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 secondary online-safety content addresses persuasive design directly — "addictive design" is named within online gaming risks, alongside "data and consent rights" and how "search-engine information selection and targeting" shape what users see. [rshe-pilot-extracts §21] REAL's LT 8.2 develops these mechanisms across bands: persuasive-design vocabulary at Band C, the attention-economy business model and recommendation algorithms at Band E, and a personal research-anchored position by the end. [real-framework-overview §68, §69, §70]
Welsh CfW
leads with understandingDigital technology appears in CfW's Purpose 1 in productive terms: learners "use digital technologies creatively to communicate, find and analyse information". [cfw-four-purposes §4] Persuasive design — the way digital products are engineered to capture attention and shape behaviour — sits outside that framing. REAL's LT 8.2 specifies it at vocabulary level (variable reward, intermittent reinforcement, dark patterns) and at Band F evaluates the cumulative effect against research evidence. [real-framework-overview §68, §69, §70]
CASEL addresses digital media within Relationship Skills: at G6–8, students "demonstrate positive communication skills, including interactions on social and digital media, and reflect on the potential impact on their reputation and relationships". [casel-pilot-extracts §24] The framing is interpersonal — what the student says and how it lands. REAL's LT 8.2 sits on the other side of the screen: how the platform is engineered to shape attention, emotion, and behaviour, and what to do about it given current research. [real-framework-overview §68, §69, §70]
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 →