REAL School BudapestWellbeing
The curriculumC8 Critical Digital LiteracyLT 8.3

Learning target 8.3

Digital Assertiveness & Wellbeing Strategies

Maintain healthy digital boundaries, communicate assertively online, and sustain wellbeing-supporting practices across platforms and contexts over time.

T3Practised disposition
Orientations students grow into — practised over time, observed across contexts. Assessed by what they consistently do, not what they say.
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 online safety from primary "how to recognise harmful content or harmful contact, and how to report this" [rshe-pilot-extracts §8] through to secondary content covering respectful online interactions, age restrictions, online abuse and bullying, and how to report concerns. [rshe-pilot-extracts §21] REAL's LT 8.3 covers similar safeguarding ground at Band B [real-framework-overview §74] and reaches Band F where digital life is treated as an expression of values — what the student engages with, creates, refuses — visible in how they behave online unprompted. [real-framework-overview §73]

Welsh CfW

leads with understanding

Healthy relationships in CfW's WM5 run without a digital-specific subdivision. PS3 has learners communicate needs and feelings and identify conflict to resolve it; [cfw-pilot-extracts §15] PS5 reaches "meaningful connections with others, valuing safe, healthy and equitable relationships in a range of contexts". [cfw-pilot-extracts §16] REAL's LT 8.3 names digital settings explicitly — boundaries kept under pressure at Band D, online life carried as a values expression by Band F. [real-framework-overview §72, §73]

CASEL

leads with skill

CASEL's Relationship Skills includes digital settings within general communication content: 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] REAL's LT 8.3 adds a sustained thread across platforms — at Band D, the student holds boundaries through social pressure; at Band F, digital life becomes the student's values made visible without performance. [real-framework-overview §72, §73]

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