Cambridge skills framework

In a world shaped by geopolitical change, technological advances and climate challenges, young people need the skills to navigate an uncertain future.

Skills development has always been a core part of a Cambridge education, but we believe it’s important that learners are able to recognise the skills they are building, so they can feel confident in their abilities.

We also want teachers to have a deeper understanding of our approach, so they can teach skills effectively and reassure learners that they’re better prepared for the future than they may think.

Read our report Preparing learners to thrive in a changing world to find out what learners told us about their future readiness – and the actions we’re taking to help them feel better equipped.

Which skills are most important for future readiness?

There are hundreds of skills which could be considered important for the future – and many skills frameworks used by governments and organisations around the world.

It can be complicated and overwhelming to navigate this research and decide which skills are most important for learners to develop.

Introducing our new skills framework

At Cambridge, we have created a framework that helps teachers:

understand the skills we believe are essential for future readiness
discover the range of skills that are covered within our programmes – many of which they will already be teaching
plan their teaching inputs so that skills from all five areas are covered
recognise skills that they may be less familiar with – and become confident in teaching them
be prepared for conversations with parents, students and other stakeholders about the Cambridge approach to skills development.

Building on research from the University of Cambridge and others, our skills framework groups future skills into five clear categories.

Complex thinking skills – learners understand ideas deeply, apply knowledge in new ways, and make informed judgements and decisions.

Includes analytical, evaluation, synthesis, problem-solving, critical thinking and systems thinking skills.
Self-management skills – learners recognise and manage their thoughts, feelings and actions. They understand themselves and make positive choices.

Includes metacognitive, self-awareness, motivational, self-control, lifelong learning, time management and multi-tasking skills.
Interpersonal skills – learners express themselves clearly, work well with others and take responsibility in shared tasks.

Includes communication, listening, oracy, collaboration, team leadership, conflict resolution and empathy skills.
Digital skills - learners use technology confidently, handle information responsibly and make sense of data in digital contexts.

Includes computational thinking, online research, digital data interpretation, digital data management, digital content creation and data protection skills.
Creative skills - learners generate new and diverse ideas, innovate, and turn imagination into action. They can express themselves and their identity.

Includes idea generation, aesthetic, innovation, enterprise and improvisation skills.

How will we be using the framework?

You will soon begin to see our skills framework being included in our syllabuses and assessments, resources, support and professional development.

This will give you a more consistent experience across our programmes and support, so you can confidently identify the skills that are being taught through our programmes and find practical support to use in your classroom.

How can I help my learners to build skills across the five areas?

Developing skills doesn’t have to be complicated. Even small changes to everyday teaching practice can make a big difference.

Here are some practical tips to support your learners’ skill development (PDF, 212KB) across each area of the framework.

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Cambridge skills framework

Which skills are most important for future readiness?

Introducing our new skills framework

How will we be using the framework?

How can I help my learners to build skills across the five areas?