Interviews about transition

About this resource

Introduce the concept of interviews to help students understand their own transition.

You can download the Classroom Activity in the Attachments as well as work through the learnings in the following pages.

  • Build student awareness of and confidence in their transition process;
  • Build independent learning and communication skills; and
  • Developing interviewing, data collection, and writing skills.

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

  • Research and write a script, based upon broad guiding questions and peer-reviewed questions;
  • Create a record of significant events in someone’s life;
  • Schedule an interview time with a peer or adult; and/or
  • Record an interview using videoing techniques (optional).

Students will be able to provide the following evidence:

  • Students understand how to research, practise, and record a script;
  • Students can plan and negotiate meeting times with a peer or adult; and
  • Students can independently record an interview and share this with teacher and peers.

Peer assessment

Students assessing other students’ learning, with a simple rubric or other instructions to guide feedback


Students assessing their own learning, with a rubric or other instructions for guidance

Teacher observation

Teacher observation of student learning, with a simple rubric, tick-box or other protocol to record observations

Teacher questioning

Guided questioning from a teacher intended to prompt thinking related to the topic

Direct instruction

Explicit teaching of knowledge and skills to students. This could be through a variety of formats – lecture, readings, demonstrations, etc. Often used at the beginning of a unit or module to cover basic knowledge and set pathways for learning.


Working with others in class to achieve a common learning goal. Collaborative skills may need to be explicitly taught and practised at the same time as engaging with the core learning goal.

Inquiry and problem-based learning

Inquiry learning is focused on a question or questions that guide the learning goals for a unit or module. Problem-based learning is focused on a problem or problems that guide the learning goals for a unit or module. Questions and problems may be generated by the teacher, the students, or by teacher and students together.

Work in class independently

Students working by themselves in the classroom, with support from the teacher and available learning materials.

Work in teams or pairs

Student working with other students in the classroom, with support from the teacher and available learning materials. Student groups/pairs can be set by the teacher or formed by students themselves, depending on the needs of the learning task.

Work with family members

This activity involves working with a parent and/or carer, or other responsible adult in the student’s home environment.

  • Laptop computer or tablet device; and
  • Recording application, e.g., voice memos on laptop or tablet (or other apps appropriate to the school’s devices).
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