Community Engagement & Purpose

RSHE lists "community participation and volunteering or acts of kindness" among the ingredients of mental wellbeing in its secondary mental-wellbeing curriculum, [rshe-pilot-extracts §38] but doesn't develop community engagement as a sustained curriculum thread in its own right. REAL's LT 5.2 sequences it directly: identifying a real school need at Band C through a D2R project cycle, capstone work across difference at Band D, and a sustained multi-year initiative addressing a genuine need at Band E. [real-framework-overview §53, §54, §55]

CfW frames citizenship at the framework level: Purpose 3 commits learners to becoming "ethical, informed citizens who… engage with contemporary issues based upon their knowledge and values… are knowledgeable about their culture, community, society and the world… respect the needs and rights of others, as a member of a diverse society". [cfw-four-purposes §6] REAL's LT 5.2 develops community engagement at the LT level — student-led D2R project cycles, capstone work across difference, and sustained initiatives reaching multi-year scale. [real-framework-overview §53, §54, §55]

CASEL pairs its Social Awareness competency with a Transformative SEL framing aimed at "justice-oriented school and civic engagement" [casel-equity-transformative-sel §1] and at G9–10 has 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 5.2 develops sustained community engagement and a personal sense of purpose, [real-framework-overview §52, §55, §56] but doesn't develop the civic-equity lens — naming structural injustice as a framework-level concern — that CASEL builds in here.