Tag Archives: Richard III

Module A: Exploring Connections between “Looking For Richard” and “Richard III”



As I said in the previous post, this year I have changed my approach to teaching the Modules in the HSC Advanced course. I have included a link to the unit I prepared and taught on Module A at the beginning of this post. The difficulty, for me, has always been the shift from text based study to concept based. What this has usually meant is that I run out of time because I have tended to separate the concept from the close study and then come back to the concept at the end of the teaching unit. This always comes to a head when I teach the poetry, whichever Module it is in. I attempt to do a close analysis of each poem (which can take 3-5 lessons) and we never get through all the poems in class time. While students have had a sound understanding of texts and concepts, they often haven’t had enough time to refine their thinking.  NSW teachers may find this unit useful and /or interesting. Generally the model I am using goes something like this:

  • Developing questions from the rubric to guide student learning.
  • Building the field around the concepts and the texts at the same time.
  • Identifying 2 or 3 broad themes or features of the texts.
  • Using one broad theme or feature as a starting point and moving into and out of the text.
  • Moving onto another broad theme or feature and moving into and out of the text.
  • Returning to the guide questions to summarise the Module.

To do this, students have been responsible for their engagement with the text, since we only analyse and discuss relevant and representative parts of the text in class. They are expected to read, view and analyse the whole text outside of the classroom. Naturally, this has led to some students choosing not to read whole texts. In the AOS I attempted to overcome this by setting an assignment where students chose their own questions to respond to, requiring them to read the whole text to make those choices. In Module A, I was very explicit that we would not view the whole film in the classroom (they all had a copy of the DVD) or read the whole play. Generally, most students viewed the film and read enough of the play in class, or through homework tasks, that they had read most of it. Students who had read the whole play generally got more out of lessons than those who didn’t, but all students knew enough to participate in class discussions and complete homework and assessment.

Is it working? I think so. Their assessment work across the class suggests every student has a better understanding of the Module and the texts, and what to use as evidence. This is particularly important in Module A because two whole texts are compared, and they have to consider the impact of composer’s context on questions of value. I am interested in comments on this. Does my unit look different to the way you teach it? Have I missed something important?

More useful things


The games were a huge hit and not just with year 10. Have been poking around online today and found some other useful sites. I’m preparing Module A: Richard III and Looking for Richard and came across Film Education which has some great notes and study guides on a huge range of films. I think this is a very interesting pairing of texts (and a refreshing change from Blade Runner and Brave New World). I’m planning to show the film first because I think it will engage students in a closer reading of the play itself as well as give them some insights into authentic questions about the play as a play.

Revisited TeacherTube. What a great site this is – have visions of an assessment task where students create a 3 minute video on Richard III and Looking for Richard and post it on TeacherTube!