Middle School Curriculum

The Cambridge Montessori Middle School curriculum is a two-year process that occurs over the Seventh and Eighth Grades.  The work of the older students in any cycle is more sophisticated and more challenging than that of the younger students.  Each unit of study culminates in major projects and presentations of work by the students to the community to demonstrate their mastery, including a capstone project each year:  Social Activism or Ideal Cities.

Peace, Grace + Courtesy, Service Learning

The Montessori focus on peace education and conflict resolution continues in our Middle School Program.  In the beginning of the year, students identify the pillars of a positive Middle School community, and as the year continues, they actively work to uphold these.  With a voracious appetite for social justice, adolescents are able to sink their teeth into service learning, and our Middle School Program allows students to do just that, fundraising for Heifer International and volunteering at Cradles to Crayons, for example.

Practical Life and Middle School Micro-economy

Practical Life lessons are held regularly in the Middle School and address issues of particular concern to adolescents:  standardized testing, community, conflict resolution, family and peer relations, smoking, alcohol and drug awareness, dating, sexual education, and a variety of basic life skills (e.g. - folding clothes, wrapping gifts, audience etiquette, etc.).  The Middle School Micro-economy curriculum allows students to create, plan, and run a business.  The funds raised support Middle School activities, chosen charities, and future micro-economy ventures.


The Middle School Language Arts program is integrated across the academic curriculum with a particular link to the sciences and social sciences (S3).  Students continue their development of individual skills and the crafting of language through vocabulary and word study; the reading process with a focus on comprehension and self-monitoring strategies; and reading applications with informational, technical, persuasive, and literary text.  Students explore their understanding of the writing process – prewriting, drafting, editing, conferencing, revising and publishing – and learn a variety of writing applications, conventions, and research techniques.  They develop oral and visual communication through unique individual and group projects and deliver informational and persuasive presentations. 


Math is taught in small group lessons, where each course of study is matched with individual developmental needs. The math curriculum focuses on projects integrated with the sciences and social sciences (S3) curriculum.  By the end of Eighth Grade, students complete Algebra 1.

“S3” Sciences + Social Sciences (Geography, History, Social Studies, Science)

S3 is the driving force in our Middle School curriculum.  The program continues to develop and refine research and inquiry skills learned in the Elementary cultural lessons while emphasizing individual research and modern history.  The S3 curriculum is an integrated study of geography, history, social studies, and science for Seventh- and Eighth-Graders.  Because adolescents learn best when given real-world, personal, hands-on learning opportunities, S3 studies are taught through impressionistic lessons, primary and secondary source readings, independent research, experiments, and class discussions.  The curriculum follows a two-year cycle with Year A focusing on earth science and physics through the lens of history of astronomy, US Westward Expansion, the US Industrial Revolution, and the global sustainability/green movement; Year B focuses on earth science and biology through the lens of ancient Mesopotamia, ancient Rome, the US Civil War, US Reconstruction, the US Civil Rights Movement, and global peace movements.

Library + Technology

Library and technology lessons support the Middle School curriculum, teaching students research skills, internet safety, email usage, and all things Google.


The Middle School Spanish program reviews those concepts introduced in Upper Elementary and broadens them to develop greater student confidence in the language. Verb tenses, grammar rules and an expanded vocabulary are practiced through creative, collaborative and individual projects and activities. The text, REALIDADES is a resource supported by workbooks, online exercises and audio-visual sources. The curriculum is complemented by authentic literary, historical and ethnic materials. Cooking, dancing and singing round out the traditional experience. As a culminating event, eighth grade students travel for a week to Puerto Rico. This trip combines biodiversity study, language and cultural immersion, and relationship building with Montessori student counterparts.

Arts Electives

Creative expression is essential in a Montessori education, and being able to choose one’s own classes is very meaningful to an adolescent.  To that end, the CMS Middle School arts program is set up as a series of Arts Electives where students can choose from a variety of offerings in Studio Arts, Musical Arts, and Theater Arts.  Students showcase their work throughout the year.

Film School

A quintessential CMS Middle School class, Film School brings together Studio Arts, Musical Arts, and Theater Arts.  Students learn the skills of film creation, from planning to writing to directing to editing.  Throughout the year, students will produce a variety of films of various genres including documentaries, animations, and short films, and they showcase their work in Community Meeting and the springtime Middle School Film Festival.

Physical Education

We believe that health and physical fitness are important issues for Middle School students.  While the structure of the Montessori classroom inherently provides students with an active environment, there are many additional opportunities for activity, including recess four times per week, “Phys Act” classes on Wednesdays, and skiing and snowboarding at a local ski area in the wintertime.  Optional athletic teams allow Middle-Schoolers to compete interscholastically in the fall, winter, and spring.

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