Sean Browne explains how we can develop SMSC within tutor time/Personal Development (PD)

1. TEACHING AND LEARNING
BRIEFING- “A GUIDE TO
GOOD PRACTICE IN
PD/SMSC” (Shaun Riches).
OR…

2. “MY GUIDE TO DOING LESS
AS A TUTOR” (Sean Browne).

3. Reasons for alternative
approach
• Some students in TG
VERY hard to engage.
• Whole class discussion
DID NOT work-
unmanageable, even with
subject specialist
knowledge.
• Will do NOTHING
if/when given the
opportunity.
• Clearly needed to work
on their independence
skills/getting them to
take ownership of things.

4. SMSC- Making it Student Led
• Be flexible- different
approaches for different
issues. BUT…
• Put the focus on them!!
• Possibly print q’s off in
advance.
• (Quickly) go through the
main slides.
• Allow individual thinking
time.
• Get them to discuss the
question amongst
themselves and then
write up their “soap box”
response.

5. SMSC- Making it Student Led
• Field questions as
they’re doing it.
• If time/able then
discuss as a whole
class.
• I then pick the best
soap box comment and
write up the bubble-
my main contribution.
• Resort to bribery!!
MEANWHILE…

6. • Get jobs done (equipment checks
etc.)
• Give notices out.
• Possible intervention. (Maybe 1-1
time- Yr11 mocks/revision).
• Talk about other things coming
up- get them to start thinking
ahead (works almost like an
extension task).

7. SMSC- Different Approaches
• Different ways of
introducing it-
Youtube? Artefacts?
Subject based
material?
• Personalise it to you
as well as them.
• If time, try and
discuss relevant
issues even if they
aren’t part of
official SMSC.

8. SMSC- Things I Say
• “Topics for you to consider.”
• “You may have seen/heard…” (Makes it
relevant to them- someone ALWAYS
has).
• “Guys can we be making sure that we
get some off this written down as
well.”- Takes care of evidence.
• Possible opportunities for reflective
learning (this year I linked Remembrance
to last year’s SMSC).

9. Show and Tell
• Worksheet designed.
• Makes it more like an
interview than one
person just talking at
the group.
• FAR more student led.
• Again, works well with
hard to engage
students.
• Things that have to be
included/asked. (Clear
success criteria).
• Tangible evidence it’s
being done.