Radford Bulletin Term 1, Week 4 – 27 February 2019
News & Articles
25 February 2019
Claire Melloy and Jane Smith
The link between empathy, cognitive control, emotional regulation and improved outcomes for students.
By Claire Melloy and Jane Smith
“…for those communities which include the greatest number of the most sympathetic members, would flourish best…” Charles Darwin
The recent Learning and the Brain education conference held in San Francisco showcased key note speakers from Stanford University, Yale and U.C Berkeley. They presented large scale research studies on the importance of an empathic school culture for optimal student development. Neuroscience has found that empathy, compassion and kindness are hard-wired in the human brain and as Charles Darwin’s quote indicates, these traits are critical not only for human survival but for the creation of caring, compassionate and productive communities.
Neuroscience has shown that strengthening compassion, collaboration and cooperation increases both academic and personal achievement in our young people. For many of us, this might seem intuitive and commonsense, however, developments in neuroscience have helped us discover:
- how to enhance these qualities
- what gets in the way of developing these qualities in our students
- the role that education needs to play in creating deliberative opportunities for students to strengthen their pro-social skills.
In addition, researchers at Stanford University have found that self-regulation is the most significant trait that is a future predictor of life success. That is why at Radford, self-regulation is a stand-alone trait in the Secondary School Learner Profile.
So then, what is our role in working with our young people to become their best selves? Students need a strong sense of identity and a strong sense of purpose. We know that one lesson per cycle of SEL (social-emotional learning) was not enough, and so we have introduced the Giving Groups to involve each student in a service activity. Running parallel with this, key social and emotional concepts are being embedded in content areas and the notion is that every teacher at Radford is a teacher of wellbeing.
Being actively involved in a service project gives every student a sense of purpose and a sense of connection to something bigger than themselves. This becomes self-perpetuating and reinforces the pro-social role that they can play in their communities.
Three common themes that emerged during the conference that showed that empathy is a teachable skill are:
The ability to feel and care for others. At school, we are constantly trying to highlight the importance of walking in another person’s shoes, for example, in History, there is an intentional focus on the stories of real people and their experiences.
The understanding of alternative perspectives. Our Communities of Inquiry that take a philosophical approach to issues can encourage students to examine their own opinions. While we often see Maths and English as polar opposites, according to Dr Keith Devlin, young children who have mastered the art of the narrative have increased mathematical ability because they have the ability to shift perspectives.
Putting the heart and mind into action. This is why we believe in the importance of the Giving Groups as a significant contributor to wellbeing, providing opportunities for all members of school community to practice these skills.
The importance of the relationship between the affect, cognition and behaviour very much supports what Father Richard Browning says about the heart, mind and hands working together.
Other ideas that were consistently reinforced were the importance of active role-modelling by significant adults in students’ lives, including parents, teachers, coaches and family, and friends. We can all help to nurture an empathetic mindset, as they are malleable.
In the words of Dr Shauna Shapiro, PhD, who researches the relationship between parenting, discipline and education, “what we practise, grows stronger”. Through the increased understanding of the neuroplasticity of the brain, we now know that through repeated experiences we can increase our levels of empathy and compassion.
So how do we do this? When we are focused and intentional in our teaching and learning, we increase cognitive control and self-regulation. This in turn, increases levels of empathy, generosity, a willingness to listen and to consider the view of others. In addition, we increase the students’ capacity for long term planning, increase productivity and are more likely to be a person others want to work with. We also have higher expectations of ourselves and an increased ability to manage a crisis.
What does the future look like? The future brings the humanity, the science and the reality of an adolescent world together.
What does this look like in our context at Radford? We have established an action research project that will involve student interviews, students trialling relevant Apps, teacher observation and student performance over time, to see the impact of increased opportunities to practise empathy and compassion not only in the Giving Groups but more broadly in the school experience.
Michele Borba MEd - Unselfie: Why Empathetic Kids Succeed in Our All-About- Me World
John Medina PhD – Attack of the Teenage Brain!: Understanding and Supporting the Weird and Wonderful Adolescent Learner
Shauna Shapiro PhD – Mindful Discipline: A Loving Approach to Setting Limits and Raising an emotionally intelligent child
26 February 2019
Rev Erin Tuineau, Chaplain
The importance of authentic teaching about religions
Last year in my Year 8 RaVE classes, I invited the students to come and place a mark on the whiteboard to indicate whether they had a positive, negative, or neutral attitude towards learning about religion. I did this activity in an effort to help the students become more self-aware about their feelings towards different religious issues, so that they had a chance of developing an openness towards learning about them, if need be. I had assumed that some students would indicate that they had a positive view of religion, and that the rest of the class would simply have a negative attitude towards learning about this subject. But I was wrong. The majority of the class indicated that they felt neutral about religious studies.
