Conducting Observations & Interviews

Overview

This 60-minute session, the third in the 15-part Media Exploration Journey unit, introduces Year 7 students to collecting primary data through observations and interviews. With a focus on media consumption habits, students will develop simple interview guides, practise interview techniques, and gather real responses from peers.

This lesson aligns with the National Curriculum for England's Key Stage 3 aims within English and Computing, emphasising communication, data skills, and critical enquiry.

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National Curriculum Links

English (Spoken Language)

• Pupils should be taught to:
  • participate in discussions and presentations, expressing their ideas clearly and listening to others
  • ask relevant questions to develop understanding and build vocabulary
• Reference: English Programmes of Study, Key Stage 3, Spoken Language

Computing (Data Handling and Communication)

• Pupils should be taught to:
  • collect, analyse and evaluate data, recognising the importance of accurate data collection
  • use collaborative tools and techniques to communicate and present findings
• Reference: Computing Programmes of Study, Key Stage 3

Personal, Social, Health and Economic Education (PSHE)

• Pupils should be taught to:
  • respect others’ views and experiences
  • develop active listening skills
• Reference: PSHE Association Programmes of Study for Key Stage 3

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Learning Objectives

By the end of the lesson, pupils will be able to:

1. Design a simple interview guide with clear, open-ended questions related to media consumption.
2. Conduct peer interviews demonstrating respectful listening and effective question-asking skills.
3. Record observations systematically using note-taking techniques.
4. Reflect on the importance of primary data in understanding media habits.

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Resources Needed

• Whiteboard or flipchart
• Printed or digital interview guide templates (simple table format)
• Note-taking sheets or notebooks
• Pens/pencils
• Stopwatch or timer (for timed interview practice)
• Example media consumption data chart (to spark discussion)

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Lesson Outline

Time	Activity	Description	National Curriculum Link
0-10 min	Starter: Media Habits Discussion	Teacher initiates informal discussion: “What types of media do you use? How often?” List ideas on whiteboard. Introduce the idea of gathering real data through interviews and observations.	English (Spoken Language) - engaging in discussions; PSHE - respecting views
10-20 min	Creating Interview Guides	In pairs, students brainstorm 5 open-ended questions about media use (e.g., “Can you describe your favourite TV show and why?”). Teacher guides to avoid yes/no questions and encourages probing questions. Students write questions in template.	English - constructing questions; Computing - planning data collection
20-35 min	Interview Practice & Data Collection	Pairs take turns interviewing each other using their guides. Each student records answers carefully, practising note-taking and summarising key points. Teacher circulates to support scaffolded questioning and respectful listening.	English - speaking and listening; PSHE - active listening; Computing - recording data
35-45 min	Observation Mini-Task	Teacher models how to make media consumption observations (e.g., noticing behaviour or environment during interview). Pupils then observe another pair’s interview quietly and take notes on body language, tone, or environment influencing responses.	Computing - observational data collection; PSHE - paying attention to social cues
45-55 min	Reflection and Group Discussion	Groups discuss: What surprised you about the interviews? How reliable is this data? What challenges did you face? How can this information inform media projects?	English - sharing ideas; Computing - evaluating data quality
55-60 min	Plenary and Homework Brief	Recap importance of interviewing and observing as tools for gathering primary data. Homework: Refine interview questions based on feedback and prepare to interview a family member or friend for lesson 4.	English - reflection; Computing - planning next data collection stage

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Differentiation and Support

• For Students Needing Support:
  Provide sentence starters (e.g., “My favourite media is... because...”) and sample questions. Provide guided note-taking templates with prompts.

• For More Able Students:
  Challenge to add follow-up questions or address potential bias in questions. Encourage use of digital tools (e.g., recording audio with permission) to capture interviews.

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Assessment

• Formative:

  • Observation of interview technique (question clarity, listening skills)
  • Review of interview guides for question quality
  • Notetaking accuracy and attention to detail during observations

• Summative:

  • Completion of a reflective diary entry (written or oral) on the value and challenges of collecting primary data
  • Preparation for lesson 4’s external interview task based on refined questions

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Extension Idea: Creative Twist

Invite students to create a short “media commercial” based on themes uncovered in interviews for a future lesson. This integrates English and Art skills and encourages creative application of primary data.

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This lesson plan empowers Year 7 students to develop early research skills, critical thinking, and effective communication—foundational competencies for navigating and analysing modern media landscapes in line with the National Curriculum for England.