Radford Bulletin Term 2, Week 4 – 23 May 2018
News & Articles
Last chance - P&F Entertainment Fundraising membership
Digital membership or book - your choice! Sales close 13 June.
Saturday Sunset Service, 2 June 2018
Sat 2 June, Radford Chapel, 5:30 pm, all welcome!
22 May 2018
Fiona Godfrey, Principal
A wonderful art show, study pathways for senior students and what makes a first-rate teacher.
Last weekend, the P&F staged their first major fundraiser of the year, the annual Art Show. As has been the case for many years, the 2018 Radford Art Show attracted high-quality works by a large number of artists from the Canberra district and beyond, as well as many exhibits created by very own students.
At the Art Show Gala Opening on Friday night, attendees were treated to the opportunity to view the collection for the first time, along with delicious drinks and canapes, beautiful accompanying music and a very interesting speech by guest of honour Justine van Mourik, who is the Director of the Parliament House Art Collection.
At the completion of her official duties, Justine and P&F President Sarah Jennett announced the recipient of the Jonquil Mackey Prize for best exhibit of the show, which was won by Mark Redzic for a beautifully painted pastoral landscape.
The organisation and execution of such an event takes a huge amount of time, energy and ingenuity from a large number of people. I would like to take this opportunity to thank the Art Show Committee, under the leadership of convenor Angie Walters, for the countless hours they put in to make the P&F Art Show so successful again this year. Thanks must also go to Angharad Dean, who was ably assisted by Camelia Smith, for her creative energy in curating the exhibition and hanging the works with such skill. I would also like to thank the staff and students who assisted in a variety of capacities leading up to and over the weekend.
Study pathways for senior students
On Tuesday night, the College hosted its Year 11 2019 Subject Information Night.
The Communications team has launched a new page on the College website, to explain the study pathways available to students in Years 11 and 12.
The page has the following brochures (available for download as PDFs):
- the BSSS Accredited (often includes vocational accreditation)
- the ACT Board of Senior Secondary Studies (BSSS) Tertiary (ATAR)
- the International Baccalaureate Diploma Programme (IB DP) – authorisation pending.
The three brochures contain information that will assist students in choosing their individual study pathway. I’d encourage students, parents and caregivers to read and consider each one.
Respect breeds respect
Over the past few weeks, the College has been holding Parent Information Evenings for students entering PreK, Year 3, Year 7 and Year 11 in 2020, all of which are our formalised intake years. At those evenings, we attempt to pitch our presentations to a variety of people, in terms of their knowledge of Radford, what it offers and its strengths. For some people attending these events, this will be the first time they have set foot on the campus. Others will have a much greater understanding of the College with some already having other children in attendance, while others are Collegians (they attended Radford as a student).
Many people already know that Radford routinely gets outstanding academic results, but what I try to instil in our visitors is that Radford seeks to educate the whole child – emotionally, physically, spiritually, and academically. I talk about the fact that when children feel they belong at school, enjoy what they are doing, and know there are people there to support them, they will do better academically. Anecdotally, we see this occurring, but reassuringly, we also know the research supports this argument.
At these nights, I also talk about the characteristics of effective schooling. The studies of effective schooling examine those features of schools that, regardless of the socio-economic background of its students or the facilities in which children are taught, continue to ‘value-add’ to its students. The research consistently points to a number of these factors, including,
- first-rate teachers
- strong leadership
- high expectations from staff, students and parents
- strong connection between home and school
- focus on teaching and learning
- stimulating and secure environment in which to learn.
When we focus on the most important of those characteristics, namely first-rate teachers, it is important to understand the hallmarks of a first-rate teacher. Obviously, an excellent understanding of their subject matter is important but, in my view, it is the relationship between students and teachers that makes all the difference.
New research from Edith Cowan University (ECU) supports this view and has recently highlighted what makes a real impact in the classroom. ECU School of Education lecturer Helen Egeberg recently surveyed 360 WA high school students, from six schools, to ascertain their views on this topic. The study found that most students want structure, discipline and caring relationships from their teachers.
