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It was precisely our intention in launching the attributes that they would encourage schools, drawing on wellevidenced ideas about learning, to shape distinctive curricula suitable to their circumstances and contexts.  \nThis new guide revisits the insights into learning and teaching on which the Cambridge learner attributes are built, and suggests how schools can interpret the attributes in a practical way to improve the value of the education they offer. The guide will be useful both for seasoned Cambridge schools looking to make further improvements to the curriculum, and for schools new to Cambridge and wishing to start from a clear understanding of our approach. It is an empowering approach, in which we aim to help schools adopt tools, well-evidenced ideas and flexible resources in order to shape a curriculum which belongs uniquely to the school.  \nToday’s educators are not permitted complacency: everywhere we see, if not downright dissatisfaction with education, then strident demands for improvement. Central to those demands is the idea that students should emerge from the compulsory years of education equipped not only with core knowledge and literacies, but with the abilities and dispositions necessary to be effective life-long learners. When education theories are turned to for help in meeting this challenge, two questions confront schools – how to assess the soundness of a theory, and how to apply it successfully in the classroom.  \nI believe this guide will answer both needs, by explaining the solid foundations on which the Cambridge learner attributes are based, and showing how to make use of the attributes for the benefit of learners.  \nMichael O’Sullivan, Chief Executive,  \nCambridge Assessment International Education  \n2 Developing the Cambridge learner attributes  \nThe Cambridge learner attributes  \n\n|  | Cambridge learners | Cambridge teachers |\n| --- | --- | --- |\n| Confident | Confident in working with information and ideas – their own and those of others. Cambridge learners are confident, secure in their knowledge, unwilling to take things for granted and ready to take intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical and analytical way. They are able to communicate and defend views and opinions as well as respect those of others. | Confident in teaching their subject and engaging each student in learning. Cambridge teachers know their subject well and know how to teach it. They seek to understand their students and their educational needs. They strive to communicate a love of learning and to encourage students to engage actively in their own learning. |\n| Responsible | Responsible for themselves, responsive to and respectful of others.\u003Cbr>Cambridge learners take ownership of their learning, set targets and insist on intellectual integrity. They are collaborative and supportive. They understand that their actions have impacts on others and on the environment. They appreciate the importance of culture, context and community. | Responsible for themselves, responsive to and respectful of others. Cambridge teachers are highly professional in their approach to teaching and they are collaborative and supportive. They understand their actions will help shape future generations and they are concerned about the holistic development of every individual they teach. |\n| Reflective | Reflective as learners, developing their ability to learn.\u003Cbr>Cambridge learners understand themselves as learners. They are concerned with the processes as well as the products of their learning and develop the awarene","cbCaicTZUKP1wA9Z","https://ap.wps.com/l/cbCaicTZUKP1wA9Z","pdf",64231,"English","# Foreword\n## Developing the Cambridge learner attributes\n## The Cambridge learner attributes\n## Introduction\n## Developing the Cambridge learner attributes","[{\"question\":\"What are the Cambridge learner attributes mentioned in the foreword?\",\"answer\":\"They are confident, responsible, reflective, innovative, and engaged. The foreword describes each attribute as a disposition and approach to learning.\"},{\"question\":\"How does the guide support schools in using the learner attributes?\",\"answer\":\"It revisits evidence-based insights into learning and teaching and suggests practical ways for schools to interpret the attributes to improve educational value.\"},{\"question\":\"What challenge does the foreword highlight for educators and schools?\",\"answer\":\"It emphasizes the need to meet strong demands for education improvement and equip students with abilities and dispositions for effective lifelong learning.\"}]","Cambridge learner attributes - Foreword | PDF",1792727611]