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| Урок | 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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 Позволять людям быть собойПринятие Глубокая забота | 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 |
 Сказать хорошее вслухСлова признания Радость и тёплые чувства | 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 |
 Как поступил бы лес?Вдохновение у природы Эмпатия к живому миру | 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 | — |
 Пауза, которую носишь с собойДыхание Осознанность | 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 |
 Освободить место для каждого голосаСотрудничество Сообщество | 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 |
 То, к чему ты возвращаешься снова и сноваПреданность Смысл | 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 |
 Связи в этом классеВзращивание сообщества Сообщество | 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 |
 Доброта, которая откликаетсяСострадание Глубокая забота | 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 |
 Удовольствие ещё не знатьЛюбопытство Радость и тёплые чувства | 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 |
 Выбирать, как пользоваться телефономЦифровая самостоятельность Осознанность в цифровом мире | 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 |
 Решать, когда технологии получают твоё вниманиеЦифровые границы Осознанность в цифровом мире | 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 |
 Выбирать, что заслуживает твоего вниманияЦифровая разборчивость Осознанность в цифровом мире | 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 | — |
 Замечать то, что уже естьБлагодарность Радость и тёплые чувства | 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 | — |
 Заглянуть глубже первого ответаИсследование через вопросы Освобождающее познание | 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 |
 Как ты хочешь встретить то, что будет дальше?Постановка намерения Создание ритуалов | 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 |
 Освободить место для того, что тебя оживляетРадость Радость и тёплые чувства | 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 | — |
 Маленькое дело, которое помогаетДоброта Глубокая забота | 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 |
 Что значит быть услышаннымСлушание Сообщество | 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 |
 Принадлежать живому мируЧуткость к природе Эмпатия к живому миру | 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 | — |
 Отдых, который не нужно заслуживатьБез гонки за результатом Отдых | 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 |
 Позволить обычному дню иметь значениеОбыкновенность Свершения | 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 | — |
 Освободить немного местаПауза Отдых | 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 |
 Вернуться туда, где ты естьПрисутствие Осознанность | 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 |
 Ради чего?Жизненная цель Смысл | 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 |
 Чтобы поток шёл в обе стороныВзаимность Сообщество | 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 |
 Оглянуться с заботойРазмышление Осознанность | 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 |
 Что ещё тоже правда?Смена ракурса Радость и тёплые чувства | 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 |
 Найти более устойчивый следующий шагСаморегуляция Отдых | 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 |
 Найти форму в запутанной ситуацииОсмысление Освобождающее познание | 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 | — |
 Встречать давление с большей поддержкойКак обходиться со стрессом Осознанность | 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 |
 Побыть с обычным трудным моментомПереносимость дистресса В ладу с неуютным | 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 |
Это наше прочтение каждого рамочного документа. Свои условия лучше всех знаешь ты. Если твоей программы здесь нет, напиши нам и расскажи, что было бы полезно.
Откуда взят каждый рамочный документ и кто проверил наше прочтение
Каждое соответствие здесь это наше прочтение рамочного документа. У каждого указано, сверено ли оно уже с источником. 10 октября 2026 года ИИ-рецензенты в роли консультанта по учебным программам проверили двенадцать из них, и мы изменили то, что они нашли; ни один консультант-человек пока ни одного не проверял.
- Australia, Personal and Social Capability Источник: Australian Curriculum v9.0, General capabilities: Personal and Social capability. 10 октября 2026 года ИИ-рецензент проверил это соответствие по документу Australian Curriculum Version 9.0, General capabilities: Personal and Social capability, с его элементами и подэлементами, но консультант-человек его ещё не проверял.
- Brazil, BNCC Источник: Base Nacional Comum Curricular (BNCC; 2017 for EI/EF, 2018 for Ensino Médio): Competências gerais da educação básica. Ещё не сверено с источником.
- Canada, BC Core Competencies Источник: BC's Curriculum: Core Competencies (Communication; Thinking; Personal and Social). Ещё не сверено с источником.
- Canada, Ontario HPE Источник: 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. Ещё не сверено с источником.
- Chile, Orientación Источник: Bases Curriculares 1º básico a 2º medio: Orientación (MINEDUC, 2015), section 7° básico a 2° medio. Ещё не сверено с источником.
- England, PSHE Источник: Programme of Study for PSHE education, Key stages 1 to 5. 10 октября 2026 года ИИ-рецензент проверил это соответствие по документу Programme of Study for PSHE education, Key stages 1 to 5 от PSHE Association, в редакции 2020 года (по копии на сайте школы, 2023/24), но консультант-человек его ещё не проверял.
- England, RSHE Источник: Relationships education, relationships and sex education (RSE) and health education: statutory guidance, in force from 1 September 2026. 10 октября 2026 года ИИ-рецензент проверил это соответствие по руководству DfE «Relationships education, relationships and sex education (RSE) and health education», действующему с 1 сентября 2026 года, но консультант-человек его ещё не проверял.
- Finland, Transversal competences Источник: Perusopetuksen opetussuunnitelman perusteet 2014 (National core curriculum for basic education 2014), 15.2 Laaja-alainen osaaminen vuosiluokilla 7–9. Ещё не сверено с источником.