‘What we found was that the things that students want most is a sense that their teachers genuinely care about them, explain concepts clearly and control classroom behaviour,’ Egeberg said. ‘Of those students surveyed, 85% agreed that effective teachers make them feel like they care about the students as individuals and 88% agreed that effective teachers respect their ideas and suggestions.’
Further, 82 per cent of students agreed that effective teachers ensure that behaviour in their classrooms remains under control.
While this information does not surprise me , for some people this news would be startling, thinking instead that young people would want to get away with bad behaviour in the classroom. From my experience, students like order, respectful relationships and an opportunity to learn where they are known.
According to Egeberg, ‘This flies in the face of the common stereotype that some high school students don’t care about their education and just want to muck around all day at school’.
Following the survey, the researchers conducted in-depth focus groups at each of the six schools involved in the study. Egeberg said one of the key themes to emerge from the discussions was the need for teachers to form strong relationships with their students. ‘This was something that was brought up again and again in the focus groups, students respond best to the teachers who they felt cared about them and had worked to establish a relationship of mutual respect and trust,’ she said.
The second major theme to come out of the focus groups was the value placed on teachers who were able to balance providing boundaries for their students without being too harsh. ‘The students said that the best teachers were neither too friendly and let them get away with anything nor too strict,’ she said.
In my view, a good teacher is able to genuinely demonstrate that they can care for their students on both a personal and academic level and can engage their students to come on the learning journey with them. I am sure we can all remember ‘special’ teachers we had who were able to balance these qualities and inspire us to enjoy our academic experience. We will continue to work with teachers at Radford to build these capabilities now and into the future.
21 May 2018
Rev Erin Tuineau
If not God, then who or what are some people worshipping?
Last year I asked my Year 8 RaVE students to respond to the question, ‘If some people in Australia are not worshipping God anymore, then who do you think they are worshipping?’. These were some of the students’ responses:
- ‘Nobody, they just follow a crowd.’
- ‘No one, they are worshipping science.’
- ‘Maybe nobody, sometimes life can be so busy you don’t have enough time to worship anything.’
- ‘Their heroes and idols.’
I think these answers are both honest and insightful. If anything, they might encourage all of us to reflect on who or what we are worshipping in our own lives.
If a person does not identify as being religious or spiritual in any way, then I think there is the temptation for them to believe that they are not worshipping anything or anyone. While I can understand this line of thought, I do not agree with it. I once read that whether we like it or not we were born to worship. It is simply a part of our human nature to want to put someone or something above ourselves and praise them or it. We see this most clearly in our Australian culture by the way that people idolise their sporting heroes. Ironically, it is when such heroes make mistakes (e.g. the ‘ball tampering’ event) that we become most aware of how much they are treated as objects of worship. Not only does this ‘mistake’ end up being the major headline in the media for the remainder of that week, but many people also take the mistake personally and are deeply upset by it. This is because, when we worship another human being and then find out they are not perfect, it can be disconcerting, to say the least. Some individuals can become quite lost when their chosen hero ‘lets them down’, as they do not know who or what to base their worldview on anymore.
If people are not worshipping a single person, they might fall into the trap of ‘following a crowd of people’ (as was mentioned by one of my RaVE students, above). I think this is particularly true in an age of social media, where people are constantly ‘following each other’ on Facebook, Twitter or some other network. In this case, the object of worship becomes the ideas or the ideologies of the particular group that people are associated with. For instance, if there is a group of people on Facebook that expresses the view that the only way to happiness is through meditation, and you are following this ‘crowd of people’ on social media regularly, then that is likely to become an idea or ideology that you revolve your life around, and essentially worship.
In addition to the above, I think there is also the worship of one’s self. At first people might think I am simply talking about those who individuals who are narcissistic in some way, but I am not. I am talking about how all of us are vulnerable to wanting to be perfect and an object worthy of worship. This is when we work tirelessly at our jobs, try to be martyrs in our own homes, and simply attempt to be superhuman. When we get things ‘right’, we can feel on top of the world. When we get something wrong, we can plummet to the depths. I have mentioned in an earlier article the danger of having our spiritual journey revolve around our own self – not our true self, but, rather, our ego. When we shape our lives around ourselves, and our achievements, then we will inevitably end up disappointed because we are human, and we make mistakes.
