أين قد يناسب كل درس
اختر أين تدرّس، فيظهر كل درس بجانب منهجك والأُطر المستخدمة حول العالم. استخدم هذه المواءمات نقطة انطلاق. أنت أعرف بسياقك وبطلابك.
31 درسًا · 29 إطارًا · 18 دولة
الدول التي رسمنا خرائطها حتى الآن
اختر الأُطر التي تريد عرضها
| الدرس | Australia, Personal and Social Capability | Brazil, BNCC | Canada, BC Core Competencies | Canada, Ontario HPE | Chile, Orientación | England, PSHE | England, RSHE | Finland, Transversal competences | Ghana, Core competencies | Hong Kong, Values Education | India, NEP | Indonesia, Graduate profile | Ireland, Junior Cycle Wellbeing | Japan, Courses of Study | Kenya, Competency-based curriculum | Mexico, Nueva Escuela Mexicana | New Zealand, Health and PE | Scotland, Health and wellbeing | Singapore, CCE | South Africa, Life Orientation | United States, CASEL | European Union, LifeComp | Middle East and North Africa, UNICEF life skills | IB, ATL | OECD Learning Compass | UNESCO SEL | WHO life skills | Inner Development Goals | Sessions for advocates, capacities |
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 أن ندع الناس يكونون كما همالقبول الرعاية الجذرية | Social awareness empathyrelational awareness | Empathy and cooperationGC 9 empathy, dialogue and welcoming others without prejudiceSelf-knowledge and self-careGC 8 | Social Awareness and Responsibility building relationships (respecting others' needs)Communicating connecting and engaging with others | Interpersonal skills active listening1.3relationship and social skills, showing respect for others1.4Gr 7–8 A1.4 | Interpersonal relationships dialogue and empathic listeningOA 6, 7°–8°relationships that respect dignityOA 5 | Relationships forming and maintaining respectful relationships, active listening (KS3 R16)diversity and inclusion (KS3 R3, R41) | Respectful relationships treating others with kindness and respect, and tolerance (statements 2, 4) | L2 Cultural competence, interaction and self-expression putting oneself in another's positionL1 listening to oneself and others | Personal Development and Leadership empathyCommunication and Collaboration respecting others' perspectives | Respect for Others (尊重他人) accepting peers who differS1–S3Empathy (同理心) | Socio-emotional learningNEP 5.14Oral and written communicationNEP 4.23 | Communication (komunikasi) listening (menyimak) ethicallyCollaboration (kolaborasi) caring (peduli) | Respected others feel listened to and valuedshowing care and respect for others | Moral education B mutual understanding and tolerance (相互理解，寛容)Special activities respecting others' individuality | Self-efficacy empathy in interpersonal relationshipsCore value respect | Ways of being, thinking, acting and relating understanding the different ways people experience situationsAxis Inclusion | Relationships with other people interpersonal skillsHauora taha whānau (compassion, caring and social support) | Mental and emotional wellbeing giving appropriate supportHWB 3-08aRelationships responding to verbal and non-verbal communicationHWB 3-45bSocial wellbeing a school community that values individuals equally and is welcomingHWB 3-10a | SEC social awareness and relationship management | Development of the self in society respect for others and differencesGr 10understanding others in relationshipsGr 12 | social awarenessrelationship skillsself-awareness | S1 Empathy understanding and responding to another's emotionsS1.2–S1.3S2 Communication listening to othersS2.3 | Empathy understanding another's feelings before respondingRespect for diversity recognising each person as unique | Social collaboration skills (practising empathy) | Skills social and emotional skills (empathy) | EmpathyCompassion (holding space without judgement) | Empathy understanding and accepting others as they areInterpersonal relationship skills relating in positive ways | Relating Empathy and CompassionCollaborating Inclusive Mindset and Intercultural Competence | Establish connection |
 قل الجزء الطيب بصوت عالٍتأكيد الذات المشاعر الإيجابية | Social awareness relational awarenessSocial management communication | Empathy and cooperationGC 9 valuing others' knowledge, identities and potentialCommunicationGC 4 sharing feelings | Social Awareness and Responsibility building relationshipsvaluing diversity (everyone has something to contribute) | Interpersonal skills expressing responses and giving feedback1.3relationship and social skills1.4Gr 7–8 A1.3, A1.4 | Interpersonal relationships constructive relationshipsOA 5Personal growth building positive self-representations togetherOA 1, 7°–8° | Health and Wellbeing personal strengths, self-confidence and self-esteem (KS3 H1, H4)Relationships positive relationships (KS3 R14) | Respectful relationships self-esteem and a positive relationship with oneself (statements 3, 1) | L2 Cultural competence, interaction and self-expression meeting others with appreciationL7 experiences of being heard and valued | Personal Development and Leadership building self-esteem and developing othersCommunication and Collaboration | Respect for Others (尊重他人) discovering and appreciating others' strengthsS4–S6 | Oral and written communicationNEP 4.23Ethics and values such as empathy, respect for others and courtesy (NEP Principles) | Communication (komunikasi) speaking well and ethically (sesuai etika) | Respected feeling listened to and valuedpositive relationships with friends, peers and teachers | Special activities bringing out each other's strengths (互いのよさ)Moral education B consideration and gratitude (思いやり，感謝) | Communication and Collaboration clear, appropriate communicationCore value integrity | Feelings and their influence on decision-making building inclusive, equitable affective relationshipsAxis Inclusion | Relationships with other people interpersonal skillsKAL mental health enhancing a sense of self-worth | Mental and emotional wellbeing caring, sharing and positive relationshipsHWB 3-05aRelationships skills to sustain themHWB 3-44b | SEC social awareness and relationship management | Development of the self in society enhancing others' self-image through positive actionsGr 7building confidence in othersGr 10 | relationship skillssocial awareness | S2 Communication clarity and reciprocity in conversationS2.3S3 Collaboration trust and respect for othersS3.2 | Communication sharing meaning through specific, sincere appreciation | Social collaboration skills (helping others to succeed)Communication communication skills (giving and receiving meaningful feedback) | Skills social and emotional skills (empathy, collaboration) | Empathy | Effective communication expressing appreciation specifically and sincerelyInterpersonal relationship skills | Relating AppreciationCollaborating Communication Skills | Establish connection |
 ماذا كانت الغابة لتفعل؟الإلهام من الحياة التعاطف مع الكائن الحي | Social awareness community awareness (natural environments)Social management collaboration | Scientific, critical and creative thinkingGC 2 imagination and creativity to create solutionsResponsibility and citizenshipGC 10 | Creative Thinking generating and incubating ideasCritical and Reflective Thinking analyzing and critiquing | Critical and creative thinking making connections1.5Personal skills adaptive skills for challenges and change1.2Gr 7–8 A1.6 | — | — | — | L1 Thinking and learning to learn imagination and systemic thinkingL7 Participation, involvement and building a sustainable future | Creativity and Innovation new ways of solving problemsCritical Thinking and Problem-Solving analysing situations | Education for sustainable development (可持續發展教育) learning from how living systems adapt and cooperate | Creativity and innovativenessEnvironmental awarenessNEP 4.23 | Creativity (kreativitas) formulating solutions to problems around usCritical reasoning (penalaran kritis) | Connected to the wider world, in local and global contextsResilient coping skills for life's challenges | Moral education D love and care for nature (自然愛護)Moral education A pursuit of truth, creativity (真理の探究，創造) | Creativity and Imagination finding hidden patterns and connecting unrelated phenomenaCritical Thinking and Problem Solving | Technology strategic and creative thinking in problem solvingAxis Healthy living (environment and community life) | Healthy communities and environments people and the environment (interdependence)Hauora taha hinengaro | — | Building Connections care for nature and animal welfareenvironmental issues and sustainability | Study skills critical, creative and problem-solving skillsGr 10 | social awarenessresponsible decision-making | P2 Flexibility adopting new ideas and approaches as contexts changeP2.2L2 Critical thinking creative ideasL2.3 | Creativity generating new ideas from patterns in natureCritical thinking testing where an analogy stops working | Thinking creative thinking skills (unusual connections, metaphors and analogies) | Transformative competencies creating new valueSkills cognitive and meta-cognitive skills (creative thinking) | — | Creative thinking looking beyond direct experience to respond adaptivelyCritical thinking testing where a comparison stops | Thinking CreativityRelating Connectedness | — |
 وقفة تحملها معكالتنفّس الوعي | Self-awareness emotional awarenessSelf-management emotional regulation | Self-knowledge and self-careGC 8 caring for physical and emotional healthrecognising emotions and dealing with them | Personal Awareness and Responsibility self-regulatingwell-being (managing stress) | Personal skills coping skills such as relaxation techniques1.2recognizing stress1.1Gr 7–8 A1.2 (e.g. deep breathing) | Wellbeing and self-care everyday actions for wellbeing: appropriate restOA 4, 7°–8°managing stressOA 4, 1°–2° medio | Health and Wellbeing mental health and emotional wellbeing (KS3 H7, H10, KS4 H7) | Mental wellbeing worrying and feeling down are normal, and managing those feelings (statement 4)coping strategies (statement 7) | L3 Taking care of oneself and managing daily life emotional skills and ways of acting that promote wellbeing | Personal Development and Leadership health and self-regulation | Health education (健康生活教育) promoting physical and psychological well-being | Mental healthNEP 4.28WellnessNEP 4.23 | Health (kesehatan) physical and mental health (kesehatan fisik dan mental): settling through the breath | Resilient coping skills for life's challengesknowing where I can go for help | Health mind and body affect each othercoping with stress (ストレスへの対処) | Self-efficacy effectively managing stressful situations | Feelings and their influence on decision-making self-regulationAxis Healthy living (keeping stress manageable) | Personal health and physical development self-management skillsHauora taha tinana and taha hinengaro | Mental and emotional wellbeing learning ways of managing thoughts and emotionsHWB 3-02apersonal coping skillsHWB 3-06a | SEC self-managementCCE Curriculum Content Area Mental Health | Development of the self in society stress management: coping techniquesGr 12 | self-awarenessself-management | P1 Self-regulation regulating emotions and behaviour, including stress responsesP1.2P3 Wellbeing care of mental health | Self-management regulating stress and emotions with a simple breath practice | Self-management affective skills (mindfulness awareness, emotional management) | Core foundations health foundations (mental well-being)Core foundations social and emotional foundations (emotional regulation) | Mindfulness (breath awareness and physiological regulation) | Coping with stress learning how to relax so that tension does not buildCoping with emotions | Being PresenceBeing Self-Awareness | Regulate under stress |