When I asked the students if this class ‘attitude graph’ reflected how the wider Australian society felt about religion, one student commented, ‘A few people have anger management issues when it comes to religion, but most Australians simply do not care’. I have to admit that I was a bit surprised by this response, as I thought my biggest challenge as a RaVE teacher, and as a priest for that matter, was learning how to deal with the anger people felt towards religion (which is sometimes the case). After this particular lesson, however, I realized that the biggest hurdle that many religious educators and leaders face in our western society today is the problem of apathy, that is, the complete disengagement that many individuals have with religion as a whole.
The next question that comes to my mind when reflecting on the above is, ‘How do we help people to take an interest in religion?’ And I do not mean that people need to become religious, but it would be helpful if most people were at least open to learning about the different communities of faith that exist in Australia and the wider world. From what I can see in Canberra alone, there are many different places of worship, and many individuals who belong to various faith groups. So, it would seem essential that we are at least open to learning about different religions, if we want to avoid the extreme prejudices that arise from the ignorance of these different faith communities. I think we are all aware of how such prejudices can lead to violence, and so being open to learning about different religions seems to be one of the most significant steps towards the prevention of religion-based conflict in Australia.
The reality is, you cannot force people to take an interest in religion. I learned this pretty quickly in my first few months of teaching at Radford. There are, however, a few things I have found helpful in encouraging students to learn about different religions, even when they are initially disinterested in the subject. The first thing I learned is the importance of teaching students about real religious issues. By this I mean that students were not always that interested in learning about the facts that made up a religion, but, rather, how people of faith lived out their religious beliefs. One of the most heated discussions that I have had in RaVE class was about whether people should be baptized as babies or as adults. The students who engaged in these conversations often had no faith background at all, and yet for some reason they still had a very strong opinions on the matter.
I also learned that students want the chance to acknowledge ‘the good, the bad, and the ugly’ parts of world religions. There is no point just trying to feed to them an idealized version of a particular faith community. They want to know the truth about how people have used their religion to bring about justice and violence in their world. They want the whole picture, or they will not accept any part of it. I think this is because they live in a society that questions authority constantly, which is fair enough when you consider the amount of hypocrisy that has happened in the church, at various government levels, and in major financial institutions.
At the end of the day, young people will only be open to learning about something if it is authentic. And this includes authentic and transparent religion. This requires religious educators and leaders to be deeply honest about all aspects of the various faith communities in our world if we want apathy towards religion to become a problem of the past.
27 February 2019
Karen Mahar, Acting Head of Junior School
Reading challenge, swimming carnival, school photos, class liaisons, pedestrian safety and traffic
By Karen Mahar, Acting Head of Junior School
Thurs 28 Feb
Year 5 Excursion to Radford Rowing Shed
Fri 1 Mar
Year 6 Intro to Rowing Excursion
Mon 4 Mar
Year 3 Excursion to National Zoo
Wed 6 Mar
Year 6HB and 6TH Offsite PE Lesson
Thurs 7 Mar
Year 1-2 Swim Carnival
Fri 8 Mar
Reading Challenge Water Fun
Imagine the surprise when the culmination of the 2019 Reading challenge saw the JA Mackinnon Oval turn into a water fun park on Friday!
There was great excitement when our entire Junior School joined together to celebrate as a community. Students, staff and Year 12 prefects enjoyed the frivolities and were rewarded for ongoing efforts to make reading a daily habit.
Some students went to great lengths to reflect the A-Z of reading. Photos of students across all year levels are being displayed in the JS Reception, a wonderful reflection of how much our community values books and reading.
Year 3-6 Swimming Carnival
This year the Junior school Swim carnival was held at CISAC. The day commenced with a gentle walk down the hill for students in Years 3-6. The day included races, fun and laughter, novelty events and lots and lots of cheering!
