Understanding Interviews

Curriculum Area and Level

Subject: Careers Education, Information, Advice and Guidance (CEIAG)
Level: Key Stage 5 (Year 13)
UK Curriculum Framework: Aligned with Gatsby Benchmarks (Benchmark 5: Encounters with Employers and Employees, Benchmark 7: Further Education, Careers and Employment Guidance)

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Lesson Objective

By the end of the lesson, students will:

• Understand what an interview is and its purpose
• Identify different types of interviews
• Recognise key interview skills and techniques
• Practise answering common interview questions effectively

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Lesson Structure (60 Minutes)

Starter Activity (10 Minutes) – Icebreaker: “First Impressions”

Activity: Pair Discussion
Students pair up and have one minute to introduce themselves to their partner as if they were in a job interview. They must state their name, a key strength, and one personal or academic achievement.

• After one minute, partners provide feedback on what went well and what could be improved.
• The class discusses the importance of first impressions in an interview (body language, confidence, tone of voice).

Resources Needed: None

Main Activity (15 Minutes) – Types of Interviews

Discussion:
Students are introduced to different types of interviews, including:

• Formal vs Informal Interviews
• Panel Interviews
• Competency-Based Interviews
• Telephone and Video Interviews
• Assessment Centres

Interactive Element: After a brief explanation, students are tasked with matching interview descriptions to their correct type (teacher provides pre-prepared flashcards).

Key Question for Discussion: Why do employers use different types of interviews, and how should candidates prepare for each?

Resources Needed: Printed or digital flashcards

Activity (20 Minutes) – Role Play: "Interview in Action"

Task:
Students work in pairs, with one acting as the interviewer and the other as the interviewee. Each student receives two pre-written common interview questions. After two minutes of answering, roles switch.

Example Questions:

• Tell me about yourself.
• What are your biggest strengths and weaknesses?
• Can you give an example of a time you worked well under pressure?

After the role play, the class reflects on what felt natural and what was challenging.

Teacher’s Role: Circulate and give real-time feedback on student responses, offering improvement points on structure, confidence, and articulation.

Resources Needed: Printed question cards

Discussion (10 Minutes) – The Importance of Body Language and Tone

Students watch a short scenario performed by the teacher (or a prepared video) demonstrating two identical interview responses—one with bad body language and tone, and one with strong confidence and engagement.

Key Debrief Questions:

• How did the tone and body language affect the impression made?
• What can we do to ensure we come across as confident and genuine?

Resources Needed: Visual demonstration (either teacher-led or pre-recorded video)

Plenary (5 Minutes) – Takeaway Challenge: “Your Elevator Pitch”

Each student must write a 30-second personal pitch about themselves as if they were introducing themselves in a real-world interview.

• Students share their pitch with a partner for quick feedback.
• Challenge: Can they condense their key strengths and experience into just 30 seconds?

Encourage students to take their elevator pitch home and refine it for future job, university, or apprenticeship interviews.

Resources Needed: Small notecards or paper

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Assessment for Learning (AfL) Strategies

• Peer feedback sessions (during role play and icebreaker)
• Teacher observation and real-time feedback
• Reflection discussions (identifying where they feel most confident and where they need improvement)

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Extension Task (For Early Finishers or Homework)

Students research real interview questions from an industry or company they are interested in. They prepare a written response to two questions as if they were applying for a real job.

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Differentiation Strategies

• Scaffolding: Provide structured sentence starters or model answers for students who may need additional confidence in structuring responses.
• Challenge: Encourage more confident students to ask follow-up questions during role play to deepen the discussion.
• Support: One-to-one guidance during role play for students who need extra help formulating answers.

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Reflection and Next Steps

At the end of the lesson, students complete a quick self-evaluation:
✔ How confident do I feel about interviews? (1-10 scale)
✔ What’s one thing I learned today that I didn’t know before?
✔ What’s one thing I want to improve on for next time?

The teacher collects responses and uses them to tailor future CEIAG lessons towards interview strategies, applications, or workplace etiquette.

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Final Thought for Students:

"An interview isn’t just about answering questions well—it’s about showing who you are and why you’re the right fit for the role. Confidence, preparation, and authenticity are key!"