On a slightly different note, it is assumed that people who do align themselves with a particular religion are worshipping a God, or gods. However, even when you identify with a particular faith group, that does not automatically mean that you are worshipping the God or gods of your chosen religion. This is because most of us do not take the time to reflect on who or what it is that shapes our lives. We might think it is the God of our chosen faith, but in reality, we might really be worshipping something else.
I have heard priests say, ‘we are to worship Christ, not the bible’. In Christianity there is sometimes the temptation to worship our sacred text, the bible, rather than the actual Being of God in the person of Jesus. And so, when some people are worshipping the bible, and others are worshipping Christ himself, peoples’ lives can be shaped in different ways. I think in this instance it is important to be aware that when we read the scriptures we need to be open to God’s presence speaking through the words, rather than thinking that God starts and ends with the words themselves. When do this we are less likely to limit who God is, and so our lives can be shaped by the enormity and mystery of God’s love.
As Hugh Mackay says in his book Beyond Belief, people are always looking to have ‘faith in something greater than themselves’. Our job, then, is to discern and make a conscious decision about what is the ‘something greater’ that we want to worship and have our lives revolve around.
23 May 2018
The college’s first-ever girls’ rugby union side is going from strength to strength.
By George Huitker, Director of Service Learning
‘Can we tackle you?’ I’m politely asked, after perhaps unwisely volunteering to attend and possibly take part in the afternoon’s footy training. Let me explain how I got into this mess …
On Saturday, 5 May 2018, the college’s first-ever girls’ rugby union side ran onto the P&F Oval with conviction, confidence, camaraderie and, in their own words, feeling ‘pumped’ for the historic occasion. Even the most optimistic of spectators would have been a little surprised by what transpired – a resounding 72–15 win against similarly inexperienced opposition.
Only a week earlier, the girls were, once more in their own words, absolutely ‘thrashed’ as first-timers in a trial game against a far stronger team that had been playing together for some time. This would be the opposition they were to play in Round 2 of the competition. Yet, in the space of two short weeks, something had seriously changed in the girls’ self-belief.
In what can only be described as a sporting fairy tale, the girls completely turned the tables and defeated, through a successful conversion by captain Ashley Fernandez (Year 10), the very team that handed them a lesson in rugby union only a fortnight earlier: 29–27.
‘We were a bit nervous, I guess, because we were coming up against Wests again’, recounts Ashley, ‘but we took everything from that first (trial) game … and we just improved.’
Assistant Coach and Manager Rosie Williams believes that the turnaround was due to ‘… the culture and passion within the girls. They get to training and they’re so excited. It’s great’.
While it is evident the girls can train and tackle hard – I foolishly set myself up to be a target for a tackling drill – the girls put their amazing start to the season down to teamwork as well as their ability to not take themselves too seriously.
‘If we were too serious as a team, we wouldn’t win, because we just enjoy playing with each other’, explains Holly.
‘We’re never disappointed in each other’, elaborates Ashley, ‘and if someone makes a mistake it doesn’t matter’.
Adds another Holly, ‘Mistakes are what we grow from’.
I asked the girls why it has taken 34 years for a girls’ side to emerge in the sport.
‘After the Olympics, girls’ rugby has just gone way up’, Ashley pinpoints.
‘We’re trying to build up the girls’ rugby thing,’ chimes in Lauren, ‘so we’re kind of grateful that we even have a team’.
With the enthusiastic encouragement of both Director of Sport Brent Larkham and rugby die-hard and 1st XV Boys’ Coach Father Richard Browning, the timing suddenly seemed perfect.
I next ask the girls if crowd numbers actually swelled after the first win? (At this point in the interview all five girls answered my questions at the same time, a trend that continued throughout the remainder of the interview.)
‘We get a good crowd actually.’
‘A lot of parents.’
