‘Pre-teaching is when pupils are taught key information prior to it being taught in a lesson. Pre-teaching provides pupils with essential foundational knowledge that they can draw upon during a lesson. This is likely to increase the pupils’ attention, focus and motivation…When identifying what material to pre-teach, you will need to have secure subject knowledge and a good understanding of pupils’ needs…When planning content to pre-teach, you should follow the same principles as you would when planning explanations during a lesson. Information should be broken down into small chunks and made memorable to avoid working memory overload. Pre-teaching should be an extension of the teaching sequence, breaking down the foundational knowledge into even smaller steps. (https://support-for-early-career-teachers.education.gov.uk/teach-first/year-1-how-can-you-support-all-pupils-to-succeed/summer-week-3-ect-theory/)
Pre-teaching is a proactive instructional strategy where students are taught key concepts, skills, or vocabulary before they encounter them in a main lesson. This approach aims to bridge knowledge gaps, reduce cognitive load, and boost the confidence of learners who might otherwise struggle to keep pace.
Objectives
• Reduce Cognitive Load: By familiarising students with foundational material early, their working memory is freed to focus on higher-level thinking during the main lesson.
• Boost Confidence: Students enter the classroom feeling prepared, which increases their motivation, participation, and self-esteem.
• Improve Accessibility: It serves as a form of adaptive teaching (Quality First Teaching), especially for students with Special Educational Needs and Disabilities (SEND) or English as an Additional Language (EAL).
How to Implement Pre-Teaching
1. Assess Prior Knowledge: Identify which students require support by evaluating their current understanding of upcoming topics through quick checks or previous observations.
2. Select Targeted Content: Focus strictly on the essential words or prerequisite skills needed for the upcoming lesson rather than teaching the entire lesson in advance.
3. Keep Sessions Brief: Most effective pre-teaching sessions last 10–15 minutes and occur shortly before the main lesson (e.g., during assembly or early morning registration).
4. Use Engaging Strategies:
1. Vocabulary Lists/Word Maps: Provide words with pictures or use “word webs” to link meanings, sounds, and contexts.
2. Visual Aids & Puzzles: Use diagrams, prompt cards, or matching games to build familiarity.
3. Flipped Learning: For older students, set pre-reading or research tasks as homework to prepare them for deeper class discussions.
4. Assign Competence: Give pre-taught students a “head start” by teaching them the answer to a specific question planned for the main lesson, allowing them to demonstrate mastery and lead their peers.
Considerations
• Avoid Over-Reliance: Ensure students do not become dependent on pre-teaching; it should be a scaffold that is gradually reduced as they gain independence.
• Timing is Critical: Sessions must happen before the lesson to prevent the student from experiencing failure or frustration first.
• Collaboration: Teachers should work with teaching assistants and SENCOs to plan and deliver these targeted interventions effectively.
This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.
