Oppidan’s Mentoring at Summer Fields
18th October 2018
With pre-tests a key fixture for Years 6 and 7, schools have adapted and improved their offering to make pre-test preparation a core part of the curriculum. While teachers are able to help familiarise their students with 11+ ISEB-style work, one area that is tricky to support is the interview.
With senior schools placing increasing emphasis on the interview and spoken group assessments, Oppidan’s mentoring support for schools over the last two years has allowed schools to successfully outsource their interview preparation.
This week took us to Summer Fields School in Oxford, a boarding prep school for boys aged 8-13. We spent the day with 60 boys in Year 6 and 7 helping to demystify the interview processes that they’ll experience within the next six months and to help contextualise what they are doing and why they are doing it.
On this basis, the aim was to give the boys the ability to engage with their prosocial skills and to help them understand better their own strengths and weaknesses. Any perceived ‘practice’ for interviews avoided coaching; rather, the focus remained on helping demonstrate a sense of self-worth and confidence.
The children performed admirably well and more importantly came away, we hope, we a renewed sense of purpose as to what the interviews are all about. Scary and intimidating they are not; rather a chance to show off why you are good, what you like and a chance for them to see the real boy or girl in front of them.
In terms of area to improve, there were 4 main trends we saw:
· Detail – many of the boys found it difficult to articulate specific detail on what areas and aspects of things they like and dislike.
· Strengths – many of the boys see themselves as limited to being good/bad at academic, sport, music or drama. They don’t yet see “resilience” “determination” or “loyalty” as strengths within their own right.
· Schools – when talking about what schools they want to go to, they regale attributes of the schools you see in brochures, rather than noting what makes the school special to them, specifically.
· Willingness to Engage – the mark of a good interview is being able to show an organic fizz for learning as well as a desire to get stuck into debate; to see the interview as a dialogue rather than a series of questions and answers. Few children were able to grasp the conversational nature the interviewer was looking for and fell down on pre-learnt answers.