‘The amount of teachers that come to our games …’
‘Ms Notley – she was like screaming on the side of the field.’
‘You come up on a Monday and a lot of teachers say, “Hey, good on you.”’
‘They all said they’ll keep coming.’
Coach Ema Masi is justifiably happy with how the team is progressing, particularly with that performance in Round 2 – ‘I was gobsmacked!” she exclaims.
Ema, who comes from a keen rugby family and is a representative player herself, is keen to keep the girls grounded with respect to the season’s objectives. ‘Our main goal is to make it into the grand final. We’ve got a lot of things to work on … but I know the girls have got it in them.
But perhaps not everyone is enamoured of the idea of girls’ rugby.
‘My grandmother never stops talking about how girls shouldn’t play rugby’, reveals one team member, and another seconds this. Yet it would be hard for observers of any generation to not be inspired by this band of sisters’ infectious enthusiasm and loyalty to each other.
I try to provoke them by asking who their star player is. And their responses, again all delivered at the same time, display why they are so likeable and possibly why they have started so cohesively:
‘We’re a team of stars.’
‘Literally everyone on our team is good.’
‘There’s just a good team environment.’
‘Everyone brings a different thing to our team.’
‘We’ve got people from another school, different year groups and it’s just like we’ve known each other forever. We’re all just very close.’
‘We feed off each other.’
Father Richard concludes he is impressed by the team's 'focus and energy'. And I, with the footy in my hands and tackling practice about to commence, decide to focus my own energy on running very quickly towards the safety of my office.
The girls’ rugby side’s next game is against Jindabyne at 10.30 am on Saturday, 2 June on the Radford P&F Oval. Collegians who never got to see a girls’ rugby side during their time at Radford are especially encouraged to attend.
Could any former staff or collegians wishing to input to the new school history and/or claim their profile on the Collegians page, please contact him at: George.Huitker@radford.act.edu.au or fill out the form at https://radfordcollegians.com.au/help-h.
All past 'H for History' articles are housed at: https://radfordcollegians.com.au/h-for-history.
23 May 2018
Students exemplify the definitions of Exhibition, and shout-outs from our Celebration Assembly.
Dates to Remember
- Monday, 28 May – Reconciliation Day Public Holiday
- Tuesday, 29 June – Year 3–6 ICAS Science
- Wednesday, 30 May – Years 5/6 Da Vinci Decathlon
- Thursday, 31 May – Belconnen Zone Cross Country
Since the Junior School opened in 2008, our Year 6 students and all our Junior School teachers eagerly await Exhibition. To those unaware of this element of our P–6 framework, the Year 6 PYP Exhibition is:
- the culmination of the PYP
- a rite of passage
- a celebration of learning
- a demonstration of what it means to be a PYP student, applying what has been learned and their personal evolution throughout their journey in the PYP; and
This long list of definitions was confirmed last week at the ACT component of the Australian Information Industry Association’s (AIIA) iAwards, 'Australia's longest-running, most broadly scoped, innovation recognition program'.
There, two of our 2017 Year 6 Exhibition students, Olivia Steenbeek and Wynter O’Regan, were awarded the ACT Senior Students Award for excellence in Australian innovation for their Mobile Light Rail app, developed as their ‘action’ component of the 2017 exhibition.
Rob Fitzpatrick, CEO of AIIA, stated, ‘each year the iAwards publicly recognise the exceptional achievements of those at the forefront of Australian innovation, and the projects shaping our modern economy’.
AIIA Federal and ACT Chair, Greg Boorer, supported this, acknowledging that 2017 had the largest number of entries showcasing amazing innovation.
To add to this wonderful achievement and acknowledgement, the two students were successful in the Senior Students category, despite still being in our Junior School PYP at the time.
We wish Olivia and Wynter, and their app, all the best when their Exhibition product is presented at the national awards in August. This is a wonderful example of student potential.
Read Lisa Plenty's article, also in this Bulletin, on the girls' success.
Shout-outs from JS Celebration Assembly
Congratulations to the following students, acknowledged at our assembly.
