Rationale for teaching relationships, sexual health and parenthood, for pupils with Complex Additional Support Needs within Comhairle nan Eilean Siar.
Relationships, Sexual Health and Parenthood (RSHP) is a key aspect of Curriculum for Excellence (CfE) and Health and Wellbeing (HWB). The Comhairle issued HWB-RSHP Guidance-for-Schools-2023, which outlines the commitment the authority has in delivering, educating and equipping all children and young people with the knowledge, skills and values for adulthood. In recognition of the UNCRC we acknowledge the individual rights of every child and young person to learn about relationships, sexual health and parenthood.
When thinking about our learners with complex additional support needs within CNES we use a working description rather than a definition (including those with profound and multiple learning difficulties (PMLD), Autistic Spectrum Conditions (ASC) and complex health needs). They require significant additional support due to multiple, interrelated factors that impact in their:
- learning
- communication
- health
- social and emotional wellbeing
- sensory (vision & hearing)
- physical functions (such as movement, dexterity or stamina)
Our pupils with complex additional support needs are most likely working on the pre- early/ early level experiences and outcomes. There may be a difference between developmental and chronological age. This means it is most appropriate to plan for these learners individually. They may be at various communication stages- which could impact on their access to the RSHP curriculum/ resources. For pupils at the pre intentional & intentional communication stage, they use non-verbal behaviours to express needs, wants and feelings (e.g. facial expressions, body movements). Behaviours are involuntary and prompted by a feeling such as pain or hunger. At intentional stage, they have a growing understanding of cause and effect- such as reaching out for an object or vocalising to attract attention. For pupils who are symbolic communicators they are beginning to use symbols to communicate- pictures, words, signs, or objects.
With all these communicators it is the role of the communication partners to meet individual needs, through responding to their unique communication methods and adapting communication styles to facilitate their development and progression in the RSHP curriculum. It is therefore important for us to remember that we are advocates and are required to making judgements on which resources are going to best meet our learners needs. Considering different communication needs ensures that resources are tailored to ensure context and understanding- photos, animations, Boardmaker etc…
RSHP lessons
For this group of learners, it may be appropriate to be present for part of the RSHP curriculum within their mainstream class. This would be decided by the parent/carer with regards to the resources that are being shared and appropriate differentiation taking place.
During the regular team around the child meetings, if any areas for further development in RSHP are highlighted, specific resources will be identified and discussed, in collaboration with parents/ carers, allied health and partner agencies prior to teaching and learning. The RSHP resources are in themed units, access to these can be requested by head teachers or support for learning teachers by contacting the Manager of Complex ASN/ PTLS team. Individual learning needs are considered, to ensure that we offer a breadth of knowledge and understanding throughout their schooling years to promote independence, personal safety, and wellbeing.
