Last year, I established the sex and relationship expert panel to provide independent advice on these matters, and I would like to take this opportunity to thank the expert panel members and its chair, Professor Emma Renold, for their excellent work. Their report recognised that there is some excellent practice happening in our schools. This, however, is not happening in all of our classrooms, with many only focusing on the biological aspects of human relationships. But, sex cannot and should not be taught in isolation. It should be placed in the wider context of the social and cultural issues that affect how we perceive ourselves and build relationships with others.

The expert panel made 11 recommendations that, together, form a holistic plan for enhancing provision, for both our current cohort of learners and those who will learn under our new curriculum. One recommendation is that this area of study should be a statutory part of the new curriculum for Wales. Statutory status will protect access to traditional sex education, but also encourage schools to engage with the broader range of topics identified by the expert panel. It will also enhance the new curriculum’s focus on health and well-being.

As we change the way we think about sex education, the panel recommended that we should also change its name to better represent the broader array of topics that it covers. I intend to rename this area of study as 'relationships and sexuality education'—RSE. This is to place the emphasis on learning about the formation and maintenance of healthy relationships as a key purpose of this area of study. 

'Sexuality education', as defined by the World Health Organization, is learning about the wider social, cultural constructions around relationships. This includes how we form beliefs and attitudes, how we establish a range of relationships and how cultural issues, such as gender identity, stereotypes and inequality, shape our values. This wider learning, which is included under 'sexuality education', is critical and crucial to developing young people’s understanding of a broad range of issues, issues such as consent, violence against women, other forms of gender-based violence, domestic abuse and respect for diversity. Through learning about relationships and sexuality, learners form a rounded understanding of how the values of the individual, community and society can affect our ability to establish respectful and fulfilling relationships. 

However, I will not be waiting for the new curriculum to take forward this name change; it is something that we can do immediately. My officials will be updating the current guidance for schools to reflect this change in name, as well as providing greater support on a range of topics.

Statutory schooling in Wales starts at age five, therefore, statutory relationships and sexuality education will also start at this age. I want to make it clear, Presiding Officer, that we are not looking to teach children about topics for which they are not developmentally ready. We currently have the foundation phase, which provides learning for our youngest children, and this already includes an area of learning for personal and social development, well-being and cultural diversity. Within this area, children learn about relationships with friends and family and how to keep themselves safe. Therefore, as learning regarding this area is already well delivered in early years education, I would expect to see similar approaches taken under the new curriculum.

Making RSE statutory is not, on its own, enough to ensure we realise this vision of high-quality provision in our schools, for both our current and future learners. Professional learning, supporting our teachers to become knowledgeable, confident and responsive to learner needs, is essential. The expert panel emphasised the importance of establishing specialised professional learning pathways for RSE, both within initial teacher education and for the existing workforce. I agree that, as we move to a system that is school and teacher led, we must start the process of ensuring that they have the training and the support they need to provide effective teaching.

I am therefore also minded to accept, in principle, the other recommendations from the expert panel in order that we take a strategic and holistic approach to improving RSE. I am not looking to tinker around the edges; my vision is that we transform the way this area of study is delivered, now and in the future. To kick-start this process I have made £200,000 available to consortia to begin the process of identifying professional learning needs in this area. A further £50,000 has also been awarded to Welsh Women’s Aid to develop resources and training for teachers.

Presiding Officer, what we are doing is of profound importance to the well-being of the next generation. The relationships that we form throughout our lives, from our family to our friends to our romantic partners, are essential support networks. They make us feel safe, they make us happy and they give us comfort, or at least they should. How we are able to form these relationships is determined at a very young age, and they are essential to our ability to prosper. By taking forward the recommendations of the expert panel, and so driving real improvement in the quality of RSE provision, we will be contributing to making Wales a healthier, happier and more connected place.