The growth mindset demonstrated and fairness displayed by all students was a large part of the carnival’s success. Congratulations to all involved, especially our Year 6 leaders, who encouraged and supported with wonderful spirit.
We are grateful for all the planning and preparation that went into the carnival by our sports staff, along with the contributions from all staff involved throughout the day.
Junior School photos were taken last Wednesday. Staff worked hard to ensure there were smiles all around. Each class, all individuals and many family photos were captured.
Thank you to everyone for your support for our drop off and pick up arrangements over the past weeks. The morning arrival and afternoon departure procedures are improving by the day, and we are grateful for your assistance in making this challenging situation work.
Your cooperation is appreciated in ensuring drivers do not leave their vehicle in the ‘Drop and go/collect zone’ adjacent to the ELC before 8.45am or after 3.10pm.
We have large numbers of students arriving after the school bell at 8.35am.
It is a requirement that any K-6 student who arrives late needs to sign in at Reception before joining their class. Please support your child by allowing enough time to be ready for learning before the school bell.
Parent Class Liaisons
We continue to seek interest from parents for our class parent liaisons for 2019. To date we have had volunteers for about half of our classes.
A former parent liaison described the role as:
- to facilitate interaction between parents so as to develop and foster a sense of community
- to support parent- teacher interactions through discussion and reminders of upcoming class activities and events.
The role is important in linking our families with each other and fostering a sense of community within each year level. If you are up for ‘friend-raising’ and making connections with families, and if you would like to be your child’s class parent liaison, please contact email@example.com with your details (including your child’s name and their class).
The Class Liaisons will be given email addresses for their relevant class. If you do not wish your email address to be shared with your class liaison, please contact Beth Maggs by Tuesday 26 February, 2019.
Once all classes have a parent liaison, we will meet to discuss the role together as a group. Each year our parent liaisons seek to strengthen our community through a number of year level or whole school events.
A component of our Registration is that we must be able to demonstrate that students who have been absent for more than two days (for non-medical reasons), have sought this leave prior to non-attendance.
A simple email request to the Head of Junior School is all that is required to start this process.
At this time of year, cool mornings often mean a jacket is worn to school and discarded by recess time. Please clearly label all your child’s items of clothing and property.
20 March 2019
Book launch Wed 10 April, book pre-sales now open!
Written by long-serving Radford staff member George Huitker, 35 Years of Radford College: Foundations, Traditions, Inspirations captures the essence of Radford and our shared experiences.
It is an entertaining account of who we are, and what we have done, featuring photographs and stories from staff, students, Collegians and other members of the Radford family.
Wednesday, 10 April 2019, 6pm-7pm, Morison Centre, Radford College, RSVP essential, by 31 March.
(If you wish to bring children to this event, please note that alcohol will be served.)
Order your copy online today - pre-paid books can be:
- collected at the launch
- collected from Radford during school hours after the launch
- posted in Australia, if you choose a postage-paid copy.
BUY AT THE LAUNCH
You can also purchase on the night and collect your book at the launch.
6 March 2019
Nominations open for P&F Committee
Radford College P&F Annual General Meeting
Thursday 7 March 2019, from 7:00pm
Venue: RA Young Hall, Mulford Junior School
Business of the meeting will include appointment of the Management Committee. There are executive positions, as well as general committee member positions, available to be filled.
Nominations must be made on the attached form and received by Ms Angie Walters by email to firstname.lastname@example.org, or delivered to her at Years 5/6 reception, no later than 4:00pm on Wednesday 6 March 2019.
We encourage all parents to consider joining the committee to assist with community engagement.
Please contact the President, Sarah Jennett, Sarah.email@example.com with any queries.
27 February 2019
You can help support the Giving Groups program
By Giving Groups Project Manager Emma Holiday
We’re delighted to report that our Secondary School Giving Groups have been busy in their first fortnight.
Giving Groups provide students in Years 7–12 with opportunities for meaningful connection to the community through regular, ongoing participation in charitable and giving programs, which in turn provides benefits for their own wellbeing.
The groups held their second session on Wednesday and already many of them are seeking donations of materials to assist them in their projects to give back to the community.
If parents, caregivers or staff are prepared to donate any of the following items, please email me with the details - firstname.lastname@example.org
- Bar fridges / wine fridges with glass doors
- Weather-proof cabinets
- 100% cotton or 100% wool clothing (no synthetics)
- Small tiles or glass pebbles less than 5 cm in diameter
- Balls of wool or yarn.
