How to Assess Prior Knowledge at the Start of a New Topic

Before beginning a new topic, it can be useful to understand what pupils already know.

Prior knowledge influences how pupils understand and connect new information.

If teachers know what pupils already understand — and where misconceptions exist — they can make better decisions about what needs to be taught.

Assessing prior knowledge does not need to involve a lengthy test.

Short activities at the beginning of a topic can provide valuable information while also helping pupils retrieve previous learning.

Here are some practical ways teachers can assess prior knowledge at the start of a new topic.

Why Is Prior Knowledge Important?

New learning rarely exists in isolation.

Pupils connect new ideas to knowledge they already have.

For example, before teaching coastal landforms, pupils may already need some understanding of:

• erosion;
• weathering;
• waves;
• transportation; and
• deposition.

If those foundations are insecure, new content may be harder to understand.

A short prior-knowledge assessment can help teachers identify these gaps before moving on.

1. Use a Low-Stakes Baseline Quiz

One of the simplest approaches is a short quiz.

Questions should focus on knowledge pupils may need for the upcoming topic.

For example, before a Geography unit on rivers, questions might ask pupils to:

• define erosion;
• identify the water cycle;
• explain precipitation;
• recognise physical processes; or
• locate major UK rivers.

The quiz should feel low stakes.

Its purpose is to inform teaching rather than judge pupils.

2. Ask Pupils What They Already Know

Give pupils a topic heading and ask them to write everything they know about it.

For example:

Climate Change

Pupils might write:

• key terms;
• examples;
• causes;
• consequences;
• previous lessons;
• things they have seen in the news.

This provides a quick picture of both knowledge and misconceptions.

It can also show which pupils have particularly strong background knowledge.

3. Use Multiple-Choice Questions

Multiple-choice questions can be useful because they allow teachers to assess a whole class quickly.

Well-designed questions can also expose misconceptions.

For example:

Which process moves material along a coastline?

A. Hydraulic action
B. Longshore drift
C. Weathering
D. Mass movement

Incorrect options should ideally reflect common mistakes.

This helps the teacher understand not only who answered incorrectly, but also what pupils may be confusing.

4. Try a Brain Dump

A brain dump is a simple retrieval activity.

Give pupils a blank page and a short amount of time to write everything they can remember about a topic.

This works particularly well when the new unit builds on something studied previously.

Once the time is up, pupils can:

• compare answers;
• add missing information;
• categorise their ideas; or
• check them against a knowledge organiser.

The teacher can also identify which areas are remembered well and which have been forgotten.

5. Use Concept Mapping

Ask pupils to create a concept map around the new topic.

For example:

Urbanisation

Pupils might connect this to:

• migration;
• population;
• cities;
• employment;
• housing;
• transport;
• services; and
• development.

Concept maps can reveal whether pupils understand connections between ideas rather than simply recognising individual terms.

They can also be repeated at the end of the topic so pupils can see how their understanding has developed.

6. Use True or False Statements

True-or-false questions provide a quick way to identify misconceptions.

For example:

Weather and climate mean the same thing.

All volcanoes are found at plate boundaries.

Erosion and weathering are the same process.

Pupils should not only decide whether each statement is correct.

Ask them to explain their reasoning.

The explanation often tells teachers much more than the answer itself.

7. Use Images as Assessment Prompts

An image can reveal a surprising amount about prior knowledge.

For example, show pupils a photograph of a coastal cliff and ask:

• What can you identify?
• Which processes might be occurring?
• What might happen to this landscape in the future?
• What evidence supports your ideas?

Pupils who already understand the topic may begin using appropriate geographical terminology.

Others may describe what they see without explaining the processes.

This gives teachers a quick indication of starting points.

8. Ask Pupils to Define Key Terms

Select five to ten important terms from the upcoming topic.

Ask pupils to define as many as possible.

For example, before a Natural Hazards unit:

• hazard;
• tectonic;
• earthquake;
• volcano;
• epicentre;
• magnitude.

You can also ask pupils to rate their confidence beside each word.

This provides a simple snapshot of existing subject vocabulary.

9. Use Sorting Activities

Sorting activities allow pupils to show what they understand about categories and relationships.

For example, before teaching ecosystems, pupils might sort cards into:

Biotic

and

Abiotic

Before a natural hazards topic:

Cause

Effect

Response

Before a rivers topic:

Erosion

Transportation

Deposition

The way pupils categorise information can expose gaps in understanding quickly.

10. Use Self-Marking Digital Assessments

Digital baseline activities can make prior-knowledge assessment easier to manage.

Pupils complete a short series of questions and receive immediate feedback.

Teachers can then use the results to identify:

• common gaps;
• misconceptions;
• pupils who may need additional support; and
• areas that can be covered more quickly.

Self-marking activities can be especially useful when teachers want to assess several classes without generating a large amount of marking.

11. Avoid Turning It Into a High-Stakes Test

The aim of prior-knowledge assessment is to understand pupils’ starting points.

If pupils believe the activity will contribute heavily to a grade, they may become anxious about content they have not yet been taught.

Keep the activity low stakes and explain its purpose.

For example:

“This isn’t about your score. I want to see what we already know as a class so I know what we need to focus on.”

This can encourage pupils to answer more honestly.

12. Use the Results to Adapt Your Teaching

The assessment is only useful if the information influences what happens next.

If most pupils already understand a concept, teachers may decide not to spend as long revisiting it.

If there is a widespread misconception, it may need addressing before introducing more complex content.

Results can also help teachers decide where pupils may benefit from:

• additional scaffolding;
• retrieval activities;
• extension tasks;
• vocabulary support; or
• extra examples.

The purpose is not simply to collect data.

It is to make better teaching decisions.

Assessing Prior Knowledge Without Adding to Workload

Prior-knowledge assessment can be simple.

A five-question quiz, image prompt or ten-minute retrieval activity can provide useful information.

Digital and self-marking resources can make this even more efficient by allowing pupils to complete baseline activities while reducing routine marking.

At Teachily, we are developing teaching resources and digital tools to support UK teachers across different stages of learning.

From retrieval activities and topic quizzes to digital and self-marking resources, Teachily is designed to help teachers understand pupil learning while reducing repetitive workload.

Explore teaching resources at Teachily.co.uk.