Learning in the International Track

approaches to learning and Learner Profile

APPROACHES TO LEARNING

Approaches to learning (ATL) is about how children learn in different ways and focuses on the development of positive attitudes towards learning. They are skills designed to enable students to “learn how to learn.” They are intended to apply across curriculum requirements and provide a common language for teachers and students to use when reflecting and building on the process of learning. 

The International Track program supports learners in developing:

  • Thinking skills
  • Communication skills
  • Research skills
  • Self-management skills
  • Social skills

The approaches to learning and associated sub-skills support students of all ages in being self-regulated learners. 

In Primary School, the program is transdisciplinary and conveys learning that has relevance between, across and beyond subjects. Students can reflect on the significance of their learning to take meaningful action in their community and beyond. Concept driven inquiry challenges students to engage critically and creatively with significant ideas beyond the surface level of knowing. It is a powerful vehicle for learning that values concepts and promotes meaning and understanding.

Later, in Middle and High School, the program is interdisciplinary and multidisciplinary in nature. Approaches to learning (ATL) provide the foundation for independent learning and encourage the application of knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn. 

Approaches to learning

Their objective is to empower students of all ages to become self-regulated learners who know how to ask good questions, set effective goals, pursue their aspirations and have the determination to achieve them. 

  • thinking skills—including areas such as critical thinking, creative thinking and ethical thinking 
  • research skills—including skills such as comparing, contrasting, validating and prioritizing information
  • communication skills—including skills such as written and oral communication, effective listening, and formulating arguments 
  • social skills—including areas such as forming and maintaining positive relationships, listening skills, and conflict resolution 
  • self-management skills—including both organizational skills, such as managing time and tasks, and affective skills, such as managing state of mind and motivation. 

The development of these skills plays a crucial role in supporting the IB’s mission to develop active, compassionate and lifelong learners. Although these skills areas are presented as distinct categories, there are close links and areas of overlap between them, and the categories should be seen as interrelated.

Learner Profile attributes

Through the development of these learner profile attributes, an IB education seeks to empower young people for a lifetime of learning, both independently and in collaboration with others. LFSF students grow to become inquirers, open-minded, knowledgeable, balanced, caring, reflective, principled thinkers, communicators and risk takers. 

*LFSF is a Candidate School* for the IB programs, pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that LFSF believes is important for our students.

*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP).  Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org