Self-Awareness & Regulation

RSHE specifies that pupils should learn to recognise feelings, talk about emotions sensitively, judge whether what they're feeling and how they're behaving is appropriate and proportionate, and seek support when needed. [rshe-pilot-extracts §2, §3, §4] REAL's LT 1.1 reaches the same content but records a band as established only when teachers see the student select a regulation strategy from a practised repertoire across multiple settings, before a trigger escalates. [real-framework-overview §5] The shape of teaching can be similar; what counts as evidence differs.

CfW's mental-health and emotional-well-being arc runs closely parallel to REAL's. The PS1 expectation is that the learner notices and communicates how they're feeling; [cfw-pilot-extracts §2] by PS5, the learner uses self-awareness to appreciate the complexity of their emotions and applies strategies to self-regulate. [cfw-pilot-extracts §5] The two diverge on evidence: CfW describes what the learner can articulate; REAL records progress when teachers see the regulation happening across settings before a trigger escalates. [real-framework-overview §5]

At Grade 4–5, CASEL's Self-Management asks students to "recognize when they are having strong emotions and use different strategies to self-regulate and respond to difficult situations". [casel-pilot-extracts §1] REAL's Band C content is close to identical in substance. CASEL frames regulation as a skill the student can demonstrate. REAL adds the requirement that the strategy show up in real challenge, not just in rehearsal, on multiple occasions across the term. [real-framework-overview §6]