Hook students in the first week

The start of a new unit sets the tone for everything that follows. It’s the moment students start forming their first impressions: Will this be interesting? Relevant? Hard?

Most of all, are you fired up and excited to teach what you have planned?

Done well, a strong introduction builds curiosity and clarity. Done poorly (or rushed through), it can leave students confused and disengaged before you’ve even begun.

But planning a great launch isn’t about elaborate activities or fancy resources. It’s about purpose and connection.

Here are some things to consider when you introduce your next unit:

Make the Purpose Clear
Students learn better when they understand why something matters. Hattie’s (2009) research on visible learning shows that clear learning intentions can nearly double the rate of student progress. Whether it’s a history inquiry or a science topic, explain:

• What this unit is about

• Why it’s important

• How it connects to things they already know

Even a quick discussion of real-world relevance can spark interest.

Preview What Success Looks Like
Give students a sense of the journey ahead:

• What will they be able to do by the end?

• What kinds of work will they create?

• What skills will they practise?

When students can see the goalposts, they are more motivated and more likely to persist. According to Wiliam and Leahy (2015), sharing success criteria upfront is one of the most impactful formative assessment strategies.

Build Curiosity Early
A well-chosen hook can transform the first lesson. This might be:

• A compelling question (“What if gravity suddenly stopped working?”)

• A case study or story

• An artefact or image to unpack

• A short video clip

This approach taps into intrinsic motivation. Ryan and Deci’s (2000) work on self-determination theory highlights that curiosity and relevance help drive engagement from the start.

Connect to Prior Learning
Effective introductions don’t treat each unit like an isolated block. They draw links:

• “Remember last term when we learned about persuasive techniques? You’ll use those skills here.”

• “This builds on the fractions work we did last year.”

Rosenshine (2012) emphasised the power of reviewing prior knowledge to reduce cognitive load and help students integrate new ideas.

Clarify Expectations
Outline how the unit will run:

• How will lessons be structured?

• What will homework or practice look like?

• How will they be assessed?

Clear expectations reduce anxiety and create psychological safety, which supports learning readiness (Hattie & Clarke, 2019).

Show Your Enthusiasm

Your energy matters. If you look bored or overwhelmed, students will mirror it. Share why you find the topic interesting, even if it’s not everyone’s favourite subject. Bandura’s (1977) social learning theory shows that teacher enthusiasm can positively influence student attitudes and effort.

Want help planning your first week back? Register your interest at https://planuva.com