 إفساح مساحة لكل صوتالتعاون المجتمع | Social management collaborationcommunication | Empathy and cooperationGC 9 dialogue and cooperationCommunicationGC 4 sharing ideas towards mutual understanding | Collaborating supporting group interactionsSocial Awareness and Responsibility creating space for others' voices | Interpersonal skills teamwork, working collaboratively towards a common goal1.4communication1.3Gr 7–8 A1.4 | Belonging and participation teamwork that values each member's contributionOA 7, 7°–8°dialogue, diverse opinionsOA 8 | Relationships forming and maintaining respectful relationships, team working and active listening (KS3 R15, R16) | Respectful relationships communicating respectfully (statement 5) | L2 Cultural competence, interaction and self-expression cooperation and interaction situationsL7 negotiating, being heard | Communication and Collaboration sharing ideas through dialogueCore value teamwork/collaboration | Unity (團結)Respect for Others (尊重他人) friendly, accepting collaboration with peersS1–S3 | Collaboration and teamworkOral and written communicationNEP 4.23 | Collaboration (kolaborasi) cooperating in diverse groups (kelompok yang beragam)Communication (komunikasi) | Respected being listened to and valuedConnected how my interactions affect the wellbeing of others | Moral education C better school and group life: one's role and responsibility in a group (よりよい学校生活，集団生活の充実) | Communication and Collaboration collaborative learning and teamworkCore value unity | Ways of being, thinking, acting and relating mutual understanding and shared decisionsAxis Inclusion | Relationships with other people interpersonal skillsKAL mental health working co-operatively to achieve common goals | Social wellbeing valuing individuals equally, a welcoming place for allHWB 3-10abeing part of a groupHWB 3-14a | SEC social awareness and relationship management | Democracy and human rights democratic participation and representationGr 11Development of the self in society effective communicationGr 12 | relationship skillssocial awareness | S3 Collaboration eliciting the expression of different viewsS3.3S2 Communication managing conversationsS2.2 | Cooperation working respectfully with diverse teamsParticipation making room for every voice | Social collaboration skills (encouraging others to contribute) | Skills social and emotional skills (collaboration)Student agency co-agency | Empathy | Interpersonal relationship skills helping a group work well togetherEffective communication expressing and inviting views | Collaborating Co-Creation SkillsCollaborating Communication Skills | Establish connection the base for session 6 |
 ما تظل تعود إليهالالتزام المعنى | Self-management goal settingperseverance and adaptability | Responsibility and citizenshipGC 10 flexibility, resilience and determinationWork and life projectGC 6 | Personal Awareness and Responsibility self-regulating (goals, perseverance)Positive Personal and Cultural Identity personal values and choices | Personal skills taking responsibility, monitoring progress1.1Critical and creative thinking setting goals1.5Gr 7–8 A1.3 | Managing learning goals, monitoring, redefining actionsOA 10, 7°–8°perseverance in one's life projectOA 10, 1°–2° medio | Living in the wider world learning skills, realistic yet ambitious goals (KS3 L3) | — | L6 Working life competence and entrepreneurship perseverance, facing setbacksL1 setting goals, evaluating one's progress | Personal Development and Leadership perseverance, resilience and responsibility | Perseverance (堅毅) striving for ideals, not only short-term gainS4–S6Commitment (承擔精神) | Life skills resilience (NEP Principles)Holistic development of learners | Independence (kemandirian) responsibility and adapting (beradaptasi) in self-development | Aware knowing my values and thinking through my decisionsResilient believing that with effort I can achieve | Moral education A hope and courage: seeing things through despite setbacks (希望と勇気，克己と強い意志) | Self-efficacy setting goals and maintaining commitment to themCore value responsibility | Building a life project valuing goals and noticing what helps or hinders reaching them | Hauora taha wairua (values, meaning and purpose)Personal health and physical development personal growth and development | Planning for choices and changes realistic choices, manageable goalsHWB 4-19a | SEC self-management and responsible decision-makingBecoming my Best Self | Development of the self in society life goals: perseverance, persistence and personal valuesGr 11 | self-awarenessself-managementresponsible decision-making | P1 Self-regulation resilience and a sense of purposeP1.3P2 Flexibility conscious choices as circumstances changeP2.3 | Self-management working toward personal goalsResilience returning after distraction or difficulty | Self-management affective skills (perseverance) | Student agencyTransformative competencies taking responsibility | Mindfulness (sustaining attention on what matters) | Self-awareness knowing what one valuesDecision making weighing options when a plan needs to change | Being Inner CompassActing Resilience | Understand self |
 الصلات في هذا الصفبناء المجتمع المجتمع | Social awareness community awarenessrelational awarenessSocial management communication | Empathy and cooperationGC 9 welcoming and valuing diversityResponsibility and citizenshipGC 10 inclusive, solidary action | Social Awareness and Responsibility building relationshipsvaluing diversity (inclusive language and actions) | Interpersonal skills appreciating differences in people, showing respect1.4Gr 7–8 A1.4, A1.5 (belonging) | Belonging and participation shared interests and needs within one's groupsOA 7Interpersonal relationships inclusionOA 5 | Relationships forming and maintaining respectful relationships (KS3 R14, R41) | Respectful relationships treating others with kindness and respect (statement 2) | L7 Participation, involvement and building a sustainable future class and school communityL2 diversity as a resource | Core value diversity: respecting the views of all persons, social cohesion | Unity (團結)Respect for Others (尊重他人) including people of different backgrounds, rejecting prejudiceS1–S3 | Collaboration and teamworkNEP 4.23Spirit of service (NEP Principles) | Collaboration (kolaborasi) caring and working with diverse peopleCitizenship (kewargaan) valuing diversity | Connected to my school, friends and communityRespected showing care and respect for others | Special activities respecting individuality, building better relationshipsMoral education C fairness and impartiality (公正，公平) | Citizenship a sense of belonging and respect for othersCore value unity | Field: The human and the community a sense of community and belongingAxis Inclusion | Hauora taha whānau (feelings of belonging)Relationships with other people identity, sensitivity, and respect | Social wellbeing making the school a welcoming place for allHWB 3-10amaking friends and being part of a groupHWB 3-14a | SEC social awareness and relationship management | Constitutional rights and responsibilities unity in diversity: respect difference, celebrate similarityGr 8 | social awarenessrelationship skills | S3 Collaboration the common good, respecting different backgroundsS3.1S1 Empathy how group belonging shapes attitudesS1.3 | Respect for diversity valuing individual differences in a groupParticipation shaping group life together | Social collaboration skills (practising empathy) | Skills social and emotional skills (empathy, collaboration)Student agency co-agency | Empathy | Interpersonal relationship skills making and keeping friendly relationshipsEmpathy accepting others who are different | Relating ConnectednessCollaborating Relationship-Building Skills | Establish connection |
 لطفٌ يستجيبالرحمة الرعاية الجذرية | Social awareness empathySelf-awareness emotional awareness | Empathy and cooperationGC 9 exercising empathySelf-knowledge and self-careGC 8 recognising one's own and others' emotions | Social Awareness and Responsibility resolving problems (showing empathy)Personal Awareness and Responsibility self-advocating | Interpersonal skills reaching out with compassion to a struggling friend1.3Personal skills seeking help1.2Gr 7–8 A1.4 | Wellbeing and self-care turning to support networksOA 3, 1°–2° medioInterpersonal relationships constructive relationshipsOA 5 | Relationships forming and maintaining respectful relationships (KS3 R14)Health and Wellbeing recognising when others need help (KS3 H12, KS4 H10) | Respectful relationships kindness, respect and communicating respectfully (statements 2, 5) | L3 Taking care of oneself and managing daily life responsibility for oneself and othersL2 putting oneself in another's position | Personal Development and Leadership empathy, seeking the well-being of others | Benevolence (仁愛)Empathy (同理心) seeing from others' situations, tolerance and forgivenessS4–S6 | Socio-emotional learningNEP 5.14Empathy and compassionNEP 4.28 | Collaboration (kolaborasi) caring (peduli)Faith and devotion (keimanan) noble character: compassion (kasih sayang) | Responsible acting to promote my wellbeing and that of othersResilient knowing where I can go for help | Moral education B consideration and human love (思いやり，人間愛)Special activities facing worries and anxieties | Values respect, empathy and compassion for all peopleCore value love | Feelings and their influence on decision-making empathy towards others' emotional reactions | KAL mental health supporting themselves and other people in times of stress and lossHauora taha whānau (compassion, caring) | Mental and emotional wellbeing giving appropriate supportHWB 3-08aaccess to practical and emotional supportHWB 3-03a | SEC social awareness (cognitive and emotional empathy) and relationship management | Development of the self in society respecting others' feelingsGr 12responding to emotions in challenging situationsGr 9 | social awarenessself-awarenessrelationship skills | S1 Empathy responsiveness to another's emotions and experiencesS1.3P3 Wellbeing seeking and offering social supportP3.3 | Empathy noticing difficulty and acting to supportDecision-making choosing a safe, respectful response | Social collaboration skills (practising empathy) | Skills social and emotional skills (empathy) | Compassion (prosocial action)Empathy | Empathy imagining another's situation and encouraging care for people in needCoping with emotions | Relating Empathy and Compassion | Establish connection |
