Cambridge Secondary offers a flexible curriculum with integrated assessment. Typically for 11-14 year olds, Cambridge Secondary develops learners' skills and understanding in Mathematics, English and Science for the first three years of secondary education. It builds on the foundations of Cambridge Primary, but it is not essential to have completed Cambridge Primary before beginning Cambridge Secondary. Cambridge Secondary provides excellent preparation for Cambridge Secondary 2 which is currently at Lehigh Senior High School. The curriculum sets clear objectives for the first three years of secondary education in English, Mathematics and Science, providing a natural progression from Cambridge Primary.

About CIE

University of Cambridge International Examinations (CIE) is the world’s largest provider of international qualifications. CIE’s broad range of qualifications is recognized by universities, education providers, and employers across the globe. Cambridge programs and qualifications are progressive and flexible; helping schools develop successful students. For more detailed information about CIE, click here.

LAMS Cambridge Secondary

At LAMS we currently offer Cambridge Secondary in Math, Science, and English classes. Through these rigorous classes, students will be prepared with the opportunity to excel beyond the standard middle school expectations and for the increased demands of advanced programs in High school and beyond.



Cambridge Coordinator
Michelle Goodwin

Cambridge Application 2018-2019

Summer Assignment for incoming 6th graders in Cambridge

For incoming 6th graders, students should read a novel that is at least 150 pages long. The novel should not have a movie that goes along with it. After reading the novel, please create a character map -- on your own -- like the one attached here.
Character Body Map.pdf
Also, please answer the following questions about your novel:



  1. What is the name of your novel?
  2. Who is the author?
  3. What influenced the author to write this novel?
  4. What is the conflict in the novel?
  5. Identify 2 similes.
  6. Identify a metaphor in the novel.
  7. Identify 4 examples of imagery in the novel.
  8. Who is the main character in your novel?
  9. What do you like about the main character?
  10. If you were in the novel, what advice would you give the main character?
  11. Complete the character map that is in the link.
  12. After finishing the novel, go back to the first 10 pages. Can you findany foreshadowing? (Hints in the beginning of something that will happen in the novel?)



(3-4 sentences about the novel)



Summer Assignment for Incoming 7th graders:

Please read Apollo 13 by James Lovell and Jeffrey Kluger before school begins. You will be discussing this in class.
Summer Assignment for Incoming 8th graders in Cambridge:

Background:  Harper Lee's To Kill a Mockingbird is the rare American novel that can be discovered with excitement in adolescence and reread into adulthood without fear of disappointment. Few novels so appealingly evoke the daily world of childhood in a way that seems convincing whether you are 16 or 66.

Essential Questions

• What is identity? To what extent do we determine our own identities? What

influence does society have?

• What are stereotypes, and how do they affect how we see ourselves and

how others see us?

• How does our need to belong influence our identity? How does it lead to

the formation of “in” groups and “out” groups in our society?

Directions:  To prepare to explore this novel when you return to school, please complete ALL THREE of the following activities:

  1. Identity Chart

  1. Draw a circle in the middle of a blank piece of paper

  2. Begin with the words or phrases that describe the way you see yourself. Add those words and phrases to your chart.

  3. Most people define themselves by using categories important to their culture. They include not only gender, age, and physical characteristics but also ties to a particular religion, class, neighborhood, school, and nation. Add any of these characteristics to your chart.

  4. You may wish to add new categories to your identity chart. Consider these questions as you create new labels:

  • How much of your identity do you create and how much of it is determined by things beyond your control?

  • What other factors influence your identity?

  • What can you add that does not fall into any of the categories listed above?

  1. How does the way that other people think about you impact your identity? Consider multiple perspectives. Think about these questions as you think about what else to add to your chart:

  • What labels would others attach to you?

  • Do they see you as a leader or a follower? A conformist or a rebel?

  • Are you a peacemaker, a bully, or a bystander?

  • How do society’s labels influence the way you see yourself? The kinds of choices you and others make each day? For example, if a person is known as a bully, how likely is he or she to live up to that label?

You MUST have a minimum of 15 characteristics.

An example of the beginning of an identity chart:

  1. Create a Visual/Oral Representation of the Chart

Using your Identity chart, create a visual or oral representation of what you made.  You may draw, print, or cut out your images. You may use any of the following ideas, or be more creative!  Make sure to include your chart in your visual representation.

  • Poster

  • Tri-fold board

  • Powerpoint/Prezi

  • Podcast

  • Profile

  • Animation/Movie

  • Cartoon/Comic strip

     C.  Making Connections:  Research

         Looking at Discrimination Throughout History

Context:  Harper Lee’s To Kill a Mockingbird explores many different types of discrimination, which is defined in a social context as treatment or consideration of, or making a distinction in favor of or against, a person based on the group, class, or category to which the person is perceived to belong.  Excluding African slavery in America, the Holocaust,  and the Civil Rights movement of the 1960’s, please find examples of discrimination using the following guidelines:  

  • Locally:  Anywhere in the state of Florida

  • Nationally:  This could include discrimination within the United States (excluding Florida) and/or involving the United States overseas

  • Internationally:  This could include anywhere OUTSIDE of the United States

Please provide the following information.  You may write out your responses or type them out.

  1. Provide the source for your information in proper MLA format.  

For example:  Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007, Accessed 12 May 2016

You may use the following website as a guide:

  1. Provide examples of past discrimination and present discrimination locally, nationally, and internationally.  Examples should relate to culture.

  2. Provide background information about the discrimination, what was the outcome, and compare or contrast it to another example.  You may use a Venn Diagram, like the example below, to show similarities and differences.

**Remember**Discrimination is not limited to racism, it could include ALL forms of discrimination.

**Hint**Try to find examples in news articles and videos and historical documents.  You may even find first person accounts.

If you have any questions, please email me at

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