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 addresses metacognition obliquely. The Health and Wellbeing strand introduction directs schools to "support pupils to develop strategies for self-regulation, perseverance and determination, even in the face of setbacks", [rshe-strand-introductions §37] and the secondary mental wellbeing items expect pupils to "talk about their emotions accurately and sensitively, using appropriate vocabulary". [rshe-pilot-extracts §11] REAL's LT 7.1 is more explicit and content-bearing: pupils name evidence-based study strategies — retrieval practice, spaced practice, self-explanation — at Band C, match strategy to task type at Band D, and at Band F integrate Flavell's three categories of metacognitive knowledge (cognition, strategy, self) into a single account. [real-framework-overview §84]
Welsh CfW
leads with understandingCfW's WM2 builds reflective awareness in plain language: at PS3, "I can recognise the benefits of being able to focus attention on my perceptions and thoughts and know that I am developing my self-awareness"; [cfw-pilot-extracts §3] at PS5, "I can use my self-awareness to appreciate the complexity of my emotions and apply strategies to self-regulate them". [cfw-pilot-extracts §5] REAL's LT 7.1 names the metacognitive content directly: from easy/tricky/stuck vocabulary at Band A, through evidence-based study strategies at Band C, to a Band F integrated account that names where self-knowledge is uncertain or where outside feedback might catch a blind spot. [real-framework-overview §84]
CASEL's Self-Awareness builds reflective vocabulary band by band: G4–5 "Describe how emotions can change depending on the situation"; [casel-pilot-extracts §3] G6–8 "Describe how emotions impact their thoughts, behaviors, and relationships". [casel-pilot-extracts §8] REAL's LT 7.1 carries a parallel self-knowledge arc but adds a strategy-knowledge strand CASEL Self-Awareness does not: deliberate vs accidental strategy use at Band B; matching strategy to task type at Band D; integrating cognition, strategy, and self as Flavell's three categories at Band F. [real-framework-overview §84]
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 →