 متعة ألّا نعرف بعدالفضول المشاعر الإيجابية | Self-awareness personal awareness | Scientific, critical and creative thinkingGC 2 exercising intellectual curiosity, investigation and imagination | Critical and Reflective Thinking questioning and investigatingCreative Thinking generating and incubating | Critical and creative thinking generating ideas and making connections1.5Gr 7–8 A1.6 | — | — | — | L1 Thinking and learning to learn making observations, sharpening observational sensitivity and imagination | Creativity and Innovation thinking independently and creativelyPersonal Development and Leadership love for lifelong learning | — | Learning how to learnNEP 4.4Creativity and innovativenessNEP 4.23 | Critical reasoning (penalaran kritis) curiosity (rasa ingin tahu)Creativity (kreativitas) | Aware understanding what helps me to learnConnected to the wider world | Moral education A pursuit of truth (真理の探究，創造)Moral education D being moved, sense of awe (感動，畏敬の念) | Creativity and Imagination perceiving the world in new waysLearning to Learn the will to learn | Axis: Critical thinking asking open questions about everyday reality | — | — | SEC self-awareness | — | self-awarenessresponsible decision-making | L1 Growth mindset learning as lifelong, needing openness and curiosityL1.2L2 Critical thinking creative ideasL2.3 | Creativity generating open questionsLearning to Know (cognitive dimension) curiosity about the world | Thinking creative thinking skills (asking what if questions)Thinking critical thinking skills (forming questions) | Core foundations social and emotional foundations (open-mindedness)Skills cognitive and meta-cognitive skills (learning-to-learn) | Critical Inquiry (open, unhurried questioning)Mindfulness (attention regulation) | Creative thinking looking beyond direct experienceCritical thinking examining experience with open questions | Being Openness and Learning Mindset | Establish connection |
 أن تختار كيف تستخدم هاتفكالفاعلية الرقمية الوعي الرقمي | Self-awareness personal awarenessSelf-management goal settingSocial management decision-making | Digital cultureGC 5 using digital technologies critically, reflectively and ethicallySelf-knowledge and self-careGC 8 | Personal Awareness and Responsibility self-regulating (owning one's choices)Positive Personal and Cultural Identity personal values and choices | Critical and creative thinking decisions about Internet and social media use1.5Personal skills self-monitoring1.1Gr 7–8 A1.6 | Wellbeing and self-care actions for wellbeing, including safety measures when using social networksOA 4, 7°–8° | Health and Wellbeing balance with online activities (KS3 H13, KS4 H12)Living in the wider world media literacy and digital resilience (KS3 L20, L25) | Wellbeing online limiting time online and the impact of content (statement 1)how advertising and information are targeted (statement 5) | L5 ICT competence responsible and safe useL3 Taking care of oneself and managing daily life technology in one's own life | Digital Literacy using digital media responsiblyCritical Thinking and Problem-Solving analysing issues | Media and information literacy education (媒體和資訊素養教育) risks and etiquette of social platformsS1–S3Responsibility (責任感) | Mental healthNEP 4.28 | Critical reasoning (penalaran kritis) analysing problemsIndependence (kemandirian) taking responsibility (bertanggung jawab) | Aware knowing my values and thinking through my decisionsResponsible acting to protect my wellbeing | Moral education A freedom and responsibility (自主，自律，自由と責任)information morals (情報モラル) | Digital Literacy awareness of societal issues raised through digital mediaCritical Thinking and Problem Solving | Axis: Critical thinking how platform design shapes behaviourAxis: Healthy living questioning consumption habits | Healthy communities and environments societal attitudes and valuesKAL mental health the effects of media messages | Mental and emotional wellbeing how what happens around me shapes my feelings, reactions and behaviourHWB 3-04aRelationships, sexual health and parenthood popular culture, the media and peer pressure can influence how I feel about myselfHWB 3-46b | SEC self-management and responsible decision-makingCCE Curriculum Content Area Cyber Wellness | Development of the self in society media influence on lifestyle choicesinformed decision-makingGr 9 | self-awarenessself-managementresponsible decision-making | P3 Wellbeing how behaviour and environmental factors influence wellbeingP3.1P1 Self-regulation regulating behaviourP1.2 | Critical thinking assessing how platform design and social media shape behaviourDecision-making choices aligned with values | Self-management affective skills (mindfulness awareness)Research media literacy skills (informed choices about viewing) | Student agencyCore foundations health foundations | Mindfulness (attention regulation)Critical Inquiry (examining how apps shape attention) | Critical thinking assessing how media and design influence behaviourDecision making choosing in line with one's values | Being Inner CompassBeing Self-Awareness | Understand self |
 أن تقرّر متى تنال التكنولوجيا انتباهكالحدود الرقمية الوعي الرقمي | Self-management goal settingSocial management decision-making | Self-knowledge and self-careGC 8 caring for physical and emotional healthDigital cultureGC 5 reflective use of technology | Personal Awareness and Responsibility self-regulatingwell-being (maintaining a healthy lifestyle) | Personal skills time-management for greater control over their lives1.2Critical and creative thinking planning1.5Gr 7–8 A1.2 | Wellbeing and self-care appropriate rest, safer use of social networksOA 4, 7°–8°positive use of leisureOA 4, 1°–2° medio | Health and Wellbeing balance with online activities, and sleep (KS3 H13, H15, KS4 H12) | Wellbeing online the benefits of limiting time online (statement 1) | L3 Taking care of oneself and managing daily life sleep, rest, a balanced daily rhythm, personal boundariesL5 ICT competence | Personal Development and Leadership self-regulation and healthDigital Literacy responsible use of digital media | Health education (健康生活教育) varied leisure, not hooked on going onlineself-discipline (自律節制, S1–S3) | Mental healthNEP 4.28Holistic development of learners | Health (kesehatan) healthy living habits (pola hidup sehat)Independence (kemandirian) responsibility | Responsible taking action to protect and promote my wellbeing and that of others | Moral education A moderation and temperance: desirable lifestyle habits (節度，節制)Special activities healthy living habits | Digital Literacy safe, responsible use of devicesLearning to Learn effective management of time | Axis: Healthy living daily habits that care for health, such as sleep | Personal health and physical development self-management skillsHauora taha tinana (e.g. sleep) and taha hinengaro | Mental and emotional wellbeing my feelings and reactions can change depending on what is happening within and around meHWB 3-04aPhysical wellbeing assessing and managing risk to protect myself and othersHWB 3-16a | SEC self-managementCCE Curriculum Content Area Cyber Wellness | Development of the self in society lifestyle plan and cyber wellnessGr 12Study skills time managementGr 10 | self-awarenessself-managementresponsible decision-making | P1 Self-regulation regulating behaviourP1.2P3 Wellbeing a lifestyle that respects physical and mental wellbeingP3.3 | Self-management regulating attention and impulsesDecision-making designing a realistic limit | Self-management affective skills (mindfulness awareness)Self-management organisation skills (using technology effectively) | Transformative competencies taking responsibilityCore foundations health foundationsStudent agency | Mindfulness (attention regulation) | Decision making choosing a realistic limitCoping with stress changing one's environment or lifestyle | Being PresenceBeing Inner Compass | Regulate under stress |
 أن تختار ما يستحق انتباهكالتمييز الرقمي الوعي الرقمي | Social management decision-making | Digital cultureGC 5 accessing information criticallyArgumentationGC 7 relying on facts, data and trustworthy information | Critical and Reflective Thinking analyzing and critiquingCommunicating acquiring and presenting information | Critical and creative thinking analysing and evaluating information1.5Interpersonal skills analysing messages1.3Gr 7–8 A1.6 | Wellbeing and self-care identifying risk situations, such as viral dares, and strategies to face themOA 3 | Living in the wider world media literacy and digital resilience (KS3 L23, L25, L26, KS4 L27) | Wellbeing online a discerning consumer of information, misinformation and disinformation (statement 5)Online safety and awareness content created with AI, and deepfakes (statements 3, 7) | L4 Multiliteracy analytical and critical media literacyL5 ICT competence source criticism | Digital Literacy acquiring information and using digital media responsiblyCore value truth and integrity | Media and information literacy education verifying online and AI-generated information before sharingS4–S6Integrity (誠信) | Scientific temper and evidence-based thinkingDigital literacyEthical and moral reasoningNEP 4.23 | Critical reasoning (penalaran kritis) sorting valid information, evidence-based decisions (SMA) | Aware thinking through my decisionsResponsible knowing where my safety is at risk and making right choices | Moral education information morals (情報モラル)A — valuing truth (真理の探究) and judging for oneself (自主，自律) | Digital Literacy searching, evaluating and using information from digital platformsCritical Thinking and Problem Solving | Axis: Critical thinking examining who made a message, why, and on what evidence | KAL mental health the effects of media messagesPersonal health and physical development safety management | Relationships, sexual health and parenthood popular culture, the media and peer pressure can influence how I feel about myself and my actionsHWB 3-46b | SEC responsible decision-makingCCE Curriculum Content Area Cyber WellnessMaking Choices discernment in risky situations | Democracy and human rights role of the media: critical analysis of media and campaignsGr 12 | responsible decision-makingself-awarenesssocial awareness | L2 Critical thinking reliable sources, analysing media messagesL2.1–L2.2P2 Flexibility revising views on new evidenceP2.1 | Critical thinking assessing social media messages, evidence and motivesDecision-making trust, check or let go | Research media literacy skills | Core foundations cognitive foundations (digital literacy and data literacy)Skills cognitive and meta-cognitive skills (critical thinking) | Critical Inquiry (sorting trustworthy from unreliable content) | Critical thinking analysing information and recognising the influence of the mediaDecision making trust, check or let go | Thinking Critical Thinking | — |
