English: High quality RSE has a vital role to play in supporting learners in recognising healthy, safe relationships and understanding, and developing respect for, differences between people, and the diversity of relationships that we see reflected around us in a modern Wales. Now, RSE will gradually enable our children and young people to develop an understanding of the importance of those relationships throughout life, beginning, of course, with our youngest children, with their friends and their families, and including what makes a happy and healthy committed relationship when they are older. Additionally, what's really important to recognise is that the draft guidance published as part of the Curriculum for Wales is very clear that the curriculum should be designed to meet the needs of a school's individual learner. As a part of this, there should be an ongoing conversation with the whole school and beyond, engaging with both parents and carers and the wider community, and it should be informed by the school's values and ethos, as well as by its location and surroundings. So, Suzy and Darren, far from wanting to curtail debate and discussion with parents, our expectation is that that will happen. This is the whole ethos of the new curriculum: to engage on the development of it with parents, carers and the wider community. That applies to all areas, not just RSE. Suzy, you will know that I do not want to single out RSE for this specific legislative treatment, as I think that will contribute to the damaging narrative that some people are determined to pursue out there that RSE is somewhat different and dangerous. It's not. It is absolutely supportive of our learners' mental health, their well-being, and, as Lynne Neagle pointed out, ultimately their safety. That's why I hope people will resist those amendments. I also would ask Members to resist amendments 8 and 10. As I have outlined previously, the curriculum guidance is very clear that a curriculum should be designed to meet the needs of schools' individual learners, and as part of this, there should be those ongoing conversations. That does include RSE. I resist amendment 42. Now, I understand and I recognise that RSE raises complex issues that permeate throughout our lives. The Bill includes provisions to ensure RSE is provided pluralistically. The change of the name, for instance, with the focus away from the sex bit of it and the focus very much on the relationship, tells you all you need to know about this Government's approach. There is a reason behind that. It indicates the breadth of the subject and concepts that should be included. How many times, when we talked in a previous Parliament about domestic violence, did we talk about the need to educate children - again, both boys and girls - about what a healthy relationship looks like, and what our own personal responsibilities are within a relationship to treat other individuals with respect? As Darren says, it does provide for a code, and I take your point, Darren. I haven't made it easier for myself. If the code was here, perhaps some of these things could have been avoided, and I take that. There's no getting away from it. I haven't made it easier for myself. But I hope that by bringing forward the amendments at Stage 2, which give Senedd Members - whether in this Senedd, but probably, likely, the new one - the opportunity to vote on the code, it should give reassurance that we're not trying to sneak anything through here, or be divisive, or not be fully transparent - . There will be an opportunity for Members to vote, to scrutinise that code, and to vote on it, and if they don't approve of what's in that code, then those Members will be able to vote it down. So, the ultimate power is not here in the hands of me, as the current Minister, or indeed a future Minister. The power will be with Members of the Senedd. Of course, the code will also be required to be developmentally appropriate for the age of the pupils. I know that sometimes people say, 'Well, how can that possibly happen, because in the classroom, you're going to have children at different stages of their development?' Our teachers are well skilled in differentiation. They do this every single day of their working lives. We need to support them to do that within RSE, and that's what the code will be there, and the statutory guidance will be there, to do. With regard to amendments 20, 21 and 22, which would allow learners to be excluded from receiving relationship and sexuality education by their parents, parents of course absolutely have a central role to play as educators of their children, and there is nothing in this legislation that prevents them from