Mock Interviews Practice

Context

Year 12+ students (16+) in a specialist SEND school
Class size: 6 students with diverse needs including ASD and ADHD
Unit: Exploring Career Pathways (5 of 5 lessons)
Duration: 60 minutes
Country: Wales
Curriculum: Curriculum for Wales (CfW) - Personal and Social Education / Careers and Work-Related Experiences Area of Learning and Experience (AoLE)

Learning Objectives (CfW-Aligned)

WALT: Practice interview skills in a safe and supportive environment.
Develop effective verbal and non-verbal communication during interviews.
Apply self-reflection and peer feedback to improve performance.
Use appropriate strategies to manage anxiety and attention during interview tasks.

Linked Curriculum for Wales Statements of What Matters

Careers and Work-Related Experiences AoLE:
- What Matters Statement 3: "Developing skills, knowledge and experience of employment and work preparation."
Personal and Social Education AoLE:
- What Matters Statement 2: "Taking part, developing and sustaining healthy relationships."

Success Criteria

I can participate confidently in a mock interview.
I can respond clearly to interview questions.
I can listen to and reflect on constructive feedback.
I can use calming techniques or structured prompts if I feel anxious or distracted.
I can recognise areas of strength and areas to improve in my interview skills.

Resources

Interview question cards (step-by-step questions for ADHD learners)
Role-play scenario scripts for ASD learners
Timer or stopwatch
Video recording device (optional) for playback
Whiteboard and markers
Visual calming cue cards and fidget tools
Feedback forms with smiley faces and simple tick boxes for fine motor difficulty

Lesson Structure

Time	Activity	Description	Differentiation
0-5 mins	Starter: Interview Mindset	Brief discussion: What makes a good interview? Recall key points from previous lessons.	Visual mind map on board to support recall and prompt discussion.
5-10 mins	WALT & Success Criteria	Share WALT and success criteria clearly. Use plain language and visual slides.	Repeat instructions verbally and visually for attention support.
10-15 mins	Warm-Up Role-Play	Pair students to practise greeting, eye contact, and brief introductions.	Pair ASD students with familiar peers; use visual cue cards to guide behaviour.
15-50 mins	Mock Interviews (3 rounds)	Students take turns in interviewer/interviewee roles using prepared questions/scenarios. Each interview approx. 8-10 minutes.	- ASD: Use role-play scripts and predictable question formats. - ADHD: Provide written question prompts, allow breaks. - Support fine motor issues with oral or video-recorded responses instead of writing.
50-60 mins	Feedback & Reflection	Group discussion + peer and teacher feedback using simple forms. Video clips (if recorded) played back for self-review.	Use smiley face scales or thumbs up/down for easy feedback. Offer verbal feedback if preferred.

Differentiation to Support Diverse Learners

Learner Need	Strategy
ASD	Structured role-play scenarios with stepwise scripts; clear and predictable routines; opportunity to prepare answers in advance.
ADHD	Break down questions into manageable chunks; use written prompts; allow movement breaks; positive reinforcement for focus.
Fine motor challenges	Use verbal responses; allow drawings or voice recordings for reflections; simplified feedback forms with symbols.

Assessment

Formative Assessment: Observation of interview participation and engagement during mock interviews.
Peer Feedback: Students deliver immediate positive and constructive comments using simple prompt sheets.
Self-Assessment: Students complete a short reflection aided by teacher questions, verbally or with symbols.
Teacher Feedback: Targeted, specific praise and areas for improvement recorded in individual learning logs, aligned to CfW Employability Competencies (communication, confidence, self-awareness).

Extend & Enrich

Offer optional video recordings to students for review at home or follow-up sessions.
Encourage students to prepare an extended CV based on interview experiences for ongoing development.
Explore relaxation techniques (deep breathing, grounding exercises) for managing anxiety beyond the lesson.

Teacher Notes

Maintain a calm, inclusive environment with clear expectations.
Monitor student anxiety and provide support proactively (breaks, quiet space).
Reinforce that mistakes are a natural part of learning.
Celebrate achievements, even small ones, to boost self-esteem and resilience.

This lesson directly responds to Curriculum for Wales principles by embedding personalised learning, promoting active participation, and preparing learners for meaningful future work experiences whilst addressing individual SEN needs.

Teaching Instructions