 ملاحظة ما هو موجود أصلًاالامتنان المشاعر الإيجابية | Self-awareness emotional awarenessSocial awareness relational awareness | Self-knowledge and self-careGC 8 appreciating oneself and caring for emotional health | Personal Awareness and Responsibility well-beingSocial Awareness and Responsibility appreciating connections among people | Personal skills coping skills, adopting an optimistic attitude1.2Gr 7–8 A1.3 (reflecting on and expressing gratitude) | Wellbeing and self-care everyday actions for wellbeing, personally and in the school communityOA 4 | Health and Wellbeing mental health and emotional wellbeing (KS3 H10, KS4 H7) | Mental wellbeing acts of kindness (statement 2)happiness is linked to being connected to others (statement 3) | L3 Taking care of oneself and managing daily life recognising what supports one's own and shared wellbeing | — | Life education (生命教育) gratitude, treasuring what we have (常存感恩, S1–S3) | Socio-emotional learningNEP 5.14Mental healthNEP 4.28 | Health (kesehatan) mental health (kesehatan mental): noticing what supports the day | Connected to my school, friends and communityAware noticing my thoughts and feelings | Moral education B gratitude for the support of family and many others (思いやり，感謝) | Values appreciating the effort of others and seeing beyond self-interest | Ways of being, thinking, acting and relating everyday experiences and personal and social well-being | Hauora taha hinengaro (acknowledging thoughts and feelings) and taha whānau (social support) | Mental and emotional wellbeing mental wellbeing fostered through coping skills and positive relationshipsHWB 3-06a | SEC self-awareness and social awarenessCCE Curriculum Content Area Mental Health | — | self-awarenesssocial awareness | P1 Self-regulation nurturing optimism and hopeP1.3P3 Wellbeing pursuit of life satisfaction | — | Self-management affective skills (self-motivation) | Core foundations health foundations (mental well-being) | Mindfulness (noticing what is good now)Empathy (noticing others' unseen work) | Self-awareness recognising what one values and would missEmpathy noticing the unseen work of others | Relating Appreciation | — |
 النظر تحت الجواب الأولالاستقصاء التعلّم التحرّري | Social awareness empathy (respecting perspectives)Social management decision-making | Scientific, critical and creative thinkingGC 2 investigating causes, critical analysisArgumentationGC 7 reliable facts | Critical and Reflective Thinking questioning and investigatinganalyzing and critiquing | Critical and creative thinking processing: interpreting, analysing and evaluating1.5Gr 7–8 A1.6 | — | Living in the wider world media literacy and digital resilience, a partial fit (KS3 L23, L26) | — | L1 Thinking and learning to learn examining issues critically from different perspectiveshandling contradictory information | Critical Thinking and Problem-Solving analysing issues and situationsCultural Identity and Global Citizenship analysing trends | Civic education (公民教育) careful, discerning analysis of issues and the values in them (慎思明辨, S4–S6) | Scientific temper and evidence-based thinkingProblem solving and logical reasoningNEP 4.23Learning how to learnNEP 4.4 | Critical reasoning (penalaran kritis) analysing complex problems from several viewpoints (berbagai sudut pandang) | Aware noticing my assumptions and thinking through my decisions | Moral education A pursuit of truth (真理の探究)B — many ways of seeing and thinking (相互理解，寛容) | Critical Thinking and Problem Solving exploring multiple perspectivesCitizenship thinking critically about what is just | Axis: Critical thinking questioning first explanations and whose view is missing | — | — | SEC responsible decision-making and self-awareness | Social and environmental responsibility critical thinking for civic lifeGr 10Democracy and human rights sources of biasGr 10 | self-awarenesssocial awarenessresponsible decision-making | L2 Critical thinking awareness of bias, analysing to draw conclusionsL2.1–L2.2P2 Flexibility revising opinionsP2.1 | Critical thinking examining assumptions, norms and power structuresProblem-solving looking beneath the first explanation | Thinking critical thinking skills (recognising assumptions and bias, considering multiple perspectives) | Skills cognitive and meta-cognitive skills (critical thinking, learning-to-learn)Student agency | Critical Inquiry (moving from surface ideas to root causes) | Critical thinking analysing information and experiences, recognising assumptionsProblem solving looking for root causes | Thinking Critical ThinkingThinking Perspective Skills | Establish connection the base for session 5 |
 كيف تريد أن تلاقي ما سيأتي؟ضبط النية صناعة الطقوس | Self-management goal settingSelf-awareness personal awareness | Self-knowledge and self-careGC 8 knowing oneselfResponsibility and citizenshipGC 10 autonomy and determination | Positive Personal and Cultural Identity personal values and choicesPersonal Awareness and Responsibility self-regulating | Personal skills self-awareness and self-monitoring1.1Critical and creative thinking planning, setting goals1.5Gr 7–8 A1.5 | Managing learning goals and lines of actionOA 10, 7°–8°Personal growth motivations and capacitiesOA 1, 7°–8° | Living in the wider world learning skills (KS3 L2, L3) | — | L1 Thinking and learning to learn trusting oneselfsetting goals and evaluating one's own working process | Personal Development and Leadership self-knowledge and self-confidence | Integrity (誠信) acting on principle, words matching deeds (言行一致, S4–S6) | Holistic development of learners | Independence (kemandirian) initiative (berinisiatif) in learning and self-development | Aware knowing my personal valuesResilient coping skills for life's challenges | Moral education A autonomy and self-discipline: acting sincerely (自主，自律)Special activities looking ahead (見通し) | Self-efficacy how learners motivate themselves and approach challenges | Building a life project personal goals and ways of acting towards them | Hauora taha wairua (values and beliefs that shape how people live) and taha hinengaro | Mental and emotional wellbeing learning ways of managing thoughts and emotionsHWB 3-02a | SEC self-awareness and self-management | Development of the self in society personal values, choices and goal-settingGr 11 | self-awarenessself-managementresponsible decision-making | P1 Self-regulation hope, self-efficacy and a sense of purposeP1.3P2 Flexibility conscious choices and goalsP2.3 | Self-management self-motivation: choosing how to take part, not only the outcome | Self-management affective skills (mindfulness)Self-management organisation skills (setting challenging and realistic goals) | Student agency and co-agencyTransformative competencies taking responsibilityAnticipation-Action-Reflection cycle (anticipation) | Mindfulness (attention regulation) | Self-awareness recognising what matters to oneselfCoping with stress meeting pressure with a chosen way of taking part | Being Inner CompassBeing Self-Awareness | Understand self |
 إفساح مساحة لما يبعث فيك الحياةالبهجة المشاعر الإيجابية | Self-awareness emotional awareness | Self-knowledge and self-careGC 8 caring for emotional healthCultural repertoireGC 3 enjoying arts and culture | Personal Awareness and Responsibility well-being (factors in holistic wellness)Positive Personal and Cultural Identity | Personal skills self-awareness: knowing one's likes and dislikes1.1Gr 7–8 A1.5 (caring for oneself) | Wellbeing and self-care positive use of leisure timeOA 4, 1°–2° medio | Health and Wellbeing mental health and emotional wellbeing (KS3 H10, KS4 H7) | Mental wellbeing which activities contribute to wellbeing (statement 6)happiness and connection (statement 3) | L3 Taking care of oneself and managing daily life ways of acting that promote wellbeingL2 creative activity, enjoying aesthetics | Personal Development and Leadership healthidentifying and developing talents | Life education (生命教育) loving life (熱愛生命, S1–S3) | Mental healthNEP 4.28 | Health (kesehatan) physical and mental healthfitness (kebugaran) | Responsible taking action to promote my own wellbeingAware noticing my feelings | Moral education D being moved by beauty (感動)joy of living well (よりよく生きる喜び) | Self-efficacy personal well-beingintrinsic interest and deep engrossment in activities | Ways of being, thinking, acting and relating recognising tastes, interests and desiresAxis Arts and aesthetic experiences | Hauora taha hinengaro and taha wairuaPersonal health and physical development making room for recreation | Mental and emotional wellbeing fostering and strengthening mental wellbeingHWB 3-06a | SEC self-awarenessCCE Curriculum Content Area Mental Health | Development of the self in society recreation and emotional healthGr 10healthy and balanced lifestyleGr 11 | self-awarenessself-management | P3 Wellbeing pursuit of life satisfaction, care of mental healthP1 Self-regulation nurturing optimismP1.3 | — | Self-management affective skills (self-motivation) | Core foundations health foundations (mental well-being) | Mindfulness (savouring positive moments) | Self-awareness recognising one's desires and dislikes, including what brings enjoyment | Relating AppreciationBeing Presence | — |
 شيء صغير يساعداللطف الرعاية الجذرية | Social awareness empathyrelational awareness | Empathy and cooperationGC 9 promoting respect for othersSelf-knowledge and self-careGC 8 caring for oneself | Social Awareness and Responsibility building relationshipscontributing to community (acting for others' benefit) | Interpersonal skills relationship and social skills, showing respect for others1.4Gr 7–8 A1.4 (kindness and empathy) | Interpersonal relationships relationships based on dignityOA 5Wellbeing and self-care help from significant peopleOA 3 | Relationships forming and maintaining respectful relationships (KS3 R14) | Respectful relationships kindness in positive relationships, treating others with kindness and respect (statements 1, 2) | L2 Cultural competence, interaction and self-expression meeting others with appreciationL3 practising social skills | Personal Development and Leadership empathy, meeting other people's needs | Benevolence (仁愛) sincerity, care, respect and courtesy in relationshipsS1–S3 | Values including helpfulness, courtesy, empathy and compassionNEP 4.28 | Collaboration (kolaborasi) the habit of caring and sharing (peduli dan berbagi) | Respected showing care and respect for othersConnected how my actions affect others' wellbeing | Moral education B consideration for others (思いやり)Special activities building better relationships | Core value loveSelf-efficacy interpersonal skills: empathy, effective communication | Feelings and their influence on decision-making managing affect to build inclusive, equitable relationships | Relationships with other people relationshipsHauora taha whānau (compassion and caring) | Mental and emotional wellbeing caring and showing respect for myself and othersHWB 3-05aappropriate supportHWB 3-08a | SEC social awarenessCCE Curriculum Content Area Mental Health | Health, social and environmental responsibility volunteerism: helping othersGr 9Development of the self in society respect for othersGr 7 | social awarenessrelationship skillsself-awareness | S1 Empathy understanding what another person is experiencingS1.2S3 Collaboration respect for human dignityS3.2 | Empathy responding to what another may needCommunication asking what would help | Social collaboration skills (practising empathy) | Skills social and emotional skills (empathy)Transformative competencies taking responsibility | Compassion (small, everyday prosocial acts)Empathy | Empathy encouraging caring behaviour towards othersInterpersonal relationship skills relating in positive ways | Relating Empathy and CompassionCollaborating Relationship-Building Skills | Establish connection |
