First Education

Studying King Richard III: A Guide for Textual Conversations Strategies for English Students

Shakespeare’s King Richard III is a rich text for analysis, particularly in the context of Textual Conversations. As a historical play, it engages with power, manipulation, and ambition while providing insight into the political anxieties of both its own time and the modern era. Understanding its context, language techniques, and key themes allows students to construct strong analytical essays and appreciate the text’s enduring relevance in their own HSC tasks.

Written in the late 16th century, King Richard III reflects the Tudor myth, portraying Richard as a villain to legitimise the reign of Elizabeth I. The play manipulates historical events to depict Richard as a Machiavellian figure, echoing contemporary fears of tyranny and instability. The War of the Roses and the transition to the Tudor dynasty are central to the play’s political intrigue. Today, the text remains valuable as it explores leadership, ethics, and propaganda—issues pertinent to both the rubric, and in the modern world.

Shakespeare’s mastery of rhetoric is evident in Richard’s soliloquies, where he manipulates both the audience and other characters. Dramatic irony and asides expose his duplicity, while his use of metaphor (e.g., likening himself to a spider or a boar) enhances his sinister nature. Motifs such as deformity and divine justice reinforce themes of legitimacy and fate. The text’s rich imagery and wordplay heighten its dramatic intensity, making it a compelling study. These features should be applied in studwnt’s own connection to the rubric, focusing on its comparison to Pacino’s play.

To craft a strong Mod A essay, students should focus on thematic connections. Key themes include power and manipulation, as Richard’s cunning rhetoric and psychological control illustrate political corruption. Fate versus free will is another crucial idea, as the role of prophecy and Richard’s downfall raise questions about destiny. Conscience and guilt are also significant, with the ghost scene underscoring morality’s role in leadership, and why the play still stands the test of time.

Eleni Nicholas

Mathematics is often seen as a subject full of complex formulas and abstract concepts. However, the key to solving difficult problems isn’t necessarily learning more advanced techniques—it’s about thinking simply. Many of the best problem-solvers, from engineers to physicists, rely on breaking down complicated ideas into their most basic parts.

When faced with a complex mathematical problem, it’s easy to become overwhelmed by the details. Trying to tackle everything at once can lead to confusion and mistakes. Instead, simplifying the problem—whether by breaking it into smaller steps, using a basic example, or stripping it down to fundamental principles—makes it easier to find a solution.

Strategies for Thinking Simply in Mathematics
1. Break the Problem Into Smaller Parts
Instead of solving everything at once, identify smaller sub-problems. For example, in calculus, breaking a complex function into basic derivatives or integrals can make it much easier to solve.
2. Look for Patterns
Many mathematical problems follow recognisable patterns. If you can identify these, you can apply known strategies rather than reinventing the wheel each time.
3. Use Simple Numbers or Visual Aids
Substituting simple numbers can help you understand relationships between variables before dealing with more complicated values. Similarly, drawing a diagram or graph often makes abstract concepts more tangible.
4. Go Back to First Principles
Often, the most advanced topics in mathematics still rely on fundamental concepts like addition, subtraction, multiplication, and division. If a problem seems too complex, revisiting the basics can reveal a clearer approach.

Some of the greatest mathematical discoveries were made by thinkers who focused on first principles. Albert Einstein once said, “If you can’t explain it simply, you don’t understand it well enough.” The same applies to problem-solving in mathematics—by thinking simply, you gain deeper understanding and improve your ability to tackle even the most complex challenges.

Emily Mackay

Today I observed Sophie’s lesson with her Year 12 English Standard student Irene. Their lesson initially focused on going through her feedback and marks from her recent exam. I like how Sophie clearly highlighted which points in Irene’s answers that she liked and which ones she thinks need to be slightly changed in the future to maximise her marks. Sophia also provided other feedback such as how many quotes to include in an English response depending on the number of marks and ways to make a response less general in order to try and achieve full mark answers.

Then, they moved on to poetry analysis focusing on a poem Irene had been given from school. I liked how Sophie sourced an overview of the poem which provided information on the themes and plot of the poem. Sophie also highlighted key parts of the overview which mentioned some techniques used in the poem and the importance of the poet’s use of these techniques. After reading the overview, they went through the poem together. I liked how Sophie allowed Irene to come to her own conclusions about what certain techniques she found before Sophie confirmed whether that was how she would classify it or if she would also say something additional to describe it. They also talked about how the poem related to the syllabus which helps to determine how you can make it suit to potential essay questions.

