REAL School BudapestWellbeing
The curriculumC1 Emotional & Social SelfLT 1.2

Learning target 1.2

Social Awareness & Empathy

Read others' emotional states and perspectives, respond to stated needs, and repair relationships after conflict.

T3Practised disposition
Orientations students grow into — practised over time, observed across contexts. Assessed by what they consistently do, not what they say.
BandsA–F
KUDCriteriaHow it compares

How this learning target compares

REAL leads with practised disposition. Three comparable frameworks lead with different things. For this learning target, here is how each one approaches the same ground — and where the divergences are.

RSHE

leads with knowledge

RSHE specifies what empathy looks like at primary: friendships built on "mutual respect, honesty, trustworthiness, loyalty, kindness, generosity, trust" [rshe-pilot-extracts §22] and "how to pay attention to the needs and preferences of others". [rshe-pilot-extracts §24] REAL's LT 1.2 covers similar ground but assesses empathy as observable practice: after a conflict, the teacher looks for the student listening without interrupting, naming their own contribution, and proposing a next step that accounts for the other person's position. [real-framework-overview §25]

Welsh CfW

leads with understanding

The Welsh framework treats empathy as an arc of deepening. WM2 names self-awareness as "the foundation upon which empathy can be developed"; [cfw-what-matters §8] WM4 adds that values are shaped by groups. [cfw-pilot-extracts §22] REAL's LT 1.2 covers the same arc through Band E. What CfW doesn't reach is REAL's Band F observation: students adjusting how they respond to someone whose experience is being shaped by structural or systemic factors, not only by individual disposition. [real-framework-overview §26]

CASEL

leads with skill

Empathy in CASEL appears under Social Awareness. At Grade 4–5, students "develop an understanding and appreciation of different abilities, backgrounds, cultures and social groups" and "explain the importance of having empathy for others and their perspectives". [casel-pilot-extracts §18] REAL's LT 1.2 covers similar territory. The framing differs: CASEL describes a skill the student should have; REAL records the disposition only when teachers see it appear after a conflict, not on demand. [real-framework-overview §25]

This per-LT view is one of three lenses. The whole-framework essay sets each framework's centre of gravity; the by-theme view shows where overlaps and gaps cut across LTs.

See the broader comparison →

See also