 معنى أن يُصغى إليكالإصغاء المجتمع | Social awareness empathySocial management communication | CommunicationGC 4 producing meanings that lead to mutual understandingEmpathy and cooperationGC 9 dialogue | Communicating connecting and engaging with othersfocusing on intent and purpose | Interpersonal skills active listening: paraphrasing, clarifying, questioning, responding1.3Gr 7–8 A1.4 (listening) | Interpersonal relationships dialogue and empathic listeningOA 6, 7°–8° | Relationships forming and maintaining respectful relationships, active listening and clear communication (KS3 R16) | Respectful relationships communicating respectfully (statement 5) | L1 Thinking and learning to learn listening to oneself and othersL2 Cultural competence, interaction and self-expression dialogue | Communication and Collaboration listening to and learning from others | Respect for Others (尊重他人) respectful discussion, harmony in difference (和而不同, S4–S6)Empathy (同理心) | Oral and written communicationNEP 4.23Socio-emotional learningNEP 5.14 | Communication (komunikasi) listening (menyimak) well and ethically in different contexts | Respected being listened to and valuedpositive relationships with friends, peers and teachers | Moral education B mutual understanding: conveying and respecting views (相互理解，寛容)courtesy (礼儀) | Communication and Collaboration interacting well: accuracy, clarity, comprehensibility | Ways of being, thinking, acting and relating promoting mutual understanding | Relationships with other people interpersonal skillsKAL mental health listening to the ideas and feelings of others | Relationships responding appropriately to verbal and non-verbal communicationHWB 3-45bsustaining relationshipsHWB 3-44b | SEC social awareness and relationship management | Development of the self in society communication: understanding othersGr 12Study skills listening and concentrationGr 10 | relationship skillssocial awareness | S2 Communication listening and engaging in conversations with reciprocityS2.3S1 Empathy another's perspectiveS1.2 | Communication listening and reflecting back shared meaningEmpathy | Social collaboration skills (listening actively to other perspectives)Communication communication skills | Skills social and emotional skills (empathy, collaboration) | EmpathyMindfulness (attention regulation) | Effective communication listening and reflecting back what was saidInterpersonal relationship skills | Collaborating Communication SkillsRelating Empathy and Compassion | Establish connection the base for session 4 |
 الانتماء إلى العالم الحيالإصغاء إلى الطبيعة التعاطف مع الكائن الحي | Social awareness community awareness | Responsibility and citizenshipGC 10 sustainable decisionsArgumentationGC 7 socio-environmental awareness, care for the planet | Social Awareness and Responsibility connections between people and the natural environmentcaring for the environment | Interpersonal skills showing respect for others and the environment1.4Critical and creative thinking making connections1.5 | — | — | Mental wellbeing time outdoors (statement 2) | L7 Participation, involvement and building a sustainable future how one's choices matter for natureL1 making observations | — | Education for sustainable development (可持續發展教育) caring about environmental issuesS4–S6Life education (生命教育) | Environmental awarenessNEP 4.23Respect for the environmentNEP 4.28 | Citizenship (kewargaan) sustaining life and the environmentHealth (kesehatan) environmental health | Connected to the wider worldhow my actions affect wellbeing in local and global contexts | Moral education D love and care for nature (自然愛護)preciousness of life (生命の尊さ) | Values being stewards of the earthCitizenship a web of connections and interdependencies | Axis: Healthy living the web of relations between the environment and community life | Healthy communities and environments people and the environment (interdependence)Hauora taha wairua | — | Building Connections care for nature and animal welfareenvironmental issues and sustainability | Health, social and environmental responsibility being kinder to EarthGr 8Social and environmental responsibility environmental justiceGr 11 | self-awarenesssocial awareness | P3 Wellbeing environmental factors in wellbeingP3.1a sustainable lifestyle that respects the environmentP3.3 | — | Self-management affective skills (mindfulness awareness) | — | Mindfulness (attention regulation) | Critical thinking separating what is observed from what is imaginedCreative thinking imagining another perspective | Relating ConnectednessBeing Presence | — |
 راحة دون أن تضطر إلى استحقاقهاالتحرّر من الأداء الراحة | Self-awareness personal awarenessemotional awareness | Self-knowledge and self-careGC 8 appreciating oneself and caring for physical and emotional health | Personal Awareness and Responsibility well-beingPositive Personal and Cultural Identity a healthy sense of oneself | Personal skills recognizing stress and its causes1.1coping skills1.2Gr 7–8 A1.5 (caring for oneself, sense of mattering) | Wellbeing and self-care appropriate restOA 4, 7°–8°Personal growth each person as unique, original and valuable | Health and Wellbeing balance between school, leisure and online time, and sleep (KS3 H2, H13, H15) | Mental wellbeing sleep (statement 2)which activities contribute to wellbeing (statement 6) | L3 Taking care of oneself and managing daily life sleep, rest and a balanced daily rhythm | Personal Development and Leadership healthbuilding and renewing self-esteem | Health education (健康生活教育) leisure good for body, mind and spirit (身心靈, S1–S3)psychological well-being | Mental healthNEP 4.28 | Health (kesehatan) mental health and healthy living patterns | Responsible taking action to protect my wellbeingAware making sense of feelings such as guilt about resting | Special activities healthy, safe attitudes and habits for mind and body (心身ともに健康で安全な生活態度や習慣) | Self-efficacy self-esteem and personal well-being | Axis: Healthy living living with manageable levels of stressWays of being, thinking, acting and relating personal well-being | Personal health and physical development patterns of work, relaxation and recreationHauora taha tinana and taha hinengaro | Mental and emotional wellbeing understanding the importance of mental wellbeingHWB 3-06a | SEC self-managementCCE Curriculum Content Area Mental Health | Physical Education recreational and relaxation activityGr 11Development of the self in society balanced lifestyleGr 11 | self-awarenessself-management | P3 Wellbeing care of physical and mental health, a sustainable lifestyleP3.3P1 Self-regulation stress responsesP1.2 | Critical thinking questioning norms that tie worth to productivitySelf-management managing stress, including rest | Self-management affective skills (emotional management, self-motivation) | Core foundations health foundations (mental well-being)Attitudes and values | Mindfulness (attention regulation) | Coping with stress recognising sources of pressure and making room to rest | Being Self-AwarenessBeing Presence | Regulate under stress |
 أن ندع يومًا عاديًّا يُحتسبالعاديّة الإنجاز | Self-awareness personal awarenessemotional awareness | Self-knowledge and self-careGC 8 appreciating oneself within human diversity | Positive Personal and Cultural Identity personal strengths and abilities (a unique individual)Personal Awareness and Responsibility | Personal skills a realistic understanding of one's own strengths1.1Gr 7–8 A1.5 (sense of mattering) | Personal growth positive self-representationsOA 1, 7°–8° | Health and Wellbeing what affects wellbeing, and how media shapes how we see ourselves (KS3 H2, H3, KS4 H2) | Wellbeing online unhealthy comparison and curated images of life online (statement 2)Mental wellbeing which activities contribute to wellbeing (statement 6) | L3 Taking care of oneself and managing daily life what promotes one's wellbeing in everyday life | Personal Development and Leadership self-awareness and self-esteem | Life education (生命教育) accepting and appreciating oneself as one is (接受和欣賞自己, S4–S6) | Mental healthNEP 4.28 | — | Aware making sense of thoughts and feelings about achievementConnected to friends and community | — | Self-efficacy self-awareness and self-esteem | Ways of being, thinking, acting and relating self-knowledge through everyday experiences | Personal health and physical development personal identityKAL mental health a sense of self-worth | — | SEC self-awarenessCCE Curriculum Content Area Mental Health | Development of the self in society self-esteem and the influence of the mediaGr 10 | self-awarenessself-management | P3 Wellbeing life satisfactionhow social factors influence health and wellbeingP3.1 | Critical thinking questioning norms that tie value to standing out or achieving more | Self-management affective skills (emotional management, self-motivation) | Core foundations health foundations (mental well-being) | Mindfulness (noticing small, ordinary moments) | Critical thinking assessing pressures to stand out, such as media and comparisonSelf-awareness recognising one's own character | Relating AppreciationBeing Presence | — |
 إفساح مساحة صغيرةالوقفة الراحة | Self-management emotional regulationSelf-awareness emotional awareness | Self-knowledge and self-careGC 8 recognising one's emotions and the capacity to deal with them | Personal Awareness and Responsibility self-regulatingwell-being (strategies for challenging moments) | Personal skills adaptive, management and coping skills1.2Gr 7–8 A1.2 (pausing and reflecting) | Wellbeing and self-care appropriate rest and managing stress in daily lifeOA 4 | Health and Wellbeing mental health and emotional wellbeing (KS3 H7, H10, KS4 H7) | Mental wellbeing worrying and feeling down are normal, and managing those feelings (statement 4)coping strategies (statement 7) | L3 Taking care of oneself and managing daily life rest and handling feelingsL1 maintaining attention and concentration | Personal Development and Leadership self-regulation | Moral and ethical education (品德及倫理教育) controlling impulsive emotions and behaviour with self-disciplineS1–S3 | Mental healthNEP 4.28Life skills resilience (NEP Principles) | Health (kesehatan) mental health (kesehatan mental): short pauses in a busy day | Aware noticing my thoughts, feelings and behavioursResilient coping skills | Health coping with desires and stress (欲求やストレスへの対処) | Self-efficacy managing stressful situations before responding | Feelings and their influence on decision-making self-regulation before respondingAxis Healthy living | Hauora taha hinengaro (responding constructively)Personal health and physical development self-management skills | Mental and emotional wellbeing how feelings and reactions changeHWB 3-04alearning ways of managing themHWB 3-02a | SEC self-managementCCE Curriculum Content Area Mental Health | Development of the self in society appropriate responses to pressure: coping skillsGr 7stress managementGr 12 | self-awarenessself-managementresponsible decision-making | P1 Self-regulation awareness and regulation of emotions, thoughts and behaviourP1.1–P1.2 | Self-management controlling impulses, pausing before respondingDecision-making choosing the next step | Self-management affective skills (mindfulness awareness, emotional management) | Core foundations health foundations (mental well-being)Core foundations social and emotional foundations (emotional regulation) | Mindfulness (pausing to regulate attention and body) | Coping with emotions making room to respond rather than reactCoping with stress learning how to relax | Being Presence | Regulate under stress |
