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What are the learning habits students need to be successful in school, higher education, the workplace and life in general? This question inspired the development of the Cambridge learner attributes in 2011.
Since we introduced the attributes – confident, responsible, reflective, innovative, engaged – some schools and teachers have asked us for more practical guidance on how they can nurture these learning habits.
The Developing the Cambridge Learner Attributes guide responds to that request. We hope it will help schools think about how they might use the Cambridge learner attributes to help develop teaching practice and shape a curriculum which belongs uniquely to their school.
View the Developing the Cambridge Learner Attributes (PDF, 8MB) guide.
The separate chapters are interactive and include links to websites and videos. We recommend you download the documents and open the links in a new window.
Foreword and introduction
Cambridge International Chief Executive, Michael O’Sullivan, and Director of Education, Tristian Stobie, explain the purpose of the Cambridge learner attributes and how to use this guide.
The learner attributes in teaching and learning
The learner attributes are closely related to a wide range of educational ideas and approaches. Chapter 1 explores some of these and introduces some of the themes that are considered in more detail in later chapters.
Learner attributes guide - chapter 1
Designing and delivering a curriculum that supports the development of the learner attributes
This chapter considers the characteristics of a broad, balanced and coherent curriculum that schools need to support the development of the learner attributes. The second part of the chapter focuses on a supportive co-curricular programme.
Learner attributes guide - chapter 2
The attribute of reflection and the related concept of ‘learning how to learn’ are discussed in this chapter. It explores the concept that schools need to have a learning, rather than a performance, orientation with reflection at its heart.
Learning attributes guide - chapter 3
Innovation and creativity
Innovation and creativity are fundamental to all academic disciplines and educational activities, not just the arts. This chapter considers both attributes.
Learning attributes guide - chapter 4
Today’s students are under a lot of pressure. This chapter looks at the profound impacts of wellbeing and stress on learning and performance, and suggests strategies to deal with stress.
Learning attributes guide - chapter 5
Responsibility and engagement through community awareness, service and student leadership
This chapter focuses on how schools can broaden the educational experiences of students through activities designed to nurture confidence, responsibility, compassion and wisdom. These activities have a particular focus on service learning and student leadership.
Learning attributes guide - chapter 6
Cambridge Global Perspectives and Enterprise
Our Cambridge Global Perspectives® and Enterprise courses provide schools with an educational programme that is particularly supportive of developing the learner attributes. This chapter explores how these courses complement a discipline-focused curriculum.
Learning attributes guide - chapter 7