continuing to do that, and to be able to have those conversations with their own children. But we've also just said that schools also have a role, and I think that role is now more important than ever. Schools have the potential to create a safe and empowering environment to build upon learners' formal and informal learning and experiences. And as Lynne Neagle said, sometimes the children that need this support the most are those children, for whatever reason, that aren't able to get that support at home, and school becomes even more crucial in creating that safe space for them. We've all said this afternoon that it's really important that children get to learn about these subjects, but then some of us have said, 'Unless the parents decide it's not.' As we consider the impact of COVID-19, I recently became aware of a teacher who, while conducting well-being check-ins, became aware of a group of young men who during the summer holidays had had the courage and had been brave enough to admit to that teacher that they had developed a pornography habit. And they had reached out to that teacher to be able to express their worries and their concerns about that, and that teacher was reaching out, looking for support to be able to help those young men in those circumstances. If they have the courage to come forward and talk about those issues, I believe we absolutely have to have the courage to respond to that positively, and to ensure that all of our children have the right to be able to be in that safe space in their schools to receive the support that we're talking about today. Darren, you talk about rights, and so did Lynne Neagle. This is absolutely a children's rights-in-action approach. Now, the right to express a preference to how your children should be educated is not an absolute right, and the Bill is entirely compatible with the European convention on human rights, including article 2 and article 9. Deputy Presiding Officer, I think I've covered the amendments that have been laid. As I said, I hope Members will support amendment 40. I hope that Suzy Davies will take my assurances with regards to the inclusion of menstrual health and withdraw amendments 2 and 4, and I urge Members to resist the others in the group. Diolch yn fawr.
Welsh: Mae gan addysg cydberthynas a rhywioldeb o ansawdd uchel ran hanfodol i'w chwarae o ran cynorthwyo dysgwyr i gydnabod perthnasoedd iach a diogel, a deall a datblygu parch at wahaniaethau rhwng pobl, a'r amrywiaeth o berthnasoedd a welwn yn cael eu hadlewyrchu o'n cwmpas mewn Cymru fodern. Nawr, bydd addysg cydberthynas a rhywioldeb yn galluogi ein plant a'n pobl ifanc yn raddol i ddatblygu dealltwriaeth o bwysigrwydd y perthnasoedd hynny drwy gydol eu hoes, gan ddechrau, wrth gwrs, gyda'n plant ieuengaf, gyda'u ffrindiau a'u teuluoedd, a chynnwys yr hyn sy'n gwneud perthynas hapus ac iach pan fyddan nhw'n hŷn. Yn ogystal, yr hyn sy'n wirioneddol bwysig i'w gydnabod yw bod y canllawiau drafft a gyhoeddwyd yn rhan o Gwricwlwm i Gymru yn glir iawn y dylid cynllunio'r cwricwlwm i ddiwallu anghenion dysgwr unigol ysgol. Yn rhan o hyn, dylid cynnal sgwrs barhaus â'r ysgol gyfan a thu hwnt, gan ymgysylltu â rhieni a gofalwyr a'r gymuned ehangach, a dylai gael ei lywio gan werthoedd ac ethos yr ysgol, yn ogystal â'i leoliad a'r cyffiniau. Felly, Suzy a Darren, ymhell o fod eisiau cwtogi dadl a thrafodaeth gyda rhieni, ein disgwyliad yw y bydd hynny yn digwydd. Dyma holl ethos y cwricwlwm newydd: ymgysylltu â rhieni, gofalwyr a'r gymuned ehangach ar ei ddatblygiad. Mae hynny'n berthnasol i bob maes, nid addysg cydberthynas a rhywioldeb yn unig. Suzy, byddwch chi'n gwybod nad wyf i eisiau neilltuo addysg cydberthynas a rhywioldeb ar gyfer y driniaeth ddeddfwriaethol benodol hon, gan fy mod i'n credu y bydd hynny'n cyfrannu at y naratif niweidiol y mae rhai pobl yn benderfynol o'i ddilyn bod addysg cydberthynas a rhywioldeb ychydig yn wahanol ac yn beryglus. Nid yw'n beryglus. Mae'n gwbl gefnogol i iechyd meddwl ein dysgwyr, eu lles, ac, fel y nododd Lynne Neagle, eu diogelwch yn y pen draw. Dyna pam rwy'n gobeithio y bydd pobl yn gwrthod y gwelliannau hynny. Rwyf i hefyd yn gofyn i'r Aelodau wrthod gwelliannau 8 a 10. Fel yr wyf wedi'i amlinellu o'r blaen, mae canllawiau'r cwricwlwm yn glir iawn y dylid cynllunio cwricwlwm i ddiwallu anghenion dysgwyr unigol ysgolion, ac yn rhan o hyn, dylid cael y sgyrsiau parhaus hynny. Mae hynny'n cynnwys addysg cydberthynas a rhywioldeb. Rwy'n gwrthod gwelliant 42. Nawr, rwy'n deall ac rwy'n cydnabod bod addysg cydberthynas a rhywioldeb yn codi materion cymhleth sy'n treiddio drwy ein holl fywydau. Mae'r Bil yn cynnwys darpariaethau i sicrhau bod addysg cydberthynas a