 العودة إلى حيث أنتالحضور الوعي | Self-awareness emotional awarenessSelf-management emotional regulation | Self-knowledge and self-careGC 8 knowing oneself and caring for emotional health | Personal Awareness and Responsibility self-regulating | Personal skills self-awareness and self-monitoring1.1practising mindfulnessGr 7–8 A1.1 | Wellbeing and self-care building actions that favour wellbeing into daily lifeOA 4 | Health and Wellbeing mental health and emotional wellbeing (KS3 H7, H10, KS4 H7) | Mental wellbeing worrying and feeling down are normal, and managing those feelings (statement 4)coping strategies (statement 7) | L1 Thinking and learning to learn ways of maintaining attention and concentration | Personal Development and Leadership self-awareness and self-regulation | Life education (生命教育) living well in the present (活好當下, S4–S6) | Mental healthNEP 4.28 | Health (kesehatan) mental health (kesehatan mental): returning attention to the present | Aware noticing my thoughts and behavioursunderstanding what helps me to learn | Health maintaining mental health (心の健康) | Self-efficacy self-awareness | Feelings and their influence on decision-making distinguishing emotions, moods and feelings | Hauora taha hinengaro (coherent thinking processes) and taha tinana (the body) | Mental and emotional wellbeing being aware of my feelingsHWB 3-01alearning ways of managing thoughtsHWB 3-02a | SEC self-awareness and self-management | Study skills concentrationGr 10Development of the self in society stress managementGr 12 | self-awarenessself-management | P1 Self-regulation awareness of one's thoughts and behaviourP1.1L3 Managing learning knowing one's learning processesL3.1 | Self-management regulating attentionreturning to the present | Self-management affective skills (mindfulness awareness) | Core foundations health foundations (mental well-being)Core foundations social and emotional foundations (emotional regulation) | Mindfulness (noticing attention drift and returning to an anchor) | Self-awareness noticing where one's attention isCoping with stress grounding attention in the present | Being Presence | Regulate under stress |
 من أجل ماذا؟الغاية المعنى | Self-awareness personal awarenessSelf-management goal setting | Work and life projectGC 6 choices aligned with one's life project, with autonomy and critical awareness | Positive Personal and Cultural Identity personal values and choicesPersonal Awareness and Responsibility ethical decisions | Personal skills using personal strengths and values to guide decisions1.1Gr 7–8 A1.5 (sense of mattering and purpose) | Personal growth comparing life-project alternativesOA 1, 1°–2° medioManaging learning interests, motivationsOA 9, 7°–8° | Living in the wider world learning skills, values (KS3 L2) | — | L1 Thinking and learning to learn ethical thinking about the good lifeL6 choices grounded in one's own interests | Personal Development and Leadership self-knowledge, dreams and aspirations | Life education (生命教育) seeking the meaning of lifeS1–S3clear goals and aspirationsS4–S6 | Ethical decisionsNEP 4.28Socio-emotional learningNEP 5.14 | Independence (kemandirian) taking responsibility for one's own development | Aware knowing my personal values and thinking through my decisions | Moral education deepening thought about one's way of life (人間としての生き方)Special activities career formation and self-realisation | Self-efficacy setting and pursuing personal, family and community goals | Building a life project interests, strengths and goals for personal and collective well-being | Hauora taha wairua (values and beliefsthe search for meaning and purpose in life) | Planning for choices and changes relevance of learning to future opportunitiesinformed choices about lifeHWB 3-19a | SEC self-awareness and responsible decision-makingBecoming my Best Self | Social and environmental responsibility personal mission statement and visionGr 12World of work work and personal potentialGr 7 | self-awarenessresponsible decision-making | P1 Self-regulation a sense of purpose that supports learning and actionP1.3L3 Managing learning purposesL3.3 | Self-management motivation rooted in what mattersDecision-making weighing personal choice and wider conditions | Self-management reflection skillsSelf-management organisation skills (planning towards personal goals) | Attitudes and valuesStudent agency & co-agency | Critical Inquiry (tracing actions back to deeper reasons) | Self-awareness recognising what one valuesDecision making whether an action still serves that value | Being Inner CompassThinking Long-Term Orientation and Visioning | Understand self the base for session 1 |
 إبقاء التدفّق في الاتجاهينالتبادلية المجتمع | Social awareness relational awarenessSocial management collaboration | Empathy and cooperationGC 9 cooperation, resolving conflictsResponsibility and citizenshipGC 10 solidary, sustainable decisions | Social Awareness and Responsibility contributing to community and caring for the environmentresolving problems | Interpersonal skills negotiating1.3working towards a common goal1.4Gr 7–8 A1.4 (helping others, giving back) | Interpersonal relationships agreements that benefit all parties, with reciprocal commitmentOA 6, 1°–2° medio | Relationships forming and maintaining respectful relationships, including trust (KS3 R14, R10) | Respectful relationships mutual respect and generosity in positive relationships (statement 1) | L7 Participation, involvement and building a sustainable future negotiationchanging practices towards sustainable wellbeing | Core value equity: caring for one anotherPersonal Development and Leadership responsibility | Responsibility (責任感) actively taking on shared responsibilities at homeS1–S3Unity (團結) | Collaboration and teamworkNEP 4.23Ethical decisionsNEP 4.28 | Collaboration (kolaborasi) caring, sharing and building cooperation (peduli, berbagi, kerja sama) | Connected how my actions and interactions affect others' wellbeing, locally and globally | Moral education B gratitude and responding in return (感謝，進んでそれに応え)C — fairness and impartiality (公正，公平) | Communication and Collaboration working together to realise shared goalsCore value social justice | Field: The human and the community reciprocity, mutual help and dialogue | Relationships with other people relationshipsHealthy communities and environments identifying inequities and making changes | Mental and emotional wellbeing sharing and fairness in relationshipsHWB 3-05aRelationships, sexual health and parenthood the importance of being cared for and caring for others in relationshipsHWB 3-44a | SEC relationship management and responsible decision-making | Development of the self in society relationships and well-being: rights and responsibilitiesGr 11power relationsGr 10 | social awarenessrelationship skillsresponsible decision-making | S3 Collaboration fair sharing of tasks, resources and responsibilityS3.3fair, respectful relationshipsS3.2 | Negotiation exchanging things of value fairlyCooperation sharing responsibility for a common purpose | Social collaboration skills (making fair and equitable decisions) | Skills social and emotional skills (collaboration)Transformative competencies taking responsibility | EmpathyCritical Inquiry (examining one-way patterns) | Interpersonal relationship skills keeping relationships fairProblem solving redesigning a one-way arrangement | Collaborating Relationship-Building SkillsRelating Connectedness | Establish connection |
 النظر إلى الوراء برفقالتأمّل الذاتي الوعي | Self-awareness reflective practice | Self-knowledge and self-careGC 8 knowing oneself with self-criticismScientific, critical and creative thinkingGC 2 reflection | Critical and Reflective Thinking reflecting and assessingPersonal Awareness and Responsibility self-regulating | Critical and creative thinking reflecting/evaluating, planning next steps1.5Personal skills self-monitoring1.1Gr 7–8 A1.5 | Managing learning monitoring achievements and redefining actionsOA 10, 7°–8° | Health and Wellbeing assessing strengths and acting on feedback (KS4 H1)Living in the wider world learning skills (KS3 L2) | — | L1 Thinking and learning to learn reflecting on one's own experienceevaluating one's working process | Critical Thinking and Problem-Solving drawing on one's own experiences to analyse situations | Moral and ethical education (品德及倫理教育) reflecting on one's behaviourS1–S3self-examination (自省, S4–S6) | Learning how to learnNEP 4.4 | Independence (kemandirian) the habit of reflection (refleksi) to improve oneself | Aware making sense of my thoughts, feelings and behavioursunderstanding how I can improve | Moral education A looking at oneself to grow (自己を見つめ)Special activities looking back on learning (振り返ること) | Learning to Learn awareness of one's learning processbuilding on prior learning and life experiences | Building a life project rethinking goals after analysing achievements and situations faced | KAL mental health self-awareness, self-reflection and self-appraisalHauora taha hinengaro | Mental and emotional wellbeing understanding my own behaviourHWB 3-04aSocial wellbeing managing my learningHWB 3-11a | SEC self-awareness | Study skills reflecting on how learning takes placeGr 11World of work keeping a journalGr 9 | self-awarenessresponsible decision-making | L1 Growth mindset reflecting on successful and unsuccessful experiencesL1.3L3 Managing learning reflectingL3.3 | Self-management self-monitoring and self-evaluationCritical thinking thinking about one's own thinking | Self-management reflection skills | Anticipation-Action-Reflection cycle (reflection)Student agency | Critical Inquiry (asking questions of ordinary experience)Mindfulness (attention regulation) | Self-awareness understanding one's own experiencesCritical thinking analysing experiences objectively | Being Self-AwarenessBeing Openness and Learning Mindset | Understand self the base for session 2 |
 ما الذي يصحّ أيضًا؟إعادة التأطير المشاعر الإيجابية | Self-management emotional regulationperseverance and adaptability | Responsibility and citizenshipGC 10 flexibility and resilienceSelf-knowledge and self-careGC 8 dealing with emotions | Personal Awareness and Responsibility self-regulatingCritical and Reflective Thinking analyzing and critiquing | Personal skills adaptive skills: being flexible, trying out solutions1.2Gr 7–8 A1.3 (reframing negative thoughts) | Wellbeing and self-care managing stressOA 4, 1°–2° medioManaging learning redefining actions after resultsOA 10, 7°–8° | Health and Wellbeing mental health and emotional wellbeing (KS3 H9, KS4 H7) | Mental wellbeing worrying and feeling down are normal, and managing those feelings (statement 4) | L3 Taking care of oneself and managing daily life handling conflicting feelings and thoughtsL1 finding alternatives | Critical Thinking and Problem-Solving choosing the most appropriate of several solutionsPersonal Development and Leadership resilience | Perseverance (堅毅) getting through setbacksS1–S3Life education facing adversity with a positive attitudeS4–S6 | Life skills resilience (NEP Principles)Mental healthNEP 4.28 | Critical reasoning (penalaran kritis) considering various viewpointsIndependence (kemandirian) adapting (beradaptasi) | Resilient believing that with effort I can achieveAware making sense of my thoughts and feelings | Moral education B understanding many ways of seeing (相互理解，寛容)A — overcoming difficulty and failure (克己と強い意志) | Self-efficacy sustaining effort after failureseeing difficulties as challenges rather than threats | Feelings and their influence on decision-making how feelings are built from ideas and experiences | Hauora taha hinengaro (thinking processes, responding constructively)KAL mental health stress and disappointment | Mental and emotional wellbeing learning ways of managing thoughts and emotionsHWB 3-02achallenging timesHWB 3-07a | SEC self-managementCCE Curriculum Content Area Mental Health | Development of the self in society strategies to respond to emotions in challenging situationsGr 9adapting to changeGr 12 | self-awarenessself-management | P2 Flexibility reviewing opinions and courses of actionP2.1P1 Self-regulation hope and resilienceP1.3 | Resilience navigating setbacks constructivelyCritical thinking finding another honest frame | Self-management affective skills (self-motivation, resilience) | Skills cognitive and meta-cognitive skills (creative thinking) | Critical Inquiry (finding a second, honest frame)Mindfulness (attention regulation) | Creative thinking exploring alternative ways to see a situationCoping with emotions | Thinking Perspective SkillsActing Resilience | Understand self the base for session 3 |
