Observations and Interviews

Overview

This 60-minute session is Lesson 3 in the 15-lesson unit "Media Exploration Journey" designed for Year 7 students (age 11-12). The lesson develops students’ skills in gathering primary data through observations and interviews. They will collaboratively create an interview guide and practice conducting peer interviews around media consumption habits.

The lesson aligns with the National Curriculum for England’s Key Stage 3 requirements in English (spoken language skills) and Computing/PSHE (data collection and communication). It also promotes cross-curricular skills in ICT and communication, critical for digital literacy.

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National Curriculum Links

• English - Spoken Language (KS3)

  • Pupils should be taught to:
    • Listen and respond appropriately to spoken language.
    • Ask relevant questions to extend their understanding and knowledge.
    • Participate effectively in a range of discussions and tasks.
    • Present information and ideas clearly and fluently.

• Computing (Data and Information)

  • Understand the importance of gathering accurate data.
  • Use appropriate methods to collect and record data, including primary data collection techniques.

• PSHE (Personal, Social, Health and Economic Education)

  • Develop social skills such as effective listening and respectful interaction, crucial when conducting interviews with peers.

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Learning Objectives

By the end of the session, students will be able to:

1. Construct a simple, structured interview guide with open-ended and closed questions to explore media habits.
2. Conduct respectful and focused interviews with peers using prepared questions.
3. Practice observation techniques to note non-verbal cues and behaviours during interviews.
4. Reflect on the challenges and benefits of gathering primary data through observations and interviews.

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Lesson Resources

• Large A3 paper or whiteboard for brainstorming interview questions
• Pre-prepared example interview guide (media habits) as a template
• Clipboards, pens, sticky notes
• Timer or stopwatch
• Video camera or audio recorder (optional for self-review, tech allowing)
• Visual aids: emotions/facial expression cards for observation focus
• Quiet interview space (to reduce distractions)

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Lesson Structure

1. Starter Activity: “Media Snapshots” (10 minutes)

• Goal: Activate prior knowledge about media and warm-up on questioning skills.
• Each student shares with the other 1-2 sentences about their current favourite media (TV show, game, app).
• Teacher prompts: “What do you like about it?”, “How often do you use it?”
• Discuss briefly how these questions helped understand their media habits.
• Emphasise the role of good questions in collecting useful data.

Support for ADHD/autism: Visual prompt cards with question stems help students structure their sentences. Provide a calm, clutter-free area to reduce overstimulation.

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2. Main Activity Part 1: Creating an Interview Guide (15 minutes)

• Teacher models how to create a simple interview guide on whiteboard:

  • Start with warm-up questions (e.g. “What media do you use most?”)
  • Include a mix of closed questions ("How many hours per day?") and open questions ("Why do you like it?")
  • Add ‘observation notes’ section to note facial expressions, tone, body language.

• Students brainstorm and write 5-7 questions for their interview – on paper or digitally.

• Teacher circulates supporting question development, encourages clarity and curiosity.

• Use a checklist to ensure questions are respectful, clear, and unbiased.

Support: Provide sentence starters or sentence strips. Visual flowchart showing how to frame open vs closed questions. Allow students to write/draw their questions depending on preference.

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3. Main Activity Part 2: Conducting Peer Interviews (20 minutes)

• Pair students to interview each other using their guides.
• Each student takes turns being interviewer and interviewee (approx. 8-10 min each).
• Use timer to keep on track; encourage attentive listening and using observation cards to note non-verbal signals.
• Optionally record audio/video for self-feedback (only with consent).

Support: Prepare a quiet safe space. Provide 'focus cards' with strategies to manage sensory or social challenges (e.g., taking breaks, asking for clarification). Alternate roles if needed.

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4. Plenary: Reflect and Share (10 minutes)

• Students discuss:

  • What was easy or challenging about asking questions or observing?
  • What surprised them about their peer’s media habits?
  • How might they improve their interviewing skills?

• Teacher consolidates learning by linking back to curriculum aims (spoke language, data collection).

• Use a simple self-assessment grid: I asked clear questions / I listened well / I noticed non-verbal cues.

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5. Extension/Home Learning Suggestion (if time/follow-up)

• Students conduct a brief mini-interview with a family member or another peer about media use and bring back notes next lesson.
• Alternatively, reflect on how media consumption differs across ages or groups.

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Assessment for Learning

• Formative assessment during paired interviews: teacher listens/sits in to observe questioning, listening skills, and observational notes.
• Use the self-assessment grid at lesson end to encourage metacognition.
• Anecdotal feedback on clarity of questions and insightfulness of observations.

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Differentiation and Inclusion

• Provide multi-sensory supports — visual, verbal, kinesthetic (writing/gesture).
• Scaffold questioning with templates and sentence starters.
• Use calming/quiet zones and breaks for students with sensory or attention needs.
• Encourage use of technology (audio/video) as communication aids if preferred.
• Adjust pacing individually – allow more time if needed for question formulation.

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Teacher Notes & Tips to Wow

• Integrate tech by letting students record interviews on mobile devices for playback – helps self-awareness and supports neurodivergent learners.
• Use emotion cards during observation to help students make connections between questions, answers, and non-verbal cues.
• Frame the task as “detective work” – fun, active exploration with a clear purpose.
• Link interview skills to real-world roles (journalism, research, social media moderation) to boost relevance and engagement.

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By carefully combining spoken language skills, data literacy, and practical social communication, this lesson offers a purposeful, hands-on experience for Year 7 students aligned to the National Curriculum and inclusive of neurodiverse learners.