How to Plan an Interview Lesson: A Practical Guide for Teachers

8 hours ago

3 min read

An interview lesson can feel unusually demanding. You are teaching an unfamiliar class, working within a tight brief and thinking about the adults observing you. A manageable plan helps you keep your attention where it belongs: on what pupils understand.

The most useful starting question is simple: “What should these pupils know or be able to do by the end, and how will I find out?”

Clarify the brief before planning

Check the year group, subject, topic and length of the observation. Ask whether you are teaching a complete lesson or joining a sequence already under way.

Useful questions for the school include:

What have pupils already studied?
What relevant learning needs and agreed adjustments should I plan for?
Will a teaching assistant be present?
Which equipment and resources will be available?
What classroom routines and behaviour procedures should I use?
How should I submit resources, and are printed copies required?

Request only the pupil information needed to plan safely and appropriately, through the school’s approved route. If something remains unknown, note your assumption and build in an early check.

Choose a focused learning goal

“Understand persuasive writing” is difficult to assess in a short observation. “Write a persuasive sentence and explain how its word choice influences the reader” gives you something specific to teach and check.

Match the ambition to the time available. Pupils need space to think, practise and respond to feedback. A crowded plan can leave you rushing past the evidence of learning.

Build a sequence you can adapt

Here is an illustrative structure for a 30-minute lesson:

Minutes 0–4: establish expectations and check essential prior knowledge.
Minutes 4–10: explain and model one new idea.
Minutes 10–17: guide practice and address a likely misconception.
Minutes 17–26: let pupils apply the idea more independently.
Minutes 26–30: check understanding and explain the next step.

These timings are a planning aid, not a timetable to follow regardless of pupils’ responses. Decide beforehand which activity you could shorten if the class needs another explanation.

Make the learning visible

Prepare two or three questions that reveal thinking. “Does everyone understand?” rarely gives you enough information to decide what to do next.

For example, show two possible answers and ask pupils to explain which is stronger. Use mini-whiteboards if available, a short written response or a carefully chosen question to sample understanding across the class.

Plan your response to a predictable error. If pupils confuse evidence with explanation, have a short example ready that makes the distinction clear.

Plan access and challenge

Think about vocabulary, reading demand, instructions and the number of steps pupils must hold in mind. A worked example or sentence starter may help a pupil begin; a follow-up question can then check whether they understand the idea independently.

Give pupils who are ready to move on something that deepens the same learning. Asking them to justify, compare or find an exception is often more purposeful than adding several similar questions.

If a teaching assistant is present, provide a brief explanation of the learning goal and the support you would find helpful. Agree how they can share observations with you.

Prepare for ordinary disruptions

Bring a version of essential resources that does not depend on a particular login or internet connection. Check how files will be opened and avoid relying on a personal USB device unless the school permits it.

Know your first instruction, how resources will be distributed and what pupils should do when they finish. These small decisions free you to listen and respond.

Be ready to evaluate the lesson

Afterwards, use evidence rather than a general judgement such as “It went well”. An honest reflection might be:

“Most pupils selected relevant evidence, but several still summarised instead of explaining. I would begin the next lesson by comparing two examples and asking pupils to improve the weaker explanation.”

The DfE’s teaching interview guidance highlights adaptability, checking understanding and reflection. Prepare to show the reasoning behind your choices.

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