 إيجاد خطوة تالية أكثر ثباتًاتنظيم الذات الراحة | Self-management emotional regulationSelf-awareness emotional awareness | Self-knowledge and self-careGC 8 caring for physical and emotional health and dealing with emotions | Personal Awareness and Responsibility self-regulatingself-advocating (expressing needs, seeking help) | Personal skills adaptive, management and coping skills, incl. seeking help1.2Gr 7–8 A1.1 (self-regulation), A1.2 | Wellbeing and self-care healthy routines incl. restOA 4, 7°–8°turning to support networksOA 3, 1°–2° medio | Health and Wellbeing mental health and emotional wellbeing (KS3 H6, H7, H10, KS4 H7) | Mental wellbeing worrying and feeling down are normal, and managing those feelings (statement 4)coping strategies (statement 7) | L3 Taking care of oneself and managing daily life rest, a balanced daily rhythm and handling conflicting feelings | Personal Development and Leadership self-regulation and resilience | Health education (健康生活教育) psychological well-beingseeking family support in difficultiesS1–S3 | Life skills resilience (NEP Principles)Mental healthNEP 4.28 | Health (kesehatan) physical and mental healthIndependence (kemandirian) adapting to varied situations | Resilient knowing where I can go for helpResponsible acting to protect and promote my wellbeing | Health coping with stressSpecial activities resolving adolescent anxieties and worries (思春期の不安や悩みの解決) | Self-efficacy managing stressful situationsLearning to Learn seeking and making use of guidance | Feelings and their influence on decision-making managing affect, self-regulationAxis Healthy living | Personal health and physical development self-management skillsHealthy communities and environments community resources | Mental and emotional wellbeing managing thoughts and emotionsHWB 3-02apractical and emotional supportHWB 3-03a | SEC self-managementCCE Curriculum Content Area Mental Health | Development of the self in society stress management: own strategyGr 12seeking support and assistanceGr 11 | self-managementself-awareness | P1 Self-regulation regulating emotions, thoughts and behaviourP1.2P3 Wellbeing reliable support and servicesP3.2 | Self-management regulating emotions and behaviour under pressureDecision-making choosing support | Self-management affective skills (emotional management) | Skills cognitive and meta-cognitive skills (self-regulation) | Mindfulness (steadying attention and body across different forms of rest) | Coping with stress reducing sources of stress or changing the environmentCoping with emotions | Being Self-AwarenessBeing Presence | Regulate under stress the base for session 8 |
 إيجاد شكلٍ في موقف معقّدصناعة المعنى التعلّم التحرّري | Social awareness empathy | Scientific, critical and creative thinkingGC 2 critical analysis, formulating problemsArgumentationGC 7 reliable information | Critical and Reflective Thinking analyzing and critiquingSocial Awareness and Responsibility appreciating different perspectives | Critical and creative thinking organizing information, making connections, synthesizing1.5Gr 7–8 A1.6 | — | Living in the wider world media literacy and digital resilience, a partial fit (KS3 L23, L26) | — | L1 Thinking and learning to learn noticing interconnections (systemic thinking)dealing with unclear information | Critical Thinking and Problem-Solving analysing issuesCommunication and Collaboration valuing multiple perspectives | Civic education (公民教育) understanding issues rationally and from multiple anglesS4–S6Media and information literacy education | Problem solving and logical reasoningNEP 4.23Real understandingNEP 4.4 | Critical reasoning (penalaran kritis) analysing complex problemslogical arguments backed by evidence (SMA) | Aware making sense of my thoughts and reactions when a situation is complicated | Moral education thinking broadly, from many sides and angles (多面的・多角的)issues open to diverse views | Critical Thinking and Problem Solving logic, evidence and multiple perspectivesLearning to Learn processing new information | Axis: Critical thinking analysing a complex situation from several positions | — | — | SEC responsible decision-making | Democracy and human rights critically analysing dilemmas, respecting differing opinionsGr 11 | responsible decision-makingsocial awareness | L2 Critical thinking comparing and synthesising information and ideasL2.2S3 Collaboration a systemic approachS3.3 | Critical thinking separating evidence from assumption, weighing perspectivesProblem-solving | Thinking critical thinking skills (analysing complex concepts, using models to explore complex systems) | Skills cognitive and meta-cognitive skills (critical thinking) | Critical Inquiry (mapping viewpoints instead of one explanation) | Critical thinking analysing information and experiencesProblem solving laying out the parts of a complex problem | Thinking Systems ThinkingThinking Perspective Skills | — |
 ملاقاة الضغط بمزيد من الدعمإدارة التوتر الوعي | Self-awareness emotional awarenessSelf-management emotional regulation | Self-knowledge and self-careGC 8 caring for physical and emotional healthResponsibility and citizenshipGC 10 resilience | Personal Awareness and Responsibility well-being (managing stress)self-advocating (seeking help) | Personal skills recognizing sources of stress1.1coping skills such as relaxation, seeking help1.2Gr 7–8 A1.2 | Wellbeing and self-care managing stress appropriatelyOA 4, 1°–2° medioasking for helpOA 3 | Health and Wellbeing mental health and emotional wellbeing (KS3 H7, H10, KS4 H7, H8) | Mental wellbeing worrying and feeling down are normal, and managing those feelings (statement 4)physical activity, sleep and time outdoors (statement 2)coping strategies (statement 7) | L3 Taking care of oneself and managing daily life ways of acting that promote health and wellbeingemotional skills | Personal Development and Leadership health, resilience and self-regulation | Health education (健康生活教育) exercise and healthy ways to relieve exam and study pressureS4–S6 | Mental healthNEP 4.28Life skills resilience (NEP Principles) | Health (kesehatan) physical and mental health: noticing stress and reaching for support | Resilient coping skills to deal with life's challengesAware noticing my feelings and behaviours | Health stress affects mind and bodycoping with it appropriately (ストレスへの対処) | Self-efficacy managing stressful situationsbeing aware of the resources at one's disposal | Axis: Healthy living keeping stress within manageable marginsFeelings and their influence on decision-making | KAL mental health supporting oneself and others in times of stressPersonal health and physical development self-management | Mental and emotional wellbeing coping skills, and support when mental health is hardHWB 3-06apeople I can talk toHWB 3-03a | SEC self-managementCCE Curriculum Content Area Mental Health | Development of the self in society stressors, signs of stress and stress managementGr 12 | self-awarenessself-management | P1 Self-regulation understanding and regulating stress responsesP1.2P3 Wellbeing seeking social supportP3.3 | Self-management managing stressResilience drawing on coping strategies and support | Self-management affective skills (emotional management) | Core foundations health foundations (mental well-being)Core foundations social and emotional foundations (emotional regulation) | Mindfulness (body awareness and attention regulation) | Coping with stress recognising sources of stress and how they affect us, and acting to control levels of stress | Being Self-AwarenessBeing Presence | Regulate under stress |
 البقاء مع لحظة صعبة عاديةتحمّل الضيق الطمأنينة في عدم الراحة | Self-management emotional regulationperseverance and adaptability | Self-knowledge and self-careGC 8 recognising emotions and the capacity to deal with themResponsibility and citizenshipGC 10 | Personal Awareness and Responsibility self-regulating (persevering in difficult circumstances)well-being | Personal skills coping skills: expressing emotions, seeking help in difficult situations1.2Gr 7–8 A1.1, A1.2 | Wellbeing and self-care strategies for difficult situations and help from significant or specialised peopleOA 3, 7°–8° | Health and Wellbeing mental health and emotional wellbeing (KS3 H9, KS4 H6) | Mental wellbeing worrying and feeling down are normal, and managing those feelings (statement 4) | L3 Taking care of oneself and managing daily life facing and managing conflicting feelingsanticipating risky situations | Personal Development and Leadership perseverance, resilience and self-regulation | Moral and ethical education expressing feelings safely, not harming self or othersS1–S3Perseverance (堅毅) | Mental healthNEP 4.28Life skills resilience (NEP Principles) | Health (kesehatan) mental healthIndependence (kemandirian) adapting (beradaptasi) | Resilient coping skillsknowing where I can go for helpResponsible knowing where my safety is at risk | Special activities facing worries and anxieties and trying to overcome themHealth coping with stress | Self-efficacy facing difficult tasks as challenges rather than threats to avoid | Feelings and their influence on decision-making managing affect to make safer, assertive decisions | KAL mental health managing stress and disappointment, accessing supportHauora taha hinengaro | Mental and emotional wellbeing feelings and reactions can changeHWB 3-04askills for challenging timesHWB 3-07a | SEC self-managementCCE Curriculum Content Area Mental Health | Development of the self in society challenging situations: counterproductive coping, strategies to respond to emotionsGr 9 | self-awarenessself-management | P1 Self-regulation regulating emotions, resilienceP1.2–P1.3P3 Wellbeing risks for wellbeing, using servicesP3.2 | Resilience struggling and coping constructively with adversitySelf-management regulating the urge to escape | Self-management affective skills (resilience) | Core foundations social and emotional foundations (emotional regulation) | Mindfulness (attention and emotion regulation)Critical Inquiry (examining unhelpful reactions) | Coping with emotions recognising how emotions influence behaviour and responding appropriatelyCoping with stress | Acting ResilienceBeing Presence | Regulate under stress the base for session 7 |
هذه قراءتنا لكل إطار. أنت أعرف بسياقك. إن لم يكن منهجك مُدرجًا، فاكتب إلينا وأخبرنا بما قد يفيدك.
