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It revisits the learning and teaching foundations underpinning the attributes and provides practical ways for schools to interpret and apply them, improving the value of education. Includes thematic sections and role-based descriptions of what Cambridge learners and teachers demonstrate, along with strategies for curriculum design, reflection, innovation, wellbeing, and community engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-the-cambridge-learner-attributes/642151/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-the-cambridge-learner-attributes/642151.png","ImageObject",300,407,{"name":92,"@type":93},"Patrick","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the Cambridge learner attributes and why are they used in curricula?","Question",{"text":112,"@type":113},"The attributes—confident, responsible, reflective, innovative, and engaged—are described as a design principle used to shape distinctive curricula across Cambridge schools worldwide.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the guide help schools apply the learner attributes practically?",{"text":117,"@type":113},"It revisits foundations in learning and teaching and suggests practical interpretations, helping schools adopt tools and flexible resources to improve the value of education they offer.",{"name":119,"@type":110,"acceptedAnswer":120},"What do Cambridge learners and teachers do in relation to the attributes?",{"text":121,"@type":113},"Learners are described as demonstrating the attributes in their own learning (e.g., confidence in exploring ideas and responsibility for impacts), while teachers are described as modeling professional, collaborative teaching practices that engage each student.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642151,1792815599,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","Developing the Cambridge  \nlearner attributes  \nIntroduction ....................................................................... 4  \nThe learner attributes in teaching and learning........................................................................ 6  \nDesigning and delivering a curriculum that supports the development of the learner attributes ................. 18  \nReflection .........................................................................34  \nInnovation and creativity ...............................................53  \nStudent wellbeing ........................................................... 75  \nResponsibility and engagement through community awareness, service and student leadership.......................................................... 86  \nCambridge Global Perspectives® and Enterprise ................................................................106  \nAppendices ..................................................................... 116  \nForeword  \nSince their launch in 2011 the Cambridge learner attributes – confident, responsible, reflective, innovative, engaged – have been an increasingly visible design principle in the curricula of thousands of Cambridge schools worldwide.  \nI am often struck when I visit schools by the original ways in which the Cambridge learner attributes are promoted and supported. 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 ","cbCaiechbLZSpZ38","https://ap.wps.com/l/cbCaiechbLZSpZ38","pdf",9055437,122,"English","# Introduction\n# The learner attributes in teaching and learning\n# Designing and delivering a curriculum that supports the development of the learner attributes\n# Reflection\n# Innovation and creativity\n# Student wellbeing\n# Responsibility and engagement through community awareness, service and student leadership\n# Cambridge Global Perspectives® and Enterprise\n# Appendices","[{\"question\":\"What are the Cambridge learner attributes and why are they used in curricula?\",\"answer\":\"The attributes—confident, responsible, reflective, innovative, and engaged—are described as a design principle used to shape distinctive curricula across Cambridge schools worldwide.\"},{\"question\":\"How does the guide help schools apply the learner attributes practically?\",\"answer\":\"It revisits foundations in learning and teaching and suggests practical interpretations, helping schools adopt tools and flexible resources to improve the value of education they offer.\"},{\"question\":\"What do Cambridge learners and teachers do in relation to the attributes?\",\"answer\":\"Learners are described as demonstrating the attributes in their own learning (e.g., confidence in exploring ideas and responsibility for impacts), while teachers are described as modeling professional, collaborative teaching practices that engage each student.\"}]","Developing the Cambridge learner attributes | PDF",1792721481,307]