To be able to demonstrate a firm belief in yourself and your abilities informed by underpinned knowledge and practised skill.


Having confidence is about feeling self-assured that what we think, believe or do is right or okay. It is knowing what you’re good at, the value you provide, and acting in a way that conveys that to those around you, through conviction and demonstration of experience. When we are feeling confident, we can give a task our full effort or attention without holding back or doubting ourselves. 
Confidence doesn’t have to be loud, brash and pretentious. You don’t have to force your point on others to be heard, but you do have to believe in yourself. Confidence is a skill that develops with awareness and practice. High levels of confidence will allow you to give your best effort, perform at your highest level consistently, and encourage you to believe you can achieve your goals when it really counts. 
In terms of the workplace, if you are more confident then you will be more likely to engage in challenging, but manageable projects. This will push the boundaries of your comfort zone, which will encourage you to aim for, and achieve, new goals. Most importantly, employers will learn to trust you with a project and know you’re likely going to be good at motivating others as well. 

Key behaviours associated with being confident

  • Self-belief
  • Reflectivity
  • Acknowledgement of successes
  • Learning from experience
  • Being prepared
  • Planning
  • Positivity
  • Applied knowledge and experience
  • Feeling secure
  • Reassuring
  • Assertive
  • Self-reliance
  • Capability
  • Mindfulness
  • Responding to feedback
  • Enthusiasm
  • Resilience
  • Self-awareness

Examples of Outcomes

Students should be able to: 

  • Develop strategies for maintaining a positive sense of self in the face of disappointment and frustration
  • Become more skilful at ‘reading’ social situations and responding appropriately
  • Celebrate their achievements
  • Defend their ideas in dialogue with peers and academic colleagues and challenge any assumptions
  • Make a positive contribution to the learning community
  • Recognise the need to make their voice heard in appropriate ways
  • Demonstrate enthusiasm, leadership and the ability to positively influence others
  • Be open to failing and be ok with it 
  • Analyse a situation from different perspectives 
  • Make research and knowledge-informed responses 

Curriculum Design Strategies

Include formative and summative assessments which require students to communicate face to face with a range of different stakeholders, providing authentic assessments e.g. presentations, interviews, problem solving activities, live briefs and vivas. 
This attribute is linked to being ‘Resilient

Curriculum Delivery Strategies (examples)

  • Micro-Presentations – Provide opportunities for students to deliver short presentations at regular intervals
  • Mock interviews - Facilitate simulated interviews to practice interview techniques, refine communication and acceptance of immediate feedback
  • Self-Reflection – Provide opportunities in the classroom, via assessments and tutorials for students to gain positive insights into their development
  • Knowledge Exchange Activity and Live Briefs – Work with industry partners to collaborate on progressing an idea/product/service, developing confidence to work with other stakeholders
  • Community of Practice – Provide opportunities for the development of respectful peer-to-peer feedback