من أين يأتي كل إطار، ومن راجع قراءتنا له
كل مواءمة هنا هي قراءتنا للإطار. وكل واحدة تذكر هل رُوجعت مقابل مصدرها أم لم تُراجَع بعد. في 10 أكتوبر 2026 راجع مراجعون بالذكاء الاصطناعي يؤدّون دور مستشار مناهج اثنتي عشرة منها، وغيّرنا ما وجدوه؛ ولم يراجع أي مستشار بشري أيًّا منها بعد.
- Australia, Personal and Social Capability المصدر: Australian Curriculum v9.0, General capabilities: Personal and Social capability. خضع لمراجعة بالذكاء الاصطناعي مقابل Australian Curriculum Version 9.0, General capabilities: Personal and Social capability، بعناصرها وعناصرها الفرعية، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- Brazil, BNCC المصدر: Base Nacional Comum Curricular (BNCC; 2017 for EI/EF, 2018 for Ensino Médio): Competências gerais da educação básica. لم تُراجَع بعد مقابل مصدرها.
- Canada, BC Core Competencies المصدر: BC's Curriculum: Core Competencies (Communication; Thinking; Personal and Social). لم تُراجَع بعد مقابل مصدرها.
- Canada, Ontario HPE المصدر: The Ontario Curriculum, Grades 9 to 12: Health and Physical Education (2015, revised), Living Skills; with The Ontario Curriculum, Grades 1–8: Health and Physical Education (2019), strand A. لم تُراجَع بعد مقابل مصدرها.
- Chile, Orientación المصدر: Bases Curriculares 1º básico a 2º medio: Orientación (MINEDUC, 2015), section 7° básico a 2° medio. لم تُراجَع بعد مقابل مصدرها.
- England, PSHE المصدر: Programme of Study for PSHE education, Key stages 1 to 5. خضع لمراجعة بالذكاء الاصطناعي مقابل Programme of Study for PSHE education, Key stages 1 to 5 الصادر عن PSHE Association، بصياغة 2020 (قُرئ من نسخة تستضيفها مدرسة، 2023/24)، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- England, RSHE المصدر: Relationships education, relationships and sex education (RSE) and health education: statutory guidance, in force from 1 September 2026. خضع لمراجعة بالذكاء الاصطناعي مقابل إرشادات Relationships education, relationships and sex education (RSE) and health education الصادرة عن DfE والسارية من 1 سبتمبر 2026، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- Finland, Transversal competences المصدر: Perusopetuksen opetussuunnitelman perusteet 2014 (National core curriculum for basic education 2014), 15.2 Laaja-alainen osaaminen vuosiluokilla 7–9. لم تُراجَع بعد مقابل مصدرها.
- Ghana, Core competencies المصدر: English Language Common Core Programme (CCP) Curriculum for B7–B9 (NaCCA): Core Competencies and Values sections. لم تُراجَع بعد مقابل مصدرها.
- Hong Kong, Values Education المصدر: Values Education Curriculum Framework (2026) webpage; EDB Circular No. 3/2026; VE Curriculum Plan Table 2026; VE Curriculum Planning and Review Tools (Secondary) 2026. لم تُراجَع بعد مقابل مصدرها.
- India, NEP المصدر: National Education Policy 2020, final English text (July 2020). خضع لمراجعة بالذكاء الاصطناعي مقابل National Education Policy 2020، النص الإنجليزي النهائي (يوليو 2020، النسخة المنشورة على موقع PIB)، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- Indonesia, Graduate profile المصدر: Permendikdasmen No. 10 Tahun 2025 tentang Standar Kompetensi Lulusan (Pasal 4, 8, 10, 11). لم تُراجَع بعد مقابل مصدرها.
- Ireland, Junior Cycle Wellbeing المصدر: Junior Cycle Wellbeing Guidelines 2021 (section 4.1, Indicators of wellbeing). لم تُراجَع بعد مقابل مصدرها.
- Japan, Courses of Study المصدر: 中学校学習指導要領（平成29年告示） (MEXT): 第3章 特別の教科 道徳; 第5章 特別活動; 第2章第7節 保健体育. لم تُراجَع بعد مقابل مصدرها.
- Kenya, Competency-based curriculum المصدر: Basic Education Curriculum Framework (KICD, 2019): Core Competencies for Basic Education; Values; Values based Education. لم تُراجَع بعد مقابل مصدرها.
- Mexico, Nueva Escuela Mexicana المصدر: Plan de Estudio para la educación preescolar, primaria y secundaria 2022 (2024 edition); Programa de Estudio para la Educación Secundaria: Programa Sintético de la Fase 6 (2024). لم تُراجَع بعد مقابل مصدرها.
- New Zealand, Health and PE المصدر: The New Zealand Curriculum (2007): Health and physical education (builds on Health and Physical Education in the New Zealand Curriculum, 1999). لم تُراجَع بعد مقابل مصدرها.
- Scotland, Health and wellbeing المصدر: Curriculum for Excellence: health and wellbeing experiences and outcomes; Health and wellbeing across learning: responsibilities of all. خضع لمراجعة بالذكاء الاصطناعي مقابل Curriculum for Excellence, Health and wellbeing: experiences and outcomes الصادر عن Education Scotland، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- Singapore, CCE المصدر: 2021 Character and Citizenship Education (CCE) Syllabus, Secondary. خضع لمراجعة بالذكاء الاصطناعي مقابل 2021 Character and Citizenship Education (CCE) Syllabus, Secondary الصادر عن MOE، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- South Africa, Life Orientation المصدر: CAPS Life Orientation Grades 7–9 (DBE, 2011); CAPS Life Orientation Grades 10–12 (DBE). لم تُراجَع بعد مقابل مصدرها.
- United States, CASEL المصدر: The CASEL Framework. خضع لمراجعة بالذكاء الاصطناعي مقابل CASEL Framework (2020)، كما هو منشور على casel.org، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- European Union, LifeComp المصدر: LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence (Sala, Punie, Garkov, Cabrera Giraldez; EUR 30246 EN, 2020). لم تُراجَع بعد مقابل مصدرها.
- Middle East and North Africa, UNICEF life skills المصدر: LSCE Conceptual and Programmatic Framework (UNICEF and partners, 2017); companion: The Twelve Core Life Skills for MENA (2017). لم تُراجَع بعد مقابل مصدرها.
- IB, ATL المصدر: MYP: From principles into practice, Approaches to learning. خضع لمراجعة بالذكاء الاصطناعي مقابل MYP: From principles into practice, Approaches to learning الصادر عن IB (للاستخدام اعتبارًا من سبتمبر 2014/يناير 2015، نسخة تستضيفها مدرسة)، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- OECD Learning Compass المصدر: OECD Learning Compass 2030 concept notes (2019): Skills for 2030; Core Foundations for 2030. خضع لمراجعة بالذكاء الاصطناعي مقابل مذكّرتَي المفاهيم في OECD Learning Compass 2030، وهما Skills for 2030 وCore Foundations for 2030 (2019)، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- UNESCO SEL المصدر: Empathy, mindfulness, compassion and critical inquiry: MGIEP's social and emotional learning. خضع لمراجعة بالذكاء الاصطناعي مقابل صفحة MGIEP التي تسمّي الكفايات الأربع، مع تعريفاتها المأخوذة من ملخّصات Rethinking Learning (MGIEP, 2020)، الذي تعذّر فتحه، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- WHO life skills المصدر: Life skills education for children and adolescents in schools: introduction and guidelines to facilitate the development and implementation of life skills programmes (WHO/MNH/PSF/93.7A.Rev.2; 1994, reprinted 1997). لم تُراجَع بعد مقابل مصدرها.
- Inner Development Goals المصدر: The Inner Development Guide: 25 skills across 5 dimensions (2025). خضع لمراجعة بالذكاء الاصطناعي مقابل المهارات الـ25 في الأبعاد الخمسة كما يعرضها Inner Development Guide (idg.guide, 2025)، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
- Sessions for advocates, capacities المصدر: Ten sessions for advocates (/advocates/). خضع لمراجعة بالذكاء الاصطناعي مقابل القدرات الثلاث في «عشر جلسات للمناصرين»، كما تسمّيها الجلسات على /advocates/، في 10 أكتوبر 2026، ولم يراجعه بعدُ مستشار بشري.
اقترح تصحيحًا. تُفتح رسالتك البريدية واسم الخريطة في عنوانها، ولا يُرسل شيء حتى ترسلها أنت.