What is it like in a Cambridge Classroom?

With Cambridge programmes, students build more than just a deep understanding of the curriculum content. They also develop higher order thinking skills so that they can apply what they have learned.

Cambridge students get to play an active role in the classroom. They will be asked to think critically, to learn how to construct an argument and evaluate evidence. They will learn to work independently, and to collaborate with one another in order to bring projects to a successful conclusion (and if it’s not successful, they’ll also learn lessons by reflecting on why that might be). They will be encouraged to develop a global perspective, and become confident, global citizens.

When CIE (Cambridge International Examinations) design their programmes, they start by identifying what a student needs to learn. Students have to demonstrate understanding of the core knowledge of a subject, as well as think critically. Exams are there to recognise, reward and encourage learning.

For example, when they design a course, they want students to really engage with the evidence; learn how to do research; and learn how to apply the lessons in a logical, rational, and constructive manner. The exams assess these skills, and this in turn impacts on the way the course is taught in the classroom. It’s not a matter of have the students simply recall facts.

Cambridge International Examinations provide comprehensive classroom support and resources. They also offer training and professional development opportunities, so that teachers and school leaders constantly improve their skills and share their expertise with Cambridge schools worldwide.

The Cambridge student attributes:

Cambridge International Curriculum design all their curriculum and assessments with the Cambridge student attributes in mind. The five attributes are their way of recognising that students need to develop life skills throughout their education, as well as academic skills, in order to be successful at university and in employment.

Through the programmes, they help schools to develop Cambridge students who are:

Confident in working with information and ideas – their own and those of others:

Cambridge students 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.

Responsible for themselves, responsible to and respectful of others:

Cambridge students take ownership of their learning, set targets and insist on intellectual integrity. They are collaborative and supportive. They understand that their actions will have an impact on others and on the environment. They appreciate the importance of culture, context and        community.

Reflective as learners, developing their ability to learn:

Cambridge students understand themselves as learners. They are concerned with the processes as well as the products of their learning and develop the awareness and strategies to be lifelong learners.

Innovative and equipped for new and future challenges:

Cambridge students welcome new challenges and meet them resourcefully, creatively and imaginatively. They are capable of applying their knowledge and understanding to solve new and unfamiliar problems. They can adapt dynamically to new situations requiring new ways of thinking.

Engaged intellectually and socially, ready to make a difference:

Cambridge students are alive with curiosity and embody a spirit of enquiry. They are keen to learn new skills and are receptive to new ideas. They work well independently but also with others. They are equipped to participate constructively in society and the economy – locally, nationally and globally.