Interview Techniques and Preparation

Overview

This 90-minute lesson is designed for Year 8 students to develop key communication skills aligned with the National Curriculum for England. Students will explore effective interview techniques, how to formulate engaging questions, and practise interviewing peers in preparation for their documentary project on "Documenting School Life."

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National Curriculum Links

• English – Spoken Language:

  • Pupils should be taught to:
    • participate in discussions, presentations, performances, role play, improvisations, and debates (KS3)
    • articulate and justify answers, arguments, and opinions
    • speak audibly and fluently with an increasing command of Standard English
    • gain, maintain, and monitor the interest of the listener(s)
    • consider and evaluate different viewpoints, attending to and building on the contributions of others

• Computing – Digital Literacy & Communication:

  • use technology safely, respectfully, and responsibly to communicate and collaborate online

• PSHE – Communication and Social Skills:

  • developing confidence in speaking and listening in group situations and one-to-one settings

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Learning Objectives

By the end of this lesson, students will:

1. Understand the key features of effective interview techniques. (English KS3 Spoken Language)
2. Develop the ability to formulate open and closed questions appropriate for different interview contexts.
3. Apply active listening and non-verbal communication skills during peer interviews.
4. Evaluate their own and others’ interviewing skills to improve future documentary work.

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Resources Needed

• Whiteboard and markers
• Projector or interactive whiteboard
• Copies of a "Question Formulation Guide" handout (open/closed, probing, reflective questions)
• Video clips demonstrating good and poor interview techniques (pre-selected, 2-3 mins each)
• Recording devices (tablets/phones) or notebooks for students to take notes
• Peer feedback sheets

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Lesson Structure

1. Starter Activity (10 minutes)

Objective: Activate prior knowledge and focus students on interview purposes.

• Display the question on the board: “What makes a good interview?”
• Students discuss in pairs for 3 minutes and then share ideas as a class.
• Teacher records key points (e.g., clear questions, listening well, respectful behaviour).

WOW element: Use a brief interactive poll (via a show of hands or quiz app) asking students which is more engaging: 'open questions' or 'closed questions' and why. This encourages immediate engagement.

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2. Teaching Input – Interview Techniques Overview (15 minutes)

Objective: Introduce and model effective interview techniques.

• Show 1-2 short video clips contrasting effective versus ineffective interview techniques.
• Class discussion focusing on:
  • Types of questions (open, closed, probing, reflective)
  • Body language and eye contact
  • Responding to answers with follow-ups
• Provide the "Question Formulation Guide" handout outlining examples and tips.

Teacher notes: Emphasise the importance of respecting interviewees and adapting questions based on responses.

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3. Guided Practice – Question Formulation (15 minutes)

Objective: Students practise creating high-quality interview questions.

• In pairs, students select 3 topics related to school life (e.g., favourite subject, school clubs, school lunches).
• Using the handout, each pair creates:
  • 3 open questions
  • 3 closed questions
  • 2 probing or reflective questions
• Volunteers share their questions; teacher gives constructive feedback focusing on clarity, engagement potential, and appropriateness.

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4. Main Activity – Mock Interviews (35 minutes)

Objective: Apply interviewing skills through peer practice.

• In pairs, students take turns interviewing each other on chosen school-life topics using their prepared questions.
• Each interview lasts around 7 minutes.
• Observers (if applicable) use peer feedback sheets to note strengths and suggestions about questioning, listening, and body language.
• Encourage students to practise active listening, note-taking or recording key responses, and following up with impromptu questions.

WOW element: Introduce a "surprise element" challenge: halfway during their interview, interviewers receive a prompt from the teacher (“Change one question to be more open-ended” or “Ask a follow-up question based on their answer”). This promotes adaptability.

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5. Plenary and Self-Assessment (15 minutes)

Objective: Reflect on learning and set goals for next lessons.

• Whole-class debrief: Students share what they found challenging or effective about interviewing.
• Complete a self-assessment on a simple rubric assessing:
  • Question quality
  • Listening skills
  • Engagement and respect
• Teacher gives final tips and links to the upcoming lessons on recording and producing documentary footage.

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Assessment

• Formative: Observation of group discussions and question formulation work.
• Summative: Peer feedback from mock interviews and self-assessment rubric.
• Teacher notes areas for development for individual students to support in subsequent lessons.

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Differentiation

• Provide sentence starters or question templates for students needing additional support.
• Challenge more able students to include probing and reflective questions and practice summarising interviewee answers.
• Use visual aids and modelling to support varied learning styles.

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Extension/Home Learning

• Students prepare a short interview plan with 5-7 questions for a real interview to conduct in the next lesson.
• Encourage reading/viewing examples of interviews in documentaries or news and noting techniques used.

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This lesson effectively meshes English spoken language requirements with practical communication skills needed in both school life and future work, and nurtures confident, respectful interpersonal skills in line with the National Curriculum for England.