It was great to observe this lesson!! Great job Sophie!!

Sophia McLean

Knowing your syllabus in Years 11 and 12 is a game-changer. These are the years that really count, and understanding exactly what’s expected of you can make all the difference. Your syllabus isn’t just a boring list of topics—it’s basically a cheat sheet for what you need to know, what skills you need to develop, and how you’ll be assessed.
One of the biggest mistakes students make is studying blindly, wasting time on stuff that won’t even be tested. But if you actually go through your syllabus, you’ll know what to focus on and how much weight each topic holds. That way, you can study smarter, not harder.
Even more important is using the right language in your essays and responses. Every subject has essential rubric words—those key terms that markers are literally looking for. Whether it’s “analyse,” “evaluate,” or “justify,” throwing in these words (and actually doing what they ask) shows that you understand the question and are hitting the criteria needed for top marks.
The syllabus also tells you exactly how you’ll be assessed. If you know an essay is coming, you can prepare strong thesis statements and arguments ahead of time. Understanding these requirements means no surprises on the day.
At the end of the day, knowing your syllabus and using the right rubric words in your responses makes your life so much easier. It helps you study with purpose, structure your answers the way markers want, and ultimately, score higher. So don’t just rely on class notes—read your syllabus, highlight those key words, and use them every chance you get!

Eireyna Papinyan

Mary was very thorough in her teaching, ensuring that the student felt completely comfortable with both the syllabus and the rubric before delving into poem analysis. She took the time to clarify expectations, breaking down complex criteria into digestible parts so that the student had a strong foundation before engaging with questions. Rather than rushing straight into poem analysis, she prioritised building the students confidence in recognising key literary techniques and understanding their importance in a text. Mary ensured that the student was able to apply these skills independently, providing support if needed; by making him analysing certain parts of the poem. This approach solidified the students understanding and also their confidence moving forward with the text in class. Another key strategy was acknowledging the student was slightly tired and dividing the lesson by the provided text and unseen questions. This balance allowed the student to practice different skills without being overwhelmed. Additionally it kept them actively engaged in discussions with enthusiasm. Ultimately watching the student grow confidence towards the end of the lesson in the content. Overall Mary’s structure and attentive teaching style was effective.

Vicki Synesios

I was given the wonderful opportunity to observe Pamela tutor her Year 8 Math student.

Pamela began the lesson by checking on her student’s progress in school which led them to work on the claw method to expand brackets in algebra. Pamela began by using the board to explain in depth the method for solving questions involving this process. Initially, her student was met with uncertainty about multiplying letters and negative numbers. However, Pamela was so helpful in breaking down the process and colour coding the working out for her student to see clearly and understand. After providing the steps for the working out, she independently allowed her student to progress and finish the rest of the question. After following this process for a few questions, her student’s confidence gradually increased. Pamela’s patience and reassurance throughout also enabled the student to feel more motivated and open minded to completing more difficult questions. Pamela was also very attentive to her student’s progress where she was able to register her student’s uncertainty and unease while completing the questions. This ensured that the student didn’t become distracted from the lesson and disengaged from the content. Despite her student’s tiredness after school, she effectively kept her student’s attention by asking about things he was looking forward to at school while also reflecting on enjoyable activities he did throughout the holidays. Overall, Pamela did an amazing job at keeping her student’s focus on the lesson and created a comfortable space for her student to ask questions and express his concerns regarding the content taught.

Well done Pamela!!

Marina Nouris

One of the most valuable aspects of tutoring is the ability to provide immediate and meaningful feedback. Unlike in a traditional classroom setting, where students might have to wait days or even weeks for a response on their work, tutoring offers a unique opportunity to guide students in real time, helping them refine their understanding and build confidence.

Effective feedback goes beyond simply pointing out mistakes, it should be constructive, encouraging, and focussed on growth. Recently, I worked with a student who had been struggling with essay writing. They’d received low marks on previous assignments and felt quite disheartened, believing they just weren’t “good at English.” Instead of merely correcting errors, I focused on highlighting what they were doing well and offering targeted suggestions for improvement.

For example, rather than saying, “Your argument is unclear,” I reframed it as, “You’ve made an interesting point here, but how might we expand on it to make your argument even stronger?” This small shift in approach helped the student view feedback as a tool for improvement rather than criticism. We also worked together revising their work, discussing why certain changes made the writing clearer and more effective.

