Cambridge School students are provided with a full academic curriculum in addition to their reading, writing and language skills classes. This curriculum includes, mathematics, social studies, science, the arts, physical education, and much more. Learn more about our academics below.
Our program utilizes phonics and emphasizes multi-sensory teaching, including visual, auditory, and kinesthetic learning styles. Instruction begins by focusing on the structure of language and gradually moves toward reading.
Our Lower School (grades K-4) curriculum is carefully designed to strengthen the student’s area of weakness in language, as well as to stimulate and encourage their areas of strength. Our approach includes nurturing each student’s creativity, imagination, and social skills while laying a strong language foundation.
We understand that the middle school years (grades 5-8) are a critical period in a student’s academic, social and intellectual development. We have carefully designed our curriculum to focus not only on the student’s area of need in language remediation, but also on his or her academic strengths and interests.
Cambridge Upper School (grades 9-12) takes a unique and dynamic approach to teaching the standard high school coursework. With blended courses that combine math, science, and technology or literature, art, and history students gain a deeper understanding of the material, make stronger connections, and enhance academic achievement.
The Study, Organization, and Communication Skills program provide students with strategies that address executive function weaknesses.
Cambridge School takes pride in its ongoing commitment to providing students with the technological tools to help them thrive in a world of continual change.
Some regression is expected for all children over the summer months, but learning different children are often profoundly affected by the lapse in instruction. Summer programs focusing on remedial, accelerated, or enriched learning have been shown to have a positive effect on the knowledge and skills of students.
Contrary to popular belief, dyslexia is not a vision problem, and dyslexics do not see words backward.
At Cambridge, we understand ADHD, how it manifests in the classroom, and how best to reach students who struggle with impulsivity or inattention and executive function skills.