Language-Based Curriculum & Philosophy
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.
Language Programs
Enhanced by small classes, our approach allows each student to progress at his or her pace, leading to increased mastery of skills and improved self-esteem.
Additionally, all Cambridge School teachers, regardless of their content specialty, are trained in the language programs we use, including, but not limited to:
Our language-based curriculum includes three, 45-minute periods of literacy instruction daily, including language, written expression, and reading. Information regarding the programs and approaches we use at Cambridge can be found below.
What to Expect at Each Grade Level
Lower School (Grades K-4)
The typical Cambridge Lower School student struggles with the fundamental concepts of reading, writing and/or math. While the nature and degree of the challenges vary from student to student, it can range from poor letter and number recognition and formation, to the inability to decode connected sounds. After initial diagnostic assessment, students are placed in small groups based on specific areas of need, to receive structured literacy and math instruction.
Middle School (Grades 5-8)
Each student’s learning profile is increasingly unique at this level. Middle School students who are newly admitted to Cambridge can present with a range of challenges from poor decoding and spelling skills, to higher level language comprehension challenges, weak executive function, math difficulties, and/or insufficient written expression skills. At this level, diagnostic assessment is critical to allow for the differential academic instruction that each student personally needs to succeed.
Upper School (Grades 9-12)
As with the Middle School student, the learning profile of the Upper School student varies significantly. Some students enter the Upper School as dysfluent readers while others are challenged by attention, executive function, processing, math, and/or written expression. Each student’s unique learning profile is identified and supported across the school day. For students who are twice exceptional, Cambridge teachers effectively address their learning challenges while also nurturing the areas in which they excel.