Feedback is most powerful when it is specific and actionable. Instead of general comments like “Work on your structure,” a more helpful approach would be, “Your introduction sets up your argument nicely, but let’s try make sure each paragraph clearly links back to your thesis.” This kind of targeted guidance helps students understand exactly what they need to do to improve.

Ultimately, feedback in tutoring is about building a student’s confidence and ability to self-correct. By making feedback a positive and interactive process, we can help students develop the skills to assess their own work, take ownership of their learning, and approach challenges with a growth mindset. In the end, good feedback doesn’t just boost academic performance, it empowers students to become more independent and resilient learners.

Isabella Naumovski

Different tactics can have a big impact on how students learn math, especially for primary school children. Not all students learn in the same way, so offering different approaches can help everyone find what works best for them. Some students might prefer visual tactics, like drawing pictures or using number lines to solve problems. This can make math feel less abstract and more real to them. Others might do better with hands-on activities, like using blocks or counters to count and solve problems. This method helps them physically see how numbers work together.

For some students, simple shortcuts or memory tricks work wonders. Things like rhymes or patterns can make learning multiplication tables or addition facts easier to remember. For others, breaking problems into smaller, more manageable steps might be the best way to handle tricky tasks. These small wins can build confidence and make bigger challenges feel less overwhelming.

It’s also important to keep math fun. Games and puzzles can turn learning into a playful challenge, which keeps students interested and motivated. When math is presented in different ways, students can try out what feels best for them. This flexibility makes learning more engaging and allows students to build their skills at their own pace. Offering various tactics helps students see math as something they can enjoy and succeed at, no matter their personal learning style.

Elise Petritsis

I had the opportunity to observe Riva’s session, where she guided a Year 5 student through the concept of BODMAS. Throughout the session, Riva effectively broke down the steps involved in BODMAS—Brackets, Orders (indices), Division, Multiplication, Addition, and Subtraction—ensuring the student understood the correct sequence of operations. She used clear explanations and relevant examples to illustrate how each step should be applied when solving mathematical expressions.

One of the standout aspects of Riva’s teaching approach was her enthusiasm and positive energy. She created an engaging learning environment, using an encouraging tone to uplift the student and make maths feel exciting rather than intimidating. She praised the student’s efforts and provided constructive feedback, helping to build their confidence. Whenever the student encountered difficulties, Riva patiently guided them through the problem, reinforcing key concepts and encouraging critical thinking.

Her ability to simplify complex ideas and maintain an interactive, supportive atmosphere contributed to an effective and enjoyable learning experience. By making the session both structured and engaging, Riva ensured that the student not only grasped the concept of BODMAS but also developed a more positive attitude towards mathematics.

Jordan Udler

Speech refers to the way that children pronounce sounds and say words. By 5 years of age, children should be 90% intelligible. They may continue to replace some sounds like ‘r’ with ‘w’ e.g. ‘wed’ for ‘red or ‘th’ with ‘f’ e.g. ‘toof’ for ‘tooth’. By 7-8 years old, they should be making all sounds correctly (except for dialectal variations e.g. in some dialects ‘th’ is always pronounced as ‘f’).

Language refers to how a child is able to put words together to communicate. Children in kindergarten should be using sentences at least 4-5 words long. They should be able to use basic present, past and future tenses. They should be able to follow 3-step directions and use/answer ‘wh’ questions.

Blank’s levels of questions are a good way to gauge how well a kid’s comprehension and higher-order language are developing. By 5, they should be able to answer all 4 levels of questions.

Most children learn to read by 7 years old. However, there are many pre-literacy skills that they develop earlier that are foundational to their literacy development. In kindergarten, child should be able to recognise most letters, the sounds they make and begin to write some letters with correct formation. They should be able to syllabify words, show some familiarity with rhyming and identifying the initial sound of words. They should also have some print awareness i.e. we read from left to right, top to bottom. If any of our kids are not meeting these milestones, this might be something to flag with parents.

Finally, an interesting thing I learned about teaching development. Most of us probably learned to read using a ‘whole language approach’, which basically involves ‘guessing’ the words that are on a page using clues from the pictures. Hence, the unit of learning is ‘words’. However, this approach to learning to read has been discredited. Research has shown that reading requires explicit teaching of sound-letter matches, and it is not a skill that we are innately designed to acquire (as opposed to talking, for example,) which is interesting to think about.

Hope this helps!

Derus Kung