What is CCLS?
This subject, originally called SCI or the Science of Creative Intelligence, has been part of the school since its inception and has gone through many changes over time. Eight years ago, there was a major overhaul of the curriculum based on alumni response. In 2018, the curriculum underwent a further change with the addition of SEL (Social and Emotional Learning) and Comprehensive Health lessons to the curriculum. The name of the subject changed from SCI to CCLS (Consciousness, Connections, and Life Skills) to reflect this change. To expand on the name: Consciousness (the understanding and experience of consciousness through Transcendental Meditation), Connections (between different areas of life; interdisciplinary), and Life Skills (practical skills useful to everyday life, including SEL and sexual health).
The mission statement of the school is: To create an innovative, consciousness-based educational environment, where students think deeply and become creative, compassionate, contributing citizens of the world.
There are four components of CCLS that directly teach to this mission statement: SCI (Science of Creative Intelligence), SEL (Social and Emotional Learning), the Comprehensive Health Curriculum (called Rights, Respect, and Responsibility), and Positive Discipline. We also have incorporated Restorative Justice talking circles.
What is SCI?
SCI (Science of Creative Intelligence) is the study of creativity and intelligence and principles found in everyday life that allow us to make connections between different fields of study and human experience. SCI deals primarily with the experience and understanding of consciousness.
- The experiential part of this subject is that all the students practice Transcendental Meditation as part of curriculum every day in the morning and afternoon. (Students begin practicing TM starting in 4th grade. From ages 4 to 10, the students practice a simpler technique that is preparation for sit down meditation. Included in this program is a series of yoga asanas (postures) and a simple breathing exercise which serves to prime the nervous system for meditation, pranayama.
- The theoretical or intellectual component involves an examination of the nature of consciousness, the relationship of consciousness to the physical world and the laws of nature. This exploration of consciousness is age-appropriate and occurs at all grade levels throughout the school, beginning in Preschool with more concrete activities and becoming more complex and theoretical in upper school.
What is SEL?
SEL (Social and Emotional Learning) in our Upper School consists of five main competencies as formulated by the Collaborative for Academic, Social, and Emotional Learning (CASEL). SEL is implemented differently at various grade levels, including the Preschool, Lower School, Middle School and Upper School.
- Self-Awareness: the ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior.
- Self-Management: the ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations.
- Social Awareness: the ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures.
- Relationship Skills: the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups.
- Responsible Decision-Making: the ability to make constructive choices about personal behavior and social interactions.
Comprehensive Health Curriculum
We use the K-12 curriculum from Advocates for Youth called Rights, Respect, and Responsibility. This curriculum includes age-appropriate lessons that cover a wide range of health areas, including relationships and consent, STDs and contraception, dating abuse, etc. In Preschool, the students are taught early consent, boundaries, and becoming comfortable with using anatomically correct words to describe their bodies. In upper school, we do a couple lessons a month and design our own slide presentations to supplement the materials.
Positive Discipline is designed to teach young people to become responsible, respectful, and resourceful members of their communities. It teaches important social and life skills in a manner that is deeply respectful and encouraging for children and adults. In the summer of 2018, the school adopted Positive Discipline as part of our professional development program and invited a specialist to provide in-depth training. Our overall goal for positive discipline is to culture mutual respect between peers and adults, and to make sure all children are heard, respected, and intrinsically motivated.
- In Preschool, the focus is on conflict resolution, but also includes understanding feelings, recognizing their own voice, making sure every child is heard, and maintaining boundaries, with class meetings or circles to facilitate communication.
- In Lower School, the emphasis is on classroom management and conflict resolution.
- In Middle School, communication skills and conflict resolution are the main focus.
- In Upper School, many aspects of Positive Discipline (such as effective communication and problem-solving skills) are covered in the SEL curriculum and practiced in the classroom. Upper school also utilizes Restorative Justice talking circles and practices, which are much in line with Positive Discipline.
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