Observations & Interviews

Overview

This 60-minute session is designed for two Year 7 students, focusing on developing skills to gather primary data through observations and interviews. The lesson forms Lesson 3 of the "Media Exploration Journey" unit. Students will learn to create a simple interview guide, conduct interviews, and understand ethical considerations, supporting their development of speaking, listening, and enquiry skills as outlined in the National Curriculum for England.

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National Curriculum Links

• English Programme of Study, Years 7 and 8: Spoken Language
  • Pupils should be taught to:
    • Participate in discussions, presentations, performances, roleplay/improvisations, and debates.
    • Give well-structured descriptions, explanations, and narratives for different purposes.
    • Use relevant strategies to build their vocabulary.
• English Programme of Study, Years 7 and 8: Reading – comprehension
  • Develop understanding of spoken language through listening actively.
• PSHE and Citizenship
  • Developing communication skills, understanding others’ feelings and views through respectful questioning.
• Computing / ICT (handling data)
  • Planning and conducting surveys or interviews to collect data.

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Learning Objectives

By the end of this lesson, students will:

1. Understand the purpose of gathering primary data via observations and interviews.
2. Create a simple interview guide with clear, open-ended questions about media consumption.
3. Practice active listening and note-taking skills during peer interviews.
4. Reflect on ethical considerations such as consent and respect during data collection.
5. Begin to organise gathered data for future analysis.

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Resources Needed

• Worksheet templates for interview guide
• Clipboards, pens/pencils
• Post-it notes or small whiteboards
• Timer or stopwatch
• Digital voice recorder (optional, for practice with consent)
• "Observation Checklist" handout
• Comfortable, distraction-minimised interview space

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Lesson Structure

1. Introduction and Context (10 mins)

• Begin with a brief discussion: What is primary data? Why do we gather it, especially in media studies?
• Show examples: Observations (noticing what people watch, how they react), Interviews (asking questions).
• Explain the importance of respect and clear communication during interviews and observations.
• Outline today’s task: creating an interview guide and practising interviews with peers.

Differentiation

• Provide clear, concise bullet point materials for students who benefit from visual structure.
• Use simple language and repeat key points.

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2. Activity 1: Creating an Interview Guide (15 mins)

• Model how to create open-ended interview questions about media habits (e.g., "What type of films do you like and why?" or "How often do you watch TV or use social media?").
• Students brainstorm 5 open-ended questions to ask peers about their media consumption. Encourage questions that promote longer answers over yes/no responses.
• Use post-it notes or whiteboards for drafting - students can move and reorder questions, supporting kinaesthetic learning styles.

Support for ADHD & Autism

• Incorporate visual question prompts.
• Allow movement breaks between question brainstorming—stand up to place post-its on a board.

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3. Activity 2: Conducting Interviews & Observations (20 mins)

• Pair students to conduct interviews with each other using their guides. One interviews while the other notes key points.
• Rotate roles halfway through, offering equal practice.
• Encourage students to observe not just answers but also non-verbal behaviours (e.g., enthusiasm, hesitation), using the Observation Checklist.
• Optional: Use a digital voice recorder if students are comfortable and have parental consent; this supports auditory learners and can help with transcription later.

Support and Engagement

• Use clear visual timers to help regulate the 10-minute interview slots.
• Provide sentence starters to assist interviewers (e.g., "Can you tell me more about...?", "Why do you think that?").
• Create a calm, distraction-free space to ease focus and anxiety.

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4. Plenary & Reflection (15 mins)

• Discuss: What did you learn about your peer’s media habits?
• Reflect on interview experience: What was easy or hard? How did you feel being interviewed?
• Talk about the importance of respecting privacy and gaining consent before interviews and recording.
• Complete a short worksheet: Write one new thing you learned, one question you wish you'd asked, and one tip to improve your interviewing technique.

Assessment

• Collect interview guides and reflection sheets.
• Informally assess communication skills, question relevance, and understanding of ethical concerns.

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Extension and Homework

• Students prepare two observation notes about media usage in their home or community (e.g., TV usage during dinner, adverts seen on buses), practising discrete observation to be shared in next lesson.
• For students needing further challenge, encourage them to think about how data collected can be presented (graphs, bullet points, mind maps).

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Notes for Teachers

• Be ready to provide personalised support for students needing help structuring questions or managing anxiety.
• Use positive reinforcement to boost confidence in speaking and listening skills.
• Make use of multi-sensory materials to engage students with varied learning preferences.
• Keep the environment calm and predictable; provide clear routines and warnings for transitions.

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This lesson maximises hands-on, interactive learning while meeting National Curriculum requirements for speaking, listening, and collaborative enquiry. It also fosters empathy, respect, and ethical awareness essential for responsible media studies.