27 February 2019
The fascinating story of Charlie's film "The Bikes of Wrath"
Text and images courtesy of the Collegians website article
The Bikes of Wrath a film by Charlie Turnbull (Class 2008)
Oklahoma to California: 2600 kms, 420 dollars, 30 days, 5 bikes, 3 cameras, 2 guitars and one of the most influential novels of the 20th century.
The film, The Bikes of Wrath, is the story of adventure, human connection, and an in-depth look at today’s America through the lens of John Steinbeck’s seminal novel, The Grapes of Wrath.
The film 18 new documentary projects that will receive Screen Australia funding this year.
The six-part series and feature-length film have been financed with support from Film Victoria.
Produced with funding assistance from Screen Australia and Film Victoria, The Bikes of Wrath is currently screening in North America and Australia. Future Canberra screening will be on Tues 26 March at Palace Electric, with earlier screenings already sold out (buy tickets).
Charlie says the concept for his film The Bikes of Wrath evolved slowly over a three-year period. “My good friend Leon Morton and I really love the novel The Grapes of Wrath, and decided one evening that it would be an adventure to retrace the route the Joad family took from Oklahoma to California in the late 1930s. For some reason we decided that it would be fun to do so on bikes. From there we invited Cam Ford, a Melbourne-based filmmaker, and he suggested we film the whole thing. At that stage we got a crew together (including Oliver Chiswell, Class 2008) and developed the idea a little further, to include the limitations on money and the street performing.”
Seeking to gain a greater understanding of the Dust Bowl, explore the central themes of the novel and discuss their relevance in today’s America, The Bikes of Wrath set-off on their 30-day cycling adventure with no support vehicle, no training and, as one member puts it best, ‘no real idea’.
Loaded with trailers, musical instruments and camera equipment, the group set themselves the additional challenge of surviving on $420 (the modern-day equivalent of the Joads’ $18 in the 1930s) and whatever their musical performances could yield.
Filmed by Bike interviewed Charlie, you can read the full interview here.
“I think that right now, given recent events in the USA, our documentary is particularly important because it shows the incredible generosity and kindness of everyday Americans. There are a lot of elements to the film – cycling, adventure, music, literature – but I think it is ultimately about the goodness of ordinary people,” says Charlie.
Charlie has a background in journalism, enthusiasm for travel, and keen interest in different cultures that have naturally led him to the world of documentaries. He is an avid explorer and he has produced short adventure-based films in Australia, Iceland, Mongolia and the United States. The Bikes of Wrath is Charlie’s first feature-length adventure/social change documentary. He has more recently completed principal photography on his second feature-length adventure/social change documentary, Floating with Huck, in which three Australian friends travel the length of the Mississippi River on a homemade raft, exploring the racial and economic divide in America through the lens of Mark Twain’s classic novel, The Adventures of Huckleberry Finn.
27 February 2019
A full six-year Radford scholarship is available
From Principal Fiona Godfrey
The Radford Foundation is delighted to announce the financial support of the Boorer Foundation to provide a full six-year scholarship to a student commencing Year 7 at Radford College in 2020.
The scholarship will cover 100% of the Tuition and Capital Levy fees and up to 100% of compulsory College-related costs for six years (Years 7 through 12 inclusive).
The scholarship will be awarded to a student who demonstrates outstanding achievement and community or sporting involvement, but whose personal circumstances prevent them from enrolling at Radford. The recipient will remain anonymous throughout their six years at Radford.
The Boorer Foundation’s Chair, Margaret Hemsley, who has four sons at the College, said she has seen first-hand the benefits of a Radford education and wanted to extend that opportunity to a student who was not yet a part of the community.
'From our own life experience, my husband and I understand the value of a good, and well-rounded, education and the lifetime of opportunity such an education can provide. We are appreciative of the experience our family is enjoying at Radford and believe that, over time, scholarships such as this will change a child’s life whilst strengthening the Radford community as a whole.'
Radford Foundation Chair Jocelyn Martin said the directors were grateful for the Boorer Foundation’s support and they looked forward to awarding the scholarship to a student who would make the most of the opportunity presented to them.
Families and students wishing to apply are initially asked to complete and submit this two-page application form by the closing date of Friday, 31 May 2019.