rhywioldeb yn cael ei darparu mewn modd lluosog. Er enghraifft, mae newid yr enw i symud y pwyslais i ffwrdd o'r ochr ryw ohoni a'r pwyslais mawr iawn ar gydberthynas, yn dweud y cyfan y mae angen i chi ei wybod am ddull gweithredu'r Llywodraeth hon. Mae yna reswm y tu ôl i hynny. Mae'n dangos ehangder y pwnc a'r cysyniadau y dylid eu cynnwys. Sawl gwaith, pan wnaethom ni siarad mewn Senedd flaenorol am drais domestig, y gwnaethom ni sôn am yr angen i addysgu plant - unwaith eto, y bechgyn a'r merched - am beth yw perthynas iach, a beth yw ein cyfrifoldebau personol ein hunain o fewn perthynas i drin unigolion eraill â pharch? Fel y dywed Darren, mae'n darparu ar gyfer cod, ac rwy'n derbyn eich pwynt, Darren. Nid wyf i wedi ei gwneud yn haws i mi fy hun. Pe byddai'r cod yma, efallai y gellid bod wedi osgoi rhai o'r pethau hyn, ac rwy'n derbyn hynny. Nid oes dim dianc rhag y peth. Nid wyf i wedi ei gwneud yn haws i mi fy hun. Ond rwy'n gobeithio, trwy gyflwyno'r gwelliannau yng Nghyfnod 2, sy'n rhoi cyfle i Aelodau'r Senedd - boed yn y Senedd hon, ond yn debygol, yr un newydd - bleidleisio ar y cod, y dylai roi sicrwydd nad ydym yn ceisio sleifio unrhyw beth drwodd yma, na bod yn ymrannol, na pheidio â bod yn gwbl dryloyw - . Fe fydd cyfle i'r Aelodau bleidleisio, craffu ar y cod hwnnw, a phleidleisio arno, ac os nad ydyn nhw'n cymeradwyo yr hyn sydd yn y cod hwnnw, yna bydd yr Aelodau hynny yn gallu pleidleisio yn ei erbyn. Felly, nid yw'r pŵer eithaf yma yn fy nwylo i, fel y Gweinidog presennol, nac yn wir yn nwylo Gweinidog y dyfodol. Bydd y pŵer gydag Aelodau'r Senedd. Wrth gwrs, bydd hefyd yn ofynnol i'r cod fod yn briodol yn ddatblygiadol ar gyfer oedran y disgyblion. Rwy'n gwybod bod pobl yn dweud weithiau, 'Wel, sut gall hynny ddigwydd, oherwydd yn yr ystafell ddosbarth, bydd gennych chi blant ar wahanol gamau o'u datblygiad?' Mae gan ein hathrawon sgiliau gwahaniaethu da. Maen nhw'n gwneud hyn bob un dydd o'u bywydau gwaith. Mae angen i ni eu cynorthwyo i wneud hynny o fewn addysg cydberthynas a rhywioldeb, a dyna beth fydd y cod yno, a bydd y canllawiau statudol yno, i'w wneud. O ran gwelliannau 20, 21 a 22, a fyddai'n caniatáu i ddysgwyr gael eu heithrio rhag derbyn addysg cydberthynas a rhywioldeb gan eu rhieni, mae gan rieni, wrth gwrs, ran ganolog i'w chwarae fel addysgwyr eu plant, ac nid oes dim yn y ddeddfwriaeth hon sy'n eu hatal rhag parhau i wneud hynny, ac i allu cael y sgyrsiau hynny gyda'u plant eu hunain. Ond rydym ni hefyd wedi dweud bod gan ysgolion swyddogaeth hefyd, ac rwy'n credu bod y swyddogaeth honno yn bwysicach nag erioed bellach. Mae gan ysgolion y potensial i greu amgylchedd diogel a grymusol i adeiladu ar ddysgu a phrofiadau ffurfiol ac anffurfiol y dysgwyr. Ac fel y dywedodd Lynne Neagle, weithiau, y plant y mae angen y cymorth hwn arnyn nhw fwyaf yw'r plant hynny nad ydyn nhw, am ba bynnag reswm, yn gallu cael y cymorth hwnnw gartref, ac mae'r ysgol yn dod yn bwysicach fyth wrth greu'r man diogel hwnnw iddyn nhw. Rydym ni i gyd wedi dweud y prynhawn yma ei bod yn bwysig iawn bod plant yn cael dysgu am y pynciau hyn, ond yna mae rhai ohonom wedi dweud, 'Oni bai bod y rhieni'n penderfynu nad yw hynny'n wir.' Wrth i ni ystyried effaith COVID-19, des i'n ymwybodol yn ddiweddar o athro a ddaeth, wrth gynnal archwiliadau llesiant, yn ymwybodol o grŵp o ddynion ifanc a oedd wedi magu'r dewrder yn ystod gwyliau'r haf ac wedi bod yn ddigon dewr i gyfaddef i'r athro hwnnw eu bod wedi datblygu arfer pornograffi. Ac roedden nhw wedi estyn allan i'r athro hwnnw i allu mynegi eu gofidiau a'u pryderon ynglŷn â hynny, ac roedd yr athro hwnnw yn estyn allan, yn chwilio am gymorth i allu helpu'r dynion ifanc hynny o dan yr amgylchiadau hynny. Os oes ganddyn nhw'r dewrder i ddod ymlaen a siarad am y materion hynny, rwyf i'n credu bod yn rhaid i ni fod yn ddigon dewr i ymateb i hynny'n gadarnhaol, ac i sicrhau bod gan bob un o'n plant yr hawl i allu bod yn y man diogel hwnnw yn eu hysgolion i gael y cymorth yr ydym yn sôn amdano heddiw. Darren, rydych chi'n sôn am hawliau, ac fe wnaeth Lynne Neagle hynny hefyd. Mae hwn yn sicr yn ddull gweithredu hawliau plant ar waith. Nawr, nid yw'r hawl i fynegi dewis o ran sut y dylid addysgu eich plant yn hawl absoliwt, ac mae'r Bil yn gwbl gydnaws â'r confensiwn Ewropeaidd ar hawliau dynol, gan gynnwys erthygl 2 ac erthygl 9. Dirprwy Lywydd, rwy'n credu fy mod i wedi ymdrin â'r gwelliannau sydd wedi eu cyflwyno. Fel y dywedais i, rwy'n gobeithio y bydd yr Aelodau yn cefnogi gwelliant 40. Rwy'n gobeithio y bydd Suzy Davies yn derbyn fy sicrwydd ynglŷn â chynnwys iechyd mislif ac yn tynnu gwelliannau 2 a 4 yn ôl, ac rwy'n annog yr Aelodau i wrthod y lleill yn y grŵp. Diolch yn fawr.