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's treatment of self-regulation in the learning context is brief: the Health and Wellbeing strand 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 primary mental wellbeing asks pupils to "judge whether what they are feeling and how they are behaving is appropriate and proportionate". [rshe-pilot-extracts §3] REAL's LT 7.2 makes the regulatory cycle the curriculum content: try-and-adjust at Band A, simple plan + check + switch at Band B, goal-directed plan + meaningful checkpoints at Band C, success-criteria monitoring at Band D, and at Band E Zimmerman's three-phase SRL cycle (forethought, performance, self-reflection) named explicitly. [real-framework-overview §234]
Welsh CfW
leads with understandingCfW's WM3 develops decision-making with planning and goal-setting: at PS3, "I can make considered decisions, taking into account available information... I can set appropriate goals"; [cfw-pilot-extracts §8] at PS5, "I can set appropriate goals, plan a course of action and overcome challenges to achieve them". [cfw-pilot-extracts §12] REAL's LT 7.2 is a regulatory cycle rather than a one-off decision sequence: checking during work, switching strategy when a checkpoint shows the plan is failing, monitoring against success criteria rather than activity, and at Band F adapting the cycle to the task type. [real-framework-overview §234]
CASEL's Self-Management traces a parallel arc band by band: G4–5 "Develop short-term goals and create a simple plan that helps them be successful academically and/or personally"; [casel-pilot-extracts §2] G6–8 "Reflect on progress toward a goal and evaluate the steps needed to achieve this goal"; [casel-pilot-extracts §7] G9–10 "Monitor progress toward a specific goal by developing check-points or adjusting the plan as needed". [casel-pilot-extracts §13] REAL's LT 7.2 adds the discipline of distinguishing progress-monitoring from activity-monitoring at Band D, names Zimmerman's SRL cycle explicitly at Band E, and at Band F asks students to choose the right version of plan-monitor-adjust for the task — closed vs open, high-stakes vs low-stakes, collaborative vs solo.
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 →