Shortlisted applicants’ families will then be required to complete a financial statement and verify these statements, as well as provide referees. NB: Only applicants who are short-listed will be asked to complete this financial statement.
The scholarship will be awarded in time for the new student to take their place in the 2020 Year 7 orientation and induction sessions during 2019.
27 February 2019
Football, Basketball, Cricket, Equestrian, Orienteering, Futsal, Oztag - busy times for Radford Sports!
Female Football Week – Grace Gill Visit
On Thursday 21 February, a group of Radford girls participated in a Radford girls-only Football training session put on by Radford Technical Director of Football, Tom Crossley, as part of Female Football Week which included a visit from Canberra United legend, Grace Gill. A huge thank you to Tom, Grace, Bobbi Sayers and Esperance Anderson for running the session.
Basketball – Home Court Advantage
Last weekend, 16 of the Radford Basketball teams played their competition games in the G Wigg Sports Centre. Highlights included the U12 Boys Division 5 Bulldogs gaining their second win of the season, and the U14 Girls Division 1 Suns beating Norths on the Thursday evening, and then backing up on the Friday evening to smash Canberra City Stallions by 81 points! We hope to hold more home competition games in the future.
Junior Indoor Cricket Representative Trials
Please see the following link for further information: https://cricketact.com.au/competitions/indoor-cricket/nationals.
Students interested in representing Radford in Equestrian events in 2019 should contact email@example.com for further information.
Orienteering Information Session
Radford Orienteering information sessions will be held on Monday 4 March, 6:00pm and Tuesday 5 March, 7:30am in the G Wigg Sports Centre classrooms.
On Wednesday 6 March there will be a FREE ‘Come and Try’ event held at Radford College between 5:00-6:30pm. Please see the following link for further information: http://act.orienteering.asn.au/eventor/events/details/7315/.
Futsal Grand Finals
Congratulations and good luck to the following Radford Futsal teams that have progressed to the Grand Final to be played at Lyneham on Sunday 3 March:
U10 Division 1 Open – 9:00am
U11 Division 2/3 Open – 1:00pm
U14 Division 2 Girls – 2:00pm
U16 Division 2 Open Blue – 4:00pm
NPLY Football Kicks Off Saturday 2 March
The Radford NPLY Football teams kick off their season on Saturday 2 March with a home game against Monaro.
U13s – 3:30pm
U14s – 5:00pm
U16s – 3:00pm
U18s – 5:00pm
Games will be played on the P&F Oval. There will be a BBQ running for players and spectators.
Touch Football Thursday 1 March 2019
Good luck to our two teams who will be playing in a semi and grand final this coming Thursday at Deakin Oval.
Radford Chiefs (Yr 5-6 Girls) 6.00pm Deakin 1
Radford Reds (Year 9-10 Girls) 6.50pm Deakin 1
Oztag semi-finals Wednesday 27 February
We have 5 Oztag teams who have made semi-finals this week. Come and down to the Kaleen ovals to watch The Radford Panthers, Titans and Dragons at 5.55pm and the Radford Knights and Eels at 7.05pm. Good luck to all teams.
27 February 2019
By Isobel Allison, Radford Rowing GAP coach
Some fine achievements at the Capital Lakes Rowing Club Sprints Regatta
By Isobel Allison, Radford Rowing GAP coach
The Radford rowing team proved this weekend that hard work and determination truly pays off, after coming away from the Capital Lakes Rowing Club Sprints Regatta on Lake Burley Griffin with some fantastic results. This was the first regatta to be held by the Capital Lakes Club, and the rowers each competed in 500 metre sprint races. This was a good starting point for a first-ever racing event for our youngest Radford rowers.
In the final of the School Boy Coxed quad event, the Radford College 1 crew, comprised of Will Howarth, Euan Greig, Ben Marr, Aaren Nikolovski and cox, Camilla Lupton, were delighted to come away with a gold medal.
The Radford College 2 crew, comprised of Eloise Flynn, Evelyn Hambly, Holly Todd, Eliza Priest and their cox, Claudia Kendall, won first place in the C final of the School Girl coxed quad event — an impressive feat, given they only learnt to row at the end of last year.
Zimi Lyras, Ellie Maglasis, Hannah Sampson, Josephine Trusswell and cox, Mya Le, dominated in the A final of the School Girl coxed quad event, gaining gold in a battle against Canberra Grammar and Capital Lakes crews.
