Mastering Knowledge

Cambridge programmes combine an emphasis on mastering subjects in depth, while developing skills for study and work in the future.

A journey to higher learning skills

Five elements lie at the heart of a Cambridge education at OXIS

Developing deeper knowledge

A Cambridge education allows learners to develop three things – deep subject knowledge, conceptual understanding and higher order thinking skills. They develop a deep level of knowledge in subjects and develop skills needed for future study and work.

The curriculum offers a clear progression in stages, for students aged 5 to 19. At each stage, students build on their previous learning – a ‘spiral approach’ that reinforces what they have learned, while at the same time, taking them forward.

In a recent survey, 100 per cent of university admissions tutors noted that Cambridge programmes were an excellent preparation for university and helped students succeed when they got to university. They said students who received a Cambridge education were able to think logically and were able to form ordered and coherent arguments, were able to think critically, present reasoned explanations, understand implications and communicate them logically.

Cambridge learner attributes

What about when learners leave school? This question was the starting point for the development of the Cambridge learner attributes, introduced in 2011. The purpose of these attributes is to support development of five powerful and highly desirable habits that will inspire students to love learning. This in turn helps them to achieve success in school, higher education, the workplace and life in general.

These attributes 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, responsive 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 have impacts 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 flexibly to new situations requiring new ways of thinking.

Engaged intellectually and socially, ready to make a difference

Cambridge students are alive with curiosity, embody a spirit of enquiry and want to dig more deeply. 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.