including: thoughtful subject selection, planning timelines for international exams, participation in projects and extracurricular activities
Students begin taking AP subjects aligned with their chosen strategy. Additionally: Pre-SAT / SAT, IELTS preparation and one-on-one work with a college counselor.
This structured approach allows students to make informed decisions and successfully navigate the university admissions process.
Grades 8–9 as a Decision Point:
Career Guidance and University Preparation
Career Guidance and University Preparation
Advanced Placement (AP), developed by the College Board, allows students to study subjects at a university level and demonstrate their academic achievement through standardized exams.
- AP subjects are available starting from Grade 9. Scores of 4.0 and above significantly strengthen a student’s university application profile.
Learn more about AP Subjects at AGIS →
AP Subjects as an enhancement of the academic pathway
In the IB system, ATL skills (Approaches to Learning) are a core component of the educational process and are integrated across all IB programmes: PYP, MYP and CP.
ATL skills represent the ability to learn effectively and consists of five groups of skills:
ATL skills are embedded into the academic programme at every stage of student development.
ATL skills represent the ability to learn effectively and consists of five groups of skills:
- cognitive (thinking) skills
- research skills
- communication skills
- social skills
- self-management skills
ATL skills are embedded into the academic programme at every stage of student development.
Astana Garden International School supports ATL development throughcontinuous methodological work focused onspecific skill groups.
A unified approach connects allprogrammes into a continuous learningpathway:
ATL is not a separate subject — it isa systemic tool for developing student skillsthroughout the IB journey.
A unified approach connects allprogrammes into a continuous learningpathway:
- PYP builds the foundation for “learninghow to learn”
- MYP develops structured academicthinking
- IB CP transforms these into professionalcompetencies
ATL is not a separate subject — it isa systemic tool for developing student skillsthroughout the IB journey.
ATL SKILLS (APPROACHES TO LEARNING)
High School (CP)
Middle School (MYP)
Primary school (PYP)
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