Written question WQ85131

The Curriculum for Wales framework allows practitioners the flexibility to provide a curriculum which meets the needs of their learners in their specific context. This allows practitioners to adapt the curriculum in their school to best support the needs and interests of their learners and communities, including disabled learners and those with Additional Learning Needs (ALN).

The Relationships and Sexuality Education statutory guidance for schools includes a section on RSE for learners with special education needs or additional learning needs.

The guidance is clear that all Schools providing education for learners with moderate and severe, profound and multiple learning needs should consider how best to meet the needs of all learners whose understanding of sexual health and well-being issues may not match their development.

All staff, including ancillary staff, physiotherapists, nurses and carers should be aware of the school’s approach to RSE when working with learners with additional learning needs.

RSE provision should be a planned and integrated part of the curriculum, coordinated effectively to ensure continuity and progression in learning across the continuum. Special schools should decide the precise content of the RSE programme which, in many cases, will include careful consideration of the prerequisites for meaningful learning in RSE and the strategies for learning adopted to meet the differing needs of learners. For example, for learners who use alternative methods of communication, such as signing, symbols or communication switches and aids, schools will need to ensure that all staff are familiar with key RSE terms in Makaton, Braille and British Sign Language, or whatever alternative methods of communication are being used.

Finally, there are legal requirements for RSE to be pluralistic and developmentally appropriate and extends to resources schools use in delivering RSE. This therefore means that schools must ensure learners are not exposed to learning that is not appropriate for their age, maturity or level of development. It also means that all resources and materials used in schools and settings must be developmentally appropriate to learners, and be part of an objective, pluralistic teaching approach. This is supported by the statutory guidance.