- Ghana, Core competencies Источник: English Language Common Core Programme (CCP) Curriculum for B7–B9 (NaCCA): Core Competencies and Values sections. Ещё не сверено с источником.
- Hong Kong, Values Education Источник: Values Education Curriculum Framework (2026) webpage; EDB Circular No. 3/2026; VE Curriculum Plan Table 2026; VE Curriculum Planning and Review Tools (Secondary) 2026. Ещё не сверено с источником.
- India, NEP Источник: National Education Policy 2020, final English text (July 2020). 10 октября 2026 года ИИ-рецензент проверил это соответствие по документу National Education Policy 2020, окончательный английский текст (июль 2020 года, копия на сайте PIB), но консультант-человек его ещё не проверял.
- Indonesia, Graduate profile Источник: Permendikdasmen No. 10 Tahun 2025 tentang Standar Kompetensi Lulusan (Pasal 4, 8, 10, 11). Ещё не сверено с источником.
- Ireland, Junior Cycle Wellbeing Источник: Junior Cycle Wellbeing Guidelines 2021 (section 4.1, Indicators of wellbeing). Ещё не сверено с источником.
- Japan, Courses of Study Источник: 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. Ещё не сверено с источником.
- Kenya, Competency-based curriculum Источник: Basic Education Curriculum Framework (KICD, 2019): Core Competencies for Basic Education; Values; Values based Education. Ещё не сверено с источником.
- Mexico, Nueva Escuela Mexicana Источник: 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). Ещё не сверено с источником.
- New Zealand, Health and PE Источник: The New Zealand Curriculum (2007): Health and physical education (builds on Health and Physical Education in the New Zealand Curriculum, 1999). Ещё не сверено с источником.
- Scotland, Health and wellbeing Источник: Curriculum for Excellence: health and wellbeing experiences and outcomes; Health and wellbeing across learning: responsibilities of all. 10 октября 2026 года ИИ-рецензент проверил это соответствие по документу Education Scotland «Curriculum for Excellence, Health and wellbeing: experiences and outcomes», но консультант-человек его ещё не проверял.
- Singapore, CCE Источник: 2021 Character and Citizenship Education (CCE) Syllabus, Secondary. 10 октября 2026 года ИИ-рецензент проверил это соответствие по документу MOE «Character and Citizenship Education (CCE) Syllabus, Secondary» 2021 года, но консультант-человек его ещё не проверял.
- South Africa, Life Orientation Источник: CAPS Life Orientation Grades 7–9 (DBE, 2011); CAPS Life Orientation Grades 10–12 (DBE). Ещё не сверено с источником.
- United States, CASEL Источник: The CASEL Framework. 10 октября 2026 года ИИ-рецензент проверил это соответствие по документу CASEL Framework (2020) в том виде, как он опубликован на casel.org, но консультант-человек его ещё не проверял.
- European Union, LifeComp Источник: LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence (Sala, Punie, Garkov, Cabrera Giraldez; EUR 30246 EN, 2020). Ещё не сверено с источником.
- Middle East and North Africa, UNICEF life skills Источник: LSCE Conceptual and Programmatic Framework (UNICEF and partners, 2017); companion: The Twelve Core Life Skills for MENA (2017). Ещё не сверено с источником.
- IB, ATL Источник: MYP: From principles into practice, Approaches to learning. 10 октября 2026 года ИИ-рецензент проверил это соответствие по документу IB «MYP: From principles into practice», раздел Approaches to learning (для использования с сентября 2014/января 2015 года, копия на сайте школы), но консультант-человек его ещё не проверял.
- OECD Learning Compass Источник: OECD Learning Compass 2030 concept notes (2019): Skills for 2030; Core Foundations for 2030. 10 октября 2026 года ИИ-рецензент проверил это соответствие по документу OECD Learning Compass 2030, по концептуальным запискам «Skills for 2030» и «Core Foundations for 2030» (2019), но консультант-человек его ещё не проверял.
- UNESCO SEL Источник: Empathy, mindfulness, compassion and critical inquiry: MGIEP's social and emotional learning. 10 октября 2026 года ИИ-рецензент проверил это соответствие по странице MGIEP, где названы четыре компетенции, с их определениями из кратких изложений Rethinking Learning (MGIEP, 2020), который открыть не удалось. Консультант-человек это соответствие ещё не проверял.
- WHO life skills Источник: 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). Ещё не сверено с источником.
- Inner Development Goals Источник: The Inner Development Guide: 25 skills across 5 dimensions (2025). 10 октября 2026 года ИИ-рецензент проверил это соответствие по документу Inner Development Guide, по 25 навыкам в 5 измерениях (idg.guide, 2025), но консультант-человек его ещё не проверял.
- Sessions for advocates, capacities Источник: Ten sessions for advocates (/advocates/). 10 октября 2026 года ИИ-рецензент проверил это соответствие по трём способностям из «Десяти встреч для тех, кто поддерживает других», так, как их называют встречи на /advocates/, но консультант-человек его ещё не проверял.
Предложить исправление. Откроется письмо, в теме которого указана эта карта, и ничего не отправится, пока ты сам его не отправишь.