Interpersonal Skills & Communication

RSHE specifies communication content from primary "how to communicate effectively and manage conflict with kindness and respect; how to be assertive and express needs and boundaries" [rshe-pilot-extracts §37] through to secondary "the practical steps pupils can take and skills they can develop to support respectful and kind relationships". [rshe-pilot-extracts §32] By Band F, REAL's LT 5.1 has students calibrating how they speak — formal or informal, direct or indirect — to the listener's culture, generation, or position. [real-framework-overview §51]

CfW's WM5 progression on communication runs alongside REAL's. PS3: "I can communicate my needs and feelings, and respond to those of others"; [cfw-pilot-extracts §15] PS5: "I can make meaningful connections with others, valuing safe, healthy and equitable relationships in a range of contexts". [cfw-pilot-extracts §16] REAL's LT 5.1 follows the same A–E shape and adds Band F awareness of high/low-context cultures, hierarchy norms, and formality conventions. [real-framework-overview §51]

CASEL builds multi-context practice into the framework's structure. The five competencies are wrapped in four settings — classrooms, schools, families and caregivers, communities — making the settings part of the framework, not a backdrop. [casel-framework-definition §10–§13] Relationship Skills at G6–8 explicitly addresses "interactions on social and digital media". [casel-pilot-extracts §24] REAL's LT 5.1 develops similar communication content at the LT level; what CASEL has and REAL doesn't is the framework-level commitment that competence shows up across nested settings, not in classrooms alone.