The top benefits of the Cambridge curriculum for student development
The Cambridge Learner
Cambridge International use the term “Cambridge Learner” to describe students in following their programmes. For Cambridge themselves they develop this further to list ‘Cambridge learner Attributes’ which are nurtured and that help learners succeed academically and beyond. Cambridge learners are expected to embody five key attributes:
- Confident: They work confidently with ideas and information, think critically, and take intellectual risks.
- Responsible: They take ownership of their learning and understand the impact of their actions on others and the environment.
- Reflective: They are self-aware learners who reflect on their learning processes and outcomes.
- Innovative: They approach challenges creatively and are adaptable to new situations.
- Engaged: They are curious, eager to learn, and committed to making a positive contribution to society.
Developing the Cambridge learner attributes (cambridgeinternational.org)
Preparation and resilience in a changing world.
Even in this day of AI and instant information online, subject knowledge still counts. The Cambridge curriculum starts with a knowledge-rich curriculum which gives students the right foundations. Skills and application are important but the Cambridge approach is that it is important for there to be a strong subject-based foundation.
Programmes such as the Global Perspectives balance matter out – this is an interdisciplinary course that helps students develop critical thinking, research, collaboration, and communication skills. It focuses on exploring global issues from multiple perspectives, encouraging students to understand and reflect on worldwide challenges such as sustainability, conflict, and cultural identity and aims to prepare students to be active global citizens.
Perfection isn’t (always) desirable! Humans are born with an instinct to learn from mistakes
The process of learning is important – it means that there is more to the education outcome than the grade results. Cambridge themselves say this:
“Humans are born with an instinct to learn from mistakes in a way that does not generate anxiety or stress. This changes if expectations are forced on young people to be successful, with performance and position counting for more than learning. One of the purposes of the (Cambridge) learner attributes is to encourage learners to be risk takers who have the confidence to take on new challenges and enjoy learning from mistakes. This requires learners to not be frightened to ask for support and help, and not to worry about losing face to their peers or teachers. Having intrinsic self-motivation is necessary for young people to become flexible, independent learners who are not dependent on extrinsic rewards. The resilient will have coping mechanisms to deal with failure, supported by the behaviour of individual teachers and the culture of the school.”
Breadth and Balance
The flexibility in the Cambridge Curriculum permits the school to dial the number of hours in certain subject areas and activities up and down. It may be that some aspects of the curriculum drop out for a period and then return in another term or another year. The school will make the best decision for the students in their care. Digital Literacy and Global Perspectives are great examples of these – they are not “core” so the school might want to adjust them for a particular period of time, for example to allow more time, for example on a computer coding and robotics course.
A balanced curriculum is good for wellbeing and good wellbeing is strongly correlated with higher academic performance.
Learning to learn, learning to live
Learning happens when students think hard. A complex number of neurological processes are involved when student engage in learning at a deep level. The habits that students form as they do this and as they are instructed and then guided by the teacher are important. They shape personal qualities such as attentiveness, determination, self-control, openness, to experience, empathy and tolerance. These are life-equipping qualities that can have significant benefit to how these students will function in the workplace and in life in general. The best teaching in the Cambridge International will actively engage students. It will teach and train them in thinking – students will learn how to learn. More about this can be found in “An International education from Cambridge: what lies at the heart of our approach”, Cambridge Assessment International Education (2023).
There is so much more to consider beyond the curriculum
I haven’t mentioned here the details of the Wellbeing programme that will be run at The Perse School (Singapore), nor the sport, music, drama, nor the content of the Entrepreneurship curriculum. These are equally important as what you might see as the ‘core’ curriculum because it helps children to grow as individuals, well-equipped for the world ahead. If you combine all this with strong pastoral care, provision for learning English as an additional language, and a great Special Educational Needs and Disabilities programme, you will have a great school.
Schools are complex, organic entities which transcend a listed ‘curriculum’. It is what makes them such vibrant and empowering places to be.
Learn more about our Curriculum and how it fits with your childs experience by speaking to our Academic Team. Email Admissions@Perse.com.sg for more information and to book and appointment.
