Reflective Decision-Making

At secondary, RSHE introduces decision-making in the context of risk: pupils learn the physical and psychological risks of alcohol consumption, the law on age of consent, and the consequences of choices about drugs and substances. [rshe-pilot-extracts §28] Decision-making in primary RSHE doesn't exist as a named topic. REAL's LT 2.2 develops decision-making across Bands A–F as a structured practice: at Band E, students identify cognitive biases affecting their reasoning and evaluate the quality of the reasoning independent of the outcome. [real-framework-overview §34]

WM3 in the Welsh framework mirrors REAL's progression almost step for step. PS3 has learners "make considered decisions, taking into account available information, including past experiences"; [cfw-pilot-extracts §8] PS5 asks them to "critically evaluate factors and implications, including risks". [cfw-pilot-extracts §13] REAL's LT 2.2 differs at Band F by asking students to construct a reasoned written position on a contested high-stakes decision, naming what would cause them to revise. [real-framework-overview §35]

CASEL's Responsible Decision-Making provides a parallel arc through Grade 12. At Grade 6–8, students "utilize the steps of a decision-making model"; [casel-pilot-extracts §10] at Grade 9–10 they "gather evidence and apply the steps of a decision-making process". [casel-pilot-extracts §16] REAL's LT 2.2 asks students to weigh trade-offs and justify their decisions during the act of choosing, not after — and to remain open to revising the choice when new evidence lands. [real-framework-overview §33]