REAL School BudapestWellbeing
The curriculumC4 Consent, Safety & Healthy RelationshipsLT 4.3

Learning target 4.3

Active Bystander & Anti-Discrimination

Identify discrimination and targeted harm, assess safe bystander responses, and justify reasoning about when and how to act or seek help.

T2Horizontal understanding
Conceptual understanding that integrates across contexts — how students reason and apply ideas. Assessed by the quality of the reasoning, not just recall.
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's secondary respectful-relationships content addresses bullying and stereotyping directly: types of bullying including online, the impact, and "the responsibilities of bystanders to report bullying", [rshe-pilot-extracts §33] plus stereotypes based on sex, race, religion, sexual orientation or disability. [rshe-pilot-extracts §35] REAL's LT 4.3 spans parallel ground at Bands B–E and adds a Band F move RSHE doesn't reach: students analyse a real bystander success or failure and propose conditions that would change the next outcome. [real-framework-overview §47]

Welsh CfW

leads with understanding

WM4 in CfW asks how social influences shape identity — at PS3 learners recognise that "rules, norms and behaviours… have an influence on me", [cfw-pilot-extracts §22] at PS5 "promote positive attitudes and values, and…challenge harmful ones". [cfw-pilot-extracts §24] Bullying isn't named within Health and Well-being; it appears in the separate RSE Code as one of the harms RSE can help reduce. [cfw-rse-statutory-principles §4] REAL's LT 4.3 focuses on individual recognition and bystander response; [real-framework-overview §45, §46] CfW's WM4 angle is sociological.

CASEL

leads with skill

CASEL's Social Awareness at G6–8 names "stereotyping, discrimination, and prejudice and understand how they can be harmful"; [casel-pilot-extracts §19] at G9–10 students "recognise and describe unfairness and injustice in many forms including attitudes, speech, behaviors, policies, practices, and laws". [casel-pilot-extracts §26] REAL's LT 4.3 shares the recognition content but adds the bystander-response move as a systematic skill: at Band D, justifying a proposed response based on safety, proportionality, and what the targeted person is likely to need. [real-framework-overview §46]

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