- KCH – Arati Extross for being a thinker.
- KNS – Zahli Dankiw – for being a risk taker and demonstrating bravery.
- KAS – Zara Cao for being knowledgeable and showing commitment.
- KSG – Hannah MacCullum for showing independence and perseverance.
- 1MH – Patrick Maundrell showing perseverance and commitment.
- 1AT – Lulu Cornish for being curious and a thinker.
- 2JG – Zoe Gibbons for showing love of learning, independence and cooperation.
- 3DO – Carys Hodgkinson for showing independence.
- 3PC – Yash Thrishul for using teamwork.
- 3EC – Samuel Witheford for being open-minded and cooperative.
- 3RB – Daniel Do for taking risks and for teamwork.
- 4OM – Ned Harris for cooperation.
- 4JO – Liam Embleton for showing commitment and perseverance.
- 4KP – Chloe Mailler for showing commitment and perseverance.
- 4CD – Gigi Hickey for showing creativity and love of learning.
- 5JC – Alex Stockbridge for showing commitment.
- 5TEM – Stirling Musgrove for using self regulation and being a balanced.
- 5SD – Audrey Potter for being principled and showing humility.
- 6TW – Jacinta Henderson for having integrity and showing leadership.
- 6JF – Clarissa Gautama for perseverance and commitment.
- 6HB – Cara Drysdale-Burford for commitment and self-regulation.
- 6TH – Thomas Bunworth for being caring and showing perseverance.
- Mrs Crookes: Amelia Sullivan for being principled and using teamwork.
- Senõra Stevens: Kalea Ford for showing cooperation and using teamwork.
23 May 2018
Lisa Plenty, Director of Digital Learning and Innovation
Award recognises innovative concepts and designs for positive change.
By Lisa Plenty, Director of Digital Learning and Innovation
Last year we featured the achievement of Olivia Steenbeek and Wynter O’Regan following their IB PYP Exhibition project, for which they designed an app to alert pedestrians to light rail risks in their vicinity.
Last week Olivia and Wynter were further recognised for their innovation at the ACT iAwards Gala Dinner, where they were awarded the ACT prize for Senior Students.
The iAwards, which are managed by the Australian Information Industry Association (AIIA), recognise innovative concepts and designs for which a positive change for the community might be achieved.
Wynter and Olivia now have the opportunity to represent Radford and the ACT for the national award in August. Following Wynter’s recent move interstate, Olivia was able to represent the innovative pair at last week’s dinner and receive the award.
For more on this, please see Paul Southwell’s article, also in this Bulletin.
23 May 2018
Michele Sharp, Head of Languages
Students are enjoying this third exchange visit from BISU High.
By Michele Sharp, Head of Languages
Last Thursday night, Radford welcomed nine students from our sister school, The High School Affiliated to Beijing International Studies University (BISU). The students are accompanied by Mr Cui and Mr Zheng, both vice principals of the school. We are expecting Mr Hu, a chemistry teacher, and Mrs Li, a maths teacher, to join the group later in the exchange.
This is the third exchange visit from BISU High School and our visitors will be with us until 26 May.
Our students have been looking forward to putting their language skills into practice, and I am sure new friendships will be readily formed.
Some information on the school
The High School Affiliated to Beijing International Studies University was founded in 1956. It is a rapidly developing public school in the east of Chaoyang District, Beijing, and is also a quality-oriented model school of Chaoyang District.
It covers an area of about 50,000 square meters, and has a total of 76 classes, more than 2,600 students, and a staff of 260 faculty and staff members.
Equipped with advanced teaching equipment and eco-friendly facilities, the school building highlights its role in ecological education.
The philosophy of the school is 'undertaking hope, seeking happiness, and achieving life', and it has made great efforts in fulfilling its mission.
The school supports developments in the education of foreign languages, ecology and sports, and it has made remarkable achievements in these aspects.
23 May 2018
Kristen Knight, Director of Strings, Acting Head of Co-curricular Music
Dedication, commitment and fine performances lead to stellar results.