The rowers look forward to another regatta on Lake Burley Griffin next weekend and continue to push themselves in their serious training for the event of the year, New South Wales Head of the River.
26 February 2019
Michele Sharp, Head of Languages
The importance of language learning
By Michele Sharp, Head of Languages and the Radford Language Captains: Jocelyn Guo (Chinese); Alex Jarratt (Japanese); and Kate Miller (French)
Each year Radford appoints students to leadership roles and this includes a Senior Subject Captain for each of the languages studied in the upper Secondary School.
Student leaders are expected to live with integrity, embody the values of the College, be wholly themselves and flourish whilst engaged in the service of the community. They are expected to be a model for others through their everyday presence and demeanour, while fulfilling responsibilities in a meaningful portfolio of work. Staff members mentor the Captains to promote language experiences across the Secondary School. Each of the 2019 Captains reflects on their language learning journey, below, detailing why they feel learning a language is important.
In other languages news, students can now access extra assistance after school on Tuesdays in the Library (3:45–4:45pm). The 'Languages café with Language Assistants' will allow students to speak with native speakers, extend their language learning, seek assistance with difficult concepts, or just get some help with homework. We hope to see students take advantage of this program.
A message from the 2019 Language Captains
Hi, I'm Jocelyn and I'm the Chinese Language Captain for 2019. In today's increasingly interconnected and globalised world, learning a second language will not only introduce brand new pathways to your future, but will also expose you to a wide range of cultures and experiences which will help you become a better and more informed global citizen.
You may find languages tedious and boring at first, however, I can assure you this mindset won't last long. You'll grow to love this new and exciting adventure together with your fellow classmates. With the help of supportive staff and the countless opportunities Radford offers us – such as the China Trip, hosting fellow exchange students and participating in the linguistics competition, OZCLO – you will test out your language skills and at the same time have fun with your friends.
It's not a mere subject but an important life skill. The joys and satisfaction you gain from conquering a huge language barrier will be immeasurable. It will be challenging, it will require you to step out from your comfort zone, but I would strongly recommend this opportunity and hope you all consider learning a language.
Everyone has either said, or heard their child say, 'When am I ever going to need this?' – probably while looking exasperatedly at their homework. But studying a language is something that is guaranteed to have meaning outside of school, and you know will stay with you your entire life.
Hi, I'm Kate and I'm the 2019 French Language Captain. I have always been passionate about learning French. I went to France in primary school and it was one of the most amazing and unique places I have ever been (although I didn't speak a word of French because I was petrified). But since then, Radford has helped me improve and now I feel so much more confident in my ability to speak and listen in another language.
The four years I have spent learning French at Radford haven't been a cruise (contrary to the popular belief that 'French words are all the same as English anyway'), but the lessons are interesting, informative and the teachers go above and beyond to help you improve. Learning a language opens doors to new people, places and opportunities.
Hi, I'm Alex and I'm the Japanese Language Captain for 2019. Ever since I started to learn languages in Year 7, I realised it is not only something I am passionate about, but also an incredible skill to have beyond your years at school. Learning a language opens up so many pathways for travel, jobs, universities, homestays and friendships, and it can truly give you a greater perspective on our world and the different cultures within it.
The study tour conducted in Year 10 is one example. This trip around Japan, including a week of homestay, left me awe-struck. Every day had a new experience in store, but I also made incredible friends and stayed with the most kind-hearted and generous host family who I still think of and miss today. Most people who went on the trip expressed their strong desire to travel back to Japan and even work there.
Another benefit of learning a language at Radford is the support you will undoubtedly have. The Language Department has some of the most understanding and patient staff in the school, and you and your language classmates will form a strong bond that will help you through your learning. Although challenging, I cannot recommend learning a language enough.
20 February 2019
Radford students seeking support for this major fundraising event
Radford's senior students are preparing to participate in the upcoming Relay For Life.
The Year 11 and 12 students have formed teams to fundraise and walk (or run) for a 24-hour period in order to raise awareness and funds for cancer research.
This year is the Canberra Relay For Life’s 20th Anniversary and the 2019 Relay will be held from 11am Saturday March 23 through to 11am Sunday March 24 at the AIS track.
The Radford teams can be found at Canberra Relay For Life