REAL School BudapestWellbeing
The curriculumC6 Wellbeing ScienceLT 6.1

Learning target 6.1

Brain, Body & Wellbeing Science

Explain stress, emotion, attention, and habit mechanisms using accurate vocabulary, and evaluate claims about brain and wellbeing interventions.

T1Sequential knowledge
Propositional facts about wellbeing that build in order — what students need to know. Assessed by what they can recall and explain.
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 addresses mental wellbeing and the changing adolescent body. Pupils learn that "worrying and feeling down are normal" and not a sign of mental ill-health, [rshe-pilot-extracts §12] and learn "the facts about puberty, the changing adolescent body, including brain development". [rshe-pilot-extracts §14] REAL's LT 6.1 sequences neuroscience vocabulary at mechanism level: fight-flight-freeze and the amygdala at Band B; HPA axis, prefrontal cortex, and dopamine at Band D; a Band F critical essay evaluating a contested wellbeing-science claim. [real-framework-overview §58, §59, §60]

Welsh CfW

leads with understanding

CfW's WM2 develops emotional self-regulation in plain language: at PS3, "self-regulate my emotions in a healthy way using strategies that I have developed"; [cfw-pilot-extracts §3] at PS5, "use my self-awareness to appreciate the complexity of my emotions and apply strategies to self-regulate them". [cfw-pilot-extracts §5] What REAL's LT 6.1 adds is the mechanism vocabulary itself — amygdala, prefrontal cortex, HPA axis, dopamine — used to explain why those strategies work, and at Band F to evaluate wellbeing-science claims with them. [real-framework-overview §59, §60]

CASEL

leads with skill

Coping behaviour is the focus of CASEL's Self-Management at upper bands: G4–5 "use different strategies to self-regulate"; [casel-pilot-extracts §1] G6–8 "practice various coping skills to process thoughts and manage stressful situations". [casel-pilot-extracts §6] REAL's LT 6.1 builds the mechanism-level vocabulary that explains why coping works — the threat-response pathway, the HPA axis, dopamine anticipation, the habit loop — with Band F producing a critical essay on a contested claim using those mechanisms. [real-framework-overview §58, §60]

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