By Kirsten Knight, Director of Strings, Acting Head of Co-curricular Music
Between 17 and 19 May, many of our bands and orchestras participated in the Bands and Orchestras division of the Australian National Eisteddfod. Some groups chose to compete while some of our younger groups performed as participants only.
Our jazz bands were the first to take part at Lyneham High School Performing Arts Centre on Thursday afternoon, with the Little Big Band and Big Band both being awarded silver in their respective sections.
The Little Big Band also came away with the 'Kaaren Talty Jazz Encouragement Award'. This award is given to only one band in the Eisteddfod and comes with a generous cash prize.
The concert band sections were held at Llewellyn Hall at the ANU Canberra School of Music on Saturday – some very early in the morning!
All four of our concert bands were rewarded for excellent performances with Gershwin Concert Band and Holst Concert Band receiving silver awards. Sousa Concert Band and our most advanced band, Bernstein Symphonic Wind Orchestra, were awarded gold awards, with Bernstein also being awarded a very rare and prestigious platinum award. Platinum awards are given at the discretion of the adjudicator for groups performing at an exceptionally high standard and with outstanding musicianship.
Our string orchestras performed after the concert bands. Two of our more junior string orchestras chose to participate non-competitively. Both Haydn Strings and Vivaldi Strings gave excellent performances in their sections. Elgar Strings gave a vibrant performance and came away with a gold award.
All the groups that participated in the Eisteddfod are to be commended not just on fine performances on the day, but on the dedication and commitment it takes to achieve the standard they have all attained.
My thanks go to all the conductors, managers and music directors who gave their time after school and on the weekends to support our students at this event.
9 May 2018
Presented by the Director of Teaching and Learning on Thursday, 24 May.
Please join us in the Heath Lecture Theatre on Thursday, 24 May for a presentation on Visible Learning in the Secondary School.
Since 2016, Radford’s Secondary School has been using John Hattie’s Visible Learning Framework to enhance our teaching and learning practices.
At this forum, Louise Wallace-Richards, Director of Teaching and Learning, will outline how Visible Learning is positively impacting on student learning in our Secondary School.
What: Education Forum: Presentation on Visible Learning in the Secondary School
When: Thursday, 24 May 2018
Venue: Mackinnon Senior School Building, Heath Lecture Theatre
RSVP: Please email Kirsty Mack by Tuesday, 22 May.
16 May 2018
Come and see Senior Drama and Music students performing their best work.
By Nick Akhurst, Head of Department, Co‑curricular Drama/Dance/Oratory
Come along to the Performing Arts Centre Pit this Thursday, 24 May, at 7pm to see our Senior Drama and Music students performing their best work.
Enjoy original music composed by students and chuckle along with stand-up comedy routines developed specifically for this one night only.
Don't miss this great opportunity to see the creative life of the curriculum in action, with wonderful music and hopefully a few laughs.
Pop the date in your calendars now and stay turned for more information.
23 May 2018
Tickets on sale now
Author Steve Biddulph is coming to Radford College on Tuesday, 19 June 2018, to present his talk - 'Secrets of happy children'.
Date: Tuesday 19 June 2018
Time: 7.30 pm
Venue: TB Millar Hall, Radford College
Tickets: $35 (Adults), $20 (Concession) Buy online now
(NB: Parents and caregivers only. Not suitable for infants or children)
Steve's world-renowned talk is funny, moving, and incredibly helpful. It covers the development of children from babyhood to adult and addresses,
- How to understand what is going on with your child!
- Figuring out your parenting style, and where the gaps might be.
- Firm love and soft love, and when to use which.
- Hearing what your children are not able to say.
- Discipline – it’s not what you think.
- How to slow your family down so you really connect.
As a psychologist for over 30 years, Steve Biddulph specialised and his books, including Raising Boys and Ten Things Girls Need Most, are loved and used in almost four million homes around the world. Steve is best known for his live talks, which are funny, emotionally powerful and very practical, and apply to children of all ages.
22 May 2018
Provided by Chris Jones from Lake Ginninderra College
Six Radford students competed at Capital Golf Club on Monday, 14 May.
Article provided by Chris Jones from Lake Ginninderra College
The 2018 School Sport ACT Golf Championships were held at Capital Golf Club on Monday, 14 May, with 69 students participating across each division.
For only the second time, the championships combined all age groups with students contesting Sub-junior (no handicap), U12, U15 and U19 divisions.
Capital Golf Club presented the course well, on a sunny and pleasant autumn day. There were competitive scores on the day, with all students enjoying the opportunity to represent their school at golf.
Well done to the six Radford students who competed on the day:
- Henry Kanis (Year 4, pictured, below)
- Kalea Ford (Year 6)
- Matilda Sullings (Year 6)
- Michael Nguyen (Year 10
- Aaron Liu (Year 8)
- Oscar Wilson (Year 11)
Sub-Junior Girls (Gross)
1st – Kalea Ford, Radford College – 64
2nd – Scarlett Fox, Hawker PS – 78
3rd – Alyssa Di-Campli, St Peter and Paul – 79
4th – Hailey Rogan, Weetangera PS – 89
Sub-Junior Boys (Gross)
1st – Will Maciver, Miles Franklin PS – 62
2nd – Jack Miels-Barrett, St Thomas, Kambah – 73
3rd – Lachlan Buckley, St Clare of Assisi – 79
4th – Zac Robertson, Southern Cross – 86
U12 Girls (Gross)
1st – Matilda Sullings, Radford College – 98
U12 Girls (Nett)
1st – Sophia Chau, Holy Spirit – 75ocb
2nd – Madison Hood, Burgmann – 75
U12 Boys (Gross)
1st – Nathan White, Maribyrnong PS – 85
2nd – Lachlan Nordsvan, Caroline Chisholm – 87
U12 Boys (Nett)
1st – Henry Kanis, Radford College – 61
2nd – Tom Lynch, Holy Family Gowrie – 71
3rd – Jack Quinton, CGS – 73
Open Girls (Gross)
1st – Isabelle Hawes, Narrabundah College – 79 playoff
2nd – Taylah Ellems, Merici College – 79
Open Girls (Nett)
1st – Fannie Sukhumparnich, Merici College – 70
2nd – Amber Tilley, Kingsford Smith – 76
U15 Boys (Gross)
1st – Peter Sukhumparnich, Marist – 81
2nd – Cody Doyle, Kingsford Smith – 84ocb
3rd – Ryan Ulrich, SFXC – 84
U15 Boys (Nett)
1st – Angelo Bourandanis, St Mary Mackillop – 67
2nd – Junho Yoon, Lyneham HS – 71
3rd – Kane Smith, SFXC – 74
U19 Boys (Gross)
1st – Riley Willcox, SFXC – 69
2nd – Brett Levier, Erindale College – 72ocb
3rd – David Howard, Lake Ginninderra College – 72
U19 Boys (Nett)
1st – Oscar Wilson, Radford College – 67
2nd – Darcy McCann, SFXC – 68ocb
3rd – Tan Nguyen, St John Paull II – 68
Women in Rally and Technology presentation
Netier is hosting a lunchtime event for Radford studetns, including presentations and Q&As with inspirational women leading the way in sport and technology.
- Molly Taylor - 2016 Australian Rally Champion
- Sarah Polhill – CIO Royal Australian Mint
- Jade Meara - Nutanix Marketing Leader
- Kate Lundy - Director Australian Cyber Security Research Centre
Details: Tuesday, 29 May 2018
Heath Lecture Theatre
Students who wish to attend, please RSVP here.
Music Recital (Year 9) – 6 June (registrations due: 23 May)
This music recital is open to Radford students who have individual (private) lessons on an instrument (within or outside of the College's music program).
All students must discuss their participation with their individual music lessons tutor, who will submit the registration.
Students who have lessons outside of Radford College's Instrumental Lessons Program are asked to email the Music Administration Office at firstname.lastname@example.org with the following details:
- Student Name and Academic Year
- Private Lessons Tutor Name
- Private